KISS Grammar Level 6.4 Research Projects

KISS Instructional “Booklets” give you all the instructional materials, suggestions for teaching, and

sample exercises. You can use the booklets to create your own instructional plan. Remember that the on-

line versions of the booklets include links to all of the exercises currently in the KISS complete (Grade-

Level) workbooks.

Free, from the KISS Grammar Web SiteKISSGrammar.org

© Ed Vavra

August, 2012

2

Contents

Introduction.........................................................................................................2Studies in the Syntax of Little Words.................................................................2

“About”— Based on Black Beauty, by Anna Sewell..................................................................3“As Well As”—From Chapter Four of Blue Willow, by Doris Gates........................................6“But”—Shakespeare's Romeo and Juliet....................................................................................8“Since”—Based on “Old Put” The Patriot, by Frederick A. Ober........................................10

Projects for KISS Level 1..................................................................................12Pronouns as Predicate Nouns....................................................................................................12

Projects for KISS Level 2..................................................................................15The Public’s Understanding of Grammar—A Survey..............................................................15Beginning a Sentence with “And,” “Or,” or “But”...................................................................16

Projects for KISS Level 3..................................................................................16A Computer Search for the “Which” Fragment........................................................................16

Projects for KISS Level 4..................................................................................17Definitions of Grammatical Terms...........................................................................................17

IntroductionIntroductionOriginally, this was the home for the “Studies in the Syntax of Little Words” simply because these

exercises do not fit in the other KISS sections. It has now been expanded to include other research

projects. The primary objective of these exercises is to teach students how to make their own judgments

about grammar. For more research studies, see Level 6.5 - Statistical Stylistics.

Studies in the Syntax of Little WordsStudies in the Syntax of Little WordsLittle words cause the biggest analytical problems, so this is a collection of some of the words for

studying some of the problems.

3

“About”— Based on Black Beauty, by Anna Sewell(A Study of a Little Word)

Directions:1. Put parentheses ( ) around each prepositional phrase. 2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”). 3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function

(“PN,” “PA,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies. Put a vertical line at the end of every main clause.

4. Put a box around every gerund and gerundive. If it is a gerund (i.e., it functions as a noun) indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies. Put an oval around every infinitive and indicate (as in three above) its function.

1. His lordship is always very reasonable about horses.

2. For about a mile and a half the road ran straight.

3. About a week after this Robert came into the field with a halter.

4. My groom used to come every morning about six o'clock.

5. John was about to put the saddle on Ginger when Mary called him.

6. Sad changes were about to come over us.

7. Before long, however, Ginger was led in by two grooms, a good deal knocked

about and bruised.

8. John went about his work silent and sad, and Joe scarcely whistled.

9. While the man ordered about the luggage, the young girl came and looked at me.

10. Not one in ten of them knows what it is about.

4

"About" (A Study of a Little Word) Based on Black Beauty, by Anna Sewell Analysis Key

Reminder - “Studies in Little Words” explore the various ways in which simple words function within sentences.

1. His lordship is always very reasonable (PA) {about horses}. | We begin with a simple prepositional phrase.

2. {For about a mile and a half} the road ran straight. | In this sentence, “about” means “approximately” and modifies “a” which means “one.”

(Although I have marked “straight” as an adverb, some people may prefer to see this as a palimpsest pattern in which “straight” functions as a predicate adjective and “ran” is written over “was.”)

3. About a week {after this} Robert came {into the field} {with a halter}. | I would explain “about” here as functioning as an adverb that means approximately, and “week”

as a noun used as an adverb. In view of sentence # 4, however, I would not argue with students who wanted to explain “about a week” as a prepositional phrase that functions as an adverb to “came.”

