lessons & quizzes · master english grammar. write better prose. jonathan rogers, ph d ......
TRANSCRIPT
Master English grammar.Write better prose.
Jonathan Rogers, PhD
LESSONS & QUIZZES
Author of The Wilderking Trilogy & The World According to Narnia
Dr.JonathanRogers
PublishedbyCompassClassroom605WIrisDriveNashvilleTN37204Copyright©2019CompassClassroom
TableofContents
Module1,Lesson1:Introduction1
Module1,Lesson2:UnderstandingtheMainLine3
Quiz1.2:UnderstandingtheMainLine7Module1,Lesson3:SubjectsandVerbs9
Quiz1.3:SubjectsandVerbs13
Module1,Lesson4:ObjectsandComplements17
Quiz1.4A:IdentifyingSubjects,Verbs,Objects,andComplements21
Quiz1.4B:ObjectsandComplements23
Module1,Lesson5:TheFiveClausePatterns27
Quiz1.5A:TheFiveClausePatterns31
Quiz1.5B:TheFiveClausePatterns33
Module1,Lesson6:ActorsandActions,SubjectsandVerbs37
Quiz1.6:ActorsandActions,SubjectsandVerbs41
Module1,Lesson7:WhatIsthePassiveVoice?45
Quiz1.7:WhatisPassiveVoice?49
Module1,Lesson8:WhenIsthePassiveUseful?53
Quiz1.8A:UsesofthePassiveVoice55
Quiz1.8B:UsesofthePassiveVoice57
Module1,Lesson9:Nominalization61
Quiz1.9:Nominalization65
Module1,Lesson10:StrongVerbs,PreciseVerbs,69
Quiz1.10:StrongVerbs,PreciseVerbs73
Module1,Lesson11:KeepingVerbsClosetoSubjects75
Quiz1.11:KeepingVerbsClosetoSubjects77
Module1,Lesson12:CompoundsontheMainLine81
Quiz1.12:CompoundsontheMainLine85
Module1,Lesson13:VerbTenses89
Quiz1.13:VerbTenses93
Module2,Lesson1:Introduction95
Module2,Lesson2:AdjectivesandAdverbs99
Quiz2.2:AdjectivesandAdverbs103
Module2,Lesson3:What’sSoBadAboutAdverbs?107
Quiz2.3:What’sSoBadAboutAdverbs?109
Module2,Lesson4:PrepositionalPhrases111
Module2,Lesson5:PrepositionalPhrasesPartII115
Quiz2.5:PrepositionalPhrasesPartII119
Module2,Lesson6:Participles123
Module2,Lesson7:ParticipialPhrases125
Quiz2.7:ParticipialPhrases129
Module2,Lesson8:InfinitivePhrases131
Quiz2.8:InfinitivePhrases133
Module2,Lesson9:SubordinateClauses137
Module2,Lesson10:AdjectiveClauses139
Quiz2.10:AdjectiveClauses143
Module2,Lesson11:AdverbClauses145
Quiz2.11:AdverbClauses151
Module2,Lesson12:MoreonSubordinateClauses155
Quiz2:12:MoreonSubordinateClauses161
Module2,Lesson13:MisplacedModifiers163
Quiz2.13:MisplacedandDanglingModifiers165
Module2,Lesson14:Conclusion167
Module3,Lesson1:Introduction169
Module3,Lesson2:NounClauses173
Quiz3.2A:NounClauses177
Quiz3.2B:NounClauses181
Module3,Lesson3:GerundsandInfinitives185
Quiz3.3:GerundsandInfinitives189
Module3,Lesson4:Appositives193
Quiz3.4:Appositives195
Module3,Lesson5:EssentialandNon-EssentialElements199
Quiz3.5:EssentialandNon-EssentialElements203
Module3,Lesson6:Review205
Quiz3.6:Review207
Module4,Lesson1:Introduction211
Module4,Lesson2:Subject-VerbAgreement213
Quiz4.2:Subject-VerbAgreement215
Module4,Lesson3:PronounsandAntecedents217
Quiz4.3:PronounsandAntecedents221
Module4,Lesson4:ConnectingClauses223
Quiz4.4:ConnectingClauses225
Module4,Lesson5:ConnectingClauses–CaseStudies229
Quiz4.5:ConnectingClauses–CaseStudies233
Module4,Lesson6:Parallelism237
Quiz4.6:Parallelism243
Module4,Lesson7:NominativeAbsolutes247
Quiz4.7:NominativeAbsolutes249
Module4,Lesson8:CourseWrapUp251
QuizAnswerKey253
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LectureNotesModule1,Lesson1:Introduction
Formanywriters,thekeytobetterwritingisn’tnewskillssomuchasclearingawaytheclutterofbadhabitstogetbacktofundamentalskillsthathavebeenthereallalong.Humanlanguagegivesyoucountlesswaystoinsertmoreandmoreinformationintoasentence—nominativeabsolute,nounclauses,adjectiveclauses,participialphrases.Subordinatingconjunctionsconveyallkindsoflogicalrelationshipsbetweenideas.Ifyou’reolderthanaboutsevenyearsold,youcanalreadyuseallofthesegrammaticalconstructions.Youareprobablyquitegoodatcramminglotsofinformationintoasentence.However,atitsheart,good,vividlanguage—whetherwrittenorspoken—isn’tjustaboutconveyinginformation.Itisn’taboutweedingoutthegrammarandstyleerrorsfromyourprose.It’saboutrenderingexperience.Thatissomethingthatyouunderstoodwhenyouwereatoddler,evenifyouhavesinceforgottenit.Whenyoulearntotalk,youstartwithconcretenouns—thingsyoucanseeandhearandtouch:Mama,Daddy,kitty,milk,car.Prettysoonyouaddverbs:Kittysaysmeow.Milkspilled.Daddyisfunny.Cargoesfast.
Asyougrow,youlearntouseincreasinglycomplicatedgrammaticalstructures.Throughmostofyoureducation,yourparentsandteachersencourageyoutoexpressmoreandmorecomplexideaswithmoreandmorecomplexgrammaticalstructures.Yougetrewardedforshowingthatyoucanthinkinabstractterms.YouDOneedtobeabletothinkabstractly,andyouneedtomasterthegrammaticalcomplexitiesthatallowyoutocommunicateabstractideas.Abstractthinkingisanimportantpartoftheeducationalprocess.
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Inthiscourse,however,Iamgoingtoworkfromtheassumptionthatyouarealreadyfullycapableofabstractthought—thatyouhavenothingtoproveinthatregard.Good,vividwritingtendstomovetowardtheconcrete,pullingbigideasandconceptsdownfromtherealmoftheabstractandintotheworldwhereweliveandmoveandhaveourbeing.SointhisfirstmoduleofGrammarforWriters,we’regoingtogoallthewaybacktothesimplest,moststraightforwardwaysofrenderingexperience:Subjects.Verbs.Objects.Complements.WHODIDWHAT?Or,WHODIDWHATTOWHOM?Writingthatconnectswithareaderhastobesolidatthatlevel.That’sthewayinformationcomestousintherealworld.Weseewhodidwhattowhom.Writingthatisstrongattheverysimplelevelofsubject,verb,object,andcomplementfeelstruetoyourreader.Sohereinthisfirstmodule,we’restrippingawayallthemodifiers,allthesubordinateclauses,everythingbutthemainactionthatasentencedepicts:whodidwhat?We’regoingtobuildbackallthoseotherconstructionsinthesubsequentmodules,butfornow,we’regoingallthewaybacktosomeofthefirstthingsyoulearnedtodowithlanguagewhenyouwereatoddler.Therearethirteenlessonsremaininginthisfirstmodule.Hereiswhatyoucanexpecttogetfromthoselessons:
• Toolsforidentifyingtheverbandthesubjectofaclause.• Toolsforfindingdirectobjectsandindirectobjects.• Toolsforidentifyingpredicatecomplementsandseeingthedifferencebetween
actionverbsandlinkingverbs.• Thefivepossiblepatternsforthestructureofaclause.• Passivevoice—howtoidentifyit,whytoavoidit,andwhenit’sgoodtouseit.• Nominalization—thepracticeofturningverbsintoabstractnouns(andwhyitisa
dangerouspractice).• Strongverbs—andwhythatadvice“USESTRONGVERBS”canbemisleading.
Wewilldevotealotofattentiontoaligningtheactionofasentencewiththegrammarofthesentencebymakingsurethatactionsgetexpressedasverbs,andtheactorsarethesubjectsofthoseverbs.That,really,isthecentralideaofthiswholemodule.Everythingelseinthismoduleisjustaspecificand/ortechnicaloutworkingofthatideaofturningactorsandactionsintosubjectsandverbs.Onceyougraspandapplythatidea,yourwritingwillbetransformedimmediately.
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LectureNotesModule1,Lesson2:UnderstandingtheMainLine
Everysentencehasamainclause.Itmayhavealotofotherthingstoo,butitalwayshasamainclause.Themainclauseanswersthequestion,WHODIDWHAT?Eachofthesesentencesconsistsofonemainclause.
• Thebearslept.• Lindakickedaball.• Persimmonsgivemeabellyache.• Thatcakesmellsdelicious.• TerencecalledRosariaagenius.
Insentencediagramming,themainclauseisrepresentedonthemainline.Ineachofthesediagrams,thereisonlyamainline,withnothing(exceptonearticlepersentence)branchingfromtheline.
ThefivepatternsrepresentedinthesefivediagramsaretheonlypossibleclausepatternsintheEnglishlanguage.WewilllookmuchmorecloselyatthesepatternsinLesson5ofthismodule.
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Many(ifnotmost)sentencesyouwritewillbeconsiderablymorecomplicatedthanthesamplesentencesabove.Thediagramsforthosesentenceswillhavelinessproutingoffthemainlineandbranchingindifferentdirections,asinthissentence:
Unconcernedbytheraucousactivityjustoutsidehiscave,thebearsleptlikeababy.
Everythingthatbranchesoffthemainlineisamodifier.Modifiersinclude(butarenotlimitedto)adjectives,adverbs,prepositionalphrases,participles,infinitives,andadverbialandadjectivalclauses.Adverbialmodifiersanswerquestionsabouttheaction:
• How?• When?• Where?• Why?
Adjectivalmodifiersanswerquestionsaboutnouns:
• Whatkind?• Whichone?• Howmany?
Thismoduleofthecourseisallaboutthemainline—themainclause,thatmainquestion:WHODIDWHAT?Mostoftherestofthecourseisabouteverythingthatbranchesoffthemainline.SkillstoworkoninthislessonareidentifyingthatmainlineandSEPARATINGitfromallthemodifiers.Considerthissentence:Theraccoonrattledthetrashcan.
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Thisisastraightforwardclausewithasubject(raccoon),averb(rattled),andadirectobject(trashcan).Whodidwhattowhom?Theraccoonrattledthetrashcan.Here’sthediagram:
Now,considerthissentence:
TheraccoonthatIwastellingyouabout,withthemissingearandtheunusuallybushytail,rattledthetrashcanbehindmygaragewithaninsistencethatborderedonobsession.
Ifweweretodiagramthissentence,itwouldlooklikethis:
Comparedtothefirstraccoonsentence,thisoneisimpressivelycomplicated.Butperhapsthemostimpressivethingaboutthesetwodiagramsistherealizationthatthemainlineisexactlythesame.Whodidwhat?Theracoonrattledthetrashcan.Thisistrueforthefirst,simpleraccoonsentence,anditistrueforthesecond,complicatedraccoonsentence.Themainlineisfivewords(ifyoucountthetwothe’s).Inthesecondsentence,theother25wordssproutingoffthemainlineareallmodifiers.Theytelluswhichraccoon.Theytellwhichtrashcan.Noticealsothatsomepartsofthemodifiershavetheirownmodifiers.Onceyougetoffthemainline,languageallowsforinfinitecomplexity.Butonthemainline,theoptionsareNOTinfinite.Infact,thereareonlyfivepatterns,andtheyareeasytomemorize,andwithalittlepractice,youcangetgoodatrecognizingthem.
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Quiz1.2:UnderstandingtheMainLine
I.Ionceworkedataplumbingcompany.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?II.Ihavegreatadmirationforplumbers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?III.Plumbersconfrontproblemsthatmostofusrunawayfrom.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?
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IV.Icannotimagineacivilsocietywithoutindoorplumbing.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?V.Nevertheless,myplumberfriendswerenotalwayssocivil.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VI.Plumbersconductanongoing,oftenbitterfeudwithroofers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VII.Ifyouseeaplumber,youshouldhughisorherneck.Whatisthemainlineofthemainclauseinthissentence?Inotherwords,whodidwhat,withoutanymodifiers?
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LectureNotesModule1,Lesson3:SubjectsandVerbs
Aclauseisaunitofgrammarthatdescribesabitofaction.AclauseALWAYSincludesasubjectandaverb.Itmayalsoincludeotherthings,likeadirectobject,anindirectobject,apredicatenominative,apredicateadjective,oranobjectivecomplement.Thisistrueofeveryclause,whetherit’samainclause(independentclause)orasubordinateclause(dependentclause).Whenyouanalyzethegrammarofasentence,startbyfindingtheverb(orverbs).Verbsexpressactionorastateofbeing.TheVerbFinderprovidesaruleofthumbthatwillhelpyoufindtheverb(s)inanyclause.Theverbofanyclausewillfitintooneormoreoftheseblanksandformagrammaticallycorrectsentence:
I__________.YOU________.HE/SHE/IT__________.
Inthesentence,Lindakickedtheball,onlyonewordfitsintheVerbFinder:
ILinda.Ikicked.Ithe.Iball.
Ikickedisasentence.Theotherthreecombinationsarenonsensical.
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NotethatifI_________doesn’tyieldaverb,YOU________orHE/SHE/IT_________should,asinthisexample:
Thecakesmellsdelicious.Ithe. YOUthe. HE/SHE/ITthe.Icake. YOUcake. HE/SHE/ITcake.Ismells. YOUsmells. HE/SHE/ITsmells.Idelicious. YOUdelicious. HE/SHE/ITdelicious.
TheVerbFinderworksforalltenses,includingthemorecomplextenses,likepast-,present-,andfuture-progressiveandpast-,present-,andfuture-perfect.TheVerbFinder,however,isnotfool-proofifyoudon’tapplysomecommonsense.EveryverbwillfitintheblankoftheVerbFinder,butsometimesnon-verbswillalsofitintheblank.Consideroursentencefromthelastlesson:
Theracoonrattledthetrashcan.WhenyouapplytheVerbFinder,youquicklyseethatrattledisaverb:
Irattled.YOUrattled.HE/SHE/ITrattled.
Butthewordcanalsofitsintheverbfinder:
Ican.YOUcan.HE/SHE/ITcan.
Itonlytakesalittlecommonsensetoseethat,althoughcansometimesservesasaverb,itisnotservingasaverbinthissentence.Here’sasomewhatharderexample:
Rattledbymyexperiencewiththealligator,Igaveupwaterskiing.Rattledlooksverymuchlikeaverb(indeed,itwasourverbinthepreviousexample),anditfitsintheVerbFinder,buthereit’sactuallyaparticiple,averbthathasbeenturnedintoamodifier.Theactualverbhereisgaveup,which,ofcourse,alsofitsintheVerbFinder.
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AWordAbouttheToBeVerbThemostcommonverbinanylanguageisthetobeverb.It’sagoodideatomemorizetheformsoftobe:
AM WAS BEARE WERE BEINGIS BEEN
Anytimeyouseeoneofthesewords,youhavefoundtheverb.Itmaybethewholeverb,asin
Fernandoisadeepseadiver.Oratobeverbmaybeahelpingverb,asin
Fernandowasswimmingwiththesharks(partofthepastpresentformwasswimming).
Or,
Fernandowasstungbyjellyfish(partofthepassiveverbwasstung).IdentifyingSubjectsOnceyouhaveusedtheVerbFindertoidentifytheverbs,youcanusetheSubjectFindertoidentifythesubject.TheSubjectFinderisasimplequestion.HavingusedtheVerbFindertoidentifytheverb,droptheverbintotheblankofthisquestion:
WHOORWHAT__________?Theanswertothatquestionisyoursubject.Considerthefollowingsentence:
Lindakickedtheball.Theverbiskicked,sotheSubjectFinderisthequestion“Whokicked?”Lindakicked.Lindaisthesubject.
Thatcakesmellsdelicious.Whatsmells?Cakesmells.
Youareasweetheart.Whoare?Youare.
OneofthebonusfeaturesoftheSubjectFinderisthatitcanhelpyoudiscoverifyouhavemistakenlyidentifiedaverb.If,inthesentenceTheraccoonrattledthetrashcanyouweretomistakenlysaythatcanisaverb,youwillseeyourproblemonceyouapplytheSubjectFinder.Whocan?Well,nobodycan.That’snotwhatthesentenceisabout.
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Toreview:
• EveryclausehasBOTHasubjectandaverb.• YoucanidentifytheverbusingtheVerbFinder:
I_______.You_______.He/She/It_________.
• Theverbofaclausewillalwaysfitinthatblank.• Unfortunately,someotherwordsmayfitintheblanktoo,soyouhavetobecareful.• Onceyou’vefoundyourverb,youcanplugthatverbintotheSubjectFinderto
identifythesubject:Whoorwhat______________.
• Aclausealwayshasaverbandsubject,anditmayhaveanobjectoracomplement.Identifyingtheseelementswillbethesubjectofournextlesson.
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Quiz1.3:SubjectsandVerbs
I.Theangrymobchasedthepirate.WhatistheVERBinthissentence? A.angry B.mob C.chased D.pirateII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheVERBinthissentence? A.years’ B.rough C.wisdom D.shone E.good F.eyeIII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheSUBJECTinthissentence? A.many B.years’ C.rough D.wisdom E.shone F.good G.eye
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IV.JohnBarber,frightenedbythepossuminhisdriveway,criedlikeasmallchild.WhatistheVERBinthissentence? A.frightened B.possum C.criedV.Thepiratewaschasedbytheangrymob.WhatistheVERBinthissentence? A.pirate B.was C.chased D.waschased E.angry F.mobVI.Thepiratewaschasedbytheangrymob.WhatistheSUBJECTinthissentence? A.pirate B.angry C.mobVII.Chasingcarsismydog'sfavoriteactivity.WhatistheVERBinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activityVIII.Chasingcarsismydog'sfavoriteactivity.WhatistheSUBJECTinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activity
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IX.Iarrangemymashedpotatoesjustso,andyoudestroyitallwithyourspoon.Acompoundsentencewillhaveatleasttwomainsubjectsandtwomainverbs.Whatarethetwomainsubject/verbcombinationsinthesentenceabove? A.Imashed,youdestroy B.Iarrange,youdestroy C.Iarrange,destroyitall D.mashedpotatoes,withyourspoon
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LectureNotesModule1,Lesson4:ObjectsandComplements
Grammarisaboutrelativelysimpleunitsorganizedininfinitelycomplexways.Aclauseisoneofthoserelativelysimpleunits.(Iamspeakinghereofthemainlineofaclause,notitsmodifiers.)Aclausetellswhodidwhat.Ithasasubjectandaverb.AnditmayhaveTWO(andonlytwo)otherthings:OBJECTSandCOMPLEMENTS.AnOBJECTisaNOUN—aperson,placeorthingthatRECEIVEStheactionofaverb.ThesubjectPERFORMStheaction,theobjectRECEIVEStheaction(atleastinanactiveconstruction;passiveconstructions,aswewillsee,areadifferentmatter).
Lindakickedtheball.
Lindaisthesubject—shedidthekicking.Theballistheobject.Itgotkicked.ItRECEIVEDthekick.FindingDirectObjectsJustaswehadaVerbFinderandaSubjectFinder,thereisalsoaDirectObjectFinder.Onceyouhavefoundyourverbandyoursubject,youplugthemintothisquestion:
SUBJECTVERBwhoorwhat?
Ifthatquestionhasananswer,theanswerisyourdirectobject.InthecaseofLINDAKICKEDTHEBALL,theDirectObjectFinderisthequestion,
Lindakickedwhat?Theball.Ballisthedirectobject.
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InthecaseofAgoatatemycellphone,theDirectObjectFinderisthequestion,Goatatewhat?Mycellphone.
Cellphoneisthedirectobject.FindingIndirectObjectsIFyouhaveadirectobject,youmayALSOhaveanindirectobject—anothernounthatdoesn’tdirectlyreceivetheaction,butFORWHOMorTOWHOMtheactionisperformed.Thisindirectobjectalwaysappearsimmediatelybeforethedirectobject.Solet’slookatthissentence:Iwillpouryouaglassofwater.First,usetheDirectObjectFinder:Iwillpourwhat?Becarefulhere:don’tsayYOU.I’mnotpouringYOU.Iwillpouraglassofwater.Nowthatwe’vefoundtheDirectObject,wecanapplytheIndirectObjectFinder.TheIndirectObjectFinder,liketheSubjectFinderandtheDirectObjectFinder,isafill-in-the-blankquestion:
SUBJECTVERBDIRECTOBJECTtoorforwhom?Iwillpouraglassofwatertoorforwhom?You.
Youistheindirectobject.
GrandpareadCindyabook.
Grandpareadabooktoorforwhom?Cindy.
Cindyistheindirectobject.DirectandIndirectObjectReview
• Anobjectisalwaysanounoranounequivalent.• Youcan’thaveanindirectobjectwithoutadirectobject.• Theindirectobject,ifyouhaveone,alwayscomesimmediatelybeforethedirect
object.• Anindirectcanalwaysberephrasedasaprepositionalphrasebeginningwithtoor
for.KengaveBarbieflowers=KengaveflowerstoBarbie.GrandpareadCindyabook=GrandpareadabooktoCindy.
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PredicateComplementsAcomplementeitherrenamesthesubject,ordescribesthesubject.Thefollowingsentencescontainpredicatecomplements:
• Myheroeshavealwaysbeencowboys.(Heroesrenamescowboys.)• Youareasweetheart.(Sweetheartrenamesyou.)• Mydogislazy.(Lazydescribesmydog.)• Mydogsmellsfunny.(Funnydescribesmydog.)
Apredicatenominativeisanounthatrenamesthesubject.Apredicateadjectiveisanadjectivethatdescribesthesubject.Theverbthatconnectsorlinksthesubjectandthecomplementiscalledalinkingverb.Thinkofalinkingverbasan‘equalsign’:
• Myheroes=cowboys• You=sweetheart• Mydog=lazy• Mydog=funny(asregardsherodor)
Themostcommonlinkingverb(byfar)istobe:AM,IS,ARE,WAS,WERE,BE,BEING,BEENThereareotherlinkingverbs:
• YouLOOKlovely.• LutherSMELLSstrange.• ThattestPROVEDdifficult.
Thereisnoreasontotrytomemorizeallthelinkingverbs.Ifthenounafteraverbrenamesthesubject,orifanadjectiveafteraverbdescribesthesubject,thatverbisservingasalinkingverb.DistinguishingObjectsfromComplementsWhat’sthedifferencebetweenanOBJECTandaCOMPLEMENT?Anobjectisanounthatisseparatefromthesubject.Thesubjectdoessomethingtoorfortheobject.AcomplementISthesubject(or,rather,itISthesubjectifit’sanoun,itDESCRIBESthesubjectifit’sanadjective).
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Considerthesetwosentences:
• Mydogsmellsfunny.• Mydogsmellsahamburger.
Thesesentenceslookalotalike,butoneofthemhasadirectobject,andoneofthemhasacomplement.Toputitanotherway,inoneofthesesentences,SMELLSisanactionverb,andinoneofthesesentences,smellsisalinkingverb.Inthefirstsentence,funnyisacomplement.Itdescribesthedog.Sosmellsisoperatingasalinkingverb.Inthesecondsentence,hamburgerisaDIRECTOBJECT.Thedogisnotahamburger.Inthiscase,smellsisanactionverb;ittellssomethingthatthedogisdoingTOthehamburger.Toreview:
• Onthemainlineofaclause,youMUSThaveasubjectandaverb,andyouMAYhaveanobject(possiblytwo—directandindirect)oracomplement.
• Therearetwokindsofobjects.Thedirectobjectreceivestheaction.Theindirectobjectistheentitytowhomorforwhomtheactionisperformed.
• Therearetwotypesofcomplements:predicatenominatives(nounsthatrenameasubject)andpredicateadjectives(adjectivesthatdescribeasubject).
• Acomplementrenamesordescribesthesubject,butanobjectisanounthatisseparatefromthesubject.
• Alesscommontypeofcomplement,theobjectivecomplement,renamesordescribesadirectobject,justasapredicatecomplementrenamesordescribesthesubject.Wewillseeexamplesofobjectivecomplementsinthenextlesson.
Incredibly,wehavenowlookedateverythingthatcanhappenonthemainlineofaclause:subjects,verbs,objects,complements.Theseelementscanonlyoccurincertaincombinationsandincertainorders.Thereareonlyfivesuchcombinations—thefiveclausepatternsofthenextlesson.
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Quiz1.4A:IdentifyingSubjects,Verbs,Objects,andComplements
I.ThemostfascinatingyearofVincent’scareerwasthelastyearofhislife.Identifythesubject,verb,andpredicatecomplementforthissentence.II.Animportantsteptowardrecoveryofhealthyself-esteemisdeeperself-awareness.Thisquestionhastwoparts:a)Whatisthegrammaticalsubject?b)Isself-awarenessadirectobjectorapredicatecomplement?III.Iwonderediftheyweretalkingaboutme.Doesthissentencehaveadirectobject?Ifso,whatisit?(Hint:You'reprobablygoingtoneedtousetheDirectObjectFinderforthisone.)
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IV.InfrontofherwasanoldmanwhoturnedouttobeGeorgeJones.Whatarethesubjectandverbofthissentence?(You'regoingtoneedtouseyourSubjectFinderonthisone.)
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Quiz1.4B:ObjectsandComplements(Challenge)
I.Mikeleanedforwardontherailthatseparatedtheporchfromthedescendinghillside.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?II.Hemakeshisslow,gloatingtrotaroundthemisshapendiamondsqueezedintothebackyard.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?III.MyfamilymovedtoPhoenixfromChicagowhenIwasseven.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?
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IV.Thetruckhasbeensittinginmydrivewayformonths.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?V.Goingwest,myfamilytradedtornadosfortumbleweedsandtheoccasionalaftershockofanearthquake.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VI.TheyhadnottouchedthebirdfeederIhungtwoweeksago.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VII.Asthemistsofmydullnessgraduallycleared,thetruthbrokewithalightthatpiercestothisday.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?
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VIII.Theworstwaterwasinthemiddleofthechannel,butthatwasalsothesafestplace.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses. IX.Itwasourthirddayout,andwehadcampednearby,severalmilesfromwhereourtripbegan.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses.X.Fiveofthemboundtogetherattheirbasewherethestemholdsthemtogether,overlapping.Anupside-downcup.Likethebackofmygrandmother’shands,thedelicateveinsarevisible.Onethickpurplelineextendingfrombasetotipwithdozensofthinneronesstretchingoutfromcentertoedges.Inthatgroupoffour"sentences,"onlyoneisactuallyasentence,withasubjectandaverb.Whichoneisit?
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XI.ThetwoofusstandinginhertinykitchenwiththeavocadoandpumpkinhuedaccentsandstainedTupperwarecupsthatmademesqueamisheverytimeIhadtodrinkfromone.Whatisthemainline(subject,verb,andobject(s)orcomplement)ofthissentence?
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LectureNotesModule1,Lesson5:TheFiveClausePatterns
Aswesawwiththetrash-can-rattlingraccoonfromafewlessonsago,onceyoustartaddingmodifierstothemainclauseofasentenceandmodifierswithinmodifiers,youcanquicklyhaveaverycomplicatedsentence.ThepossiblevariationsforthestructureofanEnglishsentenceareeffectivelyinfinite.However,thepossiblevariationsforthestructureofaclauseareactuallyVERYlimited.Thereareonlyfivepossiblepatternsforaclause.LearningthesefivepatternswillgetyouaLONGwaytowardmasteryofEnglishgrammar.Youcan’tbegintomasterEnglishgrammarwithoutthem.Thesefiveclausepatternsareworththetroubletomemorize:
• SUBJECT-VERB• SUBJECT-VERB-DIRECTOBJECT• SUBJECT-VERB-INDIRECTOBJECT-DIRECTOBJECT• SUBJECT-VERB-DIRECTOBJECT-OBJECTIVECOMPLEMENT• SUBJECT-LINKINGVERB-PREDICATECOMPLEMENT
Theelementsofthesesentencepatternsalwaysappearintheorderabove(withafewexceptionsmentionedbelow).WordorderisextremelyimportantinEnglish.EnglishisanSVOlanguage.SVOstandsforsubject-verb-object.Inagivenclause,thesubjectcomesbeforetheverb,andtheverbcomesbeforetheobject.Themeaningofthesentencedependsontheorderofthewords.ThehunterstalkedthepanthermeanssomethingverydifferentfromThepantherstalkedthehunter.Asalways,thereareexceptionstotheSVOrule.Herearethetwobiggest:
• Exception1:Whenyouformaquestion,youmovepartoftheverbinfrontofthesubject.InsteadofIdowanticecream,yousay,DoIwanticecream?
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• Exception2:Certainkindsofdependentclausesmonkeywiththewordorder.Wewillgettothoseinsubsequentmodules.
TheFiveClausePatternsPattern1:S-V.Subject-Verb,NOobjectsorcomplements.
• Charlesiseating.• Wendyslept.• Thesquirrelwasclimbing.• Thecardied.• Mydogsmells.
Youcanattachmodifierstoanyitemonthemainline,soasentencecanbequitelongandstillbeanS-Vsentence—thatis,havenothingmorethanasubjectandverbonthemainline.ThissentenceisactuallyanS-Vsentence:
Exhaustedbyalongday’shikeontheAppalachianTrail,Wendysleptlikeababyintheraggedyoldtentthatsheborrowedfromherbrother.
WhenyouapplytheVerbFinder,youseethattheonlyverbsinthislongsentencearesleptandborrowed.Borrowedispartofanadjectiveclause(thatwillmakesenseinafewlessonsifitdoesn’trightnow).SothemainlineofthatsentenceissimplyWendyslept.Andsleptdoesnothaveadirectobject.SothisisanS-Vsentence.Hereisthediagram:
Youcanaddthiskindofcomplexitytoanyofthefiveclausepatterns.(I’mnotgoingtokeepdoingitfortheotherfourpatternsinthislesson,butbearinmindthatyoucould.)Pattern2:S-V-DO.Subject-Verb-DirectObject.
• Thehunterstalkedthepanther.• Thepantherstalkedthehunter.• Thesquirrelclimbedthetree.• Charlesiseatingboiledpeanuts.
Ineachoftheseexamples,thesubjectisdoingsomethingtosomethingelse.
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PATTERN3:S-V-IO-DOSubject-Verb-IndirectObject-DirectObject.
• KengaveBarbieflowers.• Pleasepourmeaglassofwater.
IfyouhaveTWOnounsaftertheverb,youmayhaveanindirectobjectaswellasadirectobject.Thereisnosuchthingasasentencethathasanindirectobjectbutnodirectobject.There’snosuchthingasasentenceinwhichanindirectobjectcomesafterthedirectobject.(Thereare,however,sentencesinwhichaprepositionalphraseidentifiestheentityforwhomortwowhomtheactionisperformed.PleasepourmeaglassofwatercanbephrasedasPleasepouraglassofwaterforme.Logicallyspeaking,thereisnodifferencebetweenthetwosentences.Grammatically,however,inthefirstsentencemeisanindirectobjectappearingbeforethedirectobject,andinthesecondsentencemeistheobjectoftheprepositionFORandappearsafterthedirectobject.)Pattern4:S-V-DO-OC.Subject-Verb-DirectObject-ObjectiveComplement.Thispatternisalittlelesscommonthantheothers.Rememberfromthelastlessonhowapredicatecomplementrenamesordescribesthesubject?Anobjectivecomplementrenamesordescribesthedirectobject.Itmightbeanounrenamingthedirectobject,oritmightbeanadjectivedescribingthedirectobject.Considerthesentence,Wepaintedthetownred.UsingtheDirectObjectFinder—Wepaintedwhoorwhat?—itiseasytoseethattownisthedirectobject.Butwhatdowetowithred?Reddescribestown.It’sanobjectivecomplement.
• WeelectedMiriamclasspresident.(Classpresident=Miriam)• WejudgedJohnaGrade-A-Rat.(Grade-A-Rat=John)
Afewthingstoknowaboutobjectivecomplements:
• Theymaybenouns,ortheymaybeadjectives.• TheyalwayscomeimmediatelyAFTERthedirectobject.• Youcan’thaveanobjectivecomplementwithoutadirectobject
Soifyou’vefoundyourdirectobjectandthere’sanothernounoradjectivelurkingaroundafterit,askwhetherthatnounoradjectiverenamesordescribesyourdirectobject.Ifso,youhavefoundanobjectivecomplement.Pattern5:S-V-PC.Subject-Verb-PredicateComplement.ThepredicatecomplementcomesAFTERtheverb,anditrenamesordescribesthesubject.Thisisprobablythemostcommonofthefiveclausetypes.Wethinkofverbsasbeingwordsthatdescribeactions,butjustasimportantly,verbsdescribestatesofbeing.
• Roslynisamail-carrier.(Roslyn=mail-carrier)• Thispopsicletastesfunny.(Popsicle[‘sflavor]=funny)• Allenhasbeenkind.(Allen=kind)
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TheverbinthissentencepatterniscalledalinkingverbbecauseitLINKSthesubjecttothepredicatecomplement.ThesefivepatternsaccountforEVERYgrammaticallycorrectclauseintheEnglishlanguage.Fourelements—subjects,verbs,objectscomplements—canappearinfivecombinations,andeachofthosefivecombinationshastobeinaspecificorder.Soonwewillstartcombiningclausesandmodifiersinwaysthatwillgetverycomplex.Butfornow,celebratethetruththatthegrammaticalpiecesthemselvesareshockinglysimple.Therigidityofonlyfourelementsarrangedinonlyfivecombinations,eachwithaveryspecificorder,isahugegift.Languageiscomplicatedandflexibleenough.WecanmakesenseofthatcomplexityandflexibilityONLYbecausehereatthislevel,languageissimpleandrigid.
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Quiz1.5A:TheFiveClausePatterns
I.JohnBarberismynemesis.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCII.JohnBarbersoldmeafakeelevatorpass.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIII.IcalledJohnBarberasneakymonkey.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC
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IV.JohnBarberslappedmewithaglove.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCV.Icouldnotignoretheinsult.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVI.Wefoughtinthevestibule.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVII.IvanquishedJohnBarbereasily.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC
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Quiz1.5B:TheFiveClausePatterns(Challenge)
I.MickeyMantlejusthitanotherhomeruninthebottomoftheninthintheSundayafternoongame.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCII.Sheistwenty-nine-yearsoldwithboxblondehairpulledintoasidebraid.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIII.Runningbearsareanoddsight,buttheyarefast.Thissentenceconsistsoftwoindependentclauses.Thesetwoclauseshappentoconformtothesameclausepattern.Whichclausepatternisthat? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC
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IV.Onecaretakerwithaverykindfaceandshoulder-lengthblackhairshowedmehowtochangethebedsheetsandclothdiapersofthechildren,manyofwhomweredisabledordisfigured.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCV.Whenhereachedthetrail,heturnedupandawayfromme.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVI.Theirhomequicklybecamethegatheringplacefordozensofnephewsandnieceseverysummer.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVII.UncleJimlaughedmorethananyadultinmylife.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC
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VIII.MyAuntNancytoldmeasecretthatIhaveneverforgotten.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIX.Thepiratecalledtheship-captainablackguard.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCX.Wendellbuilthisdaughterahouse.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC
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LectureNotesModule1,Lesson6:ActorsandActions,Subjectsand
Verbs
Wegotprettytechnicalinthoselastfewlessons,andwehaveafewtechnicallessonsaheadofus,sointhislessonwearetakingastepbacktotalkaboutoneortwobig-pictureprinciplesthatinformeverythingwearedoinginthisunit.Theseprinciplescoveramultitudeofsins.Evenifyoudon’tgetsomeofthetechnicalities,oryouforgetsomeofthetechnicalities,you’llbefineifyourememberacoupleofprinciples.Thebigoneisthis:
Everytimeyouwriteasentence,thinkaboutwheretheactionisinthatsentence.Whatistheaction,andwhoistheactor?WHODIDWHAT?
Onceyouhavedeterminedtheactionandtheactor(oractionsandactors)yourdefaultsetting—yourhabit—shouldbetoexpresseachactionasaverb,withtheactorasthesubjectofthatverb.IsayDEFAULTandHABITbecausethereareplentyofsituationsinwhichitmakessensetoexpressactioninotherways.Butyourfirstgo-toshouldbetoexpressactionasverbsandactorsassubjects.InthislessonIwanttoapplythisprincipleinafewexamplesusingaslittletechnicallanguageaspossible.Insubsequentlessons,we’llputthetechnicaltermstotheseideas,butfornow,I’mgoingtotrytosticktocommon-senselayman’sterms.EXAMPLE1Thiscomesfromastoryaboutsiblingsridinginthebackseatonalongcarride:
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Anyaimlesswanderingpastthecenterlineofthebackseatwasgroundsforanelbowtothechestorakicktotheleg.
Whatarethethreeactionsinthissentence?
• Onekidwanderspastthecenterlineofthebackseat.• Onekidelbowsanotherkidinthechest.• Onekidkicksanotherkid.
Butwhataretheverbs?(Remember,anactionisn’tthesamethingsasaverb.)
• Theonlyverbis“was.”Youcanseethemismatchherebetweentheactionofthesentenceandthegrammarofthesentence.
• Therearethreeactions.• Thereisoneverb,andthatverbhasnothingtodowithanyofthethreeactions.
Howdoyoubegintoalignthegrammarwiththeaction?Thereismorethanonecorrectanswer,butIwantyoutoseewhathappenswhenyoustartthinkingintermsofactorsandactionsandsubjectsandverbs.
• Aimlesswanderingisaverbthathasbeenturnedintoanabstractnoun.It’snottoohardtoturnitbackintoaverb:wandered.
