KISS Grammar
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Free, from the KISS Grammar Web Site
KISSGrammar.org
This is the “Teachers” Book” for a KISS Level 3.1 workbook. It contains some suggestions
for teaching KISS Level 3.1 and the analysis keys for the exercises. The keys in this book have
been numbered to match the students’ workbook. Note that in the printable books, instructional
materials (and special notes for teachers) appear in green text in the table of contents.
© Ed Vavra
September, 2012
2
Contents
Introduction to KISS Level 3 for Teachers and Parents ......................................4
Applying KISS to Students’ Own Reading and Writing ................................................................... 7
KISS Level 3. 1. 1 - Compound Main Clauses ...................................................8
Notes for Teachers ............................................................................................................ 8
Ex. 1.a.From “Why the Cat always Falls upon her Feet” .............................................. 8
Ex. 1.b. From “The Birds of Killingworth” ................................................................... 9
Ex. 1.c. From the Writing of Fourth Graders .............................................................. 10
Ex. 1.d. From “The Three Tasks,” adapted from Grimm ............................................ 11
Ex. 2.a. The Punctuation of Compound Main Clauses ................................................ 12
Ex. 2.b. From “Billy Mink's Swimming Party” ........................................................... 13
Ex. 3. Compounding Main Clauses: Based on “The Twin Sisters” ............................ 14
KISS Level 3.1.2—Subordinate Clauses ...........................................................16
Notes for Teachers .......................................................................................................... 16
Mixed Subordinate Clauses: ............................................................................................................ 21
Ex. 1.a Based on “Why the Woodpecker’s Head Is Red” (1) ..................................... 21
Ex. 1.b. Based on “Why the Woodpecker’s Head Is Red” (2) .................................... 22
Ex. 1.c. Based on “The Nightingale” ........................................................................... 23
Ex. 1.d. From “The Poplar Tree,” by Flora J. Cooke .................................................. 25
Ex. 1.e. From the Writing of Fourth Graders .............................................................. 25
Ex. 1.f. From the Writing of Fourth Graders ............................................................... 26
Rewriting Subordinate Clauses as Main Clauses ............................................................ 27
Ex. 2.a. Based on “Making the Best of It” .................................................................. 28
Ex. 2.b. Adapted from the Writing of Fourth Graders ................................................ 30
The Logic of Subordinate Clauses—Notes for Teachers................................................ 32
Ex. 3. From My Book of Favorite Fairy Tales, by Edric Vredenburg......................... 36
Ex. 4. A Passage for Analysis from “The Sleeping Beauty” ....................................... 37
Style—Parallel Constructions ......................................................................................... 39
Ex. 5.a. From "The Butterfly That Stamped," by Rudyard Kipling ............................ 39
Ex. 5.b. Abraham Lincoln's “The Gettysburg Address”.............................................. 39
Style—Parallel Subordinate Clauses .............................................................................. 42
Ex. 6. “The Loveliest Town of All” ............................................................................ 42
Noun Clauses as Direct Objects ...................................................................................................... 44
Ex. 1.a. From “The Birds of Killingworth”—adapted from Longfellow .................... 44
Ex. 1.b. From the Writing of Fourth Graders .............................................................. 44
Ex. 2. Quotations as Direct Objects ............................................................................. 46
Adverbial Subordinate Clauses ....................................................................................................... 47
Ex # 1.a. Based on “The Happy Rattle” ...................................................................... 47
Ex # 1.b. Based on “The Happy Rattle” ...................................................................... 48
Ex. 1.c. From the Writing of Fourth Graders .............................................................. 49
Ex. 1.d. From the Writing of Fourth Graders .............................................................. 50
[Ex. 2 Sentence-Building: Adding Adverbial Clauses] ............................................... 52
Rewriting Adverbial Clauses as Main and Main as Adverbial ....................................... 52
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Ex. 3.a. From "The Three Tasks" ................................................................................ 52
Ex. 3.b. From “Little Snow-White” ............................................................................. 55
Syntax & Logic - Adverbial Clauses of Comparison, Purpose & Result ...................... 57
Ex. 4. From the Writing of Fourth Graders ................................................................. 58
The Logic of Adverbial Clauses (Combining Five Sentences)....................................... 59
Ex. 5. From “Snow-White” ......................................................................................... 59
A Passage for Analysis ................................................................................................... 61
Ex. 6. “The Young Crab and His Mother” .................................................................. 61
Adjectival Subordinate Clauses ....................................................................................................... 62