4. My groom used to come every morning [NuA] about six {o'clock}. | In # 3, we can drop “About” and still have an acceptable sentence -- “A week after this ....” In

this sentence, however, if we drop the “about” we get a somewhat unacceptable sentence -- “... every morning six o’clock.” There are at least three alternatives. First, we can view “six” as an adjective that modifies an ellipsed “hours.” The “hours” functions as a noun used as an adverb, and the “about” functions as an adverb (meaning approximately) modifying the adjective “six.” Second, we could accept “about six” as a prepositional phrase that functions as an adverb. Third, we could supply an ellipsed “at,” thereby creating a prepositional phrase in which “about” still means “approximately.” Note that “o’clock” means “on the clock.”

5. John was about (PA) to put the saddle {on Ginger} [Adv. to "about" when Mary

called him (DO)]. | “About to” is a fairly common, idiomatic expression. Perhaps the easiest way to explain it is to

say that “about” in these cases means “ready” and thus functions as a predicate adjective. The infinitive (in this case “to put”) then functions as an adverb that modifies “about.” [”Saddle” is the direct object of the infinitive.] For a more technical explanation, see # 6.

6. Sad changes were {about to come} {over us}. | One of the meanings of “about” as a preposition is “On the point or verge of.” Webster’s New

Collegiate Dictionary (1961) notes that this meaning applies “before an infinitive or gerund. Thus

5

“about to come” is a prepositional phrase. Some people will see it as adverbial to “were”; others will see is as a predicate adjective that modifies “changes.”

7. {Before long}, however, Ginger was led (P) in {by two grooms}, a good deal [NuA] knocked

about and bruised. | “Long,” of course, is not a noun, but the expression “before long” is common and we can

explain it as an ellipsed version of “before a long time.” That prepositional phrase, in turn, really means “before a long time passed.” Thus, to be more technical, “before long” can be explained as an ellipsed subordinate clause. “In” functions as an adverb because it too is an ellipsed prepositional phrase -- “into the stalls.”

“Knocked” and “bruised” are gerundives that modify “Ginger.” The “about” in “knocked about” can simply be explained as an adverb, but “but” is also a preposition, and for the extremely close reader, it does raise questions. Does it, for example, mean “about the body” or “about the streets”?

8. John went about his work silent and sad, | and Joe scarcely whistled. | Perhaps the easiest explanation here is to consider “went about” as a phrasal verb (KISS Level

2.1.5) that means “did.” That explanation, however, may change the meaning. As a preposition, “about” can mean “among” or “here and there in.” Thus, reading “about his work” as a prepositional phrase suggests that John went about the things that were his work, but he really was not working.

“Silent” and “sad” are post-positioned adjectives to “John.”9. [Adv. to "came" and "looked" While the man ordered {about the luggage},] the young girl

came and looked {at me}. | Out of context, “ordered about the luggage” could be explained in two ways. For one, “ordered

about” could be explained as a phrasal verb that means “arranged.” In context, however, this does not really fit since the man himself probably did not arrange the luggage. He ordered John about how to arrange the luggage. I would not expect most students to see the full ellipsis here, especially since different words could be used to “restore” the ellipsed. For most students, therefore, we might explain the ellipsis as “ordered someone (John) about the luggage. This would make “ordered” the finite verb and “about the luggage” a prepositional phrase that functions as an adverb to “ordered.”

10. Not one {in ten} {of them} knows [DO what it is about]. | The “what” functions simultaneously as the subordinating conjunction and as the object of the

preposition “about” -- It is about what? Some people will see “about what” as adverbial to “is,” and others will see it as a predicate adjective to “it.”

6

“As Well As”—From Chapter Four

of Blue Willow, by Doris Gates(A Study of a Little Word)

Directions:1. Put parentheses ( ) around each prepositional phrase. 2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”). 3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function

(“PN,” “PA,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies. Put a vertical line at the end of every main clause.

4. Put a box around every gerund and gerundive. If it is a gerund (i.e., it functions as a noun) indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies. Put an oval around every infinitive and indicate (as in three above) its function.