• Nowthatyouhaveaverb,youneedasubject.WHOwandered?Wecan’tactuallyknow,thoughthewriterwouldknow.Forthepurposesoftheexample,wewillsay,Iwandered.(Asyoucansee,thinkingintermsofverbsandsubjectsforcestheissue;itmakesyouconsiderWHOisdoingwhat.)
• Inthesameway,changing“elbow”and“kick”backintoverbsforcesthewritertothinkaboutWHOiselbowingandkicking.
Obviously,onlythewritercangetthisright.Sincenoneofuswasinthecarwiththeseunrulychildren,wedon’tknowwhowasdoingwhat.Butaversionthatalignsactorsandactionswithsubjectsandverbsmightlookmorelikethis:
AnytimeIwanderedoverthecenterlineoftheseat,mysisterputanelbowinmychest.Andeverytimemysisterputanelbowinmychest,Ikickedher.
Therearetimes,ofcourse,whenthat“abstractified”versionofthings—Anyaimlesswanderingpastthecenterlineofthebackseatwasgroundsforanelbowtothechestorakicktotheleg—mightbeagoodwaytoexpresstheidea.ItneedstobeyourDEFAULT,yourHABIT,toalignactorsandactionswithsubjectsandverbs.Ifyoutrythatalignedversionandchooseinsteadtodosomethingelse,that’sfine.
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EXAMPLE2
Iwassix,andthiswasthebeginningofquestioningtheexistenceofSantaClaus.Whataretheactionshere?
• Somebodyissix.(Thisisnottechnicallyanactionsomuchasastateofbeing.)• Thissix-year-oldpersonbeginstoquestionsomething.• SantaClausexists(orfailstoexistasthecasemaybe).
Whataretheverbs?
-was(Iwassix.)-was(Thiswasthebeginning)
Thesearenotveryinterestingverbs.Actually,thereisnothingwrongwiththefirstwas.There’snobetterwaytoexpressIwassix.Butwhataboutthatsecondclause?
…thiswasthebeginningofquestioningtheexistenceofSantaClaus.
Inthatoneclausetherearethreeabstractnouns—beginning,questioning,existence.Allthreeoftheseabstractnounsstartedoutlifeasverbs.Thereisnogoodreasontoturnthesethreeactionsintoabstractnounsandusetheanemic“was”astheoneverb.Howcouldyoumakethisclausemore“verbish”?Here’soneway:
WhenIwassix,IbegantoquestiontheexistenceofSantaClaus.or,ifyoureallywanttobestrictaboutbeingas“verbish”aspossible,withnoabstractnouns:
WhenIwassix,IbegantowonderwhetherSantaClausereallyexisted.Overthenextfewlessons,we’regoingtoputsometechnicallanguagetosomeoftheseideas,butthebig,non-technicalpictureisthis:
Everysingletimeyoucomposeasentence,thinkaboutwheretheactionis—WHODIDWHAT?—andmakeityourhabittoexpressthatactionintheformofaverb,andmaketheactorthesubjectofthatverb.
Thereareplentyofreasonstobreakthatrule,tostrayfromthathabit.Butbeconsciouswhenyoubreaktherule,andhaveagoodreasonfordoingso.
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Quiz1.6:ActorsandActions,SubjectsandVerbs
I.Ifyouplayedonthefloornearhim,hewouldreachhisfootoverandpinchyouwithhislongtoes,thenlaughwhenyouyelped.Irenewouldcallout"Jimmy,stopit!"whichjusttriggeredmorelaughter.Howisthegrammarinthesecondsentenceoutofalignmentwiththeactionitdepicts?Howmightyoubringthesubjectsandverbsinlinewiththeaction?II.Finefurniture,qualityclothing,privateeducationmadeherwillingtostretchourlimitedmeanssothintheysometimesdisappearedaltogether.Thesentenceisaboutamotherwhosometimesspenttoomuchmoneyonherchildren.Howmightyoureworkthesentencetobringthegrammarofthesentenceintoalignmentwiththeactionthesentencedepicts?
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III.Stabbedthroughbothfrontpawsarewoodenskipoles.Oneskipoleisstillfirmlygrippedinthebear’sleftpaw.Therightskipolesnappedoffatsomepointandneverreattachedisnowpresumedlosttothetundra.Inthepassageabove,thewriterdepictsafigurineofasnow-skiingbearwithabrokenskipole.Havealookatthatlastsentence.Whataretheactions?Whatis(are)theverb(s)?Howmightyoubringsubjectsandverbsinlinewithactorsandactions?IV.Themomentprecedingeverysneezefilledwiththedreadofthesurgeofpainthatwasabouttoensue.Whatarethesubjectsandverbs?Whataretheactionsandactors?Rewritethissentencesothatthegrammaralignsmorecloselywiththeaction.V.Buttherewasascarcityoftheseeventsandvenuesinourtown,sothecostofaroadtriptothecitywasapricemymothergladlypaid.Whataretheactorsandactions(orstatesofbeing,asthecasemaybe)?Whatarethesubjectsandverbs?Reworkthissentencesothatthesubjectsandverbsalignmorecloselywiththeactorsandactions.
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VI.Herimmediateandenthusiastic,“Yes!”wasn’tsurprisingwhenasa7thgraderIbeggedtogoseeaplayattheTivoliTheatre.Thisisthesamemotheranddaughterfromtheprevioussentence.Again,whataretheactionsandactors,whatarethesubjectsandverbs,andhowcanyoubringthegrammarofthesentenceintocloseralignmentwiththeactionofthesentence?
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LectureNotesModule1,Lesson7:WhatIsthePassiveVoice?
I’vebeentalkingaboutmakingitahabit,oradefault,tolineupthegrammarofasentencewiththeactionitdepictsbyexpressingthatactionasaverbandmakingtheactororagentthegrammaticalsubjectofthatverb.Onesentencestructurethatdeviatesfromthisdefaultisthepassivevoice.Andtheparticularwaythatitdeviatesisbymovingtheactorofanactionoutofthesubjectpositionandmovingadirectobject(orperhapsanindirectobject)intothesubjectposition.Technicallyspeaking,youdothisbywayofthesesteps:
• Moveanobject(eitherdirectorindirect)intothesubjectslot.• Changetheverbtothefourthprincipalpart(ate,eat,orwilleatàeaten;wanted,
want,orwillwantàwanted)• Stickatense-appropriateformofto-beinfrontofthefourthprincipalpart(was
eaten,iseaten,willbeeaten,hadbeeneaten,isbeingeaten,abouttobeeaten,willhavebeeneaten,etc.)
• Maketheactortheobjectofa“by”phrase(or,ifyouprefer,losetheactoraltogether).
Ifthereisasecondobject,therearerulesforwhattodowiththat,butI’mnotgoingtogetintoitbecauseyouhaveknownhowtoformthepassivevoicesinceyouwereachild.Evenifyoudon’tknowwhatafourthprincipalpartis,evenifyoudon’tevenknowwhatadirectobjectis,youdon’thaveanyproblemgettingfromIbrokethelamptoThelampwasbroken.Toreturntoasentenceyouhaveseenbefore:
KengaveBarbieflowers.
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Thissentenceisinactivevoice.Kenistheactor—theonegivingtheflowers—andKenisthegrammaticalsubjectofthesentence.
• Subject=KEN• Verb=GAVE• DirectObject=FLOWERS• IndirectObject=BARBIE.
Intheactiveformofthissentence(KengaveBarbieflowers),thesubjectisperforminganaction(giving)andtheobjects(flowers,Barbie)arereceivingthataction.ButEnglishgrammardoesn’tREQUIREthattheactorbethegrammaticalsubject.Ifyouwant,youcanmoveBarbietothesubjectposition:
BarbiewasgivenflowersbyKen.Youcanevenmaketheflowersthegrammaticalsubjectifyouwantto:
FlowersweregiventoBarbiebyKen.Youcandothiswithanysentencethathasadirectorindirectobject.
Itookthebullbythehorns.àThebullwastakenbythehornsbyme.Marthaatethecake.àThecakewaseatenbyMartha.
Youdon’thaveanytroublemakingthisswitchfromactivetopassive.Youdon’thavetothinkaboutto-beverbsorfourthprincipalparts.Ifyougetinthehabitofthinkingintermsofactionsandactors,andifyouclearlydistinguishbetweentheactorandthegrammaticalsubject(whichmayormaynotbethesame),it'srelativelyeasytomovebackandforthbetweenactiveandpassivevoice.THEPROBLEMSWITHPASSIVEVOICEGoodwritingislargelyamatterofmanagingyourreader'sexpectations.Thatdoesn'tmeanyoualwayshavetomeetthoseexpectations;infact,goodwritingrequiresthatyouoftensurpriseyourreader.Butyouneedtobeawarethatanyword,phrase,orclausethatdoesn'tmeetyourreader'sexpectations(includingunconsciousexpectations),attractsherattention.PROBLEM1:EXTRAWORKFORTHEREADERWhenyoudon’tmeetyourreader’sexpectations,youcauseextraworkforthereader.Ourbrainsarewiredtoexpecttheactortositinthesubjectpositionofasentence.Whentheactoristhesubject,wefeelthatthingsaremovingrightalong.Wefeelthatthegrammarisguidingustowardthatburningquestion,“Whodidwhat?”Thereader,ofcourse,isfullycapableofmentallyflippingapassivesentencebacktoactiveandknowingwhodidwhat.Inspiteofthegrammardifferences,everybodyknowsthatthe
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followingthreesentencesalldescribethesameaction,thesameactor,andthesamerecipientsoftheaction:(A)KengaveBarbieflowers.(B)BarbiewasgivenflowersbyKen.(C)FlowersweregiventoBarbiebyKen.Butyouneedtobeawarethatifyouphrasethatsentenceaseither(B)or(C),yourreaderhastotranslateitbackto(A)inordertodecodethesentence.Ifyouaskyourreadertogotothatextratrouble,sheisgoingtowanttoknowwhy(ifonlyatsubconsciouslevel).Granted,it’satinyamountofextratroubleyou’rerequiringofyourreader,andtherecanbegoodreasonstoaskitofher,aswe’llseeinthenextlesson.Butunlessyouhaveaspecificreasontousethepassivevoice,stayintheactivevoice.Savethereader'senergyandattentionforthosemomentswhenyoureallyneedit.PROBLEM2:FUZZYAGENCYLetusreturntothatpassivesentence,BarbiewasgivenflowersbyKen.AsImentionedabove,Kenisstilltheactor.ButwhereisKeninthissentence?He'stuckedawayinthatprepositionalphraseattheendofthesentence.Theactorisnowalowlyobjectoftheprepositionby.Orwhataboutthisversion?
Barbiewasgivenflowers.Whoistheactorhere?PresumablyKen.Butmaybenot.Wehavenowayofknowingfromthesentence.Kenwenttoalltheefforthere.Hespenthishard-earnedmoney.Hedrovetotheflorist.HewalkedupBarbie'sdrivewayandhandedovertheflowers.Andyetthepassivevoicerelegateshimtoaprepositionalphrase,orperhapseveneraseshimcompletely.ThisiswhatImeanby"fuzzyagency."PROBLEM3:EXTRAWORDSGenerallyspeaking,youdon'twanttoaddword-countwithoutaddingadditionalmeaning.Ittakesmorewordstodescribeanactioninpassivevoicethaninactivevoice.Theactivesentence,KengaveBarbieflowers,isfourwordslong.ThepassivesentenceBarbiewasgivenflowersbyKenissixwordslong.That's50%morewordsfor0%moremeaning.OrconsiderthepassivesentenceBarbiewasgivenflowers.Atfourwords,it'sthesamelengthastheactivesentence,butitconveyssignificantlylessinformation(specifically,itdoesn'tidentifythepersonwhomBarbiehastothankforherflowers).IFYOUASKMOREOFTHEREADER,YOUHAVETOGIVEMORERemember,everytimeyouusethepassivevoice,you’reaskingsomethingofyourreader.You’reaskinghertotakeanextrastepofdecoding.Doyouhaveagoodreasonforaskingyourreadertogotothatextratrouble?Ifso,byallmeansusethepassivevoice.Butifyoudon’t,stickwiththeactive.
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Quiz1.7:WhatisPassiveVoice?
I.Thelargebearenjoyinghisbreakfastofblackberriestwentyfeetawayhadbeaten ushere.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoII.Thepoolwasinsight.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoIII.Whenallelsefails,adogcanbecountedon.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoIV.Aswimmingcreatureissighted—abeaver?Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoV.Hewasstudyingforhiscounselingdegree.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes No
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VI.Whichistrueofthefollowingsentences:Sentence1:JohnBarberwasraisedbywolves.Sentence2:JohnBarberwasraisedinabarn. A.Sentence1andSentence2arebothpassive. B.Sentence1isactiveandSentence2ispassive. C.Sentence1ispassiveandSentence2isactive. D.Sentence1andSentence2arebothactive.V.ThishandkerchiefwasusedbyElvis.Turnthispassivesentenceintoanactivesentence.VI.UncleThurstongaveLindaaglassofwater.Rewritethissentencesothatthatthedirectobjectbecomesthesubjectofapassivesentence.VII.UncleThurstongaveLindaaglassofwater.Rewritethissentenceasapassivesentenceinwhichtheindirectobjectbecomesthegrammaticalsubjectofthesentence.VIII.Twohourslater,afterthesandwicheshadbeeneaten,thethundercame.Thissentencecomesfromadescriptionofapicnic.Revisethesentencewithoutthepassiveconstruction.
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IX.Curtiscarriedmeinhisarmstowardthepool.HeknewIwouldhavereliefifthewatercouldwashoverme.Iwastossedintothepoolandsurroundedbyfriendswithinseconds.Inthisscene,thenarratorremembersatimewhenshegotattackedbywasps,andanolderboynamedCurtisheroicallyscoopedherupandthrewherinthepooltogetthewaspsoff.Thisquestionhasthreeparts:
• Identifythesentencethatisinpassivevoice.• Explainwhythepassivevoiceisanunfortunatechoicehere.• Rewritethepassivesentenceasanactivesentence.
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LectureNotesModule1,Lesson8:WhenIsthePassiveUseful?
EveryproblematicconstructionintheEnglishlanguageexistsbecausetherearetimeswhenit'snotproblematic,butexactlywhatawriterneeds.SowhileIencourageyoutotreattheactivevoiceasyourdefaultmode,thereareplentyofsituationsinwhichyou'llfinditbesttoswitchfromdefaultmodeintothepassivevoice.Inthislessonwewilllookatfourofthosesituations.
1.PASSIVEVOICEISPERFECTFOREXPRESSINGPASSIVITY.Maybethisoneisself-evident.Considerthissentence:
Andrewwasbulliedasachild.
Tobeavictimofbullyingistobeinapostureofpassivity.Inthiscase,itdoesn’tmatterwhothebullieswere,evenifthewriterhappenstoknowthebullies'names.TheimportantfigurehereisAndrew.ThepassivevoiceallowsthewritertoputAndrewinthatimportantsubjectslot,eventhoughheisnottheagentinthissituation.AsentencelikePetewasconvictedofperjuryworksinmuchthesameway.ItwasajurythatconvictedPeteofperjury(orwasitajudge?orthestate?).WhatmattersisthatPetewasconvicted,notwhoconvictedhim.Herethepassivevoicehastheaddedbonusofsavingthewriterfromhavingtofigureoutexactlywhoconvictspeopleofperjury.Icallthatabonus,buttherearecertainlysituationsinwhichthis“bonus”leadstolazinessonthepartofthewriter,whoisabletogetawaywithnotquiteknowingwhatheistalkingabout.Asubcategoryofthis“passivity”useofthepassiveistheself-pityinguse.Adeliciouslyself-pityingoldLindaRonstadtsongsaid,
“I’vebeencheated,beenmistreated.WhenwillIbeloved?”
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It’sinterestingthatinthissentence,theproblemisframedpassively(“I’vebeencheated,beenmistreated”),butsoisthesolution(“WhenwillIbeloved?”)!2.THEPASSIVEVOICEISHELPFULWHENYOUDON’TKNOWTHEACTOR.
Considerthispassivesentence:
Mybikewasstolenyesterday.Thisisanentirelyappropriateuseofthepassivevoice.Idon’tknowwhostolemybike.IfIdid,I’dbereportingthemtothepoliceinsteadofwritingsentencesaboutthem.IfIamreallybeingasticklerfortheactivevoice,IsupposeIcouldsay,Somejerkstolemybikeyesterday.
3.THEPASSIVEVOICEISAWAYTOCONCEALORDENYAGENCY.
Thisiswherethepassivevoicecangetnefarious.WhenI'vebrokenalamp,IcansayThelampwasbroken.That'snotalie.It'sjustthatthepassivevoiceallowsmetoleaveoutoneofthemostimportantbitsofinformation.Icallthisthe"Mistakesweremade"useofthepassivevoice.Itistherefugeofobfuscators,politicians,deadbeats,self-pitiers,andthepassiveaggressive.Thisapplicationlargelyaccountsforthepassivevoice'sbadreputation.
4.PASSIVEVOICEISAWAYTODIRECTYOURREADER’SATTENTION.
Thesubjectofsentenceenjoysaplaceofprivilegeinthereader'smind.Thereaderpaysextraattentiontowhatevernounisinthatslot.Thepassivevoiceallowsyoutobringsomenounbesidestheactorintothatplaceofprominence.WehavealreadylookedatthesentenceAndrewwasbulliedasachild,inwhichAndrew,notthebullies,isthefocusofthesentence.Herearetwosentencesthatdescribethesameaction,thefirstintheactivevoice,thesecondinthepassive:
Active:AnunusuallylargepianoplayerejectedClarencefromthesaloon.Passive:Clarencewasejectedfromthesaloonbyanunusuallylargepianoplayer.
There'snotahugedifferencebetweenthosesentences.Butyoucanfeeladifference,can’tyou?Thefirstsentenceasksyoutogivealittlemoreattentiontothepianoplayer.ThesecondsentenceasksyoutogivealittlemoreattentiontoClarence.Bychangingthegrammaticalsubject,thepassivevoiceallowsyoutochangetheemphasis.Thisisjustnuance.Butthedifferencebetweengoodwritingandgreatwritingislargelynuance.
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Quiz1.8A:UsesofthePassiveVoice
I.Inthepassivevoice,theactorismovedOUTofthe____________position.Circleallthatapply. A.subject B.verb C.directobject D.indirectobject E.predicatecomplementII.Inthepassivevoice,the____________ismovedintothesubjectposition.Circleallthatapply. A.subject B.verb C.directobject D.indirectobject E.predicatecomplementIII.Whataresomeproblemswiththepassivevoice?Circleallthatapply. A.Moreworkforthereader B.Fuzzyagency C.Extrawords D.ToomanyprepositionsIV.Listtwotofouroccasionsinwhichthepassivevoiceisuseful.
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Quiz1.8B:UsesofthePassiveVoice(Challenge)
I.Heholdsalongpaintbrushinhishands,dabblesitinthepaintonhispalette,andbrushesoneslowstrokeatatimeuntilamasterpieceisrendered.Assessthatpassiveclauseattheend—untilamasterpieceisrendered.Isthisausefulpassiveconstruction?Whyorwhynot?II.Thecatalogsweredeliveredinthesametruckthatbroughtthebills.Thissentencecomesfromapassageinwhichthewriterwastalkingaboutafamilywhohadahabitofoverspending.Everydaythemailbroughtunpaidbills,butalsoopportunitiestorackupmorebills.Thiswriterchosetousethepassivevoicetoexpressthisidea.Hecouldhaveeasilyusedanallactivevoice:Thesametruckbroughtthebillsandthecatalogs.Whydoyouthinkthiswriterchosetousethepassivevoiceinstead?Doyouthinkitwasagoodchoice?
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III.Citrustrees,almondtrees,cotton,andgrapesaresuccessfullygrownthankstoirrigation.Thewaterisbroughtdownfromthemountainsthroughanaqueductanddistributedbyacanalsystem.Thesesentencescontainthreepassiveverbforms:
• [crops]aregrown• waterisbrought• [wateris]distributed
Ifyouwererevisingthesesentences,whichofthesethreepassiveconstructionswouldyoukeepandwhichofthemwouldyouturnintoactiveconstructions?Showyourrevision.IV.Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvasonwhichtheartistsethiscedarscene.Intocedarwoodhecarvedatinyfirtreestuntedathalfthebear’sheight.Thisisfromadescriptionofabearfigurinethathasappearedinanearlierquiz.Thefirstsentenceisinpassivevoice(Heisglued...),andafterthatthewritershiftstoactivevoice(theartistsethisscene...hecarvedatinyfirtree...)Ifyouwererevisingthispassage,wouldyoumakeitallpassive?Allactive?Wouldyoukeepthemixofactiveandpassiveas-is?Wouldyoukeepitmixedbutchangethemix?Revisethesentence.
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V.PedroandIhavelittlecontactthesedays,butwhenIthinkbackonourfriendshipI’mtransportedbacktothatredbrickhouseonSpruceStreetwherecreativitywasfosteredandexplored.Thissentencehastwopassiveconstructions:
• I'mtransported• creativitywasfosteredandexplored
Ifyouwererevisingthissentence,whichofthosepassiveconstructionswouldyoukeep,andwhichwouldyouchangetoactiveconstructions?Revisethesentence.
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LectureNotesModule1,Lesson9:Nominalization
I’vemarkedalotofstudentpapers.I’veaskedforalotofrevisions.Ihavenoticedthatalotofwritingstudentsviewrevisionlargelyasamatterofreplacingwords:Sincetheteacherdidn’tlikethesewords,letmegofindsomedifferentwordstoplugintothosespots.Moreoften,however,whatwritersreallyneedtodoistorethinksentencestructure—togetintothedeeperlogicandask,HowdoImakemyphrasingmatchthedeeperlogicofasentence?Imentionedacoupleoflessonsagothattherearetwobigwaysthatwritersviolatetheactor-action/subject-verbprinciple.Passivevoicewasthefirstofthosetwoways.Thesecondisnominalization.Nominalizationisthepracticeofturningverbsintonouns.Towit:
• Defy–defiance• Discover–discovery
Byturningactionsintoabstractnouns,awritercreatesamismatchbetweenthegrammarofasentenceandtheactionitdescribes.Here’sastraightforwardsentenceinwhichthegrammaralignswiththeaction.
WhenBronsondiscoveredthatCindyhaddefiedtheschoolbully,hecongratulatedher.Inthissentence,thethreeactionsareexpressedbythreeverbsandthreesubjects:
• Bronsondiscoveredsomething.• Cindydefiedthebully.• BronsoncongratulatedCindy.
Here’swhatthissentencelookslikewhenwechangethoseactionsfromverbsintonominalizations:
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WhenBronsonmadethediscoveryofCindy’sdefianceoftheschoolbully,congratulationsensued.
Theactionsofdiscovering,defying,andcongratulationinsteadofbeingverbs,areturnedintoabstractnouns.Theyarenominalized.Whataretheverbsinthatsentence?Theverbsaremadeandensued.Discoverybecomesadirectobject,defiancegetstuckedawayastheobjectoftheprepositionof.Congratulationsisactuallythesubjectofthemainclause.Noticethetwoprepositionalphrasesthatwormtheirwayin:ofCindy’sdefiance,andoftheschoolbully.Let’sputthetwosentencesnexttoeachother.
WhenBronsondiscoveredthatCindyhaddefiedtheschoolbully,hecongratulatedher.
WhenBronsonmadethediscoveryofCindy’sdefianceoftheschoolbully,congratulationsensued.
Youcanfeelthedifferencebetweenthosetwosentences,can’tyou?Thesentencesdescribethesameaction.Theydescribetheexactsameinformation.Butinthefirst,theinformationandactioncomeatthereaderthesamewaytheydoinreallife.WHODIDWHAT?Theactionsareverbs.Theactorsaresubjects.IfIwereaskthedifferencebetweenthesetwosentences,youmightsaythesecondoneistoowordy.Youwouldn’tbewrong.Itdefinitelyfeelswordy.Butifyouactuallycountthewords,youseethatthesecondsentence,thenominalizedone,isonlyONEwordlongerthanthefirst.Sentence1is13wordslong.Sentence2is14words.It’shardtobelieveisn’tit?Thedifferenceisthatinsentence2,yourbrainhastoengagemorethanyoursenses.Itseemsoddtosayit,butyoudon’twantyourreaderstohavetothinktoomuch.Rather,youwantyourreaderstosavetheirmentalenergyforwhenyoureallyneedthemtothink.Youdon’twanttowasteit.Sentence2issooddthatyourreaderasks(maybesubconsciously),“Whydidyouphraseitthatway?”YourreaderstartsthinkingaboutyourgrammarinSentence2.Thatisnotsomethingyouwant!Hereisa3-Stepprocessforfindingandfixingnominalization:
• STEP1:Identifytheactioninthesentence.• STEP2:Identifytheverbsinthesentence.• STEP3:Aligntheactionsandtheverbs.
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Thatishowyougetridofnominalization.But,asIhavesaidbefore,everyproblematicgrammaticalstructureexistsbecausesometimesit’snotproblematic;sometimesitisexactlywhatyouneed.Let’slookatanothernominalizedsentence—onethatisn’tnearlysoegregiousasthatlastone:
Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.Inthissentence,thesubjectsandverbsarenotatallalignedwiththeaction.There’salotofactioninthissentence:It’sacarcrash!Markisrunningaredlight.Markiscareeningintoanothercar.Metaliscrumpling.Glassisflying.Babiesarecrying.Dogsarebarking.Butwhatistheverbinthissentence?There’sonlyone.It’sWAS.Howmightyoualignthemain-linegrammar—subjects,verbs,andobjects—withtheaction?Wehaveafewoptions.Herearetwo:
Markfailedtostopattheintersectionandcrashedintoanothercar.
Markranthrougharedlightandcrashedintoanothercar.Arethosebettersentencesthantheoriginal?Itdependsonthecontext.Isascrewdriverabettertoolthanawrench?Itdependsonthecontext.It’snotatallhardtoimagineasituationinwhichthebestsentenceistheonewestartedwith:Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.MaybeoneofMark’sdefendershassaid,“Foggyconditionswerethecauseofthecarcrash,”andyousay,“Hardly!Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.”Thinkofitthisway:Ikeepsayingthatyourreaderalwayswantstoknowwhodidwhat.Butwhodidwhatisn’ttheonlyimportantquestionyou’reansweringwhenyouwrite.Sometimesotherquestionscometotheforeground—WHYdidsomethinghappen?Inthiscase,WHOistoblame.SoletmereturntosomethingIsaidatthebeginningofthislesson.Whenyoucomposeasentence,youaretryingtomakethestructureofthesentencematchupwiththedeeperlogicofthatsentence.Straightforwardactionisagreatplacetostartbecauseintherealworld,informationTENDStocometousasaction.Weseeacarrunaredlight.Weseethatcarcrashintoanothercar.THENourjudgmentkicksin.Wesay,“Hey,thatjerkjustcausedanaccidentbyrunningthatredlight.”ToparaphraseFlanneryO’Connor,“Theeyeisanorganofjudgment.”Datacomestousthroughoureyesorourothersenses,andwemakejudgmentsbasedonthatdata.Wedon’thaveanarratorinourheadtellinguswhattothinkaboutwhatwesee.
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NominalizationTENDStomovethingsoutoftherealmofactorsandactionsandintotherealmofmoreabstractrelationships.Let’slookonemoretimeatourfirst,nominalizedsentenceaboutMark’scarcrash:
Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.ThemainlineofthatsentenceisFAILUREWASCAUSE.Causeandeffect.That’salogicalrelationship.Thesentencestructureforegroundsthelogical,cause-and-effectrelationshipatplayhere.Themore“verbish”version—Markranthroughtheintersectionandhitanothercar(orsomethingsimilar)—letsthereadermakethecause-and-effectconnectionforhimself.MaybeitletsthereaderpassjudgmentonMarkasadriver—which,again,ishowourexperienceoftheworldusuallyworks.However,thatnominalizedversion—Mark’sfailurewasthecause—thatversionsaystothereader,“Here’stheconclusionIwantyoutoreachhere.”Sometimesthat’sagoodthing—tellingyourreaderwhatconclusionyouwanthimtoreach—andsometimesthat’sabadthing.Idothinkwriterstendtoerronthesideoftellingreaderswhattothinkratherthaninvitingthemintoasceneandpointingthemintherightdirection.That’swhyIpersistinmycampaigntogetyoutotreattheactor-action-subject-verbmodelasyourdefault.That’swhyIencourageyoutohaveagoodreasonifyouaregoingtousenominalization.ButaswehaveseenwithMarkandhishorribledrivingrecord,therearecertainlysituationswhenit’sappropriatetousenominalizationtodirectyourreadertoaspecificconclusion.Grammarisn’tjustgrammar.Sentencestructurespeakstodeeperlogicalstructures.
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Quiz1.9:NominalizationI.NominalizationTENDStomovethingsoutoftherealmofactorsandactionsandintotherealmof_________________.II.Complianceisanominalizationofwhatverb?___________________III.Revelationisanominalizationofwhatverb?___________________IV.AlackofattentivenessonLeonard'spartledtoacollisionwithatelephonepole.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.V.Mariamadetheargumentthattheexpirationofthepolicywouldresultdirectlyinherexposuretonewrisk.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.
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VI.Ioriginallywasn’tinterestedinknowingher,butonlywantedheracceptanceofme.Revisethissentencebygettingridofthenominalization(acceptance)inordertoalignthegrammarofthesentencewiththeactionitdescribes.VII.AfallfromaladderatawarehousejobandashoulderinjuryfromjanitorialworkatthecountyjailmeantDaleisnonetoosteadyonhisfeetthesedays.Theabstractnounsfallandinjurymakeupthecompoundsubjectofthissentence.Turnbothofthosenounsbackintoverbs,thebettertoalignthegrammarofthesentencewiththeactionitdescribes.VIII.Someofmyfavoriteswerebooksandbaseballcards,butingeneralIwasundertheimpressionthatthebiggerthegiftthebetter,andtherewaslittlerespectforbirthdaycards.Lookatthatphrasetherewaslittlerespect...Noticehowthespeakerdisappearsfromthesentencewiththatnominalization.Revisethissentencewithoutusingthephrasetherewas...(Youranswer,bytheway,mightstillhavetheabstractnounrespect,andthatwillbeok).
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IX.Theoccasionalremovalofhisshadesrevealedglassy,bloodshoteyes.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.
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LectureNotesModule1,Lesson10:StrongVerbs,PreciseVerbs,
To-BeVerbs
Nodoubtyouhaveheardthewritingadvice,"Usestrongverbs."IfyouGooglethatphrase,“usestrongverbs,”you’regoingtoseelistslike100STRONGVERBSTOADDPOWERANDPIZZAZZTOYOURWRITINGorSTOPUSINGWEAKVERBSANDSTARTUSINGTHESESTRONGVERBS.Itwouldbegreatifalistof"betterverbs"existed,buttherightverb,liketherightnoteonapiano,isamatterofcontext.Youcan’tmakealistofthebestverbsanymorethanyoucouldmakealistofthebestmusicalnotes.It’snotthat“Usestrongverbs”isterribleadvice.Butit’sthekindofadvicethatcanhelpyougofrombeingabadwritertobeingamediocrewriter.It’snotgoingtomoveyoufrombeingaprettygoodwritertobeingaverygoodwriter.“Usestrongverbs”isjustanoversimplificationofbetteradvice:Foreverysentenceyouwrite,figureoutwheretheactionis—ifpossible,ENVISIONthataction—andTHENfindtheverborverbsthatmostPRECISELYdepictthataction.Goodwritingisalwaysaboutprecision,notembellishment.Themorepreciseabitofwritingis,themorelikelyitisthatyourreaderwillbeabletoseewhatyou’retryingtoshowhim.Considerthissentence:
Terencewentaway.
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Therearelotsofwaystogoaway.Theideaofgoingawayisbroad—sobroad,infact,thatthephrasewentawaydoesn’tgiveyourreadermuchtolookat.Amorepreciseverbnarrowsthingsdownandcreatesavisualimageforyourreader.
• Terenceleft.• Terencevamoosed.• Terencesplit.• Terencehightailedit.• Terencesnuckoff.• Terenceabsconded.• Terencevanished.• Terencewascalledaway.
Whichofthoseverbsisthestrongest?That’snotanespeciallyhelpfulquestion.Thequestionis,whichofthoseverbsmostpreciselydepictswhatTerencedid?Writingdoesn’tstartwithwords.Writingstartswithvision.Ifyoudon’tseewhatyou’retryingtowrite,youcan’tmakeyourreaderseeit.Sothrowawayyourlistsofstrongverbs.Thelistssuggestthatbetterwritingissimplyamatteroffindingbetterwordsandpluggingtheminwheretheless-goodwordswere.Therearen’tbetterwordsandworsewords,anymorethantherearerightnotesandwrongnotesonapiano.SayandsaidSomethingthatsometimesgetsrolledinto“strongverb”discussionsistheverbsayorsaid.Writingteacherssometimestelltheirstudentstofindmoreinteresting(orstronger)verbsthansayandsaidindialogue.Theyofferadvicelike,“Don’tsaysay,”or“Saidisdead.”Pleaseignorethatadvice.Whenyouaredescribingpeoplewhoaresayingthings,sayisaperfectlyrespectableverb.Ononewriting-advicewebsiteIranacrosstheexample,“Heidisaidshewastiredofhiking.”Thewebsiteadvisedfindingastrongerverbthansaid—maybesomethinglike“Heidicontendedthatshewastiredofhiking.”Iscontendastrongerverbthansaid?Iscontendamoreinterestingverbthansaid?Maybeso.Butthat'snotthequestion.Thequestionis,whichverbmorepreciselydepictswhatHeidiwasdoing?Tocontendistoargue,tostruggle.WhywouldHeidihavetocontendwhatsheisfeelingabouthiking?IstheresomebodygettinginHeidi’sfaceandtellingherthatshe'snottiredofhiking?IsHeidihavingtomakeacasethatsheisindeedtiredofhiking?Ifso,contendedmightbeabetterverbthansaid.Otherwise,saidwillworkjustfinehere.Don’tletanybody
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bullyyouintothrowingouttheperfectlyserviceableandperfectlyrespectableverbsaid.Saidisnotdead.It’sverymuchalive.TheTo-BeVerbAnotherverbwithabadreputationistheto-beverb:
• am• are• is• was• were• be• being• been
Theto-beverbhasabadreputationbecauseitisoftenmixedupwithother,moreseriouswritingproblems.Thepassivevoicealwaysinvolvesato-beverb:"Thebullwastakenbythehornsbyme."Nominalizationusuallyinvolvesato-beverb:"Leonardwasconsciousofthefactthat..."Therefore,itisagoodpracticetogobackthroughyourwritingandcircleto-beverbsasawayoffindingnominalizationsandpassiveconstructions.Butwhereto-beverbscommunicateastateofbeing,orwhereto-beverbsarelinkingverbs(asin"wewerewalking"or"Ihavebeentellingyouthatallalong")there’snothingtobeashamedof.Don’tfeeltheneedtoeradicateto-beverbsandplugin“action”verbsor“strong”verbs.Verbscandotwothings:theycancommunicateaction,ortheycancommunicatestatesofbeing.Verbsthatcommunicatestatesofbeingarecalledlinkingverbs(Ifeelpretty.Clarenceisthemayor.Marthawassuspiciouslyhappy.)Themostcommonlinkingverb(byfar)istheto-beverb.Communicatingactionisn’tmorerespectablethancommunicatingstatesofbeing.Onelastthingaboutcommunicatingstatesofbeing:thereareotherwaystocommunicatestatesofbeingbesidesusingalinkingverb.
• Youcanuseanadjective.(MymailmanishandsomebecomesMyhandsomemailman.)
• Youcanuseanappositive.(ClarenceisthemayorbecomesClarence,themayor...)• Youcanuseaprepositionalphrase.(AngusisfivefeettallbecomesAtfivefeettall,
Angustowersoverhisfellowcubscouts.)Wewilldiscussallthoseoptionsinfuturelessons.
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SummaryTaketheadvice“usestrongverbs”withagrainofsalt.Usepreciseverbs—theverbsthatmostpreciselydepicttheactionsyouwanttodepict.Therearen’tstrongverbsandweakverbs,justastherearen’trightnotesonthepianokeyboardandwrongnotes.Italldependsonthecontext:everynoteisrightsometimes,andeverynoteiswrongsometimes.Everyverbisrightsometimesandwrongsometimes.Soalistof“strongverbs”isoflimitedhelp.
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Quiz1.10:StrongVerbs,PreciseVerbs
I.Whataretheverbsofbeing?II.Trueorfalse:Verbsshouldcommunicateaction,notstatesofbeing.III.Herhair,onceexplodingoverhershouldersintight,brownringlets,isgraying.What'swrongwiththatparticipialphrase,explodingoverhershouldersintight,brownringlets?IV.IjumpedoffacliffhoveringhighabovethePacificOcean,harnessedtomyhang-glider.Considerthatparticiplehovering.Whyisitnotthebestchoicehere?
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V.Hisbewilderedfacemeltedintodefiance.Makethemainverbofthissentencemoreprecise.VI.Therectangularstudioheldpolishedwoodfloors,twowallsofbarre,amplefloorspaceforthetenlittledancersinmyclass,andoneentirewallofflawlessmirror.Whatdoyouthinkaboutthatmainverbheld?VII.Shepaintseyeshadowinpumpkinorange,brushesmascarainlinesasthickascalligraphyink,andpatsonlayersofrogue,allofwhichchiselanexpressionofpermanentexhilarationontohercreasedface.Whichverbismisleading?Why?Correctit.
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LectureNotesModule1,Lesson11:KeepingVerbsClosetoSubjects
Englishgrammargivesyouplentyoftechnicallycorrectwaystocraminformationintoasinglesentence.Butconnectingwithyourreaderismoreimportantthanbeingimpressivelycomplex.Remember,yourreaderalwayswantstoknowWHODIDWHAT?Subject,Verb,Object.Whateverelsehappensinyoursentence,yourreadershouldbeabletogetfromsubjecttoverbtoobjectwithrelativeease.Usually,thismeansgettingtoyoursubjectearlyinthesentence,andnothavingtoomanywordsbetweenthesubjectandtheverb.Let'slookatafewsentencesthatviolatetheseprinciples,andconsiderhowtheycouldbebetter.