Ex. 1.a. From “Thumbelina,” in Andrew Lang’s The Yellow Fairy Book ................. 62
Ex. 1.b. From “The Three Tasks,” adapted from Grimm ............................................ 63
Ex. 1.c From the Writing of Fourth Graders ............................................................... 64
Ex. 2 Mid-Branching Adjectival Clauses—From “The Three Tasks” ........................ 64
[Ex. 3 Sentence Building: Adding Adjectival Clauses] .............................................. 65
Punctuating Adjectival Clauses and Other Modifiers—A Note for Teachers ................ 65
Punctuating Adjectival Clauses ...................................................................................... 66
Ex. 4.a. from “Lttle Snow-White” ............................................................................... 66
Ex. 4.b. From the Writing of Fourth Graders .............................................................. 68
Rewriting Adjectival Clauses as Main Clauses and Main as Adjectival ........................ 69
Ex. 5.a. From E. Smythe’s Old-time Stories, Fairy Tales and Myths ......................... 69
Ex. 5.b. From “Princess Goldenhair” .......................................................................... 72
A Passage for Analysis ................................................................................................... 75
Ex. 6. Aesop’s “The Fox and the Grapes” ................................................................... 75
Other Noun Clauses......................................................................................................................... 76
Ex. 1.a. Mixed Noun Clauses—from the Writing of Fourth Graders ......................... 76
Ex. 1.b. Mixed Noun Clauses—from “The Little Match Girl” ................................... 78
Ex. 2. Noun Clauses as Objects of Prepositions from Stuart Little ............................. 79
Ex. 3. Noun Clauses as Subjects From My Book of Favorite Fairy Tales .................. 80
Ex. 4. Noun Clauses as Predicate Nouns from Stuart Little ........................................ 81
KISS Level 3.1.3 -- Embedded Subordinate Clauses ........................................82
Notes for Teachers .......................................................................................................... 82
Ex. 1. The Last Sentence of “The House That Jack Built” ......................................... 83
Ex. 2.a. From the Writing of Fourth Graders .............................................................. 84
Ex. 2.b. From the Writing of Fourth Graders .............................................................. 85
Ex. 2.c. Based on “The Nightingale” in Stories from Hans Andersen ........................ 86
Ex. 2.d.Based on “The Happy Rattle” From FRIENDLY FAIRIES ............................ 87
Ex. 2.e. From Mrs. Piggle-Wiggle’s Magic ................................................................. 88
Ex. 3. A Passage for Analysis from “Snow-White and Rose-Red” ............................ 89
Appendix ............................................................................................................90
The KISS Grammar Toolbox .......................................................................................................... 91
Using the KISS Analysis Keys ........................................................................................................ 92
Creating Directions for Your Students ............................................................................................ 93
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The study of grammar is a science.
The teaching of grammar is an art.
Perhaps the easiest way to introduce the concept of “clause” is to begin with compound
main clauses. Thus far, students have been focusing on S/V/C patterns and “sentences.” What is
the difference between a “sentence” and a “clause”? A “sentence” ends with a period, question
mark, or exclamation point; a “clause” is an S/V/C pattern and all the words that chunk to
(modify) it. Simple compound main clauses give us a large supply of examples from which the
students can very easily see the difference. In analyzing sentences in the KISS Approach, we put
a vertical line at the end of each main clause.
1. Once they heard a door bang. | Somebody scuttered downstairs. |
2. Once they heard a door bang, | and somebody scuttered downstairs.
|
The first example presents two separate sentences. The second has two main clauses all within
one sentence.
There are two (and only two) primary types of clauses. KISS uses the terms “main”
and “subordinate.” One of the primary problems in the teaching of grammar is that different
textbooks use different names (usually “independent” and “dependent”), and they use these
names inconsistently. (For more on this, see “Some Differences between KISS and Traditional
Terms,” in the Background Essays for KISS Grammar.) Subordinate clauses primarily function
as nouns, adjectives or adverbs within a main clause.
Your first objective should be to enable students to identify the main clause “breaks.” From
this point on, whenever they are doing analysis exercises, they should always put a vertical line
at the end of every main clause. (Remember that the main clause is the fundamental unit of by
which we process language. According to our KISS psycholinguistic model, our brains chunk all
the words in a sentence together, in short-term memory (STM), until we get to a main clause
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break. At that point, we dump the main clause into long-term-memory (LTM), and clear STM for
the next main clause.
Once students can identify main clauses fairly easily, you really should turn to the logic and
punctuation of them. Many of the punctuation errors that students make involve main clause
boundaries. The students sense that two “sentences” belong together, but the students have
probably not been taught how to use a colon, semicolon, or dash to punctuate them, as
professional writers would.