“Now what more could a body want than this?” Mr. Larkin asked of no one in

particular. “We’ve enough food in our stomachs, a little money in our purse, and a

roof to go home to. I don’t know when I’ve liked a place as well as this one.”

Janey had been tracing patterns in the moist earth. But at Dad’s words she

stiffened with attention, listening with her heart as well as with her ears. Was he going

to say they would stay?

7

A Study of “As Well As” From Chapter Four of Blue Willow, by Doris Gates Analysis Key

“As well as” can almost, if not always, be explained by using ellipsis, but sometimes a quicker explanation is simply to consider it as meaning “and equally.”

This selection was made and submitted by a member of Ambleside Online.

“Now [#1] what more (DO) could a body want {than this}?” [ [#2] Mr. Larkin asked

{of no one} {in particular} ]. | “We’ve enough food (DO) {in our stomachs}, a little money (DO)

{in our purse}, and a roof (DO) to go home [NuA] to [#3]. | I don’t know [DO when I’ve

liked a place (DO) as well [Adv. to "as" as *I've liked* this one (DO).]” |

Janey had been tracing patterns (DO) {in the moist earth}. | But {at Dad’s words} she

stiffened {with attention}, listening [#4] {with her heart} as well as [#5] {with her ears}. | Was he

going to say [DO they would stay]? | Notes

1. I wouldn’t argue with anyone who wanted to describe “Now” as an adverb here, but to me it functions more as an interjection.

2. KISS considers this clause as functioning as an interjection, but alternatively, the quotation can be considered the subordinate clause that functions as the direct object of “asked.”

3. This is an idiomatic construction, but this “to” is a preposition, the ellipsed object of which is “the roof.” This phrase functions as an adverb to the infinitive “to go,” which functions as an adjective to “roof.”

4. “Listening” is a gerundive that modifies “she.”5. In this case, “as well as” can quickly be explained as meaning “and equally.” If your instructional focus

is on something else, this short explanation may be preferable because the full explanation takes a while. For the full, the first thing we need to do is to supply the ellipsed “listening.” - “listening with her heart as well as *listening* with her ears.” The “well” modifies the first “listening,” and “as...as” functions as a connector, the first “as” being an adverb to “well.” We could now consider the second “as” as a preposition, thereby explaining the ellipsed “listening” as a gerund that functions as its object.  Or, since the first “listening” functions as a gerundive, we could consider the second “as” as a subordinating conjunction, thereby making the second “listening” a gerundive, the remnant of a subordinate clause - “listening with her heart as well as *she was listening* with her ears.”

8

“But”—Shakespeare's Romeo and Juliet

Act Two, Scene One, 43-51(A Study of a Little Word)

Romeo and Juliet,

by Francesco Hayez

(1791-1882)

Directions:1. Put parentheses ( ) around each prepositional phrase. 2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”). 3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function

(“PN,” “PA,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies. Put a vertical line at the end of every main clause.

4. Put a box around every gerund and gerundive. If it is a gerund (i.e., it functions as a noun) indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies. Put an oval around every infinitive and indicate (as in three above) its function.

Romeo:

He jests at scars that never felt a wound.

But soft 1, what light through yonder window breaks?

It is the east, and Juliet is the sun.

Arise, fair sun, and kill the envious moon 2,

Who is already sick and pale with grief

That thou, her maid, art far more fair than she.

Be not her maid, since she is envious.

Her vestal 3 livery is but sick and green,

And none but fools do wear it; cast it off.

1. wait 2. Emblem of Diana, goddess of chastity 3. virginal

9

Shakespeare's Romeo and Juliet Act Two, Scene One, 43-51

Analysis KeyPart of this selection is in Nesbit’s “Quotations from Shakespeare.” I have  followed The Norton

Shakespeare Based on the Oxford Edition, N.Y., 1997 (p. 890-91), which notes that in most versions a

scene break usually appears here, but includes the lines in Act Two, Scene 1. The notes in the exercise are

from the Norton edition.