Theprocessesinvolvedinshapingthechannelinplaceswheretheturnsswungfromsidetoside,asthewaterflowedacrossthefloodplain,mesmerizedme.
A.Whatisthemainverb?___________________________________________.B.Whoorwhatmesmerized(i.e.whatisthesubject)?__________________________________________.C.Whatisthewholemainclause?_________________________________________________________________.[A.mesmerized.B.theprocesses.C.Theprocessesmesmerizedme.] Thereare22wordsbetweenthesubjectandtheverbofthemainclause.Thecommabeforetheverbisalsoamajorredflag.Therearealotofoptionsforfixingthissentence,butIthinkthemostelegantsolutionusesthepassivevoice:
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Iwasmesmerizedbytheprocessesthatshapedthechannelasitswungfromsideto sideandflowedacrossthefloodplain.Here'sanother:
Thefeeling,familiarinthoseyears,thatIwasofadifferentspeciesthanthepeoplearoundmesurgedupagain.
A.Whatisthemainverb?________________________________________________.B.Whatisthesubject?____________________________________________________.[A.surged.B.feeling.]Thereare16wordsbetweenthesubjectandtheverb.Onepossiblefixusesanappositive(whichwe'lltalkaboutinalatermodule):Afamiliarfeelingsurgedupinme—afeelingthatIwasofadifferentspeciesfromthepeoplearoundme.Ihadthatfeelingalotinthosedays.Noticethatyoudohavetheoptionofsplittingasentenceintwo.Sometimestwoshortsentencesarebetterthanoneunwieldyone. OnthefaredgeofthetownwhereIgrewup,satthealuminumfactory.A.Whatisthemainverb?______________________________________________________.B.Whatisthesubject?__________________________________________________________.[A.sat.B.thealuminumfactory.]Thissentencehastwelvewordsbeforewegetthesubject-verbnexus.Again,thecommabeforethemainverbshouldclueyouinthatthissentencewillbedifficultforyourreadertocomprehend.It'smoresimpletowritethis:Analuminumfactorysatatthefaredgeoftown.Maybeyouthinktheoriginalismoreinterestingthanthestraightforwardversion.Isitinterestingenoughtobeworththeextraworkyou'reaskingofyourreader?That'sarealquestion.Differentwriterswillansweritdifferently.Theimportantthingisthatyouconsiderthedifferenceandmakeaconsciousdecision.Don'tjustcauseextraworkforyourreaderwithoutthinkingthroughit.
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Quiz1.11:KeepingVerbsClosetoSubjects
I.Liquid pain so intense that it stole my breath, would surge through my back with every attempt. Thisisasentenceaboutapersonwithbackpaintryingtogetoutofbed.Whatisthesubjectofthissentence?Whatisthemainverb?Editthesentencetokeepthesubjectclosetothemainverb.II.Aneerieemptydarknessshehadneverexperiencedbeforewhenevershevisitedherfatherathisbig,glassedinofficeenvelopedthethreestoryfoyer.Editthissentencetokeepthesubjectclosetothemainverb.
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III.Hisponytailcomesloose,andhisthreefeetofgrayingbrownhair,typicallyonlyobservedbyimmediatefamilyoranyoneluckyenoughtocatchhimsippingcoffeeonadayoff,drapeshisshoulders.Editthissentencetokeepthesubjectclosetothemainverb.IV.Afewyearsaftermygreat,greatuncleMarion—aneccentricartistwhoframedhiswatercolorswithplanksfromtheporchandworehisteethonlyforimportantevents—haddied,TheVaseappeared,andwejokedthathissonBerthadputhisashesinitandplaceditonhismantel.Editthissentencetokeepthesubjectclosetothemainverb.Youmayneedtousemultiplesentences.V.Aweeklyrhythmbandfortheneighborhoodchildren,intheredbrickhomeofthewomannextdoor,putthedelighttomusic.Editthissentencetokeepthesubjectclosetothemainverb.VI.Thirtyfeetfromthewater,afringeofgnarledpinerootsreachingoutintoemptyairmarkstheborderfrombarerubbletostubbornforest.Editthissentencetokeepthesubjectclosetothemainverb.
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VII.Threesweatykidsandtheirmotherwithloadedpurse,emptiedpicnicbasket,andtissue-filledgiftbagtrudgedupthebackstepsreadytoescapetheJulysun.Editthissentencetomakeitclearer,keepingthesubjectclosetotheverb.VIII. Thesheerexhilarationmixedwiththeutterterroroflaunchingintotheair,thatmomentwhenyoufeelweightless,suspendedmidair,andthenthepulloftheearthdownwardasIracedtotheevergrowingpuddlebelowme,combinedtomakethejourneyastonishing.Thisisatoughone.It'sasentenceaboutjumpingoutofaswing.Howwouldyoureworkittomakeitclearerandkeepthesubjectclosethemainverb?Youmayneedtousemultiplesentences.
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LectureNotesModule1,Lesson12:CompoundsontheMainLine
In1990,MichaelJordanscoredacareer-high69points.RookieStaceyKingmadeonefreethrow.Inaninterviewafterthegamehesaid,"I'llalwaysrememberthisasthenightwhenMichaelJordanandIcombinedtoscore70points."Thisisabrilliantandhilarioususeofthecompoundsubject.Theverbscoredhastwosubjects:MichaelJordanandI.Anyspotonthemainline—Subject,Verb,Object,orComplement—canbecompounded. TheOwlandthePussycatwenttoseainabeautifulpea-greenboat. Twosubjectsshareoneverb. Isanganddanced. Onesubjectsharestwoverbs. Gabrielaatelobsterandporkrinds. Twoobjectsshareoneverb. Youarebeautifulbutmean. Twopredicatenominativesshareonelinkingverb.Youcancombinecompoundsinanycombination.Soyoucouldhave:Theowlandthepussycataterodentsandcatfood.(Compoundsubjectandcompounddirectobjects.)Compoundelementsarejoinedtogetherbyaconjunction(usuallyand,occasionallybut)andnocomma.
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Acommawithaconjunctionindicatesacompoundsentence.Acompoundsentenceistwoseparatemainclausesjoinedbyacommaandacoordinatingconjunction.Thereareonlysevencoordinatingconjunctions:
• For• And• Nor• But• Or• Yet• So
YoucanrememberthembyusingtheacronymFANBOYS.Acompoundsentencethathasaconjunctionbutnocommaisarun-onsentence.Acompoundsentencethathasacommabutnoconjunctioniscalledacommasplice.AcompoundsentencelinksoneindependentSubject-VerbnexustoanotherindependentSubject-Verbnexustoformasinglesentence.
Isang.Idanced.Twoseparatesentences.Isang,andIdanced.Compoundsentence.Isanganddanced.Compoundverb.
Whileallofthesearegrammaticallycorrect,thefirsttwofeelredundant.Itmakesthemostsensetouseacompoundverb.Whataboutthese?
Theowlhooted.Thepussycatmeowed.Twoseparatesentences.Theowlhooted,andthepussycatmeowed.Compoundsentence.Theowlandthepussycathootedandmeowed.Compoundsubjectandcompoundverb.
Thosetwoactionsdon'tfeelcloselyenoughrelatedtobeacompoundsubjectandcompoundverb.Thefirstorsecondoptionsmakemoresense.Here'sanotherexample:
Ihadneverbeenstruckinthefacebeforeandsatstunnedforseveralseconds.Thesetwoverbsdohavethesamesubject(I),butthedon'tcombineverywellforacoupleofreasons:
1. Thefirstverbispassiveandthesecondisactive.2. Thetwoactionsarenearlyascloselyrelatedas"Isanganddanced."
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Wecouldcorrectthisbysaying,Ihadneverbeenstruckinthefacebefore,soIsattherestunnedforseveralseconds.(CompoundSentence)Oreven,Ihadneverbeenstruckinthefacebefore.Isattherestunned.Grammarisn'tjustaboutgrammar.Grammarreflectsadeeperlogic.StaceyKing’sjokeaboutcombiningfor70pointswithMichaelJordanisinpartagrammarjoke.Thecompoundsubject—MichaelJordanandI—istechnicallycorrect.TheyDIDcombinefor70points.Butthatcompoundsubjectalsoimpliesanequalitythatisridiculousandfunny.Grammarisakindoflogic.StaceyKingwasmisusingthatlogictobefunny.Mostofthetime,you’renottryingtobefunnywithyourgrammar,soyouwantyourgrammartoactuallyreflectyourlogic,notundermineit.
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Quiz1.12:CompoundsontheMainLine
I.Whatspotsonthemainlinecanbecompounded?Circleallthatapply. A.Subject B.Verb C.Object D.ComplementII.Listthesevencoordinatingconjunctions.(RemembertheacronymFANBOYS.)III.Acompoundsentencethathasaconjunctionbutnocommaiscalleda_____________________________________________.Acompoundsentencethathasacommabutnoconjunctioniscalleda______________________________________________.
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IV.Maybethatdayitwasgreenplaidbell-bottomsayearortwopasttheirheightofcoolnessandapilledtansweater.1.Identifythecompoundcomplement.2.Whyisthiscompoundcomplementconfusingtothereader?3.Editthesentenceforclarity.V.Theroomwasfurnishedwithpiecesthatcouldeasilyhavebeenfroma1960scatalogandsmeltmusty.1.Identifythecompoundverb.2.Editthesentenceforclarity.VI.Ifinishedplayingandthehissoftherespiratoronceagainfilledtheroomlikeincense.1.Whyisthissentencegrammaticallyincorrect?2.Howwouldyoucorrectit?
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VII.Mysisterhadaskedforadozendollsandmybrother'swishlisthadafrontandback.Correctthisrun-onsentencetomakeitacompoundsentence.VIII.Briancamehomewithmydollandarepentantheart.1.Identifythecompoundobjectoftheprepositionwith.2.Whyisthissentenceunusual?
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LectureNotesModule1,Lesson13:VerbTenses
Aswewrapupthismoduleaboutsubjectsandverbs,let'stalkaboutverbtenses.Simplepast:Iate,youate,he/she/itate.Simplepresent:Ieat,youeat,he/she/iteats.Simplefuture:Iwilleat,youwilleat,he/she/itwilleat.Thesearesofamiliarthatthereisreallynoneedtotalkaboutthem.However,sometimesweneedmoreprecisionandnuancethanjustthesesimpletenses.That'swhereprogressiveandperfectverbtensescomein,andevennativeEnglishspeakershavealotoftroublewiththem.Pastprogressivetense,endsin-ing.Indicatesthatatagivenpointintime,apersonwasorisorwillbeinthemiddleofsomeaction.PastPerfectTense.Indicatesthatatagivenpointintime,apersonhascompletedorwillhavecompletedanaction.
Iranat6:00thismorning.Simplepasttense.
Iwasrunningat6:00thismorning.Pastprogressivetense.
Ihadrunat6:00thismorning.Pastperfecttense.
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Theprogressivetense(whetherpast,present,orfuture)isformedbyadding-ingtotheendoftheverb.Thisisthe2ndprincipalpart.Pastprogressive:Iwasrunning,youwererunning,he/she/itwasrunning.Presentprogressive:Iamrunning,youarerunning,he/she/itisrunning.Futureprogressive:Iwillberunning,youwillberunning,he/she/itwillberunning.Theperfecttenseisformedbycombiningthe4thprincipalpart(endsin-d,-t,or-en)withthehelpingverbhaveorhad.Pastperfect:Ihadrun,youhadrun,he/she/ithadrun.PresentPerfect:Ihaverun,youhaverun,he/she/ithasrun.FuturePerfect:Iwillhaverun,youwillhaverun,he/she/itwillhaverun.Usingtheseverbformsrequiresthatyouplantaflagonthetimeline,andthensetyourverbtensewithrespecttothatflag.Youaresaying,ineffect,atthisspecificpointintimethesubjectofthesentenceiseitherinthemiddleofanactionorhascompletedtheaction.Forsimpletense,thetime-flagisoptional.Icansay,Istolesomeleftoversfromoutoftheofficerefrigerator.Or,Istolefromleftoversoutoftheofficerefrigeratoryesterday.Eitheroneisfinebecausethesimplepastdoesn'tcarewhetherIincludethattimemarkeryesterdayornot.However,ifI'mgoingtosayIHADSTOLENleftovers(perfectpasttense),orIWILLHAVESTOLENleftovers(futureperfect),orIWASSTEALINGleftovers(pastprogressive),orIWILLBESTEALINGleftovers(futureprogressive),Ineedtoprovideatime-flag.
IwillbestealingleftoversfromtheofficerefrigeratortomorrowifIforgetmylunchagain.
IhadstolenleftoversoutoftheofficerefrigeratorbeforeIrealizedthattheybelongedtotheCEO.
Plantingatimeflagdoesn'tnecessarilymeannamingatime(6amorOctober12th).Youcanalsodoitbyplacingoneactionrelativetoanotheraction.
Iwasrunningthismorningwhileyouwerestillsawinglogs.Pastprogressive.
Iwasthinkingaboutyouwhenyoucamethroughthedoor.Pastprogressive.
Marthawillbesingingoperawhileyoutendtothecashregister.Futureprogressive.
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Whenyouhavefinishedyourbroccoli,youcanhavesomepie.Futureperfect.Ihaveeatenmybroccoli,andnowIwantsomepie.Perfect.
Whenyourolledoutofbedat6:00thismorning,Ihadalreadyrun,showered,anddressed.Pastperfect.
Whenyouusethesetenses,yousignaltoyourreadersthattheyneedtopayattentiontosomenuanceoftime.TheyneedtounderstandthatthisactionwasCOMPLETEatsomespecifictime,oritwasONGOINGatsomespecifictime.Askyourselfhowpreciseyouneedtobe.Ifyouaren'tcommunicatingsomenuanceoftime,don'taskyourreadertodecodeacomplexverbform.Here'safinalexample:
Ifweturnedaround,wewouldhavetotravelbackacrossanarrowbridgethathadnorailingsandwasmadeoflooseplanksthatHADMOVEDasweHADGONEacrossthemthefirsttime.IwasprettysureIHADSEENthetailendofacarthatHADPLUNGEDoffthebridgeintotheravinenosefirst.
Alloftheseverbformsaregrammaticallycorrect,butthey'reconfusing.Inthiscase,itmaybeworthtradingprecisionforsimplicity:
Ifweturnedaround,wewouldhavetotravelbackacrossanarrowbridgethathadnorailingsandwasmadeoflooseplanksthatMOVEDwhenweWENTacrossthemthefirsttime.IwasprettysureISAWthetailofacarthatHADPLUNGEDoffthebridgeintotheravinenosefirst.
Theoriginalconstructionismoreprecise,butthegrammardrawsattentiontoitself.Youdon'twantyourreaderstobethinkingaboutgrammar.Correctgrammarisbetterthanincorrectgrammar.Butwhatyoureallywantisgrammarthatisinvisibletothereader.
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Quiz1.13:VerbTenses
I.Thistimetomorrow,JohnBarberwillbewishinghehadchosenadifferentnemesis.Whatisthetimeflaginthissentence?II.Irealizedafterafewminutesthatmydaddidnotdriveawaybutwassittinginthecarwatching.Editthissentencesothattheverbtensesmakesensetogether.Whereistheflagonthetimeline?III.Thistimetomorrow,JohnBarberwillbewishinghechoseadifferentnemesis.Whatistheverbtenseinthissentence? A.Past B.Pastperfect C.Pastprogressive D.Present E.Presentperfect F.Presentprogressive G.Future H.Futureperfect I.Futureprogressive
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IV.ByDecember11,1941,justfourdaysafterthebombingofPearlHarbor,theUnitedStateshaddeclaredwaronbothJapanandGermany.Whatistheverbtenseofthissentence? A.Past B.Pastperfect C.Pastprogressive D.Present E.Presentperfect F.Presentprogressive G.Future H.Futureperfect I.FutureprogressiveV.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadformywife;shewashanginglaundryoutsidewhenIleftthehouse. A.Ihadn'triddenmorethanamilebeforethedownpourHADSTARTED.Ifeltbad formywife;shewashanginglaundryoutsidewhenIleftthehouse. B.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadformy wife;sheHADBEENhanginglaundryoutsidewhenIleftthehouse. C.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadfor mywife;shewashanginglaundryoutsidewhenIHADLEFTthehouse. D.Nochangeisnecessary.VI.Normally,Ienjoyedgardening,butthissummeracolonyofhornetstookownershipofouryard,andtheydidnottakekindlytotrespassers.Thissentencecontainsthreeverbs,allinsimplepasttense.Whichofthesethreeverbswouldyouchangetopastperfectsoastoclarifythemeaning?Checkallthatapply. A.ChangeIenjoyedgardeningtoIhadenjoyedgardening. B.Changetookownershiptohadtakenownership. C.Changedidnottakekindlytohadnottakenkindly. D.It’sbetteras-isthanwithachange.
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LectureNotesModule2,Lesson1:Introduction
Wearefinallyreadytoleavethemainlineofthesentenceandmoveontomodifiers.Modifiersarewords,phrases,orclausesthatdescribeotherwordsorphrases.Modifierstellwhatkindofpersonorthingisactingorbeingactedupon,andhowthey’reacting.Adjectivesandadverbsareobviousexamplesofmodifiers.Considerthissentence:Thebluetruckrumbledloudly.
ThemainclauseisThetruckrumbled.Blueisanadjectivemodifyingtruck,narrowingthesubject.Whichtruckrumbled?Thebluetruck.Loudlyisanadverbmodifyingrumbled.Howdidthetruckrumble?Loudly.Adverbialmodifiersanswerthesequestionsaboutverbs(andsometimesadjectivesorotheradverbs):
• HOW?• WHERE?• WHY?• TOWHATEXTENT?
Adjectivalmodifiersanswerthesequestionsaboutnouns:
• WHICHONE?• WHATKIND?• HOWMANY?
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Alotofinterestinasentencederivesfromthemodifiers.Ratherthanthinkingofadverbsandadjectivesasornamentationinasentence,thinkofthemasawayofnarrowingmeaning.Modifiershelpyourwritingbemoreprecise.Describingatruckasabluetrucknarrowsdownthebroadcategoryoftruckconsiderably,butsaying“blueFordtruck”narrowsitevenmore.Lookatthissentence:TheraccoonthatIwastellingyouabout,withthemissingearandtheunusuallybushytail,rattledthetrashcanbehindmygaragewithaninsistencethatborderedonobsession.
Themainclauseis:Raccoonrattledtrashcan.Alltheotherwordsaremodifiers.ThatIwastellingyouaboutisaclause.Ithasaverb(wastelling)andasubject(I).Itmodifiesanoun(ittellswhichraccoon),soitisanadjectivalclause.Withthemissingearandtheunusuallybushytailisaphrase,becauseitdoesn’thaveaverb.Ithasapreposition(with)andacompoundobject(earandtail),soit’saprepositionalphrasemodifyingraccoon(again,ittellswhichraccoon).Withintheprepositionalphrase,theadjectivemissingmodifiesear.Bushytellsuswhatkindoftail.Behindmygarageisanotherprepositionalphrase.Youcouldsayit’sadjectival(tellinguswhichtrashcan)ormaybeadverbial(tellinguswheretheraccoonwasrattling).Withaninsistenceisanotheradverbialprepositionalphrase(howdidherattle?).Thatborderedisanadjectivalclausemodifyinginsistence(whatkindofinsistence?).Anobsessionisanadverbialprepositionalphrase(howdiditborder?).
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Theimportantskillistobeabletoidentifywhataparticularphraseorclauseismodifying.Whatquestionisitanswering?LetNounsandVerbsCarrytheFreightWhileadjectives,adverbs,andothermodifiersareanimportantwaytoadddescription,thereisamorepowerfulway.Nounsandverbsshouldcarrythefreightofyourwriting.Hereisanexample:MybrotherTimwastheonlyboyandarevelationtoallofus.Heatetemperapaint,suckingitstraightfromthebrush.Heclimbedontothediningroomtableandjumpedoffofit,ashighashecould,overandoverandover,whileourmiddlesisterRachelandItriedtodoschoolwork.HefellintothewaterfountainattheBotanicalGardens.Hesometimesplayedsohardthathethrewupinthegrass,andthenwentrightbacktoplaying.Timissuckingpaint,jumpingoffthediningroomtable,fallingintothewaterfountain,throwingup,goingrightbacktoplaying.Therelentlessmovementinthisshortpassagemimicstherelentlessmovementofthelittleboy.Butifyoulookclosely,you’llnoticetherearen’talotofadjectivesandadverbs.ThewriterissuccessfulinthispassagebecauseshehastakenthetimetoenvisionwhatitlookslikewhenherlittlebrotherTimplays.Aftershehadthatvisionfixed,shewentlookingforthebestverbstodescribethatvision.Thisisjuststraight-ahead,workmanlikewriting,andtheresultisfantastic.
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LectureNotesModule2,Lesson2:AdjectivesandAdverbs
AdjectivesandAdjectivalsAnadjectiveisawordthatmodifiesanoun.Adjectives(andadjectivalphrasesandclauses)answerthreequestions:WHATKIND?WHICHONE?HOWMANY?InEnglish,anadjectiveappearsimmediatelybeforethenounitmodifiesasin,Theyellowflower.AsanEnglishspeaker,youalreadyknowthis.Nooneaccidentallysays,“Thefloweryellow,”or“Yellowtheflower.”Apredicateadjectivecomesafterthelinkingverb:Mycatisenthusiastic.Enthusiasticisanadjectivebeingusedaspredicatecomplement.Theonlythingthatmaycomebetweenanounanditsadjectiveisanotheradjectivemodifyingthesamenoun.Forexample:Myenthusiastic,playfulcatpounces.CommasBetweenAdjectivesinaSeriesHowdoyoupunctuatemultipleadjectives?Whenyouhavetwoormoreadjectivesinarow,youmightneedtoseparatethemwithcommas.Ifitwouldmakesensetoputtheword“and”betweentheadjectives,thenyoushouldputacommabetweenthem.Myenthusiasticandplayfulcatcouldwork,soyouneedacommabetweentheadjectives.Butyouwouldn’tsayMyenthusiasticandSiamesecat,soyoudon’tneedacommabetweenenthusiasticandSiameseeventhoughtheyarebothadjectives.Anotherruleofthumb:ifyoucanreversetheorderoftheadjectives,separatethemwithacomma.(Youcouldsayplayful,enthusiasticcatjustaseasilyasyoucouldsayenthusiastic,playfulcat,soyouneedthecommathere.)Ifyoucan'treversetheorderoftheadjectives,
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don'tseparatethemwithacomma.(Youcouldn'tsaymySiameseenthusiasticcat,soyoudon'tneedacomma.)OtherAdjectivalsOtheradjectivals(prepositionalphrases,infinitivephrases,participialphrases,adjectiveclauses)comeafterthenounstheymodify.TheflowersthatKengavetoBarbiemadehersneeze.Mydesiretowinahot-dog-eatingcontestgotthebetterofmydesiretostaythin.Thedogwiththediamondcollarstilldrinksfromthetoilet.Ultimately,ALLadjectivalsneedtobeascloseaspossibletothenounstheymodify.AdverbsandAdverbialsAnadverbisawordthatmodifiesaverb,anadjective,oranotheradverb.Adverbsoftenendin–ly,butnotalways.Youcanusuallychangeanadjectiveintoanadverbbyadding–ly:gladbecomesgladly.Glumbecomesglumly.However,fortherestofthislessonwewillbelookingattheadverbsthatDON’Tendin–ly.Thenextlessonaddresses-lyadverbs.Adverbsansweroneoffivequestions:HOW?WHY?WHEN?WHERE?TOWHATEXTENT?Ingeneral,adverbsendingin–lyanswertheHOWquestion:Thebirdsanggloomily.IwillgladlypayyouTuesdayforahamburgertoday.TherearesomeotheradverbsthatanswerHOW(suchassideways.Howwasthecarturned?Thecarwasturnedsideways).TheWHYquestiontendstobeansweredbyadverbialphrasesandclauses.So,we’regoingtomainlylookattheWHEN,WHERE,andTOWHATEXTENTadverbsfornow.AdverbsansweringWHEN?Now,tomorrow,yesterday,soon,never,late,early,often,seldom,always,usually,arealladverbsthatanswerthequestionWHEN?I'mdonetalkingtoyounow.WhenamIdonetalkingtoyou?Now. AdverbsansweringWHERE?Here,there,everywhere,anywherearealladverbsthattellWHEREanactionhappened.Squirrelswererunningeverywhere.Whereweresquirrelsrunning?Everywhere.
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Inside,outside,uphill,downhill,upriver,downriver,left,right:thissortofadverbalsoanswersthequestionWHERE?AdverbsansweringTOWHATEXTENT?InansweringthequestionTOWHATEXTENT?,adverbscaneitherintensifyordialdownanaction.Alot,completely,heartily,andabsolutelyallintensifyanaction.Kindof,only,just,almost,somewhat,andsortofallminimizeanaction.MostadverbsthatmodifyadjectivesorotheradverbsareansweringtheTOWHATEXTENTquestion.Forexample,Youlookveryprettytonight,orYoulookkindofhandsome.Wordsliketheseareusefulandnecessary,andyouprobablydon'tneedtoworryaboutover-usingtheminyourwriting.The-lyadverbsrequiremorecaution.Theywillbethesubjectofthenextlesson.
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Quiz2.2:AdjectivesandAdverbs
I.Inthehighlightedadjectivepairsbelow,circletheonesthatneedcommas. A.theplaingoldband
B.ripesweetberries
C.longtediousplanningmeeting
D.longtediousplanningmeeting
E.basichumandecency
F.Thefatsoftsheepnibbledsweetspringgrass.
G.Thefatsoftsheepnibbledsweetspringgrass.
II.Inthehighlightedwordgroupsbelow,circletheonesthatneedhyphens. A.Anambulancedroveontheshoulderofthetrafficcloggedroad.
B.Mytwoyearoldnephewisstillunemployed.
C.Mynephewistwoyearsoldandstillliveswithhisparents.
D.Hescratcheduphisloaferswalkingthroughtheforest.
E.Exceptforhisscratcheduploafers,heseemednonetheworseforhisexperience.
F.Theclown’sheavilypaintedfaceloomedintomynightmare.
G.Theclown’sheavilymadeupfaceloomedintomynightmare.
H.Theclown’shandpaintedfaceloomedintomynightmare.
I.ThecouplehadmadeupbeforeIevenrealizedtheywerefighting.
J.Thesearemyfoxhuntingpants.
K.Doyouexpectmetobelievethisclearlyimpossiblestory?
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III.Whichquestionsdoadjectivesansweraboutthenounstheymodify? A.How?
B.Howmany?
C.Towhatextent?
D.Whatkind?
E.When?
F.Where?
G.Whichone?
H.Why?
IV.JohnBarbercriedsloppily. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)
V.Thelazygoatatewhateverwasclosesttoit. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)
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VI.Iwillcallyoutomorrow. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)
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LectureNotesModule2,Lesson3:What’sSoBadAboutAdverbs?
We'veseenthatnotalladverbsendin-ly.However,manyadverbsareformedbyadding-lytotheendofanadjective.IcouldsayThesullencashierhandedovermyhappymeal.Inthatcase,sullenisanadjectivedescribingthecashier.OrIcouldaddan-lytosullentomakeitanadverb.Thecashiersullenlyhandedovermyhappymeal.Thatadverbsullenlydescribeshowthecashierperformedtheactionofhandingovermyhappymeal.Whenadverbsandadverbialsaremodifyingaverb,theyarehighlymoveable.Theycouldbeatthebeginningoftheclauses,rightbeforetheverb,orattheendoftheclause.
• Sullenly,thecashierhandedmemyhappymeal.• Thecashiersullenlyhandedmemyhappymeal.• Thecashierhandedmemyhappymealsullenly.
Writersareoftentoldnottousetoomanyadverbs.Thisisgoodadviceinprinciple,butIuseadverbsallthetime.Sowhydowritingteachersdiscouragetheuseofadverbs?1.Adverbscanbreedlazinessonthepartofthewriter.We'vealreadytalkedalotaboutusingpreciseverbs.Sometimeswritersuseanadverbinsteadoflookingforthemostpreciseverb.Forexample:"Achmedwalkedintotheroomloudly,"insteadof,"Achmedstormedintotheroom,"or"Achmedstompedintotheroom."2.Grammaticalandotherwritingmistakestendtohappenaroundadverbs.Mypracticeistoseekoutthemostpreciseverbsandresorttoadverbsonlywhenthebestverbsneedalittleextrahelp.Remember:Letnounsandverbscarrythefreight.Startwiththemainline—subjects,verbs,andobjects.
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Alsobearinmindthatadjectivesandadverbsaren'tyouronlyoptionfordescription.Intherestofthisunitwe'lllookatprepositionalphrases,participialphrases,infinitivephrasesandclauses,etc.
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Quiz2.3:What’sSoBadAboutAdverbs?
I.TheymaybedigitallyconnectedtotheInternet,butrelationallytheyaredisconnectedfromoneanother.Considerthoseadverbsdigitallyandrelationally.Doyoufindthemhelpful?Whyorwhynot?II.Amomentlaterhisdooropened,thenshutloudly.Considertheadverbloudly.Doesitcontributetothesentenceordetractfromit?III.Shequicklyhalf-rantothephone.Considertheadverbquickly.Hownecessaryisit?
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IV.Idon’tbelievetheconnectionbetweenartandlifecaneverbefinallyorevenverysatisfactorilyresolved.Considertheadverbsfinallyandsatisfactorily.Aretheyhelpfulhere?V.Hebouncedinafranticmanner,yippingandbarking.Reworkthissentence,usinganadverbinplaceoftheprepositionalphrase,inafranticmanner.
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LectureNotesModule2,Lesson4:PrepositionalPhrases
"Inourworld,"saidEustace,"astarisahugeballofflaminggas.""Eveninyourworld,myson,thatisnotwhatastarisbutonlywhatitismadeof."
-TheVoyageoftheDawnTreader
ThereisagreatmomentfromC.S.Lewis'sVoyageoftheDawnTreaderwhenLucyandEustacemeetanoldmannamedRamandu,whoturnsouttobearetiredstar.HeexplainstoEustacethataflamingballofgasisonlywhatastarismadeof,notwhatitis.Inthisunit,we'vetalkedalotaboutwhatdifferentmodifiersaremadeof,butnotreallywhattheyare.Whattheyarehasmoretodowithhowtheyfunction,howtheymakeconnectionsinthemindofareader.Witheachtypeofmodifier,wewilltalkabouttheirconstruction/form,butthenwewillmoveontohowtheyfunction.Whatisaprepositionalphrasemadeof?Preposition+NounThereareaboutahundredprepositionsintheEnglishlanguage,butherearethetop50:About Beyond Into ToAbove By Like TowardsAcross Concerning Near Under After Despite Of UntilAgainst Down Off UpAlong During On UponAmong Except Out WithAround Following Over WithinAt For Plus WithoutBefore From SinceBehind In ThroughBetween Including Throughout
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If you're not sure if aword is functioning as a preposition, you can use this PrepositionFinder:Therabbitran__________thewoodpile.Anywordthatfitsinthatblankisapreposition.Therearealsoafewprepositionsthatdon'tfitinthePrepositionFinder,butanywordthatdoesfitintheblankisapreposition.The prepositions that don't fit in the Preposition Finder are time-related prepositions(before, during, after, since), and prepositions describing logical relationships (except,concerning,including,plus,minus).ThereisonemoreprepositionthatdoesnotfitinthePrepositionFinder,anditisthemostcommonprepositionofall:OF.Thewordofdoesnotfitintotheprepositionfinder,soyoujusthavetorememberit.Sothen,ifyoucanrememberPrepositionFinderplusof,youcanaccountforabout98%oftheoccurrencesofprepositions.AprepositionisALWAYSfollowedbyanounorpronoun.
• Preposition+Noun=PrepositionalPhrase(insidethewardrobe,aftertheconcert,withfortitude)
ThatnouninthePrepositionalPhraseisknownastheObjectofthePreposition.TheObjectofthePrepositionmayhavemodifiers.(insidethebigwardrobe,insidethebigwardrobeinthespareroom).Thesemodifiersareconsideredtobepartoftheprepositionalphrase.Ifyouseea"preposition"thatisnotfollowedbyanounorpronoun,itisnotservingasapreposition;itisprobablyservingasanadverb.
• Thesquirrelranaroundthetree.(Inthissentence,aroundservesasapreposition,theheadoftheprepositionalphrase,aroundthetree.)
• Thesquirrelranaround.(Inthissentence,aroundservesasanadverbbecauseitisnotfollowedbyanoun.)
Thewordpreposition=pre(before)+position.It'ssittinginthepre-position,beforeanoun.A preposition always puts a noun in relationshipwith another noun, verb, adjective, oradverb.
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Theprepositionswelistedearlieralldescriberelationships:
SpatialRelationships
Above,Below,Behind,Between,Among,
etc.
TimeRelationships
Before,During,After,Since,etc.
LogicalRelationships
Except,Despite,Concerning,etc.
Relationshipof
owning/belonging/attachment
Of
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LectureNotesModule2,Lesson5:PrepositionalPhrasesPartII
Prepositionalphraseshavetwofunctions:
1. Adjectivalfunction:tellingusWHICHONE,WHATKIND,orHOWMANYaboutanoun.
2. Adverbialfunction:tellingusHOW,WHERE,WHEN,WHY,orTOWHATEXTENT,aboutaverb(oranadjectiveoranotheradverb).
Anytimeyouseeaprepositionalphrase,youknowitwillansweroneofthosequestions.
A.Edmundsteppedinsidethewardrobe. Thephraseinsidethewardrobeis_______________________,answeringthequestion _______________________didEdmundstep?
B.Thefursinsidethewardrobeweresofttothetouch. Thephraseinsidethewardrobeis__________________________,answeringthequestion _________________________furs?[Answers:A.adverbial;where.B.adjectival,which.]MovabilityIsaCluetotheFunctionofaPrepositionalPhraseRemember,adverbialsmodifyingverbsarefreetomoveaboutthecabin,butadjectivalsandadverbialsmodifyingadjectivesoradverbsmustcomeimmediatelyafterthewordstheymodify.Sowhenyouaretryingtofigureoutwhatfunctionamodifierserves,it’sagoodideatostartbylookingatwhatisimmediatelybeforeit.
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Inyourownsentences,whenyourealizethatyoumeantforanadjectivaltomodifyagivennoun,andit’snotrightnexttothatnoun,you’veprobablygotsomeworktodo.Let'slookatanotherexample,thisonefromGrouchoMarx:
LastnightIshotanelephantinmypajamas.Howhegotintomypajamas,I'llneverknow.
A.Whatistheprepositionalphraseinthefirstsentence?_______________________________________.B.Whatfunctiondoestheprepositionalphraseserve?__________________________________________.[Answers:A.inmypajamas.B.youmighthaveansweredadverbialoradjectival.]Thelogicsuggeststhatthephraseisadverbial,describingHOWGrouchMarxshottheelephant.Butgrammaticallyspeaking,inmypajamascouldbeadjectival,tellingusWHICHelephant.Anditcomesimmediatelyafterelephant,theproperlocationforanadjectivephrasemodifyingelephant.Ontheotherhand,ifthephraseisadverbial,itcaneasilybeattheendofthesentence,farfromtheverbitmodifies.Onlywhenyoureadthesecondsentencedoyourealizethatthephraseinmypajamasisindeedadjectival,tellingushowtheelephantwasdressed.Humorisallaboutgoofylogic.Grammarreflectslogic.Soitshouldbenosurprisethatgoofygrammarisoftenthebasisofjokes.Whydoprepositionalphraseshaveabadreputation?Writersareoftentoldtogetridofprepositionalphrases,justastheyareoftentoldtogetridofto-beverbs.However,thisistreatingasymptomasifitweretheproblem.Considerthisexample:
Iamawareofyourneedfortransportation.Thisnot-so-greatsentencehastwoprepositionalphrases(ofyourneed,andfortransportation)thataccountformorethanhalfofthewordsinthesentence.Buttherealproblemhereisn'ttheprepositionalphrasesoreventheto-beverb(am).Theproblemthenominalization.Getridofthenominalizationandtheto-beverbandprepositionalphrasesgowithit.
Iknowyouneedtransportation.Or,Iknowyouneedacar.
Hereisanotherexample:BarbiewasgivenflowersbyKen.
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What’sourprepositionalphrase?It'sbyKen.Kenistheactor;yetheistuckedawayastheobjectoftheprepositionattheveryendofthesentence.That’saproblem.Buttheprepositionalphraseisasymptom,nottheproblem.Fixthepassivevoice,andboththeprepositionalphraseandtheto-beverbgoaway:
KengaveBarbieflowers.Inbothofthosecases,nominalizationandpassivevoice,theprepositionalphraseisTECHNICALLYamodifier,butonlytechnically.It’snotactuallyaddingtothesentence.It'smakingthingslessconcrete,hardertoenvision.Asarealmodifier,aprepositionalphrasecanbeaverypowerfulandusefulconstruction.Thereisnoshameinaprepositionalphrase,butdon’tgocrazy.Youdon’twanttonestprepositionalphraseinsideprepositionalphraseinsideprepositionalphrase,eventhoughEnglishgrammarallowsforthat.Butremember:Englishgrammaralwaysgivesyouanotherwaytoskinacat.We’relookingatallthesedifferentkindsofmodifierssoyouwillhavemoreoptionsforexpressingyourselfwithclarityandstyle.
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Quiz2.5:PrepositionalPhrasesPartII
I.Youcanhaveaturnafterme. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)II.Afterme,youcanhaveaturn. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
III.JohnBarberranintotheburningbuildingtosavehisBeanieBabycollection. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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IV.Acacophonyofbirdsonggreetedus. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
V.Themoneyunderthemattressismylifesavings. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
VI.Ihidthemoneyunderthemattress. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
VII.Abuzzingboxfansatonthefloornearby. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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VIII.HelenlookedatSadiewithastraightface. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
IX.Helenlookedatthegirlwiththemermaidtattoo. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
X.Helenlookedatthegirlwithbinoculars. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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LectureNotesModule2,Lesson6:Participles
Whatdoyoucallitwhenyouchangeaverbtoanoun?_________________________________________.Whatdoyoucallitwhenyouchangeaverbtoamodifier?_____________________________________.[A.Nominalization.B.Aparticiple.]I'vesaidsomeprettynastythingsaboutnominalizationoverthepastlessons,buttheabilitytochangewordsfromonepartofspeechtoanotherisoneofthethingsthatgiveslanguageitstremendousflexibility.Let'slookathowtwoexamplesimprovewhenyouchangetheverbintoaparticiple:
Adogwasbarking.Hewokemeup.⤍Abarkingdogwokemeup. Thefiremanisrunning.Heneedstograbthehose.⤍Therunningfiremanneedsto grabthehose.Likeeveryotheradjectival,participlesanswerthequestionsWHICHONE?WHATKIND?