The standards for using colons, semicolons, and dashes to separate main clauses are norms,
not commandments. Many teachers have reported being taught to use a semicolon to separate
contrasting ideas, whereas a colon or dash “should” be used to separate main clauses when the
second adds more detailed information to the first. My experience suggests that these norms are
followed approximately 60% of the time for semicolons, but 90% of the time for colons and
dashes. In the other cases, you may simply find semicolons separating parallel ideas or sentences
that do not seem to have this same/different logical connection. In many cases, one has to stand
back and look at the general logic of the writer’s text. In many KISS punctuation exercises,
students are simply asked to analyze the text, examine the logic, and then discuss it. Although
not all writers follow the norm, it is important for students to understand it, for two reasons.
First, it will help solve the problems posed by some of their own punctuation errors; and
second, it will help them understand the logic in the texts of writers who do follow the norm.
The Sub-levels in KISS Level 3
As always in KISS, students study the most commonly occurring constructions first. KISS
Level 3.1.1 should give students an excellent command of compounded main clauses. Level
3.1.2 introduces the most commonly occurring subordinate clauses—those that function as
nouns, adjectives, or adverbs. In KISS Level 3.1.3, students are introduced to (and taught how to
untangle) embedded clauses (clauses within clauses within clauses). I am unaware of any
textbooks that even discuss this question, and my college students have regularly been surprised
to learn that there can be subordinate clauses within subordinate clauses. But consider the
following sentence from the children’s book Mrs. Piggle-Wiggle’s Magic, by Betty MacDonald.
(In KISS, we put brackets around subordinate clauses.)
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Mrs. Jones looked at him suspiciously | but he widened his large blue eyes | and—[as
he was only eight years old, a little small for his age and seemed even smaller in tenyear-old Jan’s pajamas, [which he had swiped the night before [because he had
forgotten [that he had stuffed his own in the window seat [when he was cleaning up
his half of the room]]]]] -- Mrs. Jones convinced herself [that he wasn’t fooling] and
let him go out to play. |
That sentence contains three main clauses and six subordinate clauses. And note the five closing
brackets after “room.” Those subordinate clauses are stacked five deep. And by the time they
have mastered KISS Level 3.1.3, students should be able to identify every one of them!
You may have wondered why, Level 3 has been divided into two printable books. The
assumption is that each printable book includes approximately a year’s worth of study.
Currently, many English teachers cannot identify the basic clauses in sentences, and clauses, as
noted above, are probably the most important grammatical construction that students need to
master. (Note that I wrote “master” and not “be taught.” Learning the definitions and types of
subordinate clauses is fairly easy. Developing the ability to identify them in any sentence takes
time and practice, especially if you want to include the exercises on punctuation, style and logic.)
Once students have mastered the basics of clauses, KISS Level 3.2 deals with the most
frequent “complications.” For example, Level 3.2.1 deals with ellipsis in clauses and with semireduced clauses, something that you will probably not find in most grammar textbooks. Consider
the sentence, “When home, he is a very good father.” Thoughtful students who have mastered
KISS Level 3.1 will probably see on their own that the sentence means “When *he is* home, he
is . . . .” Other students, however, will benefit by exercises that focus on this type of ellipsis.
Other sections of KISS Level 3.2 explain KISS definitions of terms. Some grammars, for
example, claim that “for” is a coordinating conjunction and some claim that it is subordinating.
KISS Level 3.2.2 explains why in KISS, both “so” and “for” can be explained as either
coordinating or subordinating conjunctions, depending on how and where they are used.
Although KISS Level 3.2 will enable students to explain about 99% of the clauses they run
across in randomly selected texts, there are some functions of clauses that are not covered here
for the simple reason that they function as constructions that are introduced in KISS Level Five
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(such as Delayed Subjects and Appositives). When students get to these constructions, they
should have little, if any, trouble in understanding the functions of these clauses.
General Reminders:
1. Although the ability to identify constructions is essential, once students have the ability, such
exercises may become boring. You may therefore want to modify some of the directions.
For example, punctuation exercises often ask students to identify constructions as well as fix
the punctuation. You may want to change these to simply fixing and discussing the
punctuation. The same is true for some of the exercises on logic.
2. The instructional material in these "complete" books is the same for every Level 3.1 book,
regardless of grade-level of the students for whom they are intended. (Format and graphics
may change, and as I receive feedback from teachers, some of the explanations may
change.) You should at least browse through the relevant "booklets" for the KISS Levels.
They include explanations for the nature and sequencing of exercises, as well as comments
unusual cases. (Repeating and updating this material in each of the eight "complete" Level
3.1 books does not make sense.)
3. Emphasize the method.
Applying KISS to Students’ Own Reading and Writing
The primary objective of KISS is to enable students to intelligently discuss the grammar of
anything that they read and especially anything that they write. Those who understand KISS
concepts could, theoretically, use the Master Books and then use only the students’ own writing
for exercise materials. But particularly in classrooms, this would be impractical.