He jests {at scars} [Adj. to "He" that never felt a wound (DO)]. |

But soft [#1], what light {through yonder window} breaks? |

It is the east (PN), | and Juliet is the sun (PN). | *You* Arise, fair sun [DirA], and kill the envious moon (DO),

[Adj. to "moon" Who is already sick (PA) and pale (PA) {with grief}

[ [#2] That thou, her maid [#3], art far more fair (PA) [Adv. to "more" than she *is fair

(PA)*]]]. |

*You* Be not her maid (PN), [Adv. to "not" since she is envious (PA)]. |

Her vestal livery is but sick (PA) and green (PA), |

And none {but fools} do wear it (DO); | *you* cast it (DO) off. |

Notes (See also next page.)

1. If, as the Norton notes suggest, we interpret this “soft” as “wait,”, then “wait” would be a finite verb

with an implied “you” as subject, and we could this consider “But soft” as a separate main clause.

But the word is “soft,” not “wait,” so I’ve considered it to be an interjection, which is clearly the way

it functions.

2. This clause can be explained as adverbial to “sick” and “pale,” and thus comparable to the clause that

modifies “glad” in “I am glad that you are here.” I would also accept it as adverbial to “is,” with the

meaning of “because.”

3. Appositive to “Thou.”

10

“Since”—Based on “Old Put” The Patriot,

by Frederick A. Ober(A Study of a Little Word)

Directions:1. Put parentheses ( ) around each prepositional phrase. 2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”). 3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function

(“PN,” “PA,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause. 5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct

address (“DirA”).

1. This, of course, is that famous encounter with the wolf, which has since become

part and parcel not only of local tradition, but of American history.

2. The joy of the family at meeting again was clouded by sorrow, however, for

death had entered the family circle since the father and husband’s departure.

3. There was a grim humor in the situation, for, since his men would not go to the

Frenchman, Captain Putnam was taking the Frenchman to them!

4. Since he last left home much had happened to distract and break him down,

including the loss of his wife by death, and the loss of Washington’s friendly

support, through no fault of his own.

11

A Study of “Since”: Adverb, Preposition, or Subordinate Conjunction? Based on sentences from “Old Put” The Patriot, by Frederick A. Ober

Analysis Key

1. This, {of course} [#1], is that famous encounter (PN) {with the wolf}, [Adj. to

"encounter" which has since [#2] become part (PN) and parcel (PN) not only {of

local tradition}, but *also* {of American history}]. | 2. The joy {of the family} {at meeting [#3] again} was clouded (P) {by sorrow}, however,

[Adv. (cause) to "was clouded" for death had entered the family circle (DO) {since

the father and husband's departure}]. |3. There was a grim humor (PN) {in the situation}, [Adv. to "was" for, [Adv. to "was

taking" since his men would not go {to the Frenchman}], Captain Putnam was

taking the Frenchman (DO) {to them}]! | 4. [Adv. to "had happened" Since he last left home (DO)] much had happened to

distract and break him [#4] down, including the loss [#5] {of his wife} {by death}, and the

loss [#5] {of Washington's friendly support}, {through no fault} {of his own}. | Notes

1. Grammarians do not usually discuss the functions of prepositional phrases, but if they were to do so,

many would probably consider this phrase an adverb. The preferred KISS explanation, however, is to

consider it an interjection.

2. Webster’s traces “since” back to Anglo-Saxon siththan, syththan, seoththan. I’m no expert on

etymology, but this surely sounds like the modern “since then.” Thus, in a sense, the adverbial

“since” may be derived from a single-word prepositional phrase.

3. “Meeting” is a gerund that functions as the object of the preposition.

4. “Him” is the direct object of the infinitives “to distract” and “break.” The infinitives function as

adverbs (of result) to “had happened.”