• Whichdog?Thebarkingdog.• Whichfireman?Therunningfireman.
Thesekindsofparticiplesthatendin-ingarepresentparticiples.Let'sconsidersomepastparticiples:Mashedpotatoes.Splitpeas.Brokenpromises.Enragedllamas.Raisedhands.Tornpaper.Apastparticiplelookslikethepasttenseformoftheverb.It'stechnicallythefourthprincipalpartofaverb.
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Thefourthprincipalpartistheformaverbtakesifyouputthehelpingverb"have"or"had"infrontofit:Italked/Ihavetalked.Iwalked/Ihavewalked.Ispent/Ihavespent.Forirregularverbs,thepasttenseandfourthprincipalpartaredifferent:Igave/Ihavegiven.Isang/Ihavesung.Iwent/Ihavegone.Pastparticipleshavealotincommonwithpassiveverbs:
• Thepotatoesweremashed.(passive)mashedpotatoes(pastparticiple)• Thepapergottorn.(passive)tornpaper(pastparticiple)
Bythesametoken,presentparticiples(theonesthatendin-ing)arebeingperformedbytheirsubject,sotheyareactive:
• Thebarkingdog• Therunningman
Thoughtheyaremodifiers,participlesretainsomeofthepropertiesofverbs.Mostimportantly,theycanbemodifiedbyadverbsandadverbials,andtheycantakedirectobjects.Aparticipletogetherwithamodifierand/oranobjectconstitutesaparticipialphrase.Participialphraseswillbethesubjectofthenextlesson.A.Participlesmodify________________________________________________________________________________.B.Aparticiplegoes__________________________________________________________________________________. [Answers:A.Nounsandonlynouns.B.Immediatelybeforethenounitmodifies.(Thereareexceptions,suchasIheardadogbarking.Butthey’reuncommon.]Anytimeyouusetwowordsasaparticipletheyshouldbehyphenated.
Dog-earedpage Well-lovedgrammarinstructor
Oft-repeatedwritingadviceHowcanyoutellapastparticipleapartfromotherusesofthe4thprinciplepart?
1. Therewon'tbeahelpingverb(had,has,willhave)2. Aparticiplecan'thaveasubject
Youcantellapresentparticipleapartfromother-ingverbs(2ndprinciplepartverbs)inthesameway:
1. Noto-be/helpingverb2. Nosubject
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LectureNotesModule2,Lesson7:ParticipialPhrases
Becausetheystartedoutlifeasverbs,participlesretainmanyofthepropertiesofverbs.Theycantakedirectandindirectobjects.Theycanbemodifiedbyadverbials.Whenyouaddanobjectoranadverbialtoaparticiple,itbecomesaparticipialphrase.Justlikeasimpleparticiple,theparticipialphraseonlyhasonejob:itmodifiesanoun.However,whereasasimpleparticiplealmostalwaysappearsbeforethenounitmodifies(asinmashedpotatoes),aparticipialphraseusuallyappearsafter:
Potatoesmashedwithmybarehands.Theparticipialphrasemashedwithmybarehandsisadjectival,tellinguswhatkindofpotatoes.ButWITHINthatadjectivalphrase,theprepositionalphrasewithmybarehandsisadverbial,modifyingmashed.Considerthissentence:
Atruckhaulingchickensalmostflattenedme.Here'sthediagram:
A.Whatistheparticipialphrase?_________________________________________________________________.B.Whatisthemainverbofthesentence?________________________________________________________.
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C.Whatisthesubjectofthesentence?____________________________________________________________.D.Whatisthedirectobjectofthesentence?______________________________________________________.E.Whatisthedirectobjectoftheparticiple,“hauling”?_________________________________________.[Answers:A.haulingchickens.B.flattened.C.truck.D.me.E.chickens.]NoticethattheDirectObjectoftheparticiple(intheaboveinstance,chickens)hasnorelationtotheDirectObjectofthemainclause(intheaboveinstance,me).TheImportanceofProximityWhenyouaddobjectsand/oradverbials,theparticiple—nowaparticipialphrase—movesfromthespotimmediatelyinfrontofthenountothespotimmediatelyafterthenoun.Butstill,it’simmediatelyadjacent.Iftheparticipialphrasestartsdriftingawayfromthenounitmodifies,badthingsstarthappening.Adjectivals,remember,aren’tverymovable.Theyneedtobeveryclosetothenounstheymodify.Itisnotunusualforaparticipialphrasetomovetothebeginningofaclause.Butifitdoes,ithastomodifythesubjectoftheclause.Why?Becausethesubjectisthefirstnoun,rightthereaftertheopeningphrase:
• Convincedthatherfriendswereouttogether,MargaretworeadisguisetoSundayschool.
• Screaminglikeabanshee,thejewelerranfromtheroom.Inbothoftheaboveexamples,theopeningparticipialphrasemodifiesthesubject(Margaretisconvincedthatherfriendsareouttogether,andthejewelerisscreaminglikeabanshee).DanglingModifiersYoumayhaveheardofdanglingmodifiers.Whenasentencebeginswithanadjectivalphrase,andthatphrasedoesn'tmodifythesubject,themodifierdangles.Considerthisexample:
Turningoffthemaindragandontooneofthesidestreets,theoceancameintoview.A.Whyisturningadanglingparticiple?_________________________________________________________________________________________________________________________________________________________________.B.Howcouldwefixit?______________________________________________________________________________________________________________________________________________________________________________________.
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[Answers:A.Lookforthesubject:ocean.Buttheoceandidn'tturnoffthemaindragontoasidestreet.B.Changethemodifiersothatit'snotaparticipialphrase.Asweturnedoffthemaindragandontoasidestreet,theoceancameintoview.]Danglingmodifiersareoftenfunny:
Lockedinavaultforfiftyyears,theownerofthejewelsdecidedtosellthem.[Possibleedit:Thejewelerdecidedtosellthejewelsthathadbeenlockedinavaultforfiftyyears.]
Or,
Plunging1,000feetintothegorge,wesawYosemiteFalls.[Possibleedit:WesawYosemiteFallsplunging1,000feetintothegorge.]
Inreview,
• Aparticipleisaverbthathasbeenturnedintoanadjective.
• Aparticipialphraseisaparticipleplusadirectobject(rarelyanindirectobject)and/oradverbialmodifiers.
• Ifaparticipialphraseisatthebeginningofthesentence,itmustmodifythesubjectofthatsentence.
• Iftheparticipialphraseatthebeginningofthesentencedoesn'tmodifythegrammaticalsubject,it'scalledadanglingmodifier.
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Quiz2.7:ParticipialPhrases
I.Wipingtheteafromhishandlebarmustache,thesmileofthishusbandiswideenoughtodriveatractorthrough.Wipingtheteafromhishandlebarmustacheisadanglingparticiple.Why?Howwouldyoufixit?II.OnawarmOctobermorning,stillbreakfastingonthepatio,abirdswoopeddownandlandedontheirtable.Stillbreakfastingonthepatioisadanglingmodifier.Explainwhy.Howwouldyoufixit?III.AfterfivehoursofansweringalltheERnurses’questionsbutnotgettingclarityonanyofmine,thedoctorfinallyenteredtheroom.Thisisnot,technicallyspeaking,adanglingmodifier,butitisasimilarproblem:it’snotthedoctorwhohasbeenansweringthenurses’questions,butthepatient.Howwouldyoufixit?
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IV.Allofourtempera-paintingwasdoneinthebackyard,half-clothed.Theparticiplehalf-clotheddangles.Explainhowthepassivevoicecontributestotheproblem.Howwouldyoufixthissentence?V.Theforestdampeningtheinsects’choruslikestagecurtainsdeadeninganorchestra’stuningbeforeaconcert.Explainwhytheabove“sentence”isafragmentratherthanasentence.Turnitintoasentence.VI.Thedogfollowedhimeverywherehewent,alternatingbetweenasetofgrowls,yips,andbarks.Thatphrasealternatingbetweenasetofgrowls,yips,andbarksgetsalittleawkward.Tryreworkingthissentencebyturningthenounsgrowls,yips,andbarks,intoparticiples.
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LectureNotesModule2,Lesson8:InfinitivePhrases
We'vebeentalkingabouthowthedifferentformsofaverbservedifferentfunctionsinasentence.Thosedifferentformsarecalledverbals.Therearethreekindsofverbals:PARTICIPLES
• Present(active)participlesendin-ing.• Past(passive)participlesendin-ed,-t,or-en.(4thprinciplepart).
GERUNDS
• We'lltalkaboutgerundsinthenextmodule.Theylookexactlylikepresentparticiples,butfunctionasnouns.
INFINITIVES
• Aninfinitiveisaverbthathastheword'to'infrontofit.Todrive.Tothink.Tobe.Tosmell.
To+verbistheformofaninfinitive,butwhatisitsfunction?Aparticipleisalwaysadjectival,andagerundisalwaysanounequivalent.Infinitives,however,canbeadjectival,adverbial,oranounequivalent.ThinkaboutthesongfromMaryPoppins,"ILovetoLaugh."Tolaughisaninfinitiveservingasadirectobject.Ilovewhat?Tolaugh.Sotheretheinfinitiveisanounequivalent.Howabouttheseexamples:
Ibroughtsomepopcorntoshare. Whatfunctiondoestoshareserve?It'samodifiertellingusWHATKINDof popcorn.Itisadjectival.
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DougMcKelveyisawritertowatch. Towatchisanadjective.Whatkindofwriter?Awritertowatch.
Iboughtthegarlictowardoffvampires. Towardoffisfunctioningadverbially.IttellsWHYIboughtthegarlic.Anotherwaytodistinguishadjectivalinfinitivesfromadverbialinfinitivesistoseewhetherornottheinfinitiveismoveable.Youcansay,Towardoffvampires,Iboughtthisgarlic.(Adverbial)Butyoucan'tsay,ToshareIbroughtthispopcorn.(Adjectival)A.Adjectivalinfinitivesalwaysappear____________________________________________________thenounstheymodify.B.Participlesusuallyappear____________________________thenounstheymodify.C.Participialphrasesusuallyappear___________________________________thenounstheymodify.[Answers:A.immediatelyafterB.beforeC.after(thoughitisnotunusualtoseethematthebeginningofaclause).]Onelastnoteonthesubjectofsplitinfinitives:Theruleagainstsplittinginfinitiveswasmadeupinthe18thcentury.Youcansplitaninfinitivewithanadverb(ie:tosecretlyeatsomecookiesor,toentirelydisregardthisarbitraryrule)ifyouwantto.Igenerallyavoidsplitinfinitivessoasnottodrawattentiontoapossiblegrammarerror.Tofixasplitinfinitive,simplymovetheadverb,asinfeelfreetodisregardentirelythisarbitraryrule.
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Quiz2.8:InfinitivePhrases
I.Everyspring,blackbirdscometothemarshbesideourhousetonest.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)II.Myattemptstowinherlovewithtubasolosonlyannoyedher.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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III.Richieturnedtoleavequicklyashismompulledintothedriveway.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)IV.Thebestmushroomstoeatarethenon-poisonousones.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)V.Thetoweringcanopyblockedenoughsunlighttomaketheundergrowthsparse.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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VI.Alittlesoyandricevinegarisallyouneedtoseasonyourbroth.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)VII.I’dtradeitalltositatthebenchatthebendinthetrail.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)
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LectureNotesModule2,Lesson9:SubordinateClauses
Itisfinallytimetoturnourattentiontosubordinate(alsoknownasdependent)clauses.Remember,everyclausehasaSUBJECTandaVERB.Itmayhaveotherparts,buttobeaclauseitmusthavethosetwoparts.
WhenIrememberthatyouwerethepersonwhogavememyfirstjob,IfeelsorrythatIcalledyouamonster.
Whatisthemainlineofthissentence?Ifeelsorry.(Subject,Verb,PredicateComplement.)Everythingelseinthesentencemodifiesthismainclause.Here'sadiagram:
Everythingbeforethecommainthissentenceispartofanadverbialclause,tellingusWHENthesubjectfeltsorry.Therearetwomoresubordinateclauseswithinit:thatyouwerethepersonandwhogavememyfirstjob.
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Thatyouwerethepersonisservingasadirectobjectforremember,soitisanounclause.ThisistheS-V-PredicateComplementclausepattern.WhogavememyfirstjobisanadjectivalclauseansweringthequestionWHICHperson.ThisistheS-V-IO-DOclausepattern.Whatisthedirectobject?Job.IndirectObject?Me.Thereisonemoresubordinateclauseinthesentence.Golookingforanotherverbandyouwillfindit.ThatIcalledyouamonster.Thisisanadverbialclause,modifyingsorry.IttellsWHYthesubjectissorry.Sointhisonesentence,we'veseensubordinateclausesfunctionasanadverb(HOW,WHEN,WHERE,WHY,TOWHATEXTENT),adjective(WHICHONE,WHATKIND,HOWMANY),andasanoun(asasubject,directobject,orobjectofthepreposition.)We'vealsoseenthatasubordinateclausecanconformtoanyofthefiveclausepatterns.HowSubordinateClausesandMainClausesDifferAmainclausecanstandalone,andasubordinateclausecan't.Theeasiestwaytotellthedifferenceistosayyouknowitwhenyouseeit.Ifeelsorryisawholesentence.WhenIremember,Thatyouwereaperson,Whogavememyfirstjob,andThatIcalledyouamonsterareallclauses,butnoneofthemcanstandalone.Usually,aclausecan'tstandalonebecauseitstartswitheitherarelativepronoun(suchasWHO)orasubordinatingconjunction(suchasTHAT).Subordinateclauseshelpyouincludealotofadditionalinformationaboutthemainactionofthesentenceandcangiveyouoptionsforexpressingideaswithdifferentshadesofmeaning.Subordinationisonewayofsignalingtoyourreaderwhichideasoractionsareprimary,andwhichonesarealittlelessimportant—or,literally,whichideasaredependentonotherideas.Oneideaistheindependentclause.Itcouldstandalonewithoutthoseotherclauses.Buttheotherclauses—thedependentclauses—alldependonthatmainclause.However,subordinateclausescomewithtwopotentialdangers:
1. Theycantemptyoutosticktoomuchinformationintooncesentence.2. Youcanaccidentallytuckawayimportantinformationintoasubordinateclausethat
maybedeservestobeasentenceallitsown..
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LectureNotesModule2,Lesson10:AdjectiveClauses
AfewyearsagoIwroteabookcalledTheCharlatan’sBoy.ForthechaptertitlesIwentbacktoaveryoldtradition.Everychaptertitlewasaclausebeginningwiththephrase“inwhich.”
• Chapter2:InwhichIgetoutofthefeechietradeandbeginmyformaleducation.• Chapter4:InwhichIfindamama.• Chapter6:InwhichIruinafeller'shairdoandnearboutgetsmashedforit.
A.Howdoweknowthesechaptertitlesareclauses?________________________________________________________________________________________________________.B.Aretheyadjectivaloradverbialclauses?________________________________________________________________________________________________________.[Answers:A.Theyeachhaveasubjectandaverb.B.Adjectival.TheytellusWHICHchapter.]AnadjectiveclausealwayssitsascloseaspossibleAFTERthenounitmodifies.Lookfortheadjectivalclauseinthesenextexamples:
Themanwhorepairedmytricycleturnedouttobeastate-championjuggler.whorepairedmytricycle
Thestonethatthebuildersrejectedhasbecomethechiefcornerstone.thatthebuildersrejected
ThepersontowhomIgivethissceptershallbemysuccessor.towhomIgivethisscepter
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ThetownwhereIgrewupistheporkrindcapitaloftheworld.whereIgrewupThegiantwhosecheeseyoujustateisgoingtowakeupanyminutenow.whosecheeseyoujustate
TheyearswhentheSummerOlympicsareheldarealsopresidentialelectionyears.whentheSummerOlympicsareheld
Whatpatternsdidyounoticeinthoseexamples?
• theadjectiveclausecomesimmediatelyafterthenounitmodifies• theystartwithrelativepronouns("W"words)
RelativePronounsTherelativepronounsusedbyadjectiveclausesare:
• WHO• WHOM• WHOSE• WHICH• THAT• WHERE• WHEN
Relativepronounsconnecttheadjectiveclausetothemainclause.Theantecedentoftherelativepronounisthenouninthemainclausethattheadjectiveclauseismodifying.(Antecedent=thenounrenamedbyapronoun)Inthissentence,therelativepronounWHOrenamesthenounMAN,andtheclauseintroducedbyWHOmodifiesthenounMAN:
Themanwhorepairedmytricyclewasastate-championjuggler.Inthissentencediagram,thedottedlinemakescleartherelationshipbetweenthenounMANinthemainclauseandtherelativepronounWHOintheadjectiveclause.YoucanalsoseethattherelativepronounWHOisthesubjectoftheadjectiveclause.
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Orconsiderthissentence:
Thestonethatthebuildersrejectedhasbecomethechiefcornerstone.TherelativepronouninthissentenceisTHAT.
Inthesubordinateclause,whatistheverb?Rejected.Whorejected?Thebuilders.Sobuildersisthesubjectofthesubordinateclause.Thebuildersrejectedwhat?Theyrejectedthestone,whichinthesubordinateclausehasbeenrenamedthat.Sothatisthedirectobjectoftheadjectiveclause.Thestrangethinghereisthatnormallythedirectobjectcomesaftertheverb:Subject-Verb-Object.Butinanadjectiveclausetherelativepronouncomesfirst,whetheritisthesubject,object,orsomethingelse.Therelativepronouncanalsoserveastheobjectofthepreposition:
ThepersontowhomIgivemysceptershallbemysuccessor.Whomistheobjectoftheprepositionto.Thisistheonecase,bytheway,wheretherelativepronounisNOTthefirstwordofanadjectiveclause.Ifitistheobjectofthepreposition,theprepositionhastocomefirst(pre+position).Hereareafewmoreexamples:
Thegiantwhosecheeseyoujustatewillwakeupsoon.TherelativepronounWHOSEisanadjectivemodifyingCHEESE.
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Whichcheese?Thegiant'scheese.Therelativepronounwhoseisanadjectivemodifyingcheese.Whichcheese?Thegiant'scheese.
ThetownwhereIgrewupistheporkrindcapitaloftheworld.TherelativepronounWHEREservesasanadverb,telling(obviously)WHERE.Nevertheless,thewholeclauseisadjectival,tellingWHICHtown.
TheyearswhentheSummerOlympicsareheldarealsopresidentialelectionyears.Thissentenceisverysimilartotheprevioussentence:WHEN,therelativepronounintroducingtheadjectiveclause,servesanadverbialfunctionwithinitsclause.
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Quiz2.10:AdjectiveClauses
I.IwillpointtothegoatthatIlikebest.Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?II.ThepostofficewhereIgotmystartisjustaroundthecornerfromhere.Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?
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III.The alligator about which I told you is back again. Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?IV.ThealligatorItoldyouaboutisbackagain.Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?
V.Youwouldliketheplumberwhoinstalledouricemachine.Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?VI.TheguywhosecarItotaledseemsannoyedwithme.Identifytheadjectiveclauseandanswertwoquestions:
1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,
adverb,etc.)doestherelativepronounservewithintheadjectiveclause?
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LectureNotesModule2,Lesson11:AdverbClauses
Adverbialclausesstartwithsubordinatingconjunctions.Theseconjunctionsarecalledsubordinatingbecausewhentheysitinfrontofaclausethatisotherwiseindependent,theclause,asifbymagic,isrendereddependentorsubordinate.Themainclauseistransformedintoanadverbialclause.Here'samainclause:
Antonioeatssushi.Thisclausecanstandalone.Itisaperfectlygoodsentence.Butifyouputthesubordinatingconjunctionwheninfrontofit,itsuddenlybecomesasubordinate(ordependent)clause:
WhenAntonioeatssushiThisclausecannotstandaloneasasentence.Youneedtoattachittoanindependentclausebeforeyouturnitlooseinthewild:
WhenAntonioeatssushi,hefeelssophisticated.HereisapartiallistofsubordinatingclausesinEnglish:After ThanAlthough ThatAs ThoughAsif UnlessBecause UntilBefore WhenIf WheneverInorderthat WhereLest WhereverSince WhetherSothat While
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Youdon'tneedtobotherwithmemorizingthislist.Evenifyoudid,youwouldonlybememorizingapartiallist.Butgraspthisidea:Youcantakeanyindependentclausethathaseverbeenwritten,stickoneofthesewordsinfrontofit,andthatindependentclauseisnowanadverbialclausetellingHOW,WHEN,WHERE,WHY,orTOWHATEXTENT.Itusedtofunctionasasentence,butnowitisanadverb.CoordinationandSubordinationRememberthecoordinatingconjunctions:for,and,nor,but,or,yet,so.Whenyouuseacoordinatingconjunctiontoconnecttwoclausesintoacompoundsentence,youcommunicatetoyourreaderthatthetwoclausesareofequalweightandimportance.
IwantedVietnamesefood,butChuckywantedahotdog.
Thedogswaminthecanal,andthealligatorlurkednearby.
Youcancleanupyourroom,oryoucanforgetaboutgoingtothemoviestonight.Thecoordinatingconjunctionsbalancetwoactionsorideas,creatingacompoundsentence.Subordinatingconjunctionscreatemorecomplexrelationshipsbetweenactionsorideas—ahierarchy,acause-and-effect,atimesequence,aspatialrelationship,acontrast.
Whilethedogswaminthecanal,analligatorlurkednearby.
Becausethedogswamincanal,thealligatorlurkednearby.
Wheneverthedogswaminthecanal,thealligatorlurkednearby.Eachofthoseexamplesgivemoreweighttothesecondidea,makingitthemainclauseofthesentence.Butmaybewewanttomakethefirstclausetheindependentone:
Thedogswaminthecanalthoughthealligatorlurkednearby.
Thedogswaminthecanalunlessthealligatorlurkednearby.Thoseadverbialclausesnuancetowhatwasabalancedcompoundsentence.InthelastlessonyousawthattherelativepronounatthebeginningofanadjectiveclausehasagrammaticalfunctionwithinthesubordinateclauseANDithasapronoun-antecedentrelationshipwithanouninthemainclause.Thatrelativepronounstraddlesbothclauses.ThesubordinateconjunctionhasagrammaticalfunctioninNEITHERthesubordinateclausenorthemainclause.Likeacoordinatingconjunction,asubordinatingconjunctionconnectstwoclauseswithoutparticipatinginthegrammarofeitherone.
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• Whenyoudiagramacompoundsentence(twoindependentclausesjoinedbyacoordinatingconjunction),thecoordinatingconjunctionsitsonadottedlinebetweenthetwoindependentclauses.
• Whenyoudiagramacomplexsentencewithanadverbialclause,thesubordinatingconjunctionalsositsonadottedlinebetweenthetwoclauses.
• Inacomplexsentencewithanadjectivalclause,therelativepronoun,you'llremember,hastohaveanantecedentonthemainclauseANDitplaysagrammaticalroleinthesubordinateclause.
Asyoucanseefromthediagramsbelow,insignificantwaysacomplexsentencewithanadverbialclausehasmoreincommonwithacompoundsentencethanwithacomplexsentencewithanadjectiveclause.Thisisacompoundsentence:
Thedogswaminthecanal,andthealligatorswamnearby.Thisisacomplexsentencewithanadverbialphrase:
Thedogswaminthecanalthoughthealligatorlurkednearby.
Noticehowsimilarthisdiagramlookstothediagramofthecompoundsentence;theonlydifferenceisthedifferentconjunction.
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Thisisacomplexsentencewithanadjectiveclause:
Thealligatorthatlurkedintheweedswatchedthedogswimminginthecanal.
Therelativepronouninthissentencefunctionsverydifferentlyfromthesubordinatingconjunctioninthesentencebeforeit.Likealladverbs,adverbialclausesaremoveablewhentheymodifyaverb.Ifyouputyouradverbialclauseatthebeginningofthesentence,youneedacommabeforethemainclausestarts.Also,anadverbialclausecanmodifyanadjectiveoranadverb,though,aswithotheradverbialsmodifyingadjectivesandadverbs,itisnotmoveable.ConsiderthesentenceAreyousurethatthisisallowed?Theclausethatthisisallowedisadverbial,modifyingsure.
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Let'sreview.A.Anadverbialclauselooksjustlikeanindependentclause,exceptthatithasa___________________________________________________________________________atthebeginning.B.Unliketherelativepronouninanadjectiveclause,thissubordinatingconjunction__________________________________serveagrammaticalfunctionwithintheclause.C.Theadverbialclausealwaysanswersoneoftheadverbquestions:__________________________________________________________________________________________________________________________________.D.Ifyouradverbialclausemodifiesaverb,itis________________________________________.[Answers:A.Subordinatingconjunction.B.doesnot.C.HOW,WHERE,WHEN,WHY,TOWHATEXTENT.D.moveable.]
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Quiz2.11:AdverbClauses
I.AfterJohnBarbershowedup,thepartywasprettylame.1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
II.Thepartywasn'tthesameafterJohnBarbershowedup.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
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III. Afterthatpoint,Ididn'tofferanyinformationunlesssomeoneaskedforit.1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
IV.Hewasclosertovictorythanhecouldhaveknown.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
V.Slugsleaveatrailofslimeeverywheretheygo.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
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VI.Linda'seyesburnedwithtearsofgratitudeasAntoniobroughtthebananapuddingintothediningroom.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
VII.Asthecashiertookherplacebehindthecounter.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
VIII. IamasangryasIhaveeverbeen.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
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IX. WhenIwasfourteen,aftermymotherdiedandmyfatherranoff,mygrandmothersentmetoliveinagrouphomenearTallahassee.
1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.
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LectureNotesModule2,Lesson12:MoreonSubordinateClauses
Therearestillafewtopicsrelatedtosubordinateclausesthatwehavenotcovered.Wewillgatherthemintothislesson,grab-bagstyle.Thatv.WhoandWhomBeawareoftheantecedentofyourrelativepronoun.(Remember,theantecedentisthenounOUTSIDEthesubordinateclausethattherelativepronounrenames.)Iftheantecedentisahumanbeing,useWHOorWHOM,notTHAT.IftheantecedentisNOTahumanbeing,useTHAT.
ThebookTHATwasonthetopshelffellonmyhead.YouwouldNOTsay
MarthaisthewomanthatIlove.
YouWOULDsay
MarthaisthewomanwhomIlove.OmittingtheRelativePronounWhentherelativepronounservesastheDirectObjectinthesubordinateclauseitintroduces,itisverycommonandveryacceptabletoOMITit.Youcansay
ThestoneTHATthebuildersrejected,
oryoucanomittherelativepronounandsay
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Thestonethebuildersrejected.Eitherisacceptable.Bythesametoken,youcaneithersay
MarthaisthewomanwhomIlove,
oryoucansay
MarthaisthewomanIlove.
ThistechniqueofomittingtherelativepronounhastheaddedbenefitofkeepingyoufromhavingtodecidewhetherTHAT,WHO,orWHOMisright.WhoandWhomWhendoyousayWHO,andwhendoyousayWHOM?Thisisapointofgrammarthatalotofpeoplehavetroublewith.Tounderstandthisissue,wehavetostartwiththenominativeandobjectivecasesofpronouns.Everypersonalpronounhasanominativeandanobjectivecase:NominativeCase: ObjectiveCaseI MeYou YouHe/She/It Him/Her/It We UsYou YouThey ThemWhenapronounisusedasasubjectorapredicatenominative,youusethenominativecase.
Hecalledthepolice.Wecalledthepolice.Theycalledthepolice.(Subject)Whenapronounisusedasanobject(directobject,indirectobject,orobjectofpreposition),youusetheobjectivecase.
Thepolicecalledhim.Thepolicecalledus.Thepolicecalledthem.(DirectObject)Thepolicegavehimacall.Thepolicegavethemacall.(IndirectObject)Thepolicehadnobusinesswithhim.Thepolicehadnobusinesswithus.(ObjectofPreposition)
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Peoplealmostnevergetthiswrongonthemainline,exceptfortwosituations:
1. Itiscommonforpeopletousetheobjectivecaseforpredicatenominatives—thatis,tosayThisishim(objectivecase)insteadofThisishe(nominativecase).
2. Itisalsocommonforpeopletousethewrongcaseincompounds.TheyoftensaythingslikeCindyandmearecoming(theobjectivecaseusedinthesubjectspot)whentheyshouldusethenominativecase,CindyandIarecoming.OrtheymightsayWendyinvitedCindyandI(nominativecaseinanobjectspot)whentheyshouldsayWendyinvitedCindyandme.
There’saneasyruleofthumbhere.Beforeyousettleonapronouninthiskindofcompoundconstruction,trythepronounwithouttheothernoun.YouwouldneversayMeamcoming,soyouknownottosayCindyandmearecoming.Bythesametoken,youwouldneversayWendyinvitedI,soyouknownottosayWendyinvitedCindyandI.Therelativepronounwho/whomalsohasanominativeandobjectivecase.Nominative ObjectiveCaseWho WhomTousetherightformoftherelativepronoun,figureoutwhatgrammaticalfunctionitserveswithinthesubordinateclauseandchooseaccordingly.Ifitisthesubjectorpredicatenominativewithinthesubordinateclause,usethenominative-casewho.Ifitisanobjectwithinthesubordinateclause,usetheobjective-casewhom.Considerthissentence:
• Isawaguywho/whomlookslikeaparrot.Whichiscorrect?Whoorwhom?Sincetherelativepronounisthesubjectoftheadjectiveclause,whoiscorrect.Hereisadiagram:
Youmaynoticethatguy,theantecedentofwho,isthedirectobjectofthemainclause.Thathasnothingtodowiththecaseofwho/whom.Allyoucareaboutisthepronoun'sfunctioninthesubordinateclause.
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Orconsiderthissentence:
• Thatguywho/whomyoulikestoppedbytoday.Whoorwhom?Withinthesubordinateclause,therelativepronounisthedirectobject.Sowhomisthecorrectchoice.
Again,ignorethemainclausewhendecidingwhichrelativepronountouse.Thewho/whompronounrenamesguy,thesubjectofthemainclause.Butwithinitsownclauseit'sadirectobject.Ifit'ssoeasytogetthecaserightforpersonalpronounsinthemainclause,whyisithardtogetthecaserightforarelativepronouninasubordinateclause?BecauseEnglishisanSVOlanguage:werelyheavilyonwordordertoknowwhetherawordisasubjectoranobject.Butinasubordinateclause,wordorderisnohelp.Nomatterwhatgrammaticalfunctionitserves,therelativepronounalwayscomesatthebeginningofitssubordinateclause.EllipticalClausesAnellipticalclauseisaclauseinwhichwordsaremissing.Anellipsisisthethree-dotpunctuationmark(...)thatshowswhenwordshavebeenomitted,sothatshouldhelpyourememberwhatanellipticalclauseis.Lookatthissentencewithanadverbialclausemodifyingtheadjectivefaster:
WendellranfasterthanIdid.ThanIdidisanadverbialclausemodifyingfaster(ittellstowhatextent).Thisiswhatwecallanellipticalclause.Itismissingpartoftheverb:itisashortenedversionofthemorecompleteclauseWendellranfasterthanIdidrun.Often,however,anellipticalclausewillleaveouttheWHOLEverb:
WendellranfasterthanI.Theverbisomitted,butthepronounIisstillasubject.Thisexplainswhypeoplewhoarebeingextra-propersayYouareuglierthanIinsteadofYouareuglierthanme.OrLindais
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tallerthansheinsteadofLindaistallerthanher.Thosefinalpronouns(I,she)arethesubjectsofellipticalclauses,sotheyareinthenominativecase.Why,then,doesitfeelmorenaturaltousetheobjectiveforms,meandher?Ithinkit’sbecausewithouttheverb,thanfeelslikeapreposition,sothepronounfeelsmoreliketheobjectofaprepositionthanthesubjectofaclause.Andyoualreadyknowthattheobjectofaprepositionshouldbeintheobjectivecase.So,Lindaistallerthanherisincorrectusage.Butitisnotillogical.Peoplemakethismistakebecausetheyarerelyingonlogic.Indeed,mostgrammarerrorsaretheresultofapersonbeingTOOlogical:theyareapplyinglogicinsteadofapplyingtheexceptiontothelogicinoneparticularcase.Atoddlersays“mouses”insteadof“mice”becausehefullyunderstandsandappliesthelogicbywhichwenormallyformthepluralinEnglish.Hejusthasn’tlearnedthatinthecaseofmouseandmice,youhavetothrowoutlogicanddosomethingelse.Whydopeoplemakethemistakeofusingtheapostrophetoformthepossessiveits?BecauseforeveryotherwordintheEnglishlanguage,youuseanapostrophetoformthepossessive.Itisaperfectlylogicalmistake.So,ifyouareoneofthosepeoplewhotakespleasureinbeatinguponotherpeoplewhentheywriteit'swhentheymeanits,besureyouunderstandthatyouarebeatingthemupforbeingtoological.True,it’sausageerror.Andyes,thepersonwhomakesthaterrorisn’tinthegrammarclub.Butnotbeingintheclubisn’tthesamethingasbeingstupid.
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Quiz2:12:MoreonSubordinateClauses
I.Heshowedhiscardtoanyone(who/whom/that)asked.Choosethecorrectpronoun. A.who B.whom C.thatII.PeanutMontgomery,thefriend(who/whom/that)GeorgeJoneshadinsulted,waswillingtoforgive.Choosethecorrectpronoun. A.who B.whom C.thatIII.People(who/whom/that)knewJimCarrolloftenremarkedonhisgenerosity.Choosethecorrectpronoun. A.who B.whom C.thatIV.People(who/whom/that)JohnBarberknowsoftentrytoavoidhim.Choosethecorrectpronoun. A.who B.whom C.that
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V.Iamheof(who/whom)youspeak.Choosethecorrectpronoun. A.who B.whom VI.Cindyand(I/me)chasedapanther.Choosethecorrectpronoun. A.I B.meVII.ApantherchasedCindyand(I/me).Choosethecorrectpronoun. A.I B.meVIII.Whyisittechnicallypropertosay,“Iamtallerthanhe?”IX.Whyarepeoplelikelytosay,"Iamtallerthanhim?"
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LectureNotesModule2,Lesson13:MisplacedModifiers
Welookedatdanglingmodifiersafewlessonsago.Weshouldprobablylookatmisplacedmodifiersbeforewewrapupourunitonmodifiers.Amisplacedmodifierissimplyamodifierthathasdriftedtoofarfromtheworditmodifies.Theconsequenceisthatitusuallyendsuplookinglikeitmodifiessomeotherword.
TwocarswerereportedstolenbytheMaconPoliceyesterday.ContexttellsusthattheMaconpoliceprobablyhaven'tbecomearingofcarthieves.Butthegrammarallowsforthatpossibility.ThephrasebytheMaconPoliceisanadverbialprepositionalphrase.ItanswersthequestionHOWaboutaverb.Buttherearetwoverbalsinthissentence(werereportedandstolen).Yourreadingbrainexpecttheadverbialphrasetomodifythenearestverb.Eventhoughadverbialsaremoveable,youcan'tmovethemtoaspotwherethey'reclosertoanotherverbthantheoneyouintendedthemtomodify.Therealproblemhereisthepassivevoice.Fixthepassivevoicesandthemodifierisfixedtoo.
TheMaconPolicereportedtwocarsstolenyesterday.HereisanexampleI'veseenonacoupleofgrammarwebsites:
YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilledinaninterviewwithBarbaraWalters.
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JohnLennon,ofcourse,wasnotkilledinaninterviewwithBarbaraWalters.Inthissentence,twoadverbialprepositionalphrasesaresupposedtomodifythesameverb:
• YokoOnowilltalkaboutherhusbandJohnLennon.• YokoOnowilltalkinaninterviewtheBarbaraWalters.
Butinthemiddleofthatthewriterhasaddedanadjectivalclause,whowaskilled,tomodifyJohnLennon.Thesecondadverbial(inaninterviewwithBarbaraWalters)isclosertotheverbwaskilledthantotheverbwilltalk.Youcouldfixthesentencethisway:
InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilled.
Butnowthesentencefallsalittleflat,doesn'tit?Grammarisneverjustgrammar.Cleargrammarhelpsyouseemoreclearlywhatishappeninginyoursentence.Thecorrectedsentenceabovemightmakeyousay,"Waitaminute,that'snotasinterestingasIthoughtitwouldbe."Nowyouhaveachancetocorrectitagain.
InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilledbyamentallyunstablefan.
or
InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon.JohnLennonwasonlyfortyyearsoldwhenhewasassassinatedoutsidehisNewYorkCityhomebyamentallyunstablefan.
Cleargrammar,goodverbs,andconcretenounsexposeyouandholdyouaccountable.Ittakescouragetowriteclearly.
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Quiz2.13:MisplacedandDanglingModifiers
I.Iputupwithacoachwhoyellsatmebecauseheknowshowtotrainchampions.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.II.Fromtheagesoftwelvetoeighteen,halfofmyweekendswerespentatRandall’shousemakingmovies.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.III.Nearweightless,youcannotfeelthemicrochiprestinginyourpalmifyoucloseyoureyes.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.
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IV.Mikelookedathiseldestsonwithahardface.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.V.Weclearedawaywebsdrippingwiththemorningmistfromthelogbridgeswecrossed.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.VI.BornwithGermanbonesandraisedalongsideapuppyfrolickinginanovergrownpasture,oftencrawlingalongacreekbedtocatchtadpoles,balletmademefeelmorelovelyanddaintythananything.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.VII.MyfavoriteprojectwasashadowboxImadein2004ofheroldjewelrytohanginherbathroom.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.
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LectureNotes
Module2,Lesson14:Conclusion
We'vebeenprettytechnicalinthemoduleandspentalotoftimecorrectingotherpeople'ssentences.Butthisisn'tapuregrammarclass.ThisisaGrammarforWritersclass.I'mnottryingtomakeyouabettergrammarNazi.Allofthisgrammartalkisintendedtomakeyouabetterwriter.Writingisproblem-solving.Themoretoolsyouhaveinyourtoolbox,thebetteryou'reequippedtosolveagivenproblem.Thehead-spinningcomplexityofprepositionalphrasesandparticiplesandinfinitivesandadjectiveclausesandsoforthiswhatmakeslanguagesoflexible.Lookatthissentence:
Pleasetaketimetolookoverthebrochurethatisenclosedwithyourfamily.Nowthatyou'reagrammargenius,youknowthattheadverbialprepositionalphrasewithyourfamilyisamisplacedmodifier.Itshouldmodifytheverblookover,butit'sclosertoisenclosed.Isenclosedisanadjectiveclause,butyoucouldfixthesentencebymakingitaparticiple.
Pleasetaketimetolookovertheenclosedbrochurewithyourfamily.Ofcourse,youcouldprobablyfeelyourwaytomanyofthesesolutionswithoutknowingthetechnicalnamesforthem.ButknowingtheterminologyandunderstandingtherelationshipsgivesmealotofconfidenceasIapproachawritingproblem.Thebiggesttake-awayfromModule1was:Everytimeyouwriteasentence,knowwheretherealactionis.Writeinsuchawaythattheactionisexpressedasaverbandtheactoristhesubjectoftheverb.
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Thebiggesttake-awayfromModule2is:Knowwhatissupposedtomodifywhatinyoursentencesandbesurethatit’sobvioustoyourreaderaswell.Foradjectivals,thatmeanstheadjectivalneedstobeascloseaspossibletothenounitmodifies.Foradverbials,thoughtheyaremoveableanddon'thavetoberightnexttotheverbtheymodify,domakesurethereisn'tanotherverbsneakingbetweenthemandinterceptingthemodifier.Modificationmakesiteasytocramalotofinformationintoonesentence.Thiscanbeagoodthing,anditcanbeabadthing.You'llseewritingadvicesaying,"cutdownonsubordinateclausesandprepositionalphrases"or"simplify!"Cuttingdownwillsimplifyyourprose,buthere'sthesecretaboutsimplicityandcomplexity:Yourreaderisn'taskingforsimplisticwriting.Yourreaderdoesn'talwaysneedshortsentences.Yourreadercanhandlecomplexity.Whatyourreaderreallywantsistofeelconfidentthathecangetfromsubjecttoverbtoobject.HewantstoknowWHODIDWHAT.Soaddallthemodificationyouwant.Alotofcolorandlifecomestoyourstorythroughmodifiers.Butmakesureyourmodifiersdon'timpedeyourreader'sprogressfromsubjecttoverbtoobject.Inthenextmodule,we'lltacklenounequivalents:nounclauses,gerunds,andinfinitivesservingasnouns.
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LectureNotesModule3,Lesson1:Introduction
Inourexamplessofar,we'vetalkedalmostexclusivelyaboutconcretenouns:raccoon,tricycle,Cindy,Wendell,etc.Concretenounsdescribethingsyoucanseewithyoureyeballs,hearwithyourears,andtouchwithyourhands.Abstractnounsdescribeideas:liberty,equality,fraternity,sanctification,justification,anger,love,etc.Usingfewerabstractnounsandmoreconcretenounsgivesyourreadersomethingtolookat.Insteadoftellingyourreaderthatthedishwasherrepairmanwasfullofanger,pictureanangrydishwasherrepairman.Giveyourreadertheexperienceofseeingandlisteningtohim.Thereadercancometotheconclusionthathe'sangryonhisown."Hmm,thatdishwasherrepairmanturnedredinthefaceanddumpedallhisappliancerepairtoolsonthegroundandcussedabluestreak...hemustbeangry."Remember,yourreaderisalwayslookingtoknowWHODIDWHAT,andthatstoryiseasiertograspwhentheWHOissomethinghecanperceivewithhissenses.
Sometimes,abstractionisexactlywhatyouneed.But,everyproblematicconstructionintheEnglishlanguageexistsbecausetherearesituationsinwhichit'snotaproblem.It'sexactlywhatyouneed.Sometimeswe'renottalkingaboutraccoonsandtricycles.Sometimeswe'retalkingaboutabstractideasandconcepts.Forexample,you'vebeenlisteningtometalkforhoursaboutclausesandphrases,subjects,verbs,anddirectobjects.Sobeasconcreteasyoucan,butsometimesyoucan'tbeconcrete.Oneofthethingsthatsetshumanbeingsapartfromanimalsandgrown-upsapart
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fromtoddlersisthatweareabletohandleabstractthought.Democracy.Supply-sideeconomics.Faith,hope,andlove.Here'ssomethingreallyinterestingaboutabstractnouns:Wheneveryouchangeanotherpartofspeechintoanoun,thatnounwillalwaysbeanabstraction.Tofertilizebecomesfertilization.Reactbecomesreaction.Bluebecomesblueness.Decrepitbecomesdecrepitude.Now,Englishgrammardoesn'tcarewhetheryournounsareabstractorconcrete.Grammatically,IamafraidofbearsisexactlythesameasIamafraidofdecrepitude.TheraccoonrattledthetrashcanandDemocracyrattledthetrashcanarebothcorrect.(Thoughthatsecondonedoesn'tmakeawholelotofsense.)Grammardoesn'tcarewhatnoungoesinthesubjectspot,itjusthastobeanounoranounequivalent.Nounequivalentsarethesubjectofthisshortmodule.Wearegoingtobelookingatphrasesandclausesthatfunctionasnounsinotherphrasesandclauses.Lookatthesimilaritiesintheseexamples:
Iamafraidofbears.Bears=concretenoun
Iamafraidofdecrepitude.Decrepitude=abstractnoun
Iamafraidofwhoeverhasbeenbreakingintocarsatnight.Whoeverhasbeenbreakingintocars=nounclause
Intheaboveexamples,bears,decrepitude,andwhoeverhasbeenbreakingintocarsatnightallfitequallywellintothatObjectofthePreposition(of)spot.Grammardoesn'tcare.Ifit'sanounoranounequivalent,it'swelcometodoanynounjobitwantstovolunteerfor:SubjectDirectObjectIndirectObjectPredicateComplementObjectiveComplementObjectofthePrepositionAppositiveSowhilenounclausesandgerundsandinfinitivesmakeformorecomplicatedsentences,therearestillonlyfiveclausepatterns:
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1.Subject-Verb2.Subject-Verb-DirectObject3.Subject-Verb-IndirectObject-DirectObject4.Subject-Verb-DirectObject-ObjectiveComplement5.Subject-LinkingVerb-PredicateComplementYouroldSubjectFinder,DirectObjectFinder,andIndirectObjectFinderstillworkthesamewayaswell.Forinstance:Iwillfindwhoeverhasbeengoingaroundatnightandbreakingintocars.Iwillfindwhat?Whoeverhasbeengoingaroundatnightandbreakingintocars.
Allofthenounequivalentswe'rediscussinginthisunitarerepresentedbythatlittlestandyouseethereintheDirectObjectspot.Aswelaunchintonounequivalents,thingswillgetprettycomplicated.Englishgrammarallowsfortremendouscomplexity.Theonlyreasonwecanmakesenseofthatcomplexityisthatcertainstructuresaresimpleandrigid.Nothinghaschangedaboutprepositionalphrasesorparticipialphrases.Ifyoufindyourselfscratchingyourhead,rememberthattherearestillonlyfiveclausepatterns.
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LectureNotesModule3,Lesson2:NounClauses
Whenweapproachagrammaticalconstruction,wealwayshavetopayattentiontowhatit'smadeof(form)andwhatitdoes(function.)Inform,anounclauselookslikeanadjectiveclause.Considerthesubordinateclause,Whosewoodstheseare.Isthisanadjectiveclauseoranounclause?Itcan'tstandonitsown,sowehavetoattachittoamainclausetofindout:
Thefarmerwhosewoodstheseareprobablywouldn'tmindifwecampedhere.Therelativepronounwhosereferstothefarmerinthemainclause,sothisisanadjectiveclause.Butwhataboutinanother,veryfamous,sentencefromRobertFrost?
WhosewoodstheseareIthinkIknow.Forclarity'ssake,let’sputthissentenceinamorenormalorder:IthinkIknowwhosewoodstheseare.Whatistheclausedoing?It'snotreferringbacktoanything.It'sservingasthedirectobject.Iknowwhat?Iknowwhosewoodstheseare.Whoseisstillanadjectivemodifyingwoods,butitdoesn'treachouttothemainclausebecauseit'sPARTofthemainclause.1.Justlikeanadjectiveclause,anounclausealwaysstartswitha________________________________________.
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2.Thesesixrelativepronounssignaladjectiveclauses:_______________,_______________,_______________,_______________,_______________,_______________.[Answers:1.Relativepronoun2.WHO,WHOM,WHICH,WHEN,WHERE,THAT]Anounclausecanbeintroducedbythoseplusafewmore:WHAT,WHATEVER,WHOEVER,WHOMEVER,WHICHEVERSoanytimeyouseeoneofthosefiverelativepronounsatthebeginningofaclause,youknowyouarelookingatanounclause.Nounclausescandoanythingregularnounscando,buttheyareusuallysubjects,directobjects,predicatecomplements,andobjectsofprepositions.Considerthenounclausewhoeverbroughtthispieinthefollowingfourexamples:A.WHOEVERBROUGHTTHISPIEismynewbestfriend.SUBJECTB.MynewbestfriendisWHOEVERBROUGHTTHISPIE.PREDICATECOMPLEMENTC.IwanttohugWHOEVERBROUGHTTHISPIE.DIRECTOBJECTD.IwanttogiveahugtoWHOEVERBROUGHTTHISPIE.OBJECTOFAPREPOSITIONNoticethatinthoselasttwoexamples—inwhichthenounclauseservesasadirectobjectandasanobjectofapreposition—weusewhoever,notwhomever.Thatis,weusethenominativecase,nottheobjectivecase.Whyisthat?Becausewithintheclausewherewhoeverlives,it’sthesubject.Soitdoesn’tmatterthatthenounclauseservesasanobject.Bythesametoken,inthesentenceWHOMEVERYOUCHOOSEisfinewithme,wesaywhomeverbecausetherelativepronounisthedirectobjectofthenounclause.Itmakesnodifferencethatthenounclauseisthesubjectofthesentence.Remember,inanounclausetherelativepronoundoesn'thaveanantecedent.It'snotmodifyinganything.OnequickthingaboutthewordTHAT:sometimesTHATdoesn'tserveagrammaticalpurpose.
Marthasaidthatshewasterrifiedoflemurs.Marthasaidshewasterrifiedoflemurs.
Thenounclausethatshewasterrifiedoflemursservesasthedirectobject.Butthatplaysnoroleintheclause.Itsimplyalertsthereader,"Hey,you'reabouttoseeanounclause."Thesentenceisfinewithoutit.Keepingitisreallyamatterofpreferenceandrhythm.
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Spendsometimeonthequizforthislesson.ItcoversafewvariationsIcouldn'tgettointhelesson.
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Quiz3.2A:NounClauses
Note:Someofthesesentenceshaveothersubordinateclausesinadditiontothenounclause.You'vebeenwarned!I.Whichevertableyoupickisfinewithme. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?II.Iamfinewithwhichevertableyoupick. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?
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III.IquicklylearnedthatGeorgehadhisownagenda. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?IV.IthoughtIwasbeinggenerouswhenIofferedmyhalf-eatenhotdog. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?V.Youshouldsendathank-younotetowhoeverinterviewedyou. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?
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VI.Youshouldsendwhoeverinterviewedyouathank-younote. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?VII.Whomever they appoint will only serve until the special election in August. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?VIII.Whoever is appointed will only serve until the special election in August. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?
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Quiz3.2B:NounClauses
Youhavenowstudiedallthevarietiesofdependentclauses:adjectiveclauses,adverbclauses,andnounclauses.Thisquizwillputthemalltogether.Foreachofthefollowingsentences,identifythehighlightedclauseasanadjectiveclause,anadverbclause,anounclause,oramainclause.I.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseII.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseIII.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause
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IV.Thetravelerseeswhathesees;thetouristseeswhathehascometosee.(G.K.Chesterton) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseV.GodcannotgiveusahappinessandpeaceapartfromHimself,becauseitisnotthere.Thereisnosuchthing.(C.S.Lewis) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVI.There'smanyabestsellerthatcouldhavebeenpreventedbyagoodteacher.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVII.The last time I encountered such a smell was when I toured a coleslaw factory. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVIII.The last time I encountered such a smell was when I toured a coleslaw factory. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseIX.Shelookedatniceyoungmenasifshecouldsmelltheirstupidity.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause
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X.Shelookedatniceyoungmenasifshecouldsmelltheirstupidity.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause
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LectureNotesModule3,Lesson3:GerundsandInfinitives
InfinitivesandGerundsarebothverbals—verbformsthatfunctionassomethingbesidesverbs.Everyverbyoucanthinkofhasbothagerundformandaninfinitiveform.Gerundsfunctionasnouns.InfinitivesCANfunctionasnouns.(WealreadycoveredadverbialandadjectivalinfinitivesinModule2.)Thegerundform=theSecondPrincipalPart(the-ingform)Theinfinitiveform=thewordto+theverb1.Thegerundformofswimis______________________________________________________________________.2.Theinfinitiveformofswimis____________________________________________________________________.3.Thegerundformofsnorkelis___________________________________________________________________.4.Theinfinitiveformofshuttleis__________________________________________________________________.[1.Swimming,2.Toswim,3.Snorkeling,4.Toshuttle]You'llnoticethatthegerundformlooksjustlikeapresentparticiple,whichalsolooksjustliketheformoftheverbusedintheprogressivetenses(wasswimming,isswimming,willbeswimming).You'llalsonoticethattheinfinitivefunctioningasanounlooksexactlyliketheinfinitivefunctioningasanadjectiveoradverb.Sohowdoyoutellthemallapart?Yourecognizeitsfunction.IfitanswersWHICHONEorWHATKINDaboutanoun,it’sanadjectivalmodifier.
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IfitanswersHOW,WHEN,WHERE,WHYorTOWHATEXTENTaboutaverb,anadjective,oranadverb,itisanadverbialmodifier.Otherwise,startlookingtoseeifitservesoneofthefunctionsthatanounserves:Subject,DirectObject,PredicateComplement,orObjectofaPreposition.Bytheway,wearedoinggerundsandinfinitivestogetherinonelessonbecauseinmanycasestheyarebasicallyinterchangeable.Iloveswimmingisn'tverydifferentfromIlovetoswim.Youcanalsoaddobjectsandadverbialstoformgerundphrasesandinfinitivephrases.Forexample:
IloveswimmingintheOkefenokeeSwampwhenthemoonisfullandthewatermoccasinsareasleep.(Everythinginboldtypeisonegerundphrase;everythingafterloveisservingastheDirectObject.)
IlovetoswimintheOkefenokeeswampwhenthemoonisfullandthewatermoccasinsareasleep.(EverythinginboldtypeisonelonginfinitivephraseservingastheDirectObject.)
1.SwimmingintheOkefenokeeswampismypassion.Thegerundswimmingisfunctioningasthe_______________________.2.SwimmingintheOkefenokeeswampismypassion.Thegerundswimmingisfunctioningasthe_______________________.3.MypassionistoswimintheOkefenokeeswamp.Theinfinitivetoswimisfunctioningasthe________________________.4.ToswimintheOkefenokeeswampismypassion.Theinfinitivetoswimisfunctioningasthe________________________.5.I’mabigfanofswimmingintheOkefenokeeswamp.Thegerundswimmingisfunctioningasthe_______________________.6.Ihavenochoiceexcepttoexpelyou.Theinfinitivephrasetoexpelyouisfunctioningasthe_______________________.
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[1.Subject,2.PredicateComplement,3.PredicateComplement,4.Subject,5.ObjectofthePreposition6.ObjectofthePreposition]Therearetimeswhengerundsandinfinitivesaren'tinterchangeable,butasanativeEnglishspeakeryou'renevergoingtomakethatmistake.You'llneveraccidentallysay,I'mabigfanoftoswim.Afewidiosyncrasiesofgerundsandinfinitives
1. Likeparticiples,agerundcannottakeasubject.Ittakesthepossessiveformofanouninstead.Soyoudon'tsay,Iappreciateyoustoppingby.Yousay,Iappreciateyourstoppingby.(Sometimes,ratherthansayingthatparticiplescan'thaveasubject,peoplesaythatthesubjectofagerundtakesthepossessivecase.)
2. AninfinitivephraseCANhaveasubjectinsomesituations—specifically,whentheinfinitivephraseisbeingusedasanobject.Hedoesn'twantmetocomealong.Thatrollsoffthetonguenaturallyenough,butdoyounoticehowstrangeitis?Asubjectisusuallyinthenominativecase(Iinsteadofme).Butyouwouldn'teversay,Hedoesn'twantItocomealong.Again,thisisn'tsomethingyou'regoingtogetwrongasanativeEnglishspeaker.
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Quiz3.3:GerundsandInfinitives
I.Theactofdefendinganyofthecardinalvirtueshastodayalltheexhilarationofavice.(G.K.Chesterton)
1. Istheitalicizedphraseagerundphraseoraparticipialphrase?2. Whatfunctiondoestheitalicizedphraseserve?(Ifitisagerundphrase,isita
subject,directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)
II.Tradition means giving votes to the most obscure of all classes, our ancestors. (G.K. Chesterton)
1. Istheitalicizedphraseagerundphraseoraparticipialphrase?2. Whatfunctiondoestheitalicizedphraseserve?(Ifitisagerundphrase,isita
subject,directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)
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III.Adetectivestorygenerallydescribessixlivingmendiscussinghowitisthatamanisdead.Amodernphilosophicstorygenerallydescribessixdeadmendiscussinghowanymancanpossiblybealive.(G.K.Chesterton)
1. Aretheitalicizedphrasesgerundphrasesorparticipialphrases?2. Whatfunctiondotheitalicizedphrasesserve?(Ifitisagerundphrase,isitasubject,
directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)
IV.Acceptingoneselfdoesnotprecludeanattempttobecomebetter.(FlanneryO'Connor)
1. Aretheitalicizedphrasesgerundphrasesorparticipialphrases?2. Whatfunctiondotheitalicizedphrasesserve?(Ifitisagerundphrase,isitasubject,
directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)
V.AccordingtoC.S.Lewis,TheLion,theWitchandtheWardrobebeganwiththementalimageofafauncarryinganumbrellaandparcelsinasnowywood.
1. Aretheitalicizedphrasesgerundphrasesorparticipialphrases?2. Whatfunctiondotheitalicizedphrasesserve?(Ifitisagerundphrase,isitasubject,
directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)
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Thenextthreequestionsrefertothissentence:Headandshouldersabovemostpeoplefromhisearlyteens,spendingalmostsixdecadesatalmostsevenfeethaslefthimwithastoopthatbecomesmorepronouncedashegrowsolder.VI.Whatisthegrammaticalsubjectofthissentence?VII.Thatopeningphrase,Headandshouldersabovemostpeoplefromhisearlyteens,isadanglingmodifier.Explainwhythisphrasedangles.(Hint:theanswerisrelatedtothegerundthatimmediatelyfollowsthecomma.)VIII.Reworkthesentencewithoutthegerund(andwithoutthedanglingmodifier).Thenextfourquestionsallreferbacktothissentence:Ridingthenow-drenchedscooterbackhomewouldsoakmybackside,forcingachangeintodrypants.IX.Whatarethegrammaticalsubjectandverbofthissentence?
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X.Whatisthatphraseforcingachangeintodrypants?Agerundorapresentparticiple?Whatfunctiondoesitserve?(Inotherwords,ifit'sagerund,isitasubject,object,orcomplement,andifit'saparticiple,whatnoundoesitmodify?)XI.Whatthreeactionsaredescribedinthissentence?XII.Rewritethesentenceusingclausesinplaceofgerundsandparticiplessothatthesubjectsandverbsalignmorecloselywiththeactorsandactions.
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LectureNotes
Module3,Lesson4:AppositivesIt'salittlemisleadingtoputappositivesinthenounequivalentsmodule,buttheydidn'tseemtofitwellanywhereelse.Theycouldhavebeeninwiththemodifiers,butthatlessonjustkeptgettinglonger.Sohereitis,inModule3aboutnounequivalents,whichseemedalittlesadandlonelywithoutit.Anappositiveisanoun(ornounequivalent)thatrenamesanothernoun(ornounequivalent).Itsitsrightnexttothenounornounequivalentthatitrenames(usuallyrightafter,sometimesrightbefore):
ZorbatheGreek.Mydog,apoodle.MydogRoxy.
GreekisanappositiverenamingZorba.Poodleisanappositiverenamingdog.Roxyisanappositiverenamingdog.Anappositiveisrightupagainstthenounitnames.Ifyougetmuchspacebetweenanounanditsappositive,thingsstartnotworking.Youespeciallycan'thaveaverbbetweenanounandanappositive.Ifyoudothat,you'vegotapredicatecomplement:
ZorbaisaGreek.Mydogisapoodle.
There'snothingwrongwithapredicatecomplement,butit'snotthesamethingasanappositive.
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Anappositivephrase=theappositive+anymodifiersattachedtoitSeeifyoucanidentifytheappositives(orappositivephrases)intheseexamples:
1. Theoak-leafhydrangea,aspeciesnativetoTennessee,makesmesneeze.2. "STARWARS,"thebestmovieinthehistoryoftheworld,mademewhatIam
today:anerd.[1.Appositive:species.Appositivephrase:aspeciesnativetoTennessee.2.Firstappositivephrase:thebestmovieinthehistoryoftheworld.Secondappositivephrase:anerd.]ThatsecondexampleisactuallymoreinterestingthanIrealizedwhenIfirstwroteit.IinitiallythoughtthatanerdrenamedI,makingitanexceptiontotheruleabouttheappositivestayingnexttoitsnoun.Butitisn'trenamingI;it'srenamingthewholephrase:whatIamtoday.Soitobeystheruleafterall.Thatwasanexampleofaone-wordappositiverenaminganounclause.Itoftenhappenstheotherway,withanounclauserenamingasimplenoun:
ThisplayisbyWilliamShakespeare,WHOEVERTHATIS.
Ourcitycouncilmembersseemtosufferfrominsanity,DOINGTHESAMETHINGOVERANDOVERAGAINANDEXPECTINGDIFFERENTRESULTS.
(Inthatlastexample,theappositivephraseisalsoagerundphrase.)ErroneousAppositivesFinally,hereisanexampleofwhathappenswhentheappositiveDOESN'Trenamethenounit'snextto:
Agluttonforpunishment,thattrailrunwastoomuchevenforme.Agluttonforpunishmentsitsinanappositivespot.Butwhatnouncoulditberenaming?It'srightnexttothenountrailrun.Butthetrailrunisn'tagluttonforpunishment.Thewriterwastryingtorenameme.Youcouldcorrectthisbysaying:
Thattrailrunwastoomuchevenforme,agluttonforpunishment.Or,
EvenI,agluttonforpunishment,foundthattrailruntobetoomuch.Thebestsolution,however,probablydoesn'tuseanappositiveatall:
Icanbeagluttonforpunishment,butthattrailrunwastoomuch.
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Quiz3.4:Appositives
I.MycousinLeonardstoppedbywithhisiguana.Choosethewordthatservesastheappositive(nottheappositivephrase). A.cousin B.Leonard C.iguana D.noneoftheaboveII.IamexpectingavisitfromJohnBarber,mynemesis.Choosethewordthatservesastheappositive(nottheappositivephrase). A.I B.visit C.JohnBarber D.nemesis E.noneoftheaboveIII.IamexpectingavisitfrommynemesisJohnBarber.Choosethewordthatservesastheappositive(nottheappositivephrase). A.I B.visit C.JohnBarber D.nemesis E.noneoftheaboveIV.Theopossum,theonlymarsupialnativetoNorthAmerica,isalsotheonlynon-primatewithopposablethumbs.Choosethewordthatservesastheappositive(nottheappositivephrase). A.opossum C.NorthAmerica E.thumbs B.marsupial D.non-primate F.noneoftheabove
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V.SomebodyreleasedraccoonsinFinland,wheretheythrivedlikeanativespecies.Choosethewordthatservesastheappositive(nottheappositivephrase). A.Somebody B.raccoons C.Finland D.species E.noneoftheaboveVI.Ahockeyplayersincechildhood,Ilovebeingontheice.Choosethewordthatservesastheappositive(nottheappositivephrase). A.hockeyplayer B.childhood C.I D.ice E.noneoftheaboveVII.Vanderbilt'sfootballteamwentundefeatedin1922,thesameyeartheSovietUnionwasformed.Choosethewordthatservesastheappositive(nottheappositivephrase). A.Vanderbilt B.team C.1922 D.year E.SovietUnion F.noneoftheaboveVIII.Obviouslyfoodsnobs,theyturneduptheirnosesatmypicklestew.Choosethewordthatservesastheappositive(nottheappositivephrase). A.snobs B.they C.noses D.pickle E.stew F.noneoftheaboveIX.JohnnyCash,"theManinBlack,"hadhitsinmanymusicalgenres.Choosethewordthatservesastheappositive(nottheappositivephrase). A.JohnnyCash D.genres B.Man E.noneoftheabove C.hits
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X.JohnnyCash,whowasknownas"theManinBlack,"hadhitsinmanymusicalgenres.Choosethewordthatservesastheappositive(nottheappositivephrase). A.JohnnyCash B.Man C.hits D.genres E.noneoftheaboveXI.Inwhichofthefollowingsentencesis"Taylor"usedasanappositive?Choosethewordthatservesastheappositive(nottheappositivephrase). A.MyfriendTaylorisafirefighter. B.Taylor,afirefighter,isafriendofmine. C.Thefirefighter,namedTaylor,isafriendofmine. D.Thefirefighter,afriendofmine,isnamedTaylor. E.noneoftheaboveXII. Thefollowingsentencecontainsmorethanoneappositive.Putacheckbesideeachwordthatservesasanappositive:LaterthatdayIreflectedonmyactions—theyelling,thecrying,thebangingofmysippiecup—andIrealizeditwastimetogrowup. A.day B.I C.actions D.yelling E.crying F.banging G.sippiecup H.time
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LectureNotes
Module3,Lesson5:EssentialandNon-EssentialElements
Oneoftheusesofthecommaistosetoffso-called"non-essential"words,phrases,andclausesinasentence.Butwhatmakesanelement"essential"or"non-essential"?"Non-essential"doesn'tmean"unimportant"or"notaddingmeaning."Ifanelementdoesn'taddmeaning,youshouldn'taddittoyoursentenceinthefirstplace.Doestheelementchangetheessentialmeaningofthesentence?Thedifferencebetween"essential"and"non-essential"elementsisoftenexplainedintermsofwhetherornottheelementchangestheessentialmeaningofthesentence.Lookatthesetwosentences(whichtellamostlytruestory):
1. TheplaywrightSamuelBeckettgaveyoungAndretheGiantaridetoschool.2. SamuelBeckett,theplaywright,gaveyoungAndretheGiantaridetoschool.
Inthefirstsentence,SamuelBeckettisanappositiverenamingplaywright.Inthesecond,playwrightisanappositiverenamingSamuelBeckett.Whydoesthesecondhavecommasbutnotthefirst?Inthefirstsentence,SamuelBeckettisconsideredessential,becausetoleaveitoutwouldchangethemeaningofthesentence:TheplaywrightgaveyoungAndretheGiantaridetoschool.That'saverydifferentsentencefromTheplaywrightSamuelBeckettgaveyoungAndretheGiantaridetoschool.Playwrightsareadimeadozen.Butthatimageoftheblack-turtleneck-cladSamuelBeckett,iconoftheTheateroftheAbsurd,trundlingAndretheGianttoschoolisprettyirresistible.Inthesecondsentence—SamuelBeckett,theplaywright,gaveyoungAndretheGiantaridetoschool—thecommasaroundtheplaywrightshowthereaderthatthisisbonusinformation.Inthiscase,theappositivemayhelpareaderwhocan'timmediatelyputher
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fingeronwhoSamuelBeckettis,butitdoesn'tchangetheessentialmeaningofthesentence.NarrowingandExpandingHowever,sometimesitfeelslikeajudgmentcalltosaywhetheranelementchangesthe"essentialmeaning"ofasentence.Anditcanbehardtotrustyourjudgment.Youmightfinditmorehelpfultoaskyourself:Doesthiselementaddmeaningbymakingthingsmoreprecise—bynarrowingfromgeneraltomorespecific?Ordoesthiselementaddmeaningbyexpanding—byprovidingbonusinformation?Essentialelementsaddprecision.TheyNARROWmeaning.Non-essentialelementsprovidebonusinformation.TheyEXPANDmeaning.ThenounSamuelBeckettisaboutasspecificasanouncanget.Itreferstooneman.SoanyappositiveormodifierImightattachtoSamuelBeckettwillbenon-essential.ItwillprovideadditionalinformationaboutSamuelBeckett,butitwon'tmakethenounmoreprecise.Beinganon-essentialelement,itwillneedtobesetoffbycommas,asintheseexamples:
SamuelBeckett,drivingaflatbedtruck,gaveyoungAndretheGiantaridetoschool.
SamuelBeckett,whohadahouseinAndretheGiant’shometown,gaveyoungAndretheGiantaridetoschool.
SamuelBeckett,notknowinghewasinthepresenceofgreatness,gaveyoungAndretheGiantaridetoschool.
NoneofthoseappositivesnarrowsSamuelBecketttoanythingmorespecific,sotheyareallsetoffbycommas.Propernounsarealwaysspecific,sowhenyouaddappositivesormodifiers,thosewillalmostalwaysbenon-essentialelements.
Ilikelivinginastatewherethereisnoincometax.IlikelivinginTennessee,wherethereisnoincometax.
Let'slookatonelastexample:
1. Cilantrothattasteslikesoapgrossesmeout.2. Cilantro,whichtasteslikesoap,grossesmeout.
Whichofthesetwosentencesiscorrectlypunctuated?Thatdependsonhowyoufeelaboutcilantro.Somepeopleactuallyhaveageneticpredispositionthatmakesthemthinkallcilantrotasteslikesoap.Sentence2communicatestheirposition.Sinceallcilantrotasteslikesoap,theclauseWHICHtasteslikesoapdoesn'tnarrowthingsdown.Formostpeoplehowever,cilantrodoesn'ttastelikesoap.However,iftheywereevertorunintosomecilantrothattasteslikesoap,itwouldgrossthemout.Sentence1
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communicatesthisposition.TheessentialelementsTHATtasteslikesoapnarrowsthecategorydownfromcilantrotocilantrothattasteslikesoap.Onemorehelpfulclue:Rememberourrelativepronouns,whichintroduceadjectiveclauses?Usethattointroduceessentialclausesandwhichtointroducenon-essentialclauses.Ofcourse,whendescribingapersonyouusewhoorwhom.Ifyouneedhelprememberingwhentousewhoandwhentousewhom,lookbackatLesson10ofModule2.
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Quiz3.5:EssentialandNon-EssentialElements
I.Anessentialelementaddsmeaningtoasentenceby: A.narrowingormakingthingsmoreprecise B.expandingorprovidingbonusinformationII.Anon-essentialelementaddsmeaningtoasentenceby: A.narrowingormakingthingsmoreprecise B.expandingorprovidingbonusinformationIII.Whichkindofelementshouldbesetoffwithcommas? A.essential B.non-essentialIV.Anessentialadjectiveclausecanstartwithwhichoftheserelativepronouns? A.that B.which V.Anon-essentialadjectiveclausecanstartwithwhichoftheserelativepronouns? A.that B.which
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VI.Elementsthatmodifyorrenamepropernounsarealmostalwaysnon-essential.Explainwhy.VII.Inthefollowingsentence,theclauseswhomarriedWilliamShakespeareandwhostarredinThePrincessDiariesareessential,eventhoughtheymodifypropernouns.Explainwhy.IwastalkingaboutAnneHathawaywhomarriedWilliamShakespeare,notAnneHathawaywhostarredinThePrincessDiaries.
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LectureNotesModule3,Lesson6:Review
Aswewrapupthismoduleonnounequivalents,Iwanttogivetwowarnings.1.NounEquivalentsalwaysintroduceabstraction.YourreaderalwayswantstoknowWHODIDWHAT.Yourreaderalwayswantssomethingtolookat.Whenyougiveyourreadersomethingtolookat,she'sabletogatherinformationaboutyourstorythesamewayshegathersinformationintherealworld:throughhersenses.Datacomesinthroughhereyesandears,allowinghertoreachconclusions,passjudgements,havefeelings,andmakeconnections.Writing(andreading)allowsustoskipoverthesensoryinformationandgostraighttologic/conclusions/emotions.Butjustbecauseyoucanskipoversensoryinformationdoesn'tmeanthatyoushould.Whenyouwriteinconcrete,sensorytermsinsteadofabstractterms,yourwritingfeelsalittlemorealive.Whenyouuseanounequivalentinanounspot,youareintroducingabstractionintoyoursentence.Nounequivalentsturnverbsintoabstractnouns.That'sjusthowtheywork.Theyare,bydefinition,abstract.Usingabstractlanguageisofteneasierforthewriterthanusingconcretelanguage.Butitisoftenharderforthereader.Ifyouhaveagoodreasontouseabstractlanguage,goahead.Butitcostsyourreaderextrawork.Makesuretheextraworkforthereaderisworthit(tothereader—nottoyou!).
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2.Yourreaderwantstofeelconfidentshecangetfromsubjecttoverbtoobject.Onewaytomakesureyourreadercandothisistogettothesubjectearlyinthesentence,andtotheverbsoonafterthat.Sometimesyouhaveagoodreasontomakeyourreaderworkalittlebit.Ifyoudo,goahead.Butkeepinmindthatalongnounequivalentinthesubjectpositiondelaysthearrivalofthemainverb,andthatmakeslifehardforyourreader.Lookatthissentence:
Watchingthekindofsoccergameinwhichtwoevenlymatchedteamsbattlemanfullyfor90minutesandendupinazero-zerotiemakesmehappy.
Everythingfromwatchingtotieisthesubject,meaningthereaderhastohold24wordsinherbrainbeforesheevengetstotheverb!Butlookhowmuchmorereadablethesentenceiswhenthat24-wordgerundphrasebecomestheobjectratherthanthesubject:
Ilovewatchingthekindofsoccergameinwhichtwoevenlymatchedteamsbattlemanfullyfor90minutesandendupinazero-zerotie.
Inthatsentence,thereaderfindsoutWHODIDWHATinthefirsttwowords.She'sreadytosettleinfortherestofthesentence.
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Quiz3.6:Review
I.Whichofthefollowingrelativepronounsusuallyintroduceadjectiveclauses?Chooseallthatapply. A.who B.whom C.which D.that E.whoever F.whomever G.whicheverII.Whichofthefollowingrelativepronounsalwaysintroducenounclauses?Chooseallthatapply. A.who B.whom C.which D.that E.whoever F.whomever G.whicheverIII.Whichoftherelativepronounsisoftenomittedinadjectiveandnounclauses?
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IV.Toreceivethisawardwouldbeoneofthegreathonorsofmylife.Rewritethissentencewithagerundinplaceoftheinfinitiveinthesubjectslot.V.Acreatureofhabit,theroutinethatIhadmadeformyselfwasveryrigid.Thesentenceabovehasanappositive-relatedproblem.Explaintheproblemandreworkthesentence.VI.Whichofthefollowingstatementsapplytoanessentialclause?Chooseallthatapply. A.Itaddsmeaningbynarrowingormakingthingsmoreprecise. B.Itaddsmeaningbyexpandingorprovidingbonusinformation. C.Itissetoffbycommas. D.Itmightstartwiththerelativepronounthat. E.Itmightstartwiththerelativepronounwhich. F.Itmightstartwiththerelativepronounswhoorwhom.VII.Whichofthefollowingstatementsapplytoanon-essentialclause?Chooseallthatapply. A.Itaddsmeaningbynarrowingormakingthingsmoreprecise. B.Itaddsmeaningbyexpandingorprovidingbonusinformation. C.Itissetoffbycommas. D.Itmightstartwiththerelativepronounthat. E.Itmightstartwiththerelativepronounwhich. F.Itmightstartwiththerelativepronounswhoorwhom.
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VIII.IntheModule3reviewlectureIsuggestedthatlengthynounequivalentsinthesubjectslotpotentiallycausemoreproblemsthanlengthynounequivalentsinobjectslots.Whyisthat?
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LectureNotesModule4,Lesson1:Introduction
Perhapsthemostimportantfunctionofgrammaristohelpyourreaderseehowthingsandactionsfittogether.Howdoesthisthingconnecttothisotherthing?Howdoesyourreadergetfromthisideatothenextidea?Yourgrammaticalstructuressetupconnectionsandtransitions.Alotofthathappensonthemainline:
Lindakickedtheball.(KickprettywellexplainsthenatureoftherelationshipbetweenLindaandtheball.)Lindaisasurgeon.(IsprovidestheconnectionbetweenLindaandsurgeon.Theyreflectoneanother;surgeonrenamesLinda.)
Inthismodule,we'regoingtotalkaboutotherwaysyoucommunicatetoyourreader,"Here'showthingsconnect."
• Conjunctions(bothcoordinatingandsubordinating)• Compounds• Parallelism• Agreement• Antecedents• Modification
Aswe'vealreadysaid,yourreaderwantstofeelconfidentthathecangetfromAtoBtoC.Yourconnectionsandtransitionscarryhimalongsothathedoesn'thavetothinkabouthowhe'sgettingfromoneideatothenext.Hecanpayattentiontotheaction.Goodtransitionsaretheantidoteforwordiness.Andwordinessdoesn'thavethatmuchtodowiththenumberofwordsorthecomplexityofagivensentence.Asentencefeelswordywhenthereaderisn'tsurehowthedifferentpartsfittogether.