5. “Loss,” and the “loss” that follows “and,” are direct objects of the gerundive “including.” The

gerundive modifies “much.”

12

Projects for KISS Level 1Projects for KISS Level 1

Pronouns as Predicate Nouns

A Research Project on the Use of Nominative or Objective Case

Give each student in the class five or ten copies of the survey on the next page. Have each student

ask different people to circle the pronoun that they would use. (You might want to include space at the

end for “Comments.”) Then have the class count how many people gave each answer for each question.

The class can then discuss the results in terms of “formal” vs. “popular” grammar. It will be particularly

interesting to see how people with degrees in English respond. As the analysis key that follows the survey

suggests, the answers are not as simple as most grammar textbooks suggest.

13

American Gothic 1930

byGrant Wood (1891-1942)

A Survey about the Use of PronounsAdapted from

The New College Grammarby Mason Long.

New York: The Ronald Press Company, 1935

Please circle the correct pronoun for formal writing.

1. It is (we or us).

2. Wasn’t it (they or them)?

3. Between you and (me or I), this plan will not work.

4. Is it (I or me) that you addressed, or ( he or him) ?

5. It must be you or (they or them) that I saw.

6. They took us to be (them or they).

7. Was it (we or us) you desired to see, or (she or her)?

8. They may not permit you and (we or us) to vote.

9. Are you as old as (he or him)?

10. She likes this story as well as ( I or me).

11. She likes the flower better than (I or me).

12. Would you not like to be (she or her)?

Please indicate your age group:

____ 10-19

____ 20-29 

____ 30-39 

____ 40-49 

____ 50-59 

____60 or above 

Please indicate your level of education:

____ some high school

____ high school diploma

____ started college

____ college degree

____ years of graduate work

____  graduate work degree

Please indicate your gender: ____ female ____ male

14

Pronouns as Predicate Nouns Analysis Key

1. It is we (PN). | 2. Wasn't it they (PN)? | 3. {Between you and me}, this plan will not work. | 4. Is it I (PN) [ [#1] that you addressed], or he (PN)? | 5. It must be you (PN) or they (PN) [ [#1] that I saw]. | 6. They took us to be them [#2] . | 7. Was it we (PN) [ [#1] you desired to see [#3] ], or she (PN)? | 8. They may not permit you and us to vote [#4]. | 9. Are you as old (PA) as (he or him) [#5] ? | 10. She likes this story (DO) as well as ( I or me) [#6]. | 11. She likes the flower (DO) better than (I or me) [#6]. | 12. Would you not like to be she [#7] ? |

Notes

1. This clause can be described as an adjective to “it” or as a delayed subject (to “it”). See KISS Level 5.6 - Delayed Subjects and Sentences. It may be interesting to note that many grammarians would argue that “that” should, in formal grammar, be “whom” here because it refers to a person, not a thing. I have left it as I found it. In casual, idiomatic English, of course, we usually use “that.”

2. “Us” is the subject of, and “them” is a predicate noun after the verbal (infinitive) “to be.” Because the subject of the infinitive is in the objective case, so is the predicate noun. The infinitive phrase functions as the direct object of “took.”

3. The verbal (infinitive) “to see” functions as the direct object of “desired.” Note that if a subordinating conjunction were used within this clause, it would be in the objective case because it would be the direct object of “to see”—“Was it we *whom* you desired to see, or she?”

4. “You” and “us” are subjects of the infinitive “to vote,” and subjects of infinitives are in objective case—“We asked him to go with us.” The infinitive phrase is the direct object of “may permit.”

5. Prescriptive grammarians claim that this should be “as he,” because they see it as an ellipsed subordinate clause—“as he *is old*.” Common usage, however, often treats this as a prepositional phrase—“as him.” In either case, the “as” construction modifies the first “as.” (See also Note 6.)