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AreadercanhandleamazingcomplexityIFhehasclearmarkersusheringhimfromonepartofasentencetothenext.Forexample,ifsomebodygivesyoudirectionstogetfromPointAtoPointB,thosedirectionsmightrequire15turns.Andyoucanhandle15turns,aslongastheturnsareallcorrectlymarked.Ifsomeonegivesyoudirectionswithonly3turns,butatoneofthoseturnsthestreetsignismissing,you'regoingtohavealotharderofatime.Theconnectionsinthismodulearethestreetsigns.Infact,ifyou'vewrittenthemwell,hopefullyyourreaderwon'thavetopayattentiontothematall.Ifyouthinkaboutyourconnectionsandtransitions,yourreaderwon'thaveto.YouwantyourreadertoSEEwhatyoumean,notFIGUREOUTwhatyoumean.Grammarisneverjustgrammar.
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LectureNotesModule4,Lesson2:Subject-VerbAgreement
Disagreement.Itcausessomuchstressanduncertainty.Itmakesyourbloodpressuregoupjustbeingintheroomwithtwopeoplewhoaredisagreeingwithoneanother.Itcanbehardtothinkstraightinsuchasituation.Youwanttosay,"Can'twealljustgetalong?"You'veprobablyheardofsubject-verbagreementandpronoun-antecedentagreement.Whenverbsdon'tagreewiththeirsubjectsorwhenpronounsdon'tagreewiththeirantecedents,thereadergetsdistractedandstressed.Shemightnotbeabletothinkstraightaboutwhatyou'retryingtocommunicate.Subject-VerbAgreement=makingsurethatifyoursubjectissingular,yourverbissingular
Theotterlazesabout.(Otterissingular,lazesissingular.)Theotterslazeabout.(Ottersisplural,lazeisplural.)
SometimesIhearsomeonesay,"Mylicenseareexpired."IfyouwereraisedspeakingEnglish,youdon'tgenerallygetthiswrong.Thereareacoupleoftrickyspotswhereitispossibletogettrippedup:
Myfavoritefruitisapples.Applesaremyfavoritefruit.
Thenumberoftheverb(singularorplural)matchesthenumberofthesubject.Thenumberofthepredicatenominativedoesn'tmatter.Fruitis.Applesare.1.Thetitleofaworkofartisalwaystreatedasasingularnoun:StarryNightismyfavoritepaintingbyVanGogh.WarandPeaceisagreatnovel.
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2.CollectivenounstendtobesingularinAmericanEnglish:Thechoirissinginginthequad.Thebaseballteamisstayinginourhotel.3.InBritishEnglish,collectivenounstendtobeplural:Thecricketteamarestayinginourhotel.NativeEnglishspeakersdosometimeshaveaproblemwhenalotofothernounscomebetweenthegrammaticalsubjectandtheverb.Forinstance:
Myneighbor,alongwithtwohundredotherlibrariansthroughtheUnitedStates,isattendingtheAmericanLibraryAssociationConferenceinKansasCity.
Thegrammaticalsubjectisthesingularnounneighbor.Sotheverbhastobesingular:isattending.Itdoesn'tmatterthatlibrarians,cities,andUnitedStates(whichisactuallysingularbutlooksplural)areinterposedbetweenthesubjectandtheverb.Infact,everythingfromalongthroughUnitedStatesisaprepositionalphrasemodifyingneighbor.Doyouremember,waybackintheintroductorylectureforthiswholecourse,Italkedaboutthedifferencebetweenthinkingofgrammarasproperusage,andthinkingofgrammarasawaytoloveyourreader?Properusagetellsmethatthesentenceaboutmyneighboriscorrect,thesubjectandverbagree,andI'vedonemyduty.Lovingmyreadermakesmerealizethatthesentenceisalittleconfusing.It'scorrect,butitfeelsabitodd.Isthereanotherwaytocommunicate?
MyneighborisoneoftwohundredlibrariansfromcitiesthroughouttheUnitedStatesattendingtheAmericanLibraryAssociationconferenceinKansasCity.
Theverbmovedclosertothenoun,andnowyourreaderisn'tthinkingaboutyourgrammar.
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Quiz4.2:Subject-VerbAgreement
I.TheBadNewsBearsis/arenotanespeciallygoodmovie.Selectthecorrectverb. A.is B.areII.Myfavoritemealis/areRamennoodles.Selectthecorrectverb. A.is B.areIII.Ramennoodlesis/aremyfavoritemeal.Selectthecorrectverb. A.is B.areIV.Thecommitteerecommend/recommendsthatyoustopeatingsomanyRamennoodles.Selectthecorrectverb. A.recommend B.recommendsV.Themembersofthecommitteerecommend/recommendsthatyoustopeatingsomanyRamennoodles.Selectthecorrectverb. A.recommend B.recommends
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VI.Theboys’choir,madeupofjuveniledelinquentsfromsmalltownsalloverthecountry,arrive/arrivesinanhour.Selectthecorrectverb(accordingtotheAmericanusage). A.arrive B.arrivesVII.Intheaboveexampleabouttheboys'choir,eventhecorrectverbformsoundsoddanddrawsattentiontoitself.Rewriteforclarity.(Remember,youalwayshavetheoptionofbreakingthesentenceintwo.)VIII.Bonus(tricky)question:OneofthosethingsthathappenonlyonTVhappenedtometoday.ThesubjectofthissentenceisthesingularOne.Sowhyisthepluralverbhappencorrectinthissentence?(And,incaseyouwerewondering,happenIScorrecthere).
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LectureNotesModule4,Lesson3:PronounsandAntecedents
Youmightnotthinkofapronounasaconnectorword,thewayaconjunctionorevenaprepositionisaconnectorword.Butapronounisverymuchaconnector.Apronounisawordthatreachesbacktoanearlierphraseorclauseandsays,"Rememberthatnounweweretalkingaboutasecondago?Well,nowwe'retalkingaboutitagain."Thisisthepronoun-antecedentrelationship.Antecedent=thenounthatapronounrenamesThinkbacktorelativepronouns(who,whom,whose,which,that,where,when,etc.),whichwetalkedaboutbackinModule2.Theysitatthebeginningofadjectiveclausesandreferbacktonounsinthemainclause.Inthatway,therelativepronounCONNECTSthesubordinateclausetothemainclause.Lookatthissentence:
WhenIconfrontedMr.Purifoyabouthismessiness,hechallengedmetoafistfight.HisandhearebothpronounsreachingbacktoMr.Purifoy.Apronounanditsantecedentdon'thavetobeinthesamesentence.Veryoften,theantecedentisinthesentencebeforethepronoun.Butifthepronoungetstoofarfromitsantecedent,yourreaderwillhavetoworktoohardfiguringoutwhichnounthepronounissupposedtorename.Ifyourpronounandantecedentaremorethanasentenceapart,beabsolutelysurethatyourreaderwillbeabletoseetheconnectionwithoutanytrouble.Erronthesideofrepeatingyourantecedentratherthanassumingyourreadercanfigureitout.
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It'syourjobasthewritertopresentthingsinsuchawaythatyourreadercanSEEyourmeaning.Pronoun-AntecedentTroubleSpotsHere'sanexampleofpronoun-antecedenttroubleinonesentence:
AfterGovernorHaslamwatchedthetigerperform,hewastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.
Heisprettyclosetoitsintendedantecedent,tiger.ButhecouldjustaseasilybereferringtoGovernorHaslam.GovernorHaslamisthesubjectofthesentence,sohe'sclosertothecenterofthereader'sattention.Also,thereadermightexpecttigertotakethepronounit.TheresultisthatweallendupenvisioningGovernorHaslameatingfifteenpoundsofrawmeatinpublic.Tofixthissentence,youcouldchangehetoit,orelserepeatthewordtiger.
AfterGovernorHaslamwatchedthetigerperform,itwastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.
Or,
AfterGovernorHaslamwatchedthetigerperform,thetigerwastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.
Here'sanotherexample:
Blame,bitterness,andrecriminationscanbeemotionallydestructivetoyouandyourchildren.Youmustgetridofthem.
Waitasecond,getridofwhom?Yourchildren?Thepronounthemmakesyourreadernaturallygolookingforthenearestpluralantecedent,whichhappenstobeyourchildren.Here'sanothergreatone:
ThebatterhitanRBIsingleofftheshortstop'sleg,whichrolledintoleftfield.Nodoubtyouseetheproblemhere.Therelativepronounwhichintroducestheadjectiveclause.Theadjectiveclausesitsrightbehindthenounitmodifies,whichisalsotheantecedentforitsrelativepronoun.Youcan'thelpbutpicturethelegrollingintoleftfield.Itseemsashametofixit,butheregoes:
ThebatterhitanRBIsinglethatbouncedofftheshortstop'slegandrolledintoleftfield.
Pronounsusedwellhelpfocusyourreader'sattention.Usedpoorly,theydistractyourreader.Lookatthisconfusingparagraphaboutaman'sbeard:
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Atthedinnertableatnight,itisadeepredlikeanIrishman'sbeard.Inthesun,helookslikeaVikingfromScandinavia.Itsmellslikeatropicalfruitsmoothiefromthebeardbalmheuses.
Inthefirstandthirdsentences,itreferstothebeard.Inthesecondsentence,hereferstotheman.Inthethirdsentencewe'rebacktothebeard.Thisisjusttoomuchforyourreadertotryandfigureout.Thewriterwasprobablytryingtoaddvariety,butvarietyforitsownsakeisnothelpful.Rememberthis:Apronounneedstorefertoanoun(ornounequivalent)andnotawholesentenceorwholeidea.Here'sanexampleofapronounreferringtoawholeidea:
Butmydadreclaimedapieceofhimselffromhisdiseasethatnightandetcheditintothemindsoftenyoungmenforever.
Whatistheantecedentforit?Hisdisease?Apieceofhimself?Theantecedentisuncleartothereaderforthesamereasonthatitisperfectlycleartothewriter.Theeventisetchedsoclearlyintothewriter'smindthatheknowsexactlywhathemeanswhenhesayshisdadetcheditintothemindsoftenyoungmenforever.Hehasforgottenthatwedon'tknowwhatitis.NOTE:Therulethatapronounneedstohaveasinglenoun(ornounequivalent)foritsantecedent,ratherthanawholeideaorsentenceisalmostimpossibletokeep.Ibreakthisruleallthetime.However,youshouldtrytokeepthisrule;onlyletyourselfbreakitifyoucan'tfindagoodwaytokeepit. LessonSummary
• Everypronounneedsanantecedent.• Thatantecedentneedstobeanoun(ornounequivalent).• Thatnounneedstobenearby.• Besurethereisnotanotherpossibleantecedentclosetothepronoun.• Whenindoubt,repeattheantecedentratherthanusingapronounandaskingyour
readertofigureitout.
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Quiz4.3:PronounsandAntecedents
I. Betweenmyfingerseachpetalfeelslikesoftsuede,strongerthanTHEYappear.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.II.Asmymother’shealthdeteriorated,ITcausedproblemsintheirmarriagerelationship.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.III.SniffingahandfulofleavesandthrowingITintotheairwasevenmorefunthankickingthroughTHEM.Explainwhythereisaproblembetweenthecapitalizedpronounsandtheirantecedent.Thenofferarewritethatcorrectstheproblem.
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IV.Lelo'sshopneartheedgeoftownprovidedhismainincome.Concreteandmudblockssupportedframesandshelvesofwidehome-craftedlumberofnon-standardizeddimensions.ITwasthesizeofourkitchen.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.V.Davelookedupathisfather’sangryexpression.Hisbrowwasknitted.Hiseyesflashed.Hismouthwaspinched.Explainwhythereisaproblembetweentheitalicizedpronounsandtheirantecedent.Thenofferarewritethatcorrectstheproblem.
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LectureNotesModule4,Lesson4:ConnectingClauses
We'vealreadytalkedaboutcombiningclausesintocompoundandcomplexsentencesthroughcoordinationandsubordination.Inthislessonwewillrevisitthoseideas.Remember:1.Acompoundsentenceis:________________________________________________________________________.2.Acomplexsentenceis:___________________________________________________________________________.3.Thesevencoordinatingconjunctionsare:______________________________________________________.4.Acompound-complexsentenceis:______________________________________________________________.5.Subordinationis:______________________________________________________________________________6.Coordinationis:____________________________________________________________________________[Answers:1.Twoormoreindependentclausesjoinedbyacoordinatingconjunctionandacommaintoasinglesentence.2.Asentencecomprisedofoneindependentclauseandatleastonesubordinate(dependent)clause.3.For,And,Nor,But,Or,Yet,So4.Asentencecontainingtwoormoreindependentclausesandatleastonedependentclause.5.Expressinganideaoractionasadependent(subordinate)clauseandattachingittoanindependent(main)clause.Subordinationallowsyoutosetupdifferentrelationshipsbetweenideasandactions.6.Creatingbalancebetweentwoideasinasinglesentence.Coordinatingconjunctions(andsemicolons)allowyoutosay:"ThesetwoideasarethesameKINDofidea."]Didyougetallthat?Coordinationandsubordinationspellouttherelationshipbetweentwoclauses:coordinationcommunicatesarelationshipofbalanceandequality,whereassubordinationcommunicatesanunequalrelationship.Butdon'tforget:anotherwaytoconnecttwoclausesistoputthemnexttooneanotherastwoseparatesentences.Whereascoordinationandsubordinationspellouttherelationshipsbetweenideas,placing
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clausesinadjacentsentencesimpliesarelationship.Itleavesalittletoyourreader'simagination.Therewasapopsonginthe70sor80sthatsaid,"MyMaseratidoes185.Ilostmylicense.NowIdon'tdrive."Thoseideasarenotconnectedbyeithercoordinationorsubordination.Theyareconnectedbyproximity.Theproximitysuggeststhatthesethreeideasareconnected,butitisuptothereadertomaketheconnections.That'spartofthefun.Ioftentellwritersnottomakethereaderdoworkthatisthewriter'stodo.Buttheconversecanalsobetrue:sometimesitisgoodNOTtodotoomuchforthereader.SemicolonsAsemicolonjoinsINDEPENDENTclausesintoacompoundsentence.Youwriteacompletesentence;youwriteanothercompletesentence.Asemicolonsaystoyourreader"TheseideasaresocloselyrelatedthatIdidn'twanttheminseparatesentences.ButI'mgoingtoletyoufigureouttheirrelationship."Theinformationyoucommunicateinaclausedemandsalittlemoreofyourreader'sattentionthaninformationyoucommunicateinotherways(prepositionalphrases,participles,adjectivesandadverbs,etc.),becauseaclausetellsalittlestory.AclausetellsWHODIDWHAT.Lastly,Iwantyoutoconsiderthehierarchyofclauses.TheHierarchyofClauses
1. MainClause.Themainclausegenerallydemandsmoreattentionthananysubordinateclausesattachedtoit.
2. AdverbClause.Anadverbclauseisjustanindependentclausewithasubordinatingconjunctioninfrontofit,soitisonlyalittlelowerthantheindependentclauseinthehierarchy.
3. AdjectiveandNounClauses.Theactioninanadjectiveornounclausefeelslikeit'stuckedawaycomparedtotheactionofthemainclauseoranadverbclause.
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Quiz4.4:ConnectingClauses
I.Whatarethesevencoordinatingconjunctions?(Hint:theirinitialsspellFANBOYS.)II.Whichofthecoordinatingconjunctionscommentstheleastontherelationshipbetweentwoideasorevents? A.for E.or B.and F.yet C.nor G.so D.butIII.Whichkindofconnectionisbestforcreatingbalance? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)IV.Whichkindofconnectionallowsforthemostsubtletyandnuancebycommentingmorespecificallyontherelativeimportanceofoneideaascomparedtoanother? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)
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V.Whichkindofconnectioncommentstheleastontherelationshipbetweentwoideas? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)VI.Andtherearenokeysforthose,atleastwedon’thaveany.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.VII.Next,shegrabbedalargepinkbottle;thisonefamiliartohim.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.VIII.Theneurotransmittersinmybrainwerecrackling,andfiringofflikeapoorlyplannedfireworksdisplay.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.
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IX.Therootsproutsandthewaitingisover,lifehasreturned.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.X.Pressgentlyandthefragilewebbends,pressharderanditdissolves.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.
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LectureNotes
Module4,Lesson5:ConnectingClauses–CaseStudies
Someoftheideaswecoveredinthelastlessonaboutjoiningclausesandthehierarchyofclausesmayhaveseemedalittleabstract.Iwanttowalkthroughsomeexamplesfromstudentstoriestohelpbringtheseideasdowntoearth.Example1Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains,andithadanabundanceofdaffodils.Whatarethetwoclauses?1.Mygrandfather’sfarmwastuckedintoahollowintheTennesseemountains.2.Ithadanabundanceofdaffodils.Howarethejoined?Theyarejoinedbythecoordinationconjunctionand+acommaintoacompoundsentence.Remember,acoordinationconjunctionsuggeststhattwoclausesdeserveequalattentionandthesamekindofattention.Ithinkthat'swhythissentencefeelsalittleoff.Thetwoideasdon’tfeelcoordinate,thoughthegrammarsuggeststhattheyare.Hereisonewaytorevisethesentence:
Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains;ithadanabundanceofdaffodils.
Asemicolonjoinsthetwoclausesclosely,butitdoesn'tcommentonexactlyhowtheideasarerelated.Anotheroptionistousesubordination:
Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains,wheredaffodilsabounded.
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Or,
Daffodilsaboundedonmygrandfather'sfarm,tuckedintoahollowintheTennesseemountains.
Example2Afterclass,whenhestartstoheadupstairsforhismonthlyturnasgreeter,heneedssomeonetocarryhiscupofcoffeeforhimsohecanholdhisplateofdoughnutsandclementineswithonehandandholdontothestairrailingwiththeother.That'salotofactions.Whatarethesubjectandverbofthispackedsentence?Heneeds.Sohowareallthoseotheractionsandideascommunicated?
• Whenheheadsupstairsisanadverbclause.• Forhisturnasagreeterisaprepositionalphrase.• Someonetocarryhiscoffeeforhimisaninfinitivephraseservingasthedirectobject
ofneeds.• Sohecanholdhisplateofdoughnutsandclementineswithonehandandholdontothe
stairrailingwiththeotherisalongadverbialphrasewithacompoundverb(holdhisplateandholdthestairrailing).
Whew!Thereareprobablydozensofwaystoimprovethissentence.Thebestones,Isuspect,involvebreakingitdownintomorethanonesentence:
Afterclass,heheadsupstairsforhismonthlyturnasagreeter.Buthehastoasksomeonetocarryhiscupofcoffee.He'llneedonehandforhisplateofdoughnutsandclementinesandanotherhandforthestairrailing.
Example3Hedoesn'tlikethemicrophonebutusesitsohecanbeheardclearlybyIrena,whois96yearsoldandhardlyevermissesaSunday.Thiswriterhasused
• acompoundverbtocommunicateallthataction:doesn'tlikebutuses.• anadverbialclausewithapassiveverb:sohecanbeclearlyheard.• anadjectiveclausewithanothercompoundverb:is96andhardlymisses.
Thisisnotabadsentence.Buthereareafewchangesthatimproveit:
Hedoesn'tlikethemicrophone,butheusesitsoIrenacanclearlyhearhim.Irenaisninety-sixyearsold;sherarelymissesaSunday.
Thisversiongetsridofthepassiveconstruction,sohecanbeheard,andalsogivesalittlemoreattentiontoIrena.She'sninety-sixandalwaysmakesittochurch,soshegetstwomainclausesallherown.
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Promotingideastoindependentclausesordemotingthemtodependentclausescanmakesignificantchangesinthewayapassagereads.Still,sentenceconstructionisanart,notascience.
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Quiz4.5:ConnectingClauses–CaseStudies
QuestionsIthroughVIrefertothefollowingsentence:Whenherfatherwalkedaway,leavingablankspaceinthedoorway,thelittlegirltookabiteofmintchocolatechipicecreamandwatchedhersistercryingonherbed.Thiscomplexsentencedepictsthefollowingactions:
1. Thefatherwalkedaway.2. Thefatherleftablankspaceinthedoorway.3. Thelittlegirltookabiteofmintchocolatechipicecream.4. Thelittlegirlwatchedhersister.5. Thesistercriedonherbed.
I.Inthesentenceabove,Action1(thefatherwalkedaway)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitive
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II.Inthesentenceabove,Action2(thefatherleftablankspaceinthedoorway)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitiveIII.Inthesentenceabove,Action3(thelittlegirltookabiteofmintchocolatechipicecream)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitiveIV. Inthesentenceabove,whatparallelstructureconnectsAction3(thelittlegirlatehericecream)andAction4(thelittlegirlwatchedhersister)? A.compoundsentence B.compoundverbV.Inthesentenceabove,Action5(thesistercriedonherbed)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitive
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VI.ChangetheadverbialclauseWhenherfatherwalkedawayintoanindependentclauseandexpressthesentencebelowasacompoundsentence:Whenherfatherwalkedaway,leavingablankspaceinthedoorway,thelittlegirltookabiteofmintchocolatechipicecreamandwatchedhersistercryingonherbed.VII.CHALLENGEQUESTION:Thefollowingsentenceisgrammaticallycorrect.Butthere'ssomethingoddabouttheclauseinboldtype.Icarriedmypretzelontothebus,wherethebusdriver’saidedidn’tseeitasIwalkedtothebackofthebusandsatbesideawindow.Twoquestionsabouttheclauseinboldtype:
1. Whatkindofclauseisit?2. Whatfunctiondoestheclauseserve?(Inotherwords,ifit'samodifyingclause,what
worddoesitmodify,andifit'sanounclause,whatslotdoesitfillinthemainclause?)
HINT:Thatwordwhereismisleading.Whereisoftenasubordinatingconjunctionsignalinganadverbialclause.Buthereit'sarelativepronoun.Onceyourealizethat,youshouldbeabletoworkoutwhatkindofclausethisis,andwhatfunctionitserves.
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VIII.CHALLENGEQUESTION:Thisquestionreferstothesamesentenceasabove.Icarriedmypretzelontothebus,wherethebusdriver’saidedidn’tseeitasIwalkedtothebackofthebusandsatbesideawindow.
1. Wehavealreadyseenthattheclauseinboldisanadjectiveclausemodifyingbus.Doesthisadjectiveclauseseemlikeanappropriatewaytodepicttheactiondescribedintheclause?Whyorwhynot?
2. Howwouldyourevisethissentence?
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LectureNotes
Module4,Lesson6:ParallelismHumanbeingslovesymmetry.Werespondtoit.Westriveforit.Westriveforitinarchitecture,interiordesign,visualarts.Werespondtoitinthecreatedworld,inthehumanface,inthehumanbody.Symmetryisafundamentalprincipleofbeauty.Now,therearelotsofbeautifulthingsthatarenotsymmetrical.Mostmountainsaren'tsymmetrical.Welikeplentyofthingsthataren'tevensupposedtobesymmetrical.WhatweDON'Tlikearethingsthataresupposedtobesymmetrical,butaren't.HaveyouseenToyStory3?OneofthebadguysisthisbabydollcalledBigBaby.He'sterrifying.Theonlythingunusualabouthisappearance,however,isthatoneeyeliddroopstobeingalmostclosed.Besidesthatlittleasymmetry,he'sjustaregularbabydoll.Asinotherartforms,weusesymmetryinwriting.Inthearchitectureofsentences,asinthearchitectureofbuildings,wesetupsymmetriesallthetime.Actually,Iusedsymmetryinthatlastsentence:"Inthearchitectureofsentences,asinthearchitectureofbuildings..."Anditwasn'tevenonpurpose.Wejustdoitnaturally.Symmetricalstructureslendbalanceandbeautytoyoursentences.Theyalsohelpyourreadergrasptheideasthatyouarepresenting.BUT,ifyousetupasymmetricalstructureandthenfillthatstructurewithwordsorphrasesthataren'tsymmetrical,youendupwithFaultyParallelism.FaultyParallelismwillbeaboutasdisturbingtoyourreaderasBigBaby'seyelidwastome.Threeofthecoordinatingconjunctions,AND,OR,andBUT,aswellasthecorrelativeconjunctionsEITHER/ORandNEITHER/NORcansetupparallelstructuresanywhereinasentence.
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Lookatthesecompounds:
Compoundsubject:MichaelJordanandIcombinedforseventypoints.
Compoundverb:Wesanganddanced.
Compounddirectobject:Weatehotdogsandrelish.
Compoundpredicatecomplement:Youareagentlemanandascholar.
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Compoundobjectofthepreposition:Isingofarmsandtheman.Asyoucanseeinthesesentencediagrams,acompoundistypicallyrepresentedwiththatbranchingstructurethatlookslikearocketship.Inaproperlyformedcompound,theitemsoneitherlegoftherocketshipwillbethesamekindofgrammaticalstructure.Englishgrammargivesyousomanywaystoexpressthesameidea,however,thatyoumightendupexpressingsimilarideasusingdifferentstructuresoneithersideofacompound.Here'sanexampleofFaultyParallelism:Ilikeswimmingandtoplaybasketball.
Herewehaveacompounddirectobject,butononelegisthegerundswimming,andontheotheristheinfinitivephrasetoplaybasketball.Theyaren'tthesamekindofnounequivalents,andthereforeourrocketshipisasymmetrical.Thesentencepromisedparallelism,butdeliveredfaultyparallelism.
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Hereareafewwaystocorrectfaultyparallelism:1.Iliketoswimandtoplaybasketball.(Twoinfinitives)2.Iliketoswimandplaybasketball.(Compoundinfinitives)3.Ilikeswimmingandplayingbasketball.(Twogerunds)4.Ilikeswimmingandbasketball.(Twoabstractnounsbothnamingasport)Hereisanotherexampleoffaultyparallelism:
Dogsmustlearntoobeybutthattheyareloved.
Inthecompounddirectobject,onelegoftherocketshipisaninfinitive,andtheotherlegisanounclause.Wecouldfixitbysaying:
Dogsmustlearnthattheyhavetoobey,butthattheyareloved.Or,
Dogsmustlearntoobey.Buttheyalsoneedtoknowthattheyareloved.
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CorrelativeConjunctionsImentionedcorrelativeconjunctionsearlier.Theyare,EITHER...ORNEITHER...NORBOTH...ANDNOTONLY...BUTALSOIfyouareusingacorrelativeconjunction,makesurethewordsonthefirsthalf(afterthefirstconjunction)areexactlythesamestructureasthewordsonthesecondhalf(afterthesecondconjunction.)Incorrect:Iamnotonlyscaredofalligatorsbutalsogrammarinstructors.Correct:Iamscarednotonlyofalligators,butalsoofgrammarinstructors.Intheaboveexample,eachhalfofthecorrelativeconjunctionisfollowedbyaprepositionalphrase.FaultyParallelisminCompoundVerbsWithcompoundverbs,sometimesyoucanloseparallelismbyaccidentallyswitchingfromactivetopassivevoice(orvice-versa).Forexample:
Ihadneverbeenslappedinthefacebeforeandsattherestunned.Youcouldfixthisparallelismwithaparticiple:
Havingneverbeenslappedinthefacebefore,Isattherestunned.Ormakeitacompoundsentence:
Ihadneverbeenslappedinthefacebefore,soIsattherestunned.Ihadneverbeenslappedinthefacebefore;Isattherestunned.
Onequicktip:Youdohavemoreflexibilitywithacompoundsentencethanwithotherkindsofcompounds.Aslongasyouhaveanindependentclauseoneithersideoftheconjunction,youhaveaparallelconstruction.Sometimesthebestwaytofixfaultyparallelismistogetridofit.Justbecausefaultyparallelismistheproblem,thatdoesn'tmeangoodparallelismisthesolution.
Thinkintermsof“equalsigns.”InasentencelikeLaszloisafireman,thatlinkingverb(is)iseffectivelyanequalsigninthemiddleofyoursentence:Laszlo=fireman.Justasinmathorscience,whenyouhavetopayattentiontounits,makesurethatthethingsoneithersideoftheequalsignarethesamekindofthing.
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Considerthissentence,forinstance:Achildundergoinganesthesiaisafearfulexperienceforanyparent.
Inthissentence,child=experience.Thewriterprobablyintendedforthegerundundergoingtobethesubject.Inthatcase,heshouldhaveusedthepossessive:Achild'sundergoinganesthesiaisafearfulexperienceforanyparent.Ipreferthatsentencewithouttheparallelism:Thethoughtofachildundergoinganesthesiaterrifiesanyparent.Ormaybefixingthissentenceisachancetogetmorecreative:Athousandfearsracethroughamother'sheadwhenherchildundergoesanesthesia.Willhefeelaloneontheoperatingtable?Willhewakeup?Willhebethesamewhenhedoeswakeup?Grammarisneverjustgrammar.Thinkofeverygrammarchallengeasanopportunitytomakeyoursentencemoreexpressive.ComparisonsandParallelismOnarelatednote:Whenyousetupacomparison,thethingsoneithersideofthecomparisonneedtobethesamekindofthing:
LikeEve'sbiteoftheforbiddenfruit,Ihadeatengriefandlostmyinnocence.UnlikeEve,Ihadn'tbeengivenachoice.
Those"likes"areequalsigns.Eve'sbite=I.ThewritermeanstosaythatsheislikeEve,notthatsheislikeEve'sbite.
LikeEvewhenshebittheforbiddenfruit,Ihadeatengriefandlostmyinnocence.Belowareacoupleoflastthingstowrapthisup.Dospendsometimeonthequizforthislesson.ItcoversseveralthingsIwasn'tabletogettointhelecture.
1. Don'ttrytomakeeverythingparallel.Ifsomethingisn'tquiteparallelbutfixingtheparallelismmakesthingsworse,don'tfixtheparallelism.Forexample,TheoiltycoonaddressedCongresspowerfullyandwithgreatconviction.Powerfullyisanadverb,andwithgreatconvictionisaprepositionalphrase,butitdoesn'tsoundbad.Thereisn'tagoodadverbequivalenttowithgreatconviction,soIwouldleaveitasitis.
2. Theseissuesofparallelismareoneofthereasonsyouneedtoknowyourgrammarprettywell.Ithelpstobeabletoidentify,Oh,here'sacompounddirectobject,butononesideithasagerundandontheotherthere'sanounclause.Youcanfeelyourwaythroughalotofwritingissueswhenyou'reediting,butithelpstohavethetechnicalknowledge.
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Quiz4.6:Parallelism
Eachofthequestionsinthisquizinvolvesasentencewithaparallelismerror.Foreachoftheseexamples,youwillanswertwoquestions:
1. Whatistheprobleminparallelisminthissentence?Hint:lookfortheAND,BUT,orORandcomparethestructuresoneithersideofit.Orelselookforcomparisonwords,especiallyLIKEorAS.YoumightfindithelpfultodeterminewhatkindofparallelstructureAPPEARStobesetupinthesentence(forexample:compoundverb,compoundsubject,compounddirectobject,compoundpredicatecomplement,compoundobjectofpreposition,etc.)andgofromthere.
2. Rewritethissentencewithouttheparallelismproblem.Hint:thismaymeanmakingthingsparallel,oritmaymeanthrowingouttheparallelismaltogether.
Here'sasamplequestionwithanswers:Jorgelikestoplayvideogames,boardgames,andjumpingonthetrampoline.
1. Thissentenceappearstohaveacompounddirectobjectfortheinfinitivetoplay.Thephrasesvideogamesandboardgamesworkfineasacompounddirectobject,butthegerundjumpingonthetrampolinedoesn'tworkasadirectobjectofplay.
2. Rewrite:Jorgelikesvideogames,boardgames,andjumpingonthetrampoline.(Inthisversion,videogames,boardgames,andjumpingonthetrampolineformacompounddirectobjectoflikes.)
I.Hecamewalkingupourdrivewayincowboybootsandbandylegs.
1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
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II.Ibegantopanic:myheartthuddedandquicksucksofair.1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
III.Hepickeditup,tookabite,buthalfthecontentsspilledoutontotheplate.
1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
IV.Cynthiawasthefirsttocallme'Grandma'andcausedmetothinkaboutfuturegenerations.
1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
V.ThepolicemantoldmetogetmycaroutoftheroadandalsothatIshouldgetanewwardrobe.
1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
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VI.Myarmsareheavyandyetjitterylikehavinglowbloodsugar.1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
VII.Henolongerhasthebronzedtwenty-year-oldhandsImetaroundtheswimmingpoolin1979.
1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.
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LectureNotesModule4,Lesson7:NominativeAbsolutes
TheNominativeAbsoluteisoneofthosegrammaticalstructuresthatyoudon'thearalotabout,thoughyouseeitanduseitallthetime.TheNominativeAbsoluteisastructurewithinasentence,madeupofanounanditsmodifiers(usuallyincludingaparticiple)thathasnogrammaticalconnectiontoanythingelse.ThewordabsoluteisfromtheLatin,absolutuswhichmeanssetfree.Nominativeisanotherwordfornoun,soaNominativeAbsoluteisanounphrasethatisfloatingfreefromthesentenceit'sin.ANominativeAbsoluteusuallysitsatthebeginningofasentence,sometimesattheveryend,andoccasionallysomewhereinthemiddle.Hereareafewexamples:
Allthingsconsidered,thatwasn'tsuchabadriot.
Allthingsbeingequal,Iliketeabetterthanspoiledmilk.
Mydoghavingchewedupmyretaineragain,Imadeyetanothertriptotheorthodontist.
You'llnoticethatyoucouldeasilymoveanyofthoseNominativeAbsolutestotheendofthesentence:
Thatwasn'tsuchabadriot,allthingsconsidered.Let'slookatwhataNominativeAbsoluteismadeof,itsform.
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• NominativeAbsolute=Noun+modifiers...almostalwaysaparticiple(eitherpresentorpast)
• Forexample:Things(noun)+considered(pastparticiple)Theparticipialphrasecanbeaslongasyouwant.Forexample:
MydoghavingchewedupmyretainerinthedarkofnightwhileIsleptthesleepoftheblessed,completelyunawareofthenefariousdeedsbeingcommittedinthenextroom,Imadeanothertriptotheorthodontist.
Ofcourse,thatlongparticiple("havingchewedup...")delaysthemainverblongerthanwenormallylike,butthegrammarallowsforsuchalongandcomplicatednominativeabsolute(thoughconsiderationforthereaderprobablydoesn't).Nowlet'slookatthefunctionofaNominativeAbsolute.
• ANominativeAbsolutedoesnothaveagrammaticalconnectiontothesentencewhereitlives.Itisn'tanobjectoracomplement.It'sjustthere.Andtheparticipialphraseisjustasidekicktothefloatingnoun.
• TheNominativeAbsolutehasalogicalconnectiontoitssentence.Itprovidesexplanatoryinformationthataddsmeaningtothemainsentence.Inthatsense,it'salmostadverbial,commentingonthewholeactionofthesentence.
Youwouldn'tsay:
Mygrandmother,havingbeenbornin1918,Ipickedupsomegrocery-storesushi.It'sgrammaticallyfinetosaythat,butthere'snologicalconnectionbetweentheNominativeAbsoluteandthemainclause.ACoupleofFinalThoughtsTheNominativeAbsolutelooksalotlikeaparticipialphraseatthebeginningofthesentence.Havingchewedupmyretaineragain,mydoglookedashamed.Thedifferenceisthattheparticiplemodifiesthesubject,mydog.IntheNominativeAbsolute,thenounismovedintothephrase.Sonowitisself-containedandcanmovearound.Iwarnwritersagainstover-usingNominativeAbsolutes.They'recomplexstructures,sotheysoundverysophisticated.Buttheytendtobecomeasortofverbalhabit,andthatgetswearyingforyourreader.Bydefinition,aNominativeAbsoluteintroducesadisconnectintoyoursentence.You'reshootingforconnection,soalwaysaskyourselfiftheNominativeAbsoluteisreallynecessary.
249
Quiz4.7:NominativeAbsolutes
I.Whatgrammaticalroledoesanominativeabsoluteserveinthesentencewhereitlives? A.Itisasubject. B.Itisaverb. C.Itisanobject. D.Itisacomplement. E.Itisamodifier. F.Ithasnogrammaticalconnection,onlyalogicalconnection.II.Anniesitsslumpedonaconcreteslab,herbackcurvedlikeanautilusshell.Whatisthenominativeabsoluteinthissentence?III.Warm,freshbreadtuckedundermyarm,Iwaitedformynewneighbortoanswermyknock.Whatisthenominativeabsoluteinthissentence?
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IV.Billpushedthewheelbarrowupthedriveway,Sadiewalkingbesidehim.Whatisthenominativeabsoluteinthissentence?V.Ibookeditoff-stage,myfriendswaitingtohelpmeintoabluedresswhilethechoruscontinuedtosinganddanceunderthelights.Whatisthenominativeabsoluteinthissentence?VI.He’scoming,determinedlittlelegscrossingcarpetexpanse,enteringthedogzone.Whatisthenominativeabsoluteinthissentence?
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LectureNotesModule4,Lesson8:CourseWrapUp
Havealookatthisverylong,verycomplexsentence:Thisisthefarmersowinghiscorn,Whokepttheroosterthatcrowedinthemorn,Thatwokethepriestallshavenandshorn,Whomarriedthemanalltatteredandtorn,Whokissedthemaidenallforlorn,Whomilkedthecowwiththecrumpledhorn,Thattossedthedog,Thatworriedthecat,Thatkilledtherat,ThatatethemaltThatlayinthehousethatJackbuilt.Thatsentencehas78words.Ithas12adjectiveclauses,3prepositionalphrases,and3participialphrases.Andyouunderstooditjustfine.Thisisaverycomplexsentence,andyetquitereadable.Why?Becauseitfollowstwoprincipleswe'vebeendiscussingallalonginGrammarforWriters.
• Itgetsimmediatelytothesubject/verbnexus:Thisisthefarmer.• Allofthemodifierssitimmediatelynexttothewordstheymodify.
Areadercanhandletremendouscomplexityaslongasyouareprovidingthemarkersheneedstonavigateit.Whenyouloveyourreaderyouaresaying,"I'vegotthisthingIwanttoshowyou.It'salittlecomplicated.SoI'mtosticktotheserulesthatyouandIshare,andthatwaywecangetthroughthistogether."
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Languageallowsfornearlyinfinitecomplexity.Butthatcomplexityrestsonacombinationofformsthatarethemselvesprettysimpleandoftenprettyrigid.That'swhysomethinglikeMadLibsworks.Youcanpluginalmostanynounorverboradjectiveandstillhaveaworkingsentence,aslongasyouplugitintoaspotwhereanounorverboradjectivegoes.Asquirrelateanacorn.Asquirrelstoleanacorn.Aplumberstoleanacorn.Aplumberstolethepettycashbox.Almosteverywordofthatsentencehaschanged,andthemeaninghaschangedentirely.Buttheunderlyingstructurehasn't.It'sstillSubject-Verb-Object.Aslongasyouputtherightkindofwordineachslot,grammardoesn'tcareaboutthespecificwords.Sothecombinationsofwordswithinthegrammaticalstructuresareeffectivelyinfinite.Andthepossiblecombinationsofthegrammaticalstructuresareeffectivelyinfinitetoo.Butthegrammaticalstructuresthemselvesarenotinfinite.Infact,you'veinteractedwithprettymuchalloftheminthiscourse.Youknowallthegrammaryouneedtoconnecteffectivelywithyourreader.Ifyouhavetroublerememberingsomeforms,gobackandwatchthelecturesagain,orreviewthelecturenotes,orhaveanotherlookatthequizzes.Andhere'ssomethingelse:youknowallthegrammaticalstructuresyouneed,andyourreaderknowsthemtoo.Hemightnotknowheknowsthem,buthisbrainknowsthemwhenitseesthem.Youarereadytocommunicate.Asfarasvocabularygoes,youprobablyalreadyknowenoughwordstowritewhatyouwanttowrite.Itneverhurtstolearnmorevocabulary,butifyoureadalotyourvocabularywillgrownaturally.Don'tlearnvocabularyjusttoimpresspeople;thatjustputsthemoff.Languageiscomplex.Complexitymeanstherearealotofopportunitiestogetthingswrong.ANDYET,complexityalsomeansthatyouhavealotofdifferentoptionsforreachingouttoyourreaderandmakingconnections.Ihopethiscoursehasmadeyoulessafraidofthosepossiblepitfallsingrammarandmoreconfidentinyourabilitytoconnectreadersyoucareaboutwithideasandstoriesthatyoucareabout.Now,gowritesomethingbeautiful.
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AnswerKey
Dr.JonathanRogers
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QuizAnswerKey
Quiz1.2AnswerKey.........................................1
Quiz1.3AnswerKey.........................................3
Quiz1.4BAnswerKey....................................7
Quiz1.5AAnswerKey.................................11
Quiz1.5BAnswerKey.................................12
Quiz1.6AnswerKey......................................15
Quiz1.7AnswerKey......................................18
Quiz1.8AAnswerKey.................................20
Quiz1.8BAnswerKey.................................21
Quiz1.9AnswerKey......................................23
Quiz1.10AnswerKey...................................24
Quiz1.11AnswerKey...................................26
Quiz1.12AnswerKey...................................28
Quiz1.13AnswerKey...................................30
Quiz2.2AnswerKey......................................31
Quiz2.3AnswerKey......................................32
Quiz2.5AnswerKey......................................33
Quiz2.7AnswerKey......................................34
Quiz2.8AnswerKey......................................35
Quiz2.10AnswerKey....................................36
Quiz2.11AnswerKey....................................37
Quiz2.12AnswerKey....................................39
Quiz2.13AnswerKey....................................40
Quiz3.2AAnswerKey.................................42
Quiz3.2BAnswerKey.................................44
Quiz3.3AnswerKey......................................46
Quiz3.4AnswerKey......................................48
Quiz3.5AnswerKey......................................50
Quiz3.6AnswerKey......................................51
Quiz4.2AnswerKey......................................53
Quiz4.3AnswerKey......................................54
Quiz4.4AnswerKey......................................56
Quiz4.5AnswerKey......................................58
Quiz4.6AnswerKey......................................60
Quiz4.7AnswerKey......................................62
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Quiz1.2AnswerKey
I. Thissentenceconsistsofasingleclause,themainlineofwhichisIworked.
Everythingelseisamodifier.OncetellswhenIworked,andataplumbingcompanytellswhereIworked.Here'sadiagram.
II. ThemainlinehereisIhaveadmiration.Theotherwordsarealladjectival,
modifyingadmiration.Here'sadiagram:
III. Thissentenceconsistsoftwoclauses,butonlyoneisamain(orindependent)
clause.Thatmostofusrunawayfromisadependent(adjective)clausemodifyingproblems.ThemainclauseisPlumbersconfrontproblems.Hereisadiagram:
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VI. Thissentencejusthasthemainclausewithoneadjectiveandoneadjectivalphrase.ThemainlineoftheclauseisIcannotimaginesociety.
V. Themainlinehereisfriendswere(not)civil.Everythingelseisamodifier.Here's
adiagram:
VI. ThemainlinehereisPlumbersconductfeud.
VII. Again,wehaveasentencewithtwoclauses.Itstartswithadependent(adverbial)
clausethattellswhen,orunderwhatconditionsyoushouldhugaplumber'sneck.Butthemainclauseisyoushouldhugneck.
Bearinmindthatalmosteverythingthatistrueofamainclauseisalsotrueofadependentclause.Asyoucanseefromthediagrambelow,thetwoclausesinthissentenceareverysimilarinstructure.Still,thedistinctionbetweendependentandindependentclausesisimportantandnottobeignored.Here'sthatdiagram:
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Quiz1.3AnswerKey
I. Hopefullythiswasaneasyoneforyou.IfyouapplytheVerbFinder,chasedis reallytheonlywordthatfits. Well,Isupposeit'spossiblethat'mob'couldfit...itseemsliketheBeatleswere alwaysgettingmobbed.Dopopsingersstillgetmobbed?II. IfyouuseyourVerbFinderhere,shoneistheonlywordthatfitsintheblank: I[blank].You[blank].He/She/It[blank].III. Fromthelastquestion,youknowthattheverbforthissentenceisshone.Plugthat verbintoyourSubjectFinder:Whoorwhatshone?Wisdomshone. Thewords"manyyears'rough"modifywisdom.Theytelluswhatkindofwisdom we'retalkingabout.Eyeistheobjectoftheprepositionfrom,anditismodifiedby thewords"onegood,"whichtelluswhatkindofeye.IV. PulloutthatVerbFinderagain:I[blank].You[blank].He/she/it[blank]. Inthiscase,morethanonewordcouldfitinthoseblanks.Frightenedcouldfit.Cried couldfit.*Sowhichofthoseistheverb?Well,theactionhere iscrying.Frightenedstartedoutlifeasaverb,buthereitisnotaverbbuta modifier—apastparticipledescribingJohnBarber'spitiablestateofmind. Criedistheverb.Plugthatverbintothesubjectfinder—Whocried?—andyoueasily findyoursubject.JohnBarbercried. *IfthiswereLatin,possumwouldalsobeacandidatefortheverb.PossumisLatin for"Iamable."V. I'msureyou'vealreadymemorizedyourlistoftobeverbs,soyouwouldn'thave hadanytroubleseeingthatwas(aformoftobe)pointstoyourverb.The
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questioniswhetherornotwasisthewholeverborahelpingverb.Inthiscase,it's ahelpingverb.Thewholeverbiswaschased.VI. Youknowfromthepreviousquestionthattheverbhereiswaschased.Whenyou applytheSubjectFinderandaskWhowaschased?it'srelativelyeasytoseethatthe subjectispirate. Remember,identifyingthegrammaticalsubjectisnotthesamethingasidentifying theactor.Theangrymobistheactor.Thatpoorpirateisreceivingtheactionof chasing,notdoingtheaction(though,nodoubt,itfeelsplentyactivetohim).Froma logicalperspective,iftheactionischasing,heistherecipientofthataction,notthe agent.Butthewholepointofthepassivevoiceistoallowsomethingorsomebody besidestheactortobethesubject.TheSubjectFinderwillalwaysidentify thegrammaticalsubject,nottheactor.InalaterlessonI'llhavealotmoretosay aboutaligningthesubjectwiththeactor.VII. Inonesense,thisisaneasyone.Anytimeyouseeaformoftobe,youhavefound theverb(oratleastpartoftheverb).And,asyouknow,isisaformoftobe.So that'sourverb. However,thisisanothersentencethatdemonstratesthedifferencebetweenthe actioninasentenceandtheverbinasentence.Chasingfeelsmoreactivethanis.So, forthatmatter,doesactivity.ButifyouuseyourVerbFinder,neitherchasing noractivityfitsintheblank.Onlyisdoes.VIII. Youmayhavefoundthisoneatadtricky.But,asalways,theSubjectFindercomesto therescue.Weknowfromthepreviousquestionthattheverbisis.SoourSubject FinderquestionisWhatis? Ifthiswereashort-answerquestionratherthanamultiple-choicequestion,you probablywouldhaveansweredchasingcars.Thatwouldhavebeenagoodanswer. ButIdidn'tgiveyouthatchoice,becauseIwantedyoutohavetochoose betweenchasingandcars.Andsinceyou'rehavingtochoose,thecorrectchoice ischasing.Thedog'sfavoriteactivityischasing,notcars.IX. Thesubject/verbnexusofthefirstclauseisIarrange. Thesubject/verbnexusofthesecondclauseisyoudestroy.
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Quiz1.4AAnswerKey
I. Thesubjectisyear(thefirstone),theverbiswas,andthepredicatecomplement isyear(thesecondone). Here'sthediagram:
II. Thesubjectofthissentenceisstep.Towardrecoverymodifiesstep,andofself- esteemmodifiesrecovery. Self-awarenessisapredicatecomplement.Itrenamesstep.Theto-beverbisisa cluethatwehaveapredicatecomplementratherthanadirectobject. Here'sthediagram:
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III. Thissentencedoeshaveadirectobject—thenounclauseiftheyweretalking
aboutme.Iwonderedwhat?Iftheyweretalkingaboutme.WewilldiscussnounclausesinModule3.Meanwhile,bearinmindthattheDirectObjectFinderworksnotonlywithsimplenouns,butwitheverykindofnounequivalent.
Here'sthediagram:
IV. Subject:oldman Verb:was Here'sasimplifieddiagram(technicallyspeaking,theverbinthewhoclauseis turnedoutandtobeGeorgeJonesisaninfinitivephraseservingasthepredicate complement,butatthispointinourjourneythissimplifiedversionseemed adequate):
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Quiz1.4BAnswerKey
I. ThemainlinehereisMikeleaned.Everythingelseisamodifier.The adverbforwardtellshowheleaned,asdoesthephraseontherail.Everythingelse tellsuswhichrail.Thereisasecondclauseinthissentence--"thatseparatedthe porch..."--butthisisanadjectiveclausetellinguswhichrail,notamainclause. Here'sthediagram:
II. ThemainactionhereisHemakes(his)trot.Everythingelseisa modifier.Slowandgloatingtelluswhatkindoftrot.Aroundthediamondtells uswherehetrotted.Squeezedintothebackyardtellsuswhatkindofdiamond(or possiblywhichdiamond).Here'sthediagram:
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III. Themainlinehereisfamilymoved.ToPhoenixandfromChicagobothtell uswherethefamilymoved,andwhenIwasseventellsuswhenthefamilymoved. Here'sthediagram:
IV. Themainlineistruckhasbeensitting.Theverbhereisthreewords—hasbeen sitting.Hasandbeenarehelpingverbs.Inmydrivewaytellsuswherethetruck hasbeensitting,andformonthstellsuswhenthetruckhasbeensitting.Here'sthe diagram:
V. Themainlineisfamilytradedtornadoes.Goingwestisamodifier.Technically, thisisaparticipialphrasemodifyingfamily,butreallyitfeelsmoreadverbialhere, tellingusunderwhatcircumstancesthefamilytradedtornadosfortumbleweeds andearthquakeaftershocks.Everythingaftertornadosis,technicallyspeaking,a compoundprepositionalphraseservingtotellhowthefamilytradedtornadoes. Here'sthediagram:
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VI. ThemainlinehereisTheyhadnottouchedthebirdfeeder.Ihungtwoweeks agoisaclausetellinguswhichbirdfeeder.Here'sthediagram:
VII. Thisoneisalittletricky.Thesubject/verbnexusofthemainclauseistruth broke.Thatopeningclause,Asthemists...cleared,tellsuswhenthetruthbroke, andthephrasewithalightthatpiercestothisdaytellsushowthetruthbroke.
VIII. Forthefirstindependentclause,thesubject/verbnexusiswaterwas.Forthe secondindependentclause,thesubject/verbnexusisthatwas. Hereisthediagram:
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IX. Forthefirstindependentclause,thesubject/verbnexusisitwas.Forthesecond independentclause,thesubject/verbnexusiswehadcamped. Here’sthediagram:
X. TheonlycompletesentenceisLikethebackofmygrandmother’shands,the delicateveinsarevisible.(Thissentencehassomeissues,asyouwilllearnwhen wediscusspassivevoiceinLessons7and8ofthismodule,andwhenwediscuss parallelisminModule4,butitisasentencewithbothmainsubjectandamainverb, unliketheotherthreegroupsofwordsabove.)XI. Trickquestion!There'snomainverbhere.Thisisasentencefragment.Madeisa verb,butitisaverbinadependent(adjective)clause.And'todrink'isaninfinitive ratherthanaverb.Thesethingswillmakesenselateriftheydon'talready.
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Quiz1.5AAnswerKey
I. E.NemesisrenamesJohnBarber,soitisapredicatecomplement.II. C.DirectObjectFinder:JohnBarbersoldwhat?Afakeelevatorpass.IndirectObject
Finder:JohnBarbersoldafakeelevatorpasstoorforwhom?Me.I'mstillmadaboutit.
III. D.OnceyouhaveidentifiedJohnBarberastheDOinthissentence,youstillneedto accountforsneakymonkey.ThephraserenamestheDOJohnBarber,soitisanOC.I couldhavecalledhimmuchworse.IV. B.ThephrasewithagloveisamodifiertellinghowJohnBarberslapped.It'snoton themainline.ThatleavesJohnBarberslappedmeonthemainline,anditis relativelyeasytoseehowthatclauseconformstotheS-V-DOpattern.V. B.Theverbhereiscould(not)ignore.Icouldnotignorewhat?Theinsult.Idaresay youcouldn'thaveignorediteither.VI. A.Thephraseinthevestibuleisadverbial,tellingwherewefought.ThatleavesWe foughtonthemainline,soit’sobviouslytheS-Vpattern.VII. B.Thestoryhasahappyending.
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Quiz1.5BAnswerKey
I. B.S-V-DO
II. E.S-V-PC
III. E.S-V-PC
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IV. B.S-V-DOAsyoucanseeinthediagrambelow,howtochangethebedsheets...isanounclause
servingasthedirectobjectoftheverbshowed.[Itlooksliketheleftsideofthe diagramgotcutoff.Sorryaboutthat,butforthepurposesofthisquestion,themore relevantpartsofthediagramareallthere.]
V. A.S-V
VI. E.S-V-PC
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VII. A.S-V
VIII. C.S-V-IO-DO
IX. D.S-V-DO-OC
X. C.S-V-IO-DO
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Quiz1.6AnswerKey
I. Therearetwoactionsinthatsecondsentence:Irenecallsout,andJimmylaughs.But theverblaughsbecomesthenounlaughter,tuckedawayasthedirectobjectinan adjectiveclause.AndJimmyhasdisappearedcompletelyfromthatsecond sentence.Hereisonewaytoreworkthesentence:Irenewouldcallout"Jimmy,stop it!"andJimmywouldlaughallthemore.II. Lookatthesubjectandverbofthissentence:furniture,clothing,andeducation madethemotherwilling(thisclausepatternisS-V-DO-OC).Therealactionhere— themothermakingchoices—getsmovedtoaparticiple(willing)modifiedbyan infinitivephrase(tostretch…)modifiedbyanadverbialclause(thatthey sometimesdisappearedaltogether).Bringingthegrammarinlinewiththeaction willprobablyinvolvemakingthemotherthesubjectofthesentence.
• Mymothersometimesstretchedourlimitedmeanstothebreakingpointinordertogiveusfinefurniture,goodclothes,andprivateeducation.
• Mymotherthoughtitwasimportantforustohavefinefurniture,goodclothes,andaprivateeducation.Shewaswillingtostretchourmeanstothebreakingpointtomakesurewehadthosethings.
Asalways,thesearejusttwoofmanypossiblewaystoreworkthesesentences.III. Thatphrasesnappedoffandneverreattachedisaparticipialphrase(actually,two participialphrases).Snappedandreattachedlooklikeverbs,buttheyserve asmodifiers.Theverbhereisthepassiveis[presumed]lost. Soherearetheactions:
• Askipoleissnappedoff.• Askipoleisneverreattached.• Askipoleislost.
(Ihaveexpressedallthreeoftheseactionsaspassiveconstructions,butsincewe don'tknowtheactorshere,Ihopeyouwillforgiveme.) Here'sonewaytobringtheverbsandsubjectsmoreinlinewiththeaction:The rightskipolesnappedoffandwasneverreattached.Itislosttothetundra.
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IV. Thesubject-verbnexusofthemainclauseismomentfilled.Thesubject-verbnexus ofthesubordinateclauseisthat[surge]wasabouttoensue.Here'sadiagram:
Whataretheactions?
• Apersonsneezes(or,rather,isabouttosneeze).• Apersonfeelsdread.• Apersonknowsthatpainiscoming.
Therearelotsofwaystorevisethissentence.Here'sone:EverytimeIfeltasneeze comingon,Iwasfilledwithfear.IknewIwasabouttofeelasurgeofpain.I'mnot convincedthisisthebestwaytorevisethissentence,butasyoucansee,the grammarmorecloselyalignswiththeactionthanintheoriginal.V. Quicknote:Whenyoustartasentencewith"thereis/was/are/were,"youwill
ALWAYShaveamismatchbetweenactors/actionsandsubjects/verbs. Actions/StatesofBeing:
• Eventsandvenueswerescarce.• Mothergladlypaidthecostofroadtrips.
SubjectsandVerbs:• Scarcitywas• Costwas
Possiblerevision:
Culturaleventswerescarceinourhometown,somymothergladlypaidthecostof frequenttripstothecity.
Orperhaps,
Wehadfewculturalopportunitiesinourhometown,somymothergladlymade frequenttripstothecity.
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VI. Actorsandactions:• Aseventh-graderbegshermothertotakehertoaplay.• Themotherenthusiasticallysays“Yes.”• Theseventh-graderisn'tsurprised.
Subjectsandverbs:• "Yes"was(not)surprising.• Ibegged.
Here'sonewaytorevise:InseventhgradeIbeggedmymothertotakemetoaplayattheTivoliTheater.Iwasn'tsurprisedwhenshegavemeanimmediateandenthusiastic"Yes!"
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Quiz1.7AnswerKey
I. No.Thisisactive.Theverbhadbeatenisinpast-perfect.Likepassivevoice,the past-perfecttenseusesthefourthprincipalpart(beaten).Sointhatregardit resemblespassivevoice.Butthinkintermsoffunction,notform.Inthiscase,the bearisthegrammaticalsubject,andthebearistheactor(he'stheonewhodoesthe beating).ThepassiveformwouldbesomethingalongthelinesofWewerebeaten herebythelargebear...II. No.Thissentenceisnotinpassivevoice.Inthiscase,theto-beverbwasdepictsa stateofbeing.Remember,ifthiswereinpassivevoice,thegrammaticalsubject wouldbereceivingsomeaction.III. Yes.Thissentencestartswithadependentclause,Whenallelsefails.Thatclauseis inactivevoice.Butthemainclause,adogcanbecountedon,ispassive.IV. Yes.Thisisaprettygrosspassiveconstruction.Itwouldbebettertosay,Wesawa creatureswimming—abeaver?”V. No.Inthiscase,theto-beverbwasisusedasahelpingverbinthepast-progressive
verbwasstudying.Thegrammaticalsubject(He)istheactor(Heisdoingthestudy,notgettingstudied),sothisisnotpassivevoice.
VI. Bothofthesesentencesarepassive.ThedifferencebetweenthemisthatinSentence 1theactors(wolves)arenamed,andinSentence2theactorsareomitted.Who raisedJohnBarberinabarninSentence2?Wolves?Hisparents?French mimes?There'snowayofknowing.VII. Elvisusedthishandkerchief.VIII. AglassofwaterwasgiventoLindabyUncleThurston. or(ifyouwishtoleaveUncleThurstonoutofit) AglassofwaterwasgiventoLinda.
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IX. LindawasgivenaglassofwaterbyUncleThurston. Alsoacceptable: Lindawasgivenaglassofwater.X. Revisedversion:Twohourslater,afterwehadeatenthesandwiches,thethunder came.(I'mjustguessing,ofcourse,thatwearethecorrectactorsforthisaction, sincethepassiveconstructionconcealstheactor(s).Youmayhaveguessed differently.That'sfine.)XI. 1.Thatlastsentenceisinpassivevoice.
2.Thisisanunfortunatechoice,becausequick-thinkingCurtis,themanofthehour,completelydisappearsjustathismomentoftriumph.Actually,therearetwopassiveverbsinthatlastsentence.Thesecond—Iwassurroundedbyfriends—isn'tsoegregiousasthefirst—Iwastossed—whicheffectivelyerasesourhero.3.Revised,activeversion:Hetossedmeinthepool,andfriendssurroundedmewithinseconds.Ifyouprefertoleavethesecondpassiveconstruction,thatworksfine:Hetossedmeinthepool,andIwassurroundedbyfriendswithinseconds.Inthatsecondversion,noticethatthenarrator,thereinthecenterofherfriends,isthegrammaticalsubjectofherownclause,andthatisentirelyappropriate.
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Quiz1.8AAnswerKey
I. A.Intheactivevoice,theactoristhesubject.Inthepassivevoice,theactorismoved outofsubjectposition.Theactormaybetuckedawayastheobjectofapreposition (TheflowersweregiventoBarbieBYKEN),ortheactormaydisappearaltogether (TheflowersweregiventoBarbie).II. CandD.Inapassiveconstructiontheactorismovedoutofthesubjectposition,to bereplacedbyadirectobject(FlowersweregiventoBarbiebyKen)oranindirect object(BarbiewasgivenflowersbyKen).III. AthruD.Alloftheanswersareproblemsassociatedwiththepassivevoice.IV. 1.Whenconcealing/denyingagency
2.Whentheactorisunknown3.Whendirectingthereader'sattentiontosomethingbesidestheactor4.Whenexpressingpassivity(thesubjectofthesentencewasthevictim/receiverofanaction)
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Quiz1.8BAnswerKey
I. Iwouldgivehispassiveconstructionahardno.Thepainterisholdinghisbrush, dabblingitinthepaint,brushingitonthecanvas...andthenjustwhenhe'saboutto finishhismasterpiece,POOF!,apassiveconstructionrendershiminvisible.II. Byusingthepassivevoice,thiswritergivesthesubjectpositiontothecatalogs ratherthangivingittothetruck.Thetruckisn'tasimportantasthecatalogsandthe bills.Idon'tknowifthewriterwasdoingthisonpurpose,butthissentence structurecreatesanicebalancebetweenthecatalogsandthebills,withthetruckas thefulcrumoftheteeter-totter.Ithinkthepassivevoiceisagoodchoicehere.III. Iwouldsaythetwopassiveconstructionsinthesecondsentenceareentirely appropriate.Itdoesn'tseemrelevanttosaywhobroughtthewaterfromthe mountainsanddistributeditthroughthecanals,evenifweknew.Asforthefirst sentence,thatpassiveconstructionisn'tterrible,butIfinditalittledistracting.You couldsay"Farmersgrowcitrustrees,almondtrees,etc.,"butIthinkIwouldjustsay "Citrustrees,almondtrees,cotton,andgrapesgrowsuccessfully..." Here'swhatmyrevisionwouldlooklike: Citrustrees,almondtrees,cotton,andgrapesgrowsuccessfullythanksto irrigation.Thewaterisbroughtdownfromthemountainsthroughanaqueductand distributedbyacanalsystem.IV. Idon'tthinkitmakesalotofsensetointroducetheanonymousartisthere.Iwould probablymakethewholethingpassive,orperhapsjustuseagoodoldlinkingverb ortwotodescribethescenesothatIhavelesspassivevoicebutIdon'thavetotalk abouttheartist.Here'sanall-passiveversion: Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvas onwhichthecedarsceneisset.Intocedarwoodiscarvedatinyfirtreestuntedat halfthebear’sheight.
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Andhere'saversionthatuseslinkingverbsinthoselasttwosentences: Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvasfor thecedarscene.Atinyfirtreecarvedfromcedarstandsstuntedathalfthebear’s height.V. Iwoulddefinitelykeepthefirstpassiveconstruction.Thereisnoactive-voicewayto communicatetheideaofbeingtransported(thoughyoucould,ofcoursecomeup withsomethingfresherthatmightbeactive).I'mnotassureIwouldkeepthe secondpassiveconstruction,thoughit'shardtoknowhowbesttoreviseit.Iassume thatPedroandIfromthefirstclauseexploredtheircreativity.Didtheyfosterit too,ordidtheirparentsfosterit?Didtheenvironmentfosterit?Noticehowthe passivevoiceallowsawritertogetawaywithsomeimprecision.Here'sonewayto revise: PedroandIhavelittlecontactthesedays,butwhenIthinkbackonourfriendshipI’m transportedbacktothatredbrickhouseonSpruceStreetwherewefosteredcreativity andexploredourimaginations.
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Quiz1.9AnswerKey
I. AbstractionII. ComplyIII. RevealIV. Here'sonepossiblerevision:Leonardwasn'tpayingattention,sohecollidedwitha telephonepole. Ifyouwanttobemorespecific,youcansaysomethinglikethis: Leonardlookedupfromhistelephonejustbeforehecollidedwiththetelephonepole.V. Mariaarguedthatshewouldbeexposedtonewriskswhenthepolicyexpired.VI. Ioriginallywasn'tinterestedinknowingher;Ionlywantedhertoacceptme.
VII. Here'sonewaytodoit:AfterDalefellfromaladderatawarehousejobandinjured hisshoulderworkingasajanitoratthecountyjail,hewasnonetoosteadyonhisfeet.VIII. Someofmyfavoriteswerebooksandbaseballcards,butingeneralIwasunderthe impressionthatthebiggerthegiftthebetter,andIhadlittlerespectforbirthday cards.IX. Onthoseoccasionswhenheremovedhisshades,herevealedglassy,bloodshoteyes.
Or, Occasionallyheremovedhisshades.Whenhedid,Icouldseehiseyeswereglassyand bloodshot.
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Quiz1.10AnswerKey
I. am,is,are,was,be,being,beenII. Thisstatementisfalse.Communicatingastateofbeingisaperfectlyrespectablejob foraverb.Thetobeverbisthemostcommonstateofbeingverb.Thisverbhasa badreputationbecauseitisoftenanaccompliceinwritingcrimessuchas inappropriatepassivevoiceandexcessivenominalization.Butthereisnoshamein usingatobeverbtocommunicateastateofbeing,noristhereanyshameinusing thetobeverbasahelpingverbintheprogressivetenses(whichyouwilllearn aboutinafuturelesson).III. Icanenvisionhairthatisasexpansiveasanexplosion;it'savividimage.AndIcan envisiontight,brownringlets.Butit’shardtoenvisionbothatthesametime.Ifyou wantmetoenvisiontight,brownringlets,don’taskmetoimaginethemasan explosion.Ifyouwantmetoenvisionanexplosion,don’taskmetoenvisionitas somethingtightandcontrolled.IV. Cliffsdon'thover.Actually,theystayverystillandsolid.Theremaybe circumstancesunderwhichyoucoulddescribeacliffashoveringinsome figurativesense.Buthere,whereapersonisjumpingoffaclifftogohang-gliding, thecliffistheleasthover-ythinginthesentence.Thehang-glidermighthover.The personattachedtothehang-glidermighthover.Butthecliffistheonethingthatjust sitsthere.V. Whenathingmelts,itgetssofter.Butwedon'tthinkofadefiantfaceasbeingsofter thanabewilderedface.Infact,weusuallythinkofitasquiteabitharder.Iwould saysomethingmorealongthelinesof:Hisbewilderedfacehardenedintodefiance.VI. IsuspectthisisoneofthosesituationsinwhichthewriterstartedoutwithThe rectangularstudiohadpolishedwoodfloors...anddecidedthatheldwouldbea moreinterestingverbthanhad.Idon'tagreethatheldismoreinterestingthan had.
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Whenyounoticethataverbisn'tasinterestingasyouwantittobe,remember,the answerisn'tnecessarilyamatterofplugginginadifferentverb.Maybeyouneedto domorereworkingthanthat. ThestudiowasarectangleabouthalfthesizeofanOlympicswimmingpool—more thanenoughroomformytenlittledancerstoplieandpirouette.Thegleamofits polishedwoodfloorwasreflectedinafullwallofmirror.Abarreranthelengthofthe mirror,thenturnedthecornertorunalongasidewallinagreat"L."VII. Painting,brushing,andpattingareverydifferentactionsfromchiseling.Thewriter herewantstoconveytheideathatthisexhilaratedexpressionisaspermanentasif ithadbeenchiseled,butbecausehehasalreadycommittedtopainting,brushing, andpatting,chiselingisnolongeravailabletohim. Theuseoftheprepositionontoinsteadofintomakesmethinkthiswriterisn’t tooseriousabouttheverbchiselanyway.
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Quiz1.11AnswerKey
I. Subject:pain Verb:wouldsurge Thatcommajustbeforetheverbisacluethatthereisaproblem.Anytimeyou're temptedtoputacommabeforetheverb,youprobablyneedtogetthesubjectand theverbclosertogether.Here'sonepossiblerewrite: EverytimeItriedtogetoutofbed,liquidpainsurgedthroughmyback,sointensethat itstolemybreath.II. Oneoption:Shehadneverbeforeexperiencedtheeerie,emptydarknessthatnow envelopedthethree-storyfoyerofherfather'sbig,glassed-inoffice.III. Onepossibility:Hisponytailcomeslooseandthreefeetofgrayingbrownhairdrapes hisshoulders;thissightistypicallyonlyobservedbyimmediatefamilyoranyonelucky enoughtocatchhimsippingcoffeeonadayoff.IV. Onepossibleanswer:Mygreat,greatuncleMarionwasaneccentricartist.Heframed hiswatercolorswithplanksfromtheporchandworehisteethonlyforimportant events.AfewyearsafterhediedTheVaseappeared,andwejokedthathissonBert hadputhisashesinitandplaceditonhismantel.V. Here'soneoption:Intheredbrickhomeofthewomannextdoor,aweeklyrhythm bandfortheneighborhoodchildrenputthedelighttomusic.VI. Here'soneoption:Thirtyfeetfromthewaterafringeofgnarledpinerootsreached outintotheemptyair,markingtheborderbetweenbarerubbleandstubbornforest. Thisalterationlookslikeitdidn'tmovethesubjectatall,butitactuallychangesthe verbfrommarkstoreached.
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VII. Onepossibility:Loadedwithpurse,emptiedpicnicbasket,andtissue-filledgiftbag, themothertrudgedupthebackstepswiththreesweatykids,readytoescapetheJuly sun.VIII. Here'sonepossibility:Sheerexhilarationmixedwithutterterror.Launchingfromthe swing,Ifeltweightless,suspendedinmidair,untilIfeltthepulloftheearthdownward andsawthegrowingpuddlebelowme.Thejourneywasastonishing.
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Quiz1.12AnswerKey
I. AtoD.Anythingonthemainlinecanbecompounded.II. for,and,nor,but,or,yet,soIII. Run-onsentence CommaspliceIV. 1.Thecompoundcomplementisbell-bottoms+sweater. 2.Therearethirteenwordsbetweenbell-bottomsandsweater.Simplyflip-flopping thetwomakesabigdifference: 3.Maybethatdayitwasapilledtansweaterandgreenplaidbell-bottomsayearor twopasttheirheightofcoolness.V. 1.Thecompoundverbiswasfurnished+smelt. 2.Youmightflip-flopthetwoverbphrases:Theroomsmeltmustyandwasfurnished withpiecesthatcouldeasilyhavebeenfroma1960scatalog. Oryoumightgiveuponthecompoundverbandcommunicatethemustysmellwith aparticiple:Themusty-smellingroomwasfurnishedwithpiecesthatcouldeasilyhave beenfroma1960scatalog. VI. 1.Thisisarun-onsentence.Ifinishedplayingandthehissoftherespiratoronce againfilledtheroomlikeincenseareindependentclauses.Tojointhemintoa compoundsentence,youneedacoordinatingconjunction(and)alongwitha comma. 2.Technically,thisiscorrect:Ifinishedplaying,andthehissoftherespiratoronce againfilledtheroomlikeincense.However,theactionsofthetwoclausesareso differentthatIthinkthissentencemakesmoresensedividedintotwosimple
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sentences:Ifinishedplaying.Thehissoftherespiratoronceagainfilledtheroomlike incense.VII. Mysisterhadaskedforadozendolls,andmybrother'swishlisthadafrontandback.VIII. 1.Thecompoundobjectoftheprepositionisdoll+heart. 2.Mydollandarepentantheartvarysowidelyinnaturethatitishardtopicture Brianwalkinginthedoorholdingboth.Writersoftendothissortofthingfor humorouseffect,andthatisfine.Justbeawarethatyoudon'twanttodothisthingif you'renotbeingfunny. Onerevisionmightbe:Briancamehomewitharepentantheart,holdingmydollin hishand.
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Quiz1.13AnswerKey
I. Thistimetomorrowisthetimeflag.II. ThetimeflagisDecember11,1941.III. Irealizedafterafewminutesthatmydadhadnotdrivenawaybutwassittinginthe carwatching.
Theflagonthetimelineisafterafewminutes.Thesentencealsousesthepastprogressivetense:wassitting.Sequentially,hadnotdrivencomesbetweenthosetwoverbsandiscompleted,sothepastperfecttensemakesthemostsense.
IV. I.Thetimeflagisthistimetomorrow,soyouknowitwillbeoneofthefutureforms.
Willbe+-ingsignalsfutureprogressive.V. B.SincethetimeflagisDecember11,1941,youknowtheverbtensewillbeoneof thepastforms.Thehelpingverbhad+the-edendingsignalsthepastperfecttense. ThedeclarationsofwarwerecompleteasofDecember11,1941.VI. B.Thebestoptionhereis:Ihadn'triddenmorethanamilebeforethedownpour started.Ifeltbadformywife;sheHADBEENhanginglaundryoutsidewhenIleft thehouse. Inthatlastsentence,theflagonthetimelineiswhenIleftthehouse.Thelaundry- hangingwasinprogressatthatpointinthepast,sothepastprogressivewas hangingshouldbecomehadbeenhanging.
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Quiz2.2AnswerKey
I. B,C,F Ineachoftheseexamples,simplytryingthewordandbetweenthetwoadjectives givesyoutheanswer.Youwouldn'tsaybasicandhumandecencyortediousand planningmeetingorplainandgoldband,soyoudon'tneedcommasbetweenthose pairs.Butyoucouldsayripeandsweetberriesorlongandtediousplanningmeeting orfatandsoftsheep. AnothertrickthatIfailedtomentioninthelectureistotryflip-floppingthe adjectives.Iftheyworkjustaswellinthereverseorder,youdefinitelyneeda commabetweenthem.There'snorealdifferencebetweenfatsoftsheepandsoftfat sheep,soyouneedacommathere.Ontheotherhand,sweetspringgrassandspring sweetgrassarenotinterchangeable,soyoudon'tneedacommathere.II. A,B,E,G,H,J
Hyphenatetwoormorewordswhentheyserveasasingleadjectivebeforethenountheymodify—butnotwhentheyformapredicateadjective.Soyouwouldhyphenatemytwo-year-oldnephewbutnotmynephewistwoyearsold.
Donoticethatwhenyouhaveanadverb,youdon'tneedahyphen.Neitherheavily paintednorclearlyimpossibleshouldbehyphenated.Doyouseethedifference betweenheavilypaintedandhand-painted?Thewordhandisn'tanadverb.Ifthis doesn'tmakesensenow,itmaymakemoresenseafterwegetintoparticiples.III. B,D,GIV. SloppilyisanadverbtellingHOWJohnBarbercried. V. Lazyinasadjectivemodifyinggoat.IttellsWHATKINDofgoat(orpossiblyWHICH goat.) VI. Tomorrowisanadverbmodifyingtheverbcall.IttellsWHENIwillcall.
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Quiz2.3AnswerKey
I. Iwouldomitbothdigitallyandrelationally.Theseadverbssimplyrepeatthe meaningofthephrasestheyinhabit.BeingconnectedtotheInternetisnecessarily digital,andbeingconnectedtopeopleisnecessarilyrelational.Theresulting sentenceiscleanerwhilestillkeepingobviousthecontrastbetweendigital connectionandrelationaldisconnection:TheymaybeconnectedtotheInternet,but theyaredisconnectedfromoneanother.II. Thissentenceisagoodexampleofwhyadverbshaveabadreputation.Theadverb loudlyallowsthewritertobelazy.Insteadoffindingthemostpreciseverb,the writerhasjustaddedan-lyadverbtothegenericverbshut.There'saneasyfixhere: theverbslammeanstoshutloudly.Butthiswouldalsobeagoodopportunityto thinkthroughamorevividdepictionofthescene.Maybesomethinglikethis:A momentlaterhisdoorswungopen,thenshudderedonitshingesasheslammedit behindhim.III. Theadverbquicklyisentirelyunnecessary.Ifshe’shalf-running,she’smoving quickly.IV. Inthiscase,theadverbscontributemeaning.Thiswriter(whohappenstobe WendellBerry)isnotusingtheseadverbsasasubstituteforabetterverb,norishe beingredundant.There'snoshameinusing-lyadverbswhentheyaddspecificity andclarity.V. Thiswriterwastryingalittletoohardtoavoid-lyadverbs.Thatfour-word prepositionalphrase,inafranticmanner,isnotanimprovementovertheadverb frantically.Hebouncedfrantically,yippingandbarking.