6. In this sentence, the choice of “I” or “me” affects meaning: “She likes the story as well as I *like the story*” or “She likes the story as well as *she likes* me.” The latter would be somewhat strange. A better example is one for which I have been criticized, but one which came from a student—“No one can train a horse better than (I or me).” In this case, the “me,” which is what the student wrote, makes sense, but was probably not what the student meant. Hence our need to teach this distinction. Note how in sentence # 7, both options make sense, but they have very different meanings.

7. “She” is a predicate noun after the infinitive “to be.” But unlike sentence # 6, in this case the antecedent of “she” is the subject (“you”) of the finite verb. Thus this predicate noun is in the nominative case.

15

Projects for KISS Level 2Projects for KISS Level 2The Public’s Understanding of Grammar—A Survey

Make a short survey form like the one below. Include some or all of the questions below. You can also add questions that interest you, but keep it short. Make copies and take them to the mall or any other place where you might find people who would agree to fill it in. After you collect the data, your teacher may ask you to write a short report about it and/or discuss the results with your classmates.

A Survey about Grammar

1. Is it acceptable to begin a written sentence with “But”? ____ Yes ____ No

2. Why?

3. Is the following sentence grammatically correct? Bill is better at baseball then Mary is.____ Yes ____ No

4. If the sentence in # 3 is incorrect, how would you fix it?

5. Underline the subjects once and their verbs twice in the following sentences:a.) The children were playing in their yards, and the entire street was at peace.

b.) They saw Tom in the park playing baseball.

c.) To win the game made Sarah happy.

Please indicate your age group:

____ 10-19

____ 20-29

____ 30-39

____ 40-49

____ 50-59

____60 or above

Please indicate your level of education: ____ some high school

____ high school diploma

____ started college

____ college degree

____ years of graduate work

____ graduate work degree

Please indicate your gender: ____ female ____ male

16

Beginning a Sentence with “And,” “Or,” or “But”

Select a text, count the number of sentences in it, and also count the number of sentences that begin

with “And,” “Or,” or “But.” Divide the number of sentences that begin with each word by the

total number of sentences to see how often various texts (or writers) violate the common school rule

against beginning a sentence with “But.”

Or you can just search larger texts electronically for each of the three words. This approach will

enable you do get more data faster. (You can forget about counting the total number of sentences—just

look for the exceptions.) Your teacher may also have the class work individually or in small groups to

explore an entire newspaper or magazine by assigning pages or articles to different students.

Projects for KISS Level 3Projects for KISS Level 3A Computer Search for the “Which” Fragment

Most teachers have been taught that beginning a main clause with “Which” can create a fragment. As

a result, they often correct such sentences in their student’s writing. But not all writers follow this “rule.”

For example, George F. Will, a recognized excellent writer, began his article “The inexorable march of

creative destruction” with the following paragraph. Note the beginning of the last sentence:

In 1886, a shipment of $25 watches from a Chicago jeweler was rejected by the addressee in

Redwood Falls, Minn. The jeweler offered to sell the undeliverable goods for $12 apiece to a

railroad station agent, who could then sell them to other agents, of whom there were more than

20,000. Which is what the agent, 23-year-old Richard Warren Sears, did. (The Wall Street

Journal, Feb. 24, 2012.)

Will uses “which” as the subject of the main clause, but many teachers would want their students to use a

“That” in place of “Which.”

Search electronic texts for “which” (the word is not that common) to see if you can find more

examples of this technically “Which” fragment. (For more on this, see KISS “’Which’ Fragment”

collection, a link to which is in the on-line Level 3.2.4 book.)

17

Projects for KISS Level 4Projects for KISS Level 4Definitions of Grammatical Terms

To see how different grammar books define terms differently, search both the internet and as many

grammar textbooks as you can find for definitions of one or more of the following terms:

noun

verb

adjective

adverb

clause

main clause

independent clause

subordinate clause

dependent clause

verbal

verbid

gerundive

appositive

subjunctive mood

Write a description of what you found about one of the above.