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Quiz2.5AnswerKey
I. Theprepositionalphraseaftermeisadverbial,tellingwhenyoucanhaveaturn.II. Theprepositionalphraseaftermeisadverbial,tellingwhenyoucanhaveaturn. Noticethatanadverbialphraseismovable.Itdoesn’tmatterwhetheritappearsat thebeginningofthissentenceortheend.III. Theprepositionalphraseintotheburningbuildingisadverbial,tellingwhereJohn Barberran.(ThephrasetosavehisBeanieBabycollectionisaninfinitivephrase,not aprepositionalphrase,eventhoughtoisusuallyapreposition.We’lldiscuss infinitivephrasesinacoupleoflessons.)IV. Theprepositionalphraseofbirdsongisadjectival,tellingwhatkindofcacophony.V. Theprepositionalphraseunderthemattressisadjectival,tellingwhichmoney.VI. Theprepositionalphraseunderthemattressisadverbial,tellingwhereIhidthe money.VII. Theprepositionalphraseonthefloornearbyisadverbial,tellingwherethefansat.VIII. Theprepositionalphrasewithastraightfaceisadverbial,tellinghowHelenlooked.IX. Theprepositionalphrasewiththemermaidtattooisadjectival,tellingwhichgirl.X. Theprepositionalphraseiswithbinoculars.Butit’snotentirelyclearwhetherit’s supposedtobeadverbial,tellinghowHelenlooked,oradjectival,tellingwhichgirl.
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Quiz2.7AnswerKey
I. Thegrammaticalsubjectofthesentenceissmile.Butthesmile,ofcourse,didn't
wipeteafromitsmustache.Here'sonewaytofixit:Thehusbandwipesteafromhishandlebarmustache.Hissmileiswideenoughtodriveatractorthrough.
II. Thegrammaticalsubjectisbird.Butthebirdisn'tbreakfastingonthepatio.Here's onewaytofixit:OnawarmOctobermorning,whiletheybreakfastedonthepatio,a birdswoopeddownandlandedontheirtable.III. Here'sonefix:IspentfivehoursansweringalltheERnurses'questions,nevergetting clarityonanyofmine,beforethedoctorfinallyenteredtheroom.IV. Thetemperapaintersarehalf-clothed,butthankstothepassiveconstruction,they havedisappearedfromthesentencealtogether,sotheparticiplehalf-clothedhasno nountomodify(neitherabackyardnortheabstractnountempera-paintingcanbe half-clothed).Changethepassiveconstructiontotheactive,andthesentencefixes itself:Wedidallofourtempera-paintinginthebackyard,half-clothed.V. Dampeningisaparticiple,notaverb.Ifyouchangeitbackintoaverb,thesentence fixesitself:Theforestdampenedtheinsects'choruslikestagecurtainsdeadeningan orchestra'stuningbeforeaconcert.VI. Thisisprobablythetidiestwaytodoit:Thedogfollowedhimeverywhere,growling, yipping,andbarking.Thisoptionlosestheideaofthedogalternatingthrougha repertoire(thoughitisimplied).Thewriterwouldhavetodecidewhetherthatidea isimportantenoughtojustifytheawkwardnessoftheoriginalphrasing.
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Quiz2.8AnswerKey
I. TonestisanadverbialinfinitivetellingWHYtheblackbirdscome.(Thephrasetothemarshisaprepositionalphrase,thoughitstartswithto,likeaninfinitive.)
II. Thephrasetowinherlovewithtubasolosisanadjectivalinfinitivephrasetelling WHATKINDofattempts.Notethattheprepositionalphrasewithtubasolosisan adverbialphrase(modifyingtowin)withinthelargeradjectivalphrase.III. Toleavequicklyisadverbial,tellingWHYRichieturned.IV. ThephrasetoeatisaninfinitivetellingWHICHmushrooms.V. Thisoneisalittletricky.Tomaketheundergrowthsparseisanadverbialinfinitive phrase.Butwhatisitmodifying,andwhatquestionisitasking?Iwouldsayit modifiestheadjectiveenough,answeringTOWHATEXTENT.VI. Toseasonyourbrothisadverbial,tellingHOW(possiblyWHY?)youneed.VII. Tositatthebenchatthebendinthetrailisadverbial,tellingWHYIwouldtradeit all.
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Quiz2.10AnswerKey
I. TheadjectiveclauseTHATILIKEBESTmodifiesgoat.TherelativepronounTHATis theDirectObjectoftheclause.II. WHEREIGOTMYSTARTisanadjectiveclausemodifyingpostoffice.Therelative pronounWHEREfunctionsasanadverbintheadjectiveclause.III. TheadjectiveclauseABOUTWHICHITOLDYOUmodifiesalligator.Therelative pronounWHICHistheobjectoftheprepositionaboutwithintheadjectiveclause.VI. TheadjectiveclauseITOLDYOUABOUTmodifiesalligator.Therelativepronoun THAThasbeenomitted,butitwouldbetheobjectoftheprepositionabout.V. WHOINSTALLEDOURICEMACHINEmodifiesplumber.TherelativepronounWHO isthesubjectoftheadjectiveclause.VI. TheclauseWHOSECARITOTALEDmodifiesguy.TherelativepronounWHOSEisan adjectivemodifyingcar.
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Quiz2.11AnswerKey
I. TheadverbialclauseisAFTERJOHNBARBERSHOWEDUP.Thesubordinating conjunctionaftertellsWHENthepartygotlame.Sincetheadverbialclauseisat thebeginningofthesentence,youneedacommatoseparatetheadverbialclause fromthemainclause.II. TheadverbialclauseisAFTERJOHNBARBERSHOWEDUP.Thesubordinating conjunctionaftertellsWHENthepartygotlame. Remember,anadverbialmodifyingaverbismovable.Thisisthesamesentenceas theoneabove,exceptthattheadverbialclausehasbeenmovedfromthebeginning ofthesentencetotheend.NoticethatyouDON'Tuseacommatoseparatethemain clausefromadverbialclauseiftheadverbialcomesattheend.III. TheadverbialclauseisUNLESSSOMEONEASKEDFORIT.IttellsWHY(or,you mightsay,UNDERWHATCONDITIONS)thespeakerofferedinformation. Notethateventhoughafterservedasasubordinatingconjunctionintheprevious twosentences,itisaprepositioninthissentence.Howdoyouknow?Itdoesnot introduceaclause.Instead,itprecedesthenounpoint.Afterthatpointisan adverbialprepositionalphrasetellingWHENthespeakerdidn'tofferinformation.IV. TheadverbialclauseisTHANHECOULDHAVEKNOWN.Itmodifiestheadjective closer,answeringthequestionTOWHATEXTENT.V. TheadverbialclauseEVERYWHERETHEYGOtellsWHEREslugsleaveatrailof slime.VI. TheadverbialclauseisASANTONIOBROUGHTTHEBANANAPUDDINGINTOTHE DININGROOM.IttellsWHENLinda'seyesburnedwithtearsofgratitude.
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VII. Thisisatrickquestion.Thisisasentencefragment.Asisasubordinating conjunction,whichsuggeststhatASTHECASHIERTOOKHERPLACEBEHINDTHE COUNTERshouldbeanadverbialclause.Butthere'snomainclauseforthe adverbialclausetomodify.Withoutamainclause,asubordinateclauseisjusta sentencefragment.VIII. TheadverbialclauseASIHAVEEVERBEENmodifiesangry,tellingTOWHAT EXTENTthespeakerisangry. Notethatintheprevioussentence,asintroducesaWHENclause,butinthis sentence,asintroducesaTOWHATEXTENTclause.IX. Thissentencehastwoadverbialclauses:WHENIWASFOURTEENandAFTERMY MOTHERDIEDANDMYFATHERRANOFF.ThefirstclausetellsWHENthe grandmothersentthespeakertothegrouphome.Thesecondclauseisactuallya compoundsentencerenderedsubordinatebythesubordinatingconjunctionafter. Likethefirstclause,ittellsWHENthegrandmothersentthespeakertothegroup home.
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Quiz2.12AnswerKey
I. A.Whentheantecedentisaperson,youdon'tusetherelativepronounthat.Since therelativepronounservesasthesubjectofthesubordinateclause,usethe nominative-casewho.II. B.SincePeanutisaperson,thatisoutofthequestion.Sinceheistheobjectofthe prepositionat,theobjective-casewhomiscorrect.III. A.Again,sincepeoplearehuman,it'sdowntowhoorwhom.Sincetherelative pronounisthesubjectofthesubordinateclause,whoiscorrect.IV. B.Therelativepronounrenamespeople.Andthosepeoplearethedirectobjectof theverbknows.(JohnBarberknowswhomorwhat?People.)Sotheobjective-case whomiscorrect.V. B.Hopefullythiswasaneasyone.Therelativepronounistheobjectofthe prepositionof.VI. A.Thepronounishalfofacompoundsubject.Sousethenominative-caseI.(You wouldn'tsayMechasedapanther.)VII. B.Thepronounishalfofacompounddirectobject.Sotheobjective-casemeis correct.(Andyouwouldn'tsayApantherchasedI.)VIII. Thanheiselliptical,ashorteningoftheclausethanheistall.Thepronounheisthe subject,thereforeinthenominativecase.IX. Becausetheverbisismissingfromtheellipticalclause,thepronounlooksalot likeanobjectofapreposition.(True,thanisnotapreposition,butnevertheless,it feelslikeoneifyoudon'trealizethatthisisanellipticalclause).Andtheobjectofa prepositionisintheobjectivecase.Hencehim.
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Quiz2.13AnswerKey
I. Theclausebecauseheknowshowtotrainchampionsisadverbial,answeringthe questionWHY.Butwhichverbdoesitmodify?Doesittellwhythecoachyells,or doesittellwhythespeakerputsupwiththecoach'syelling?Onesuspectsthe writermeansthelatter:sheiswillingtoputupwiththeyellingcoachbecausehe knowshowtotrainchampions.Buttheclauseisclosertotheverbyells,sothe grammarisatoddswiththelogicofthesentence.Itgivestheimpressionthatthe coachyellsbecauseheknowshowtotrainchampions.Startbymovingthat adverbialtothebeginningofthesentence: Becauseheknowshowtotrainchampions,Iputupwithacoachwhoyellsatme. That'sallright,butit'snotgreat.Hereareacoupleofotheroptions: Mycoachknowshowtotrainchampions,soIputupwithhisyelling.
Iputupwithacoachwhoyellsatme.Why?Becauseheknowshowtotrainchampions.(Inthisconfiguration,Becauseheknowshowtotrainchampionsisasentencefragment.Nevertheless,it'sdefinitelyacontender.)
II. Noticehowthepassivevoicecausesthedanglingmodifierhere.Ifyouturnthe passiveconstructionintoanactiveconstruction,thesentencefixesitself: Fromtheagesoftwelvetoeighteen,IspenthalfmyweekendsatRandall'shouse makingmovies.III. Liketheprevioussentence,thisonestartswithadanglingmodifier.It'sthe microchipthatisnearweightless,notyou.Here'sapossiblerevision: Themicrochipisnearweightless.Youcannotfeelitrestinginyourpalmifyouclose youreyes.IV. Whohasthehardface?Mikeorhisson?IthinkthepointisthatMikehasahard face.Thephraseisadverbial:HOWdidMikelook?Withahardface.Asyouarewell
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awarebynow,adverbialsarehighlymovable.Butinthiscase,thewritermovedthe adverbialtoaplacewhereitcouldbemistakenforanadjectivalmodifyingMike's son(WHICHson?Theonewithahardface).Here'sthegoodnews:themovabilityof theadverbialcausestheproblemhere,butitalsomakesforaneasysolution: Withahardface,Mikelookedathiseldestson. Or, Hard-faced,Mikelookedathiseldestson. Andwhilewe'reatit,wemightaswelllookforamorepreciseverb:Hard-faced, Mikeglaredathiseldestson.V. There'salothappeninginthissentence.Peoplearecrossinglogbridges.Peopleare clearingwebs.Thewebsaredrippingwithmorningmist. Onequicksolutionissimplytomovetheadverbialphrasefromthelogbridgeswe crossedtothebeginningofthesentence(onceagain,themovabilityoftheadverbial isahelpfulthingtoremember):Fromthelogbridgeswecrossed,weclearedaway websdrippingwiththemorningmist. That'salittlebetter,butnotawholelotbetter.Trysomethinglikethis:Aswe crossedthelogbridges,weclearedawaywebsdrippingwithmorningmist.VI. Thatphraseatthebeginningofthesentenceisadanglingparticiple.The grammaticalsubjectisballet,butballet,ofcourse,wasn'tbornwithGermanbones orraisedalongsideapuppy. IwasbornwithGermanbonesandraisedalongsideapuppy,frolickinginan overgrownpasture,oftencrawlingalongacreekbedtocatchtadpoles.Butballet mademefeellovelyanddainty. Butevenwhenthedanglingparticipleisfixed,youseethatthissentenceneeds morethanagrammarmakeover.WhatareGermanbones,andhowarethey differentfromotherpeople'sbones?Whataboutthatpuppy?Whatisits relationshiptoballet?Iwouldkeeprevisingthispassagetosomethingmorelike this: Iwasbig-bonedlikemyGermanforbears.AndIwasatomboyaswell,always frolickingwithapuppyinanovergrownpastureorcrawlingalongacreekbedto catchtadpoles.Balletwastheonethinginmylifethatmademefeellovelyanddainty.VII. Here'sonepossibility:Myfavoriteprojectwasashadowboxofheroldjewelry.Imade itin2004tohanginherbathroom. Orpossibly, Myfavoriteprojectwasashadowboxofheroldjewelry.Imadeitin2004andhungit inherbathroom.
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Quiz3.2AAnswerKey
I. ThenounclauseWhichevertableyoupickservesasthesubjectofthesentence.II. Thissentenceisverysimilartotheprevioussentence.Thenounclause,asbefore,is whichevertableyoupick.Butinthisversion,thenounclauseisanobjectofthe prepositionwith.Theprepositionalphrasewithwhichevertableyoupickis adverbial,modifyingfine.III. ThenounclausethatGeorgehadhisownagendaservesasthedirectobject.I learnedWHAT?thatGeorgehadhisownagenda.IV. A.ThenounclauseisIwasbeinggenerouswhenIofferedmyhalf-eatenhotdog.This isalittletrickyfortworeasons.First,therelativepronounthathasbeenomitted. Thatomissionisperfectlyacceptable,ofcourse,butitdoestakeawayoneofthe cluesforeasilyidentifyinganounclause.Secondly,thisnounclausecontainsan adverbclause.TheclausewhenIofferedmyhalf-eatenhotdogmodifiesthenoun beingwithinthenounclause. B.Thenounclauseservesasadirectobject.IthoughtWHAT?thatIwasbeing generous.V. Thenounclausewhoeverinterviewedyouservesastheobjectoftheprepositionto. (Theprepositionalphraseisadverbial,modifyingtheverbsend.WHEREshouldyou sendanote?towhoeverinterviewedyou.) Bonusquestion:Iftheclauseservesasadirectobject,whyistherelativepronoun thenominative-casewhoeverinsteadoftheobjective-casewhomever? Answer:becausetherelativepronounservesasthesubjectWITHINthedependent clause.Theroleofthedependentclausewithinthemainclausehasnobearingon thecaseoftherelativepronoun.VI. Thenounclauseisthesameasintheprevioussentence:whoeverinterviewedyou.In thisversion,however,thenounclauseservesasanindirectobject.Youshouldsend athank-younotetowhom?Towhoeverinterviewedyou.
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VII. ThenounclauseWhomevertheyappointservesasthesubjectofthesentence.Note thateventhoughtheclauseisinthesubjectslot,therelativeclauseWhomeverisin theobjectivecasebecauseitservesasadirectobjectwithinthedependentclause.VIII. ThenounclauseWhoeverisappointedservesasthesubjectofthesentence.Thereal reasonIincludedthisquestionwassoyoucouldthinkaboutthatrelativepronoun whoever.ItwasWhomeverintheprevioussentence.WhyisitWhoeverhereinthis sentencethatlookssoverysimilar?Inthisversion,theuseofthepassive construction(WhoeverisappointedratherthantheactiveWhomevertheyappoint) movesthedirectobjectintothesubjectspotofthedependentclause.Andasubject, asyouknow,hastobeinthenominativecase.
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Quiz3.2BAnswerKey
I. B.Theclauseisadverbial,tellingWHENMarthapatsherhairnet.II. D.Thisissimplythemainlineoftheclause:WHODIDWHAT?Marthapattedthe hairnet.Therestofthesentencewillprovideadditionalinformation,butthishair- net-pattingisthecentralaction(andthegrammaticalkernel)ofthesentence.III. A.ThisclausetellsWHICHhairnet,soitisadjectival.IV. C.WhenyouuseyourDirectObjectFinder,itisrelativelyeasytoseethatyouhavea nounclauseservingasadirectobject.Thetravelerseeswhat?whathesees.Inthat secondmainclauseafterthesemicolon,theclausewhathehascometoseeworksin exactlythesameway.V. B.Thewordbecauseisasubordinatingconjunction;itturnstheindependentclause itisnotthereintotheadverbialclausebecauseitisnotthere.Thisclauseanswers thequestionWHY.WHYcan'tGodgiveahappinessapartfromhimself?Becauseitis notthere.VI. A.Thisadjectiveclausemodifiesbest-seller.WHICH(orWHATKINDOF)bestseller? Onethatcouldhavebeenpreventedbyagoodteacher.VII. A.Therelativepronounthat(orpossiblywhen)isomittedfromthisclause,which mightmakeithardeventorecognizeitasadependentclauseatall.Butitisan adjectiveclausemodifyingtime.WHICHtime?Thetime(that)Iencounteredsucha smell.VIII. C.Thisoneisprettytricky.Thatwhenatthebeginningoftheclausemakesitlook likethisisanadverbclause.Buttakeacloserlook:themainlineofthissentenceis Thelasttime…was______.Thatverbwasisalinkingverb,andassuchitneedsa complement—eitherapredicateadjectiveorapredicatenominative.Theclause whenItouredacoleslawfactoryisanounclauseservingasapredicatenominative. ItanswersthequestionWHAT,notWHEN.
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IX. A.Thisisamainorindependentclause.WHODIDWHAT?Shelooked.(Atniceyoung menisn'ttechnicallypartofthemainline.It'sanadverbialprepositionalphrase tellingHOWorWHEREshelooked.)X. B.Thephraseasifisasubordinatingconjunctionturningtheindependentclause shecouldsmelltheirstupidityintoanadverbialclause.HOWdidshelookatyoung men?asifshecouldsmelltheirstupidity.
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Quiz3.3AnswerKey
I. Defendinganyofthecardinalvirtuesisagerundphraseservingastheobjectofthe prepositionof.II. Thisisagerundphraseservingasthedirectobjectoftheverbmeans.Tradition meansWHAT?Givingvotestoourancestors.III. Thetwoitalicizedphrasesarebothpresentparticiplesmodifyingmen.IV. Acceptingoneselfisagerundphraseservingasthesubjectofthesentence.V. Carryinganumbrellaandparcelsinasnowywoodisaparticiplemodifyingfaun. WHICHfaun?Onecarryinganumbrella...VI. Thegrammaticalsubjectisthegerund,spendingalmostsixdecadesatalmostseven feet.VII. Whenasentencebeginswithamodifyingphrase,thatphrasemustmodifythe subject.Inthiscase,thesubjectisthegerundspending.But,ofcourse,spendingisn't headandshouldersaboveanybody.Thepersonwhoisheadandshouldersabove everybodyisthehimmentionedabouttwo-thirdsthroughthesentence.VIII. Here'sonewaytodoit: Hehasspentalmostsixdecadesatalmostsevenfeet,headandshouldersabovemost peoplesincehisearlyteens.Thestrainhaslefthimwithastoopthatgrowsmore pronouncedashegetsolder.IX. Ridingthenow-drenchedscooterbackhomeisagerundphrasethatservesasthe grammaticalsubject.Theverbiswouldsoak.X. Thisisatoughquestion;todecidewhatthisphraseisandwhatit'sdoing,yourbest betisprobablytousetheprocessofelimination.Thereisnonounfunctionitcould
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possiblyserve:it'snotasubject,notadirectorindirectobject,notanobjectofa prepositionorapredicatenominative.Soitcan'tbeagerund. Itmustbeapresentparticiple.Butparticiplesareadjectival;theymodifynouns. Whichnounmightthisparticiplemodify?DoesitmodifythegerundRidingthe scooter?Well,itfeelsmorelikeit'sthebackside-soakingthatforcesthechange,not theriding.Butthatphrasewouldsoakmybacksidedoesn'tprovideanynounor nounequivalentthattheparticiplecouldmodify. Soforcingachangeintodrypantsisaparticiple,butithasnocleargrammatical dutyinthesentence.XI. 1.Apersonridesanow-drenchedscooter. 2.Thescooter-rider’sbacksidegetssoaked. 3.Thescooter-riderneedstochangepants.XII. Here'soneway: IfIweretoridethenow-drenchedscooter,mybacksidewouldgetsoakedandIwould needtochangemypants.
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Quiz3.4AnswerKey
I. B.Leonardrenamescousin.II. D.ThewordnemesisrenamesJohnBarber.Thewholeappositivephraseismy nemesis.III. D.Thissentenceisverysimilartothesentenceabove,butinthiscasenemesisis theobjectoftheprepositionfromandJohnBarberrenamesnemesis.IV. B.Theappositiveinthissentenceismarsupial,whichrenamesthesubject opossum.ThewholeappositivephraseistheonlymarsupialnativetoNorth America.Notethatnon-primateisthepredicatecomplement(thewholephraseis theonlynon-primatewithopposablethumbs).V. E.Thissentencedoesnothaveanappositive.VI. A.Thisisasituationinwhichtheappositiveappearsbeforethenounitrenames. WhydowesaythathockeyplayerrenamesIratherthantheotherwayaround? BecauseIisthesubject.Wholovesbeingonice?Ido.VII. D.Thewordyearrenames1922.ThewholeappositivephraseistheyeartheSoviet
Unionwasformed.TherehasneverbeenabettertimetobeaVanderbiltfan.VIII. A.Thisisanothersentenceinwhichtheappositivecomesbeforetheworditnames. Thesubjectofthemainclauseisthey.Foodsnobsrenamesthey.IX. B.TheManinBlackrenamesJohnnyCash.Theone-wordappositiveisMan.X. E.WhileManinBlackrenamesJohnnyCashasintheprevioussentence,thephrase
isnotanappositivebecauseitappearswithinanadjectiveclausemodifyingJohnnyCash.
XI. A.
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XII. D,E,andF.Remember,gerundsarenoun-equivalentsandthereforecanserveas appositives.Thegerundsyelling,crying,andbangingareallappositives renamingthenounactions.XIII. Anappositiveneedstoberightnexttothenounitrenames.Inthissentence,za creatureofhabitappearstobeanappositive,butitisrightnexttoroutine.A routine,ofcourse,can'tbeacreatureofhabit.ThewritermeansthatIama creatureofhabit.Here'stheeasiestwaytofixthesentence:Acreatureofhabit,I madeaveryrigidroutineformyself.
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Quiz3.5AnswerKey
I. A.II. B.III. B.Thecommasaroundanon-essentialelementsaytothereader,"Here'salittle extrainformation,alittlebonus."IV. A.V. B.Ifithelps,rememberthatwhichclausesaresetoffwithcommas.Thatclauses aren't.Ifanadjectiveclausemodifiesaperson,itstartswithwhoorwhom, whethertheclauseisessentialornon-essential.VI. Thewholepointofapropernounistonarrowacategorydowntosomethingvery precise.(Thecommonnouncityisabroadcategory;thepropernounHonolulu narrowsthecategorydowntoonespecificcity).Anyappositiveormodifierthatis appliedto,say,Honoluluisn'tgoingtomakeitanymorespecificthanitalreadyis.VII. ThoughAnneHathawayisapropernoun,thissentenceinvolvestwodifferent peoplewiththatname,andtheadjectiveclausesnarrowaverysmallcategory (peoplenamedAnneHathaway)downtospecificindividuals.That'swhytheclauses areessentialratherthannon-essential.
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Quiz3.6AnswerKey
I. A,B,andC.Who,whom,andwhichtypicallyintroduceadjectiveclauses.Whereand whenoftendoaswell,butthesewordsjustasoftenintroduceadverbclauses.The relativepronounthatisatoss-up:itisaslikelytointroduceanounclauseasan adjectiveclause.II. E,F,andG.Whoever,whomever,andwhicheveralwaysintroducenounclauses. Wheneverandwherevermayintroducenounclauses,ortheymayintroduceadverb clauses.That,asmentionedintheabovequestion,maysignalanounclauseorit maysignalanadjectiveclause.III. Therelativepronounthatisoftenomittedinadjectiveandnounclauses.In adjectiveclauses,thatcanbeomittedwhenitservesasanobject,thoughnotwhen itservesasasubject.Youcansay"themanthatItoldyouabout"or"themanItold youabout."Eitherisacceptable.Youcansay"thechickenthatIgaveyou"or"the chickenIgaveyou." Butyoudon'tevenhavetodothatmuchanalysisofthegrammar.Inbothadjective clausesandnounclauses,ifitfeelsrighttoomittherelativepronounthat,itis acceptabletodoso.IV. Receivingthisawardwouldbeoneofthegreathonorsofmylife.V. Anappositiveneedstoberightnexttothenounitrenames.Inthissentence,a creatureofhabitappearstobeanappositive,butitisrightnexttoroutine.A routine,ofcourse,can'tbeacreatureofhabit.ThewritermeansthatIama creatureofhabit.Here'stheeasiestwaytofixthesentence: Acreatureofhabit,Imadeaveryrigidroutineformyself.VI. A,D,andFVII. B,C,E,andF
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VIII. Oneoftheprinciplesofthiscoursehasbeentheideathat,allthingsbeingequal,the sooneryougetthroughthesubject-verbnexusthemoreclearyoursentencewillbe. Alengthynounequivalentinthesubjectslotdelaysthearrivalofthesubject. Onceareadergetsthroughthesubject-verbnexus(thatis,afterheknowswhodid what),heisbetterabletoprocesscomplexityintheremainderofthesentence. Complexstructuresthatcomeaftertheverbdon'tfeelascomplextothereaderas thecomplexstructuresthatcomebeforetheverb.
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Quiz4.2AnswerKey
I. A.TheBadNewsBearsisthetitleofamovie,soitistreatedasasingularnouneven thoughitlooksplural.II. A.Asingularsubjecttakesasingularverb,regardlessofthepredicatecomplement.III. B.Apluralsubjecttakesapluralverb,regardlessofthepredicatecomplement.IV. B.Committeeisacollectivenoun.InAmericanEnglish,collectivenounsare typicallytreatedassingular.IfyouareBritish,however,youwouldsay,"The committeerecommend..."V. A.Inthissentence,thesubjectisthepluralmemberssothepluralverbrecommend
isappropriate.Nowcommitteeistheobjectoftheprepositionof,soallofus,BritsandAmericansalike,canagreethatweneedthepluralverbhere.
VI. B.Thesubjectofthissentenceischoir,acollectivenountreatedassingularin
AmericanEnglish.Thepluralnounsboys,delinquents,andtownsdon'tfigureinthequestiononewayoranother.
VII. Here'sonewaytorevisethesentence: Theboys'choirarrivesinanhour.Thechoirismadeupjuveniledelinquentsfrom smalltownsalloverthecountry. Oryoumightsay: Madeupofjuveniledelinquentsfromsmalltownsalloverthecountry,theboys' choirarrivesinanhour.VIII. Oneisthesubjectofthemainclause,buthappenisnottheverbofthemainclause;
rather,itispartoftheadjectiveclausethathappenonlyonTV.Thesubjectofhappenisthepluralthings(technically,thesubjectistherelativepronounthat,whichrenamesthepluralthingsandisthereforeplural).Sotheverbhappenispluraltoo.
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Quiz4.3AnswerKey
I. TheantecedentofTHEYispetal,whichissingular.Sothepluralpronounisn't correct. Betweenmyfingerseachpetalfeelslikesoftsuede,strongerthanitappears.II. Really,theonlyavailableantecedentforITishealth.Butthemother'shealthdidn't causeproblemswiththemarriagerelationship.Quitetheopposite:the deteriorationofherhealthcausedproblems. Possiblecorrections: Asmymother'shealthdeteriorated,problemsgrewintheirmarriagerelationship. Thedeteriorationofmymother'shealthcausedproblemsintheirmarriage relationship. Asmymother'shealthdeteriorated,sodidtheirmarriagerelationship.III. Thisisaninterestingcase.ITisn'twrong,sinceyoucouldeasilymakeacasethatthe antecedentisthesingularhandfulratherthanthepluralleaves.ButifITis correct,THEMcan'tbecorrect.Really,THEMcan'tbecorrectinanycase,sinceyou can'tkickthroughahandfulofleaves.Unlessyou'rereally,reallysmall. Here'soneoptionforcorrectingthissentence: Sniffingahandfulofleavesandthrowingitintotheairwasevenmorefunthan kickingthroughaleafpile.IV. Whatwasthesizeofourkitchen?Goback26words:Lelo'sshop.That'salongway togoforanantecedent. Iwoulddoatleasttwothingstothispassage:FirstIwouldreversethefirst sentencesothatLelo'sshopcomesattheendofthesentence,signalingtothe
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readerthatthesecondsentenceisallaboutLelo'sshop.Then,ratherthanusingthe pronouninthethirdsentenceIwouldrepeattheantecedent. Lelo'smainincomecamefromhisshopneartheedgeoftown.Concreteandmud blockssupportedframesandshelvesofwidehome-craftedlumberofnon-standardized dimensions.Thewholeshopwasthesizeofourkitchen.V. Thegrammardoesn'tmakeitclearwhosebrowwasknitted,whoseeyesflashed,or whosemouthwaspinched.Presumablyit'sthefather.Grammaticallyspeaking, Daveisaslikelyacandidatefortheantecedentasfather,especiallysincefatheris turnedintothemodifierfather's. Onepossiblerewrite: Davelookedupathisfather'sangryexpression.Theoldman'sbrowwasknitted.His eyesflashed.Hismouthwaspinched.
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Quiz4.4AnswerKey
I. For,And,Nor,But,Or,Yet,SoII. B.Theconjunctionanddoesn'tsetupacontrastoracause-and-effectrelationship oranythingmoresubtlethantheideathattwothingshappenedortwothingsare true.III. A.CoordinationsuggeststhattwoideasdeserveasimilarAMOUNTofinterestanda similarKINDofinterest.IV. B.Subordinationallowsyoutosetupallkindsofrelationshipsbetweenideas. Subordinationalwayssays,"Betweenthesetwoideas,oneismoreimportantthan theother,onedependsontheother,oneservestheother."V. C.VI. Thisisacommasplice.Therearenokeysforthoseisanindependentclause.Sois atleastwedon'thaveany.Toconnecttwoindependentclauses,youneeda commaANDacoordinatingconjunction,orelseasemicolon.Whentwo independentclausesareconnectedwithjustacomma,that'sacommasplice. Correction:Andtherearenokeysforthose;atleastwedon'thaveany.VII. Thisisafaultyuseofasemicolon.Asemicolonjoinstwoindependentclauses.The phrasethisonefamiliartohimisnotaclause(noticeithasnoverb).Actually,it's anappositive.Sothesemicoloniserroneous. Correctversion:Next,shegrabbedalargepinkbottle,thisonefamiliartohim.VIII. Thissentencecontainsacompoundverb,cracklingandfiringoff.Witha compoundverb,youonlyneedacoordinatingconjunction(inthiscase,and),nota comma.
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Correction:Theneurotransmittersinmybrainwerecracklingandfiringofflikea poorlyplannedfireworksdisplay.IX. Herewehavebotharun-onsentenceandacommasplice.Toconnecttwoclauses, youneedBOTHacommaandacoordinatingconjunction,orelseasemicolon. Betweenthefirsttwoclauses(Therootssproutandthewaitingisover)we're missingacomma.Betweenthesecondtwoclausesthewaitingisoverandlife hasreturned),we'remissingacoordinatingconjunction. Correction:Therootsprouts,andthewaitingisover;lifehasreturned.X. Thisisyetanothercommasplice.Onepossiblecorrection: Pressgentlyandthefragilewebbends.Pressharderanditdissolves.
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Quiz4.5AnswerKey
I. B.Whenherfatherwalkedaway...isanadverbclause.II. E.Leavingablankspaceinthedoorwayisaparticiplewithintheopeningadverb clause.Itmodifiesfather.III. A.This(togetherwithAction4,thegirlwatchinghersister)isthemainactionofthe sentence.IV. B.There'sonlyonemainclauseinthislongsentence,butthatclausecontainsa compoundverb:ateandwatched.Theysharethesubjectlittlegirl.V. E.Thephrasecryingonherbedisaparticipialphrasemodifyingsister.VI. Herfatherwalkedaway,leavingablankspaceinthedoorway,andthelittlegirltooka biteofmintchocolateicecreamandwatchedhersistercryingonthebed. Oryoucoulduseasemicolon(Ipreferthisversion): Herfatherwalkedaway,leavingablankspaceinthedoorway;thelittlegirltooka biteofmintchocolateicecreamandwatchedhersistercryingonthebed.VII. Asstrangeasitseems, 1.Thisisanadjectiveclause.
2.Itmodifiesbus.VIII. Considertheactionsinthissentence: 1.Aschool-childcarriesapretzelontoabus.
2.Theschool-childwalkstothebackofthebuswiththepretzel. 3.Thebusdriver'saidedoesn'tnoticethepretzel-sneaking.
Actions2and3seematleastasimportantasAction1;youmightsaytheyarethe mainpointofthesentence.Thefactthatthosetwoactionsaretuckedintoan
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adjectiveclausemodifyingbusismisleading.Thisisagoodexampleofthe grammarofasentencegettingcrosswayswiththelogicofthesentence. Possiblerewrites: Icarriedmypretzelontothebus,butthebusdriver'saidedidn'tnoticeitasIwalked tothebackofthebusandfoundaseatbesideawindow.
Icarriedmypretzelontothebus.Iwalkedpastthebusdriver'saideonthewaytomyseatintheback,butshedidn'tnoticethepretzel.
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Quiz4.6AnswerKey
I. 1.Cowboybootsandbandylegsappeartoformacompoundobjectofthe prepositionin.Apersoncanbeincowboyboots,butnotinbandylegs. 2.Onepossiblerewrite:Thebandy-leggedstrangercamewalkingupourdrivewayin cowboyboots.(Remember,justbecausefaultyparallelismistheproblem,that doesn'tmeancorrectparallelismisthesolution.Justasoften,it'sbettertogetridof theparallelstructurealtogether.)II. 1.Ononesideofandisanindependentclause(myheartthudded),butonthe othersideisthenounphrasequicksucksofair. 2.Onepossiblerewrite:Ibegantopanic:myheartthudded,andItookinquicksucks ofair.(Inthisversion,Iturnedthatlastnounphraseintoanindependentclause, creatingacompoundsentenceafterthecolon.)III. 1.Itappearsthatwehaveacompoundverb:pickeditupandtookabitehavethe samesubject.Butthatthirdactionisexpressedasanindependentclause.The subjectofspillediscontents,nothe. 2.Onepossiblerewrite:Hepickeditupandtookabite,buthalfthecontentsspilled outontotheplate.(Inthisversion,thesimpleinsertionofandbetweenthetwoparts ofthecompoundverbseparatesthecompoundverbfromthesecondindependent clausethatstartswithbut.Inotherwords,theinsertionofandtakesawaythe reader'sexpectationthattherewillbeathirdverbinthecompound.)IV. 1.ThisisaSubject-Verb-PredicateComplementsentence:Cynthiawasthefirst...The andappearsatfirsttosignalacompoundpredicatecomplement.Infact,thewriter wasthinkingofthisasacompoundverb:Cynthiawasandcaused.Theproblemhere isthatwasisalinkingverb,andcausedisanactionverb.Thatmakesitverytrickyto combinetheminacompoundverb:thefirsthalfofthecompoundisaS-V-PA pattern,andthesecondhalfofthecompoundisaS-V-DOpattern.
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2.Afewpossiblerewrites:Cynthiawasthefirsttocallme'Grandma.'Shecausedmetothinkaboutfuturegenerations.ThefirsttocallmeGrandma,Cynthiacausedmetothinkaboutfuturegenerations.
CynthiawasthefirsttocallmeGrandma,andshewasthefirsttomakemethinkaboutfuturegenerations.
V. 1.Thissentencehasacompounddirectobject.Thepolicemantoldmetwothings:a) togetmycaroutoftheroad,[aninfinitivephrase]andb)thatIshouldgetanew wardrobe[anounclause].Eitheraninfinitivephraseoranounclauseisan acceptablewaytophraseanindirectquotation,butthewriterneedstochoose. 2.Threepossiblerewrites: Thepolicemantoldmetogetmycaroutoftheroadandtogetanewwardrobe. ThepolicemantoldmethatIshouldgetmycaroutoftheroadandalsothatIshould getanewwardrobe. ThepolicemantoldmethatIshouldgetmycaroutoftheroadandgetanew wardrobe.VI. 1.Ifwethinkofthelikeasanequalsign(oraniscongruentsign),itbecomeseasier toseetheparallelismproblemhere.Thewordsheavyandjitteryareadjectives.The wordshavinglowbloodsugarareagerundphrase—thatis,anounequivalent.A noundoesn'tequalanadjective.There'sourparallelismproblem. 2.Onepossiblerewrite:Myarmsfeelheavyandjittery,thewaytheyfeelwhenIhave lowbloodsugar.VII. 1.Thismaynottechnicallybeaparallelismproblem,butitisarelatedproblem.The waythissentenceisphrased,thewriterspeaksofhavingmetapairofhandsin 1979.Thatisanoddthingtosay. 2.Onepossiblerewrite:Henolongerhasthebronzedtwenty-year-oldhandsofthe manImetaroundtheswimmingpoolin1979.
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Quiz4.7AnswerKey
I. F.ThatwordabsolutecomesfromtheLatinabsolutus,meaning"setfree."Soa nominativeabsoluteisanounthatisfloatingfreefromthesentencewhereitlives. Nogrammaticalconnectiontothesentenceisholdingitback.II. Thenominativeabsoluteisherbackcurvedlikeanautilusshell.III. Warmfreshbreadtuckedundermyarmisthenominativeabsolutehere.IV. Sadiewalkingbesidehimisanominativeabsolute.V. Thenominativeabsoluteismyfriendswaitingtohelpmeintoabluedresswhile thechoruscontinuedtosinganddanceunderthelights.VI. Thenominativeabsolutehereisdeterminedlittlelegscrossingtheexpanseofthe carpet.Thoughnominativeabsolutesusuallyappearatthebeginningortheendof asentence,sometimestheyappearmid-sentence,asinthisexample.