Imagine the dilemma of a teacher with twenty students in classroom. The students have been
given the instructional material on subjects and verbs, and then the students immediately all try
to find the subjects and verbs in a short passage that they wrote. The teacher would go nuts
trying to check all of this. In other words, it makes much more sense for the students to all do a
few of the same exercise, an exercise that can then be reviewed in class. KISS primarily provides
the latter type of exercises.
Teachers should regularly supplement these exercises by having students analyze short
passages from their own writing. The students can simply apply the directions they have been
using to the analysis of their own writing. (In other words, if they are working at KISS Level
Three, they would analyze their own writing through clauses.) The students can then work in
small groups to check and discuss each others’ work. How often teachers should do this is an
aspect of the art of teaching. But the more you do this, the more that you will probably see
interested, motivated students.
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Section 3.1.1 consists of five types of exercises, all based on compound main clauses (with
few, if any, subordinate clauses). The objective of the first type (four exercises) is to have
students identify the main clauses in compound sentences. The following type (two exercises)
focuses on the logic and punctuation of main clauses. The third (a single exercise) asks students
to combine sentences to create compound main clauses. The fourth is a treasure hunt, and the
fifth asks students to write compound sentences by using a dash, colon, or semicolon.
Suggested Directions for Analytical Exercises
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or
“DO”).
3. Place a vertical line after each main clause.
Probable Time Required: Nine exercises?
Ex. 1.a.From “Why the Cat always Falls upon her Feet”
1.) The serpent drew back, | but the magician's eyes were shut (PA) [#1], | and it went
closer. |
2.) The serpent hissed, | and the flames shot {from its eyes}. |
3.) You shall be known [P] {over the earth} {as the friend} {of man}, | and you shall
always have a home (DO) {in the home} {of man}. |
4.) It struck wildly {at the brave little cat}, | but now the cat had no fear (DO). |
5.) Again and again she leaped {upon the serpent's head}, | and {at last} the creature lay
[#2]
dead (PA). |
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Notes
1. “Were shut” could also be considered a passive verb, but until they study passive voice, I
would expect students to mark “shut” as a predicate adjective. After they have learned to
recognize passive voice, they can join the debate as to whether it is truly a passive or a
predicate adjective.
2. Expect students to be confused here. KISS explains this as a palimpsest pattern, with “lay”
written over “was.”
Ex. 1.b. From “The Birds of Killingworth”
1. The sparrows were chirping, | and hungry crows were calling loudly {for food}. |
2. The farmers {of Killingworth} were plowing the fields (DO), | and the broken clods,
too, told {of spring}. |
3. I put up scarecrows (DO), | but the birds fly {by them} and seem to laugh [#1] {at
them}. |
4. Harvest time came, | but there was no harvest (PN). |
5. The summer came, | and all the birds were dead (PA). |
6. {From the trees} caterpillars dropped down {upon the women's bonnets}, | and they [#2]
screamed and ran. |
7. The men were wrong (PA), | -- something must be done (P). |
Notes
1. At this level, I would accept "seem to laugh" as the finite verb. When the students get to
infinitives (KISS Level Four), they should see "to laugh" as an infinitive. At that point, some
students will see "to laugh" as a direct object; others will see it as an adverb to "seem."
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2. There is a problem in pronoun reference here. (And this sentence is verbatim from the story.)
The antecedent (reference) of "they" is unclear -- grammatically, it could be the bonnets or
the caterpillars, but in terms of meaning it is the women.
Ex. 1.c. From the Writing of Fourth Graders
1. {On February 18, 2003} {after school} I was doing my homework (DO), | and my
mom was cooking dinner (DO). |
2. The rain came down hard and fast [#1], | and I was getting soaked (P) [#2]! |
3. Alice started trying (DO) to turn off the stove [#3], | but she couldn't reach it (DO).
|
4. I got {on my bike}, | my dad pushed me (DO), | and I started. |
5. I wobbled a little bit [NuA], | but then I got my balance (DO) and took off! |
6. I searched the list (DO) {of things} {on the menu}, | and my dad had some
suggestions (DO). |
7. We were missing only one ingredient (DO), | but it was a very important ingredient
(PN) | -- it was the flour (PN). |
Notes
1. Those who do not like to explain “hard” and “fast” as adverbs here can, in KISS, explain them
as predicate adjectives in a palimpsest pattern with “came” written over “was.” Thus the
sentence “The rain came down.” is added to, and the verb written over the verb in, “The rain
was hard and fast.”
2. Grammarians will debate this one (among themselves). Some may not consider this “getting”
formation to be a true passive verb, and still others may prefer to consider “soaked” as a
predicate adjective.
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3. “Stove” is the direct object of the verbal (infinitive) “to turn.” (“Off” can be considered part of
the finite verb phrase or as an adverb to it.) The infinitive phrase functions as the direct
object of the verbal (gerund) “trying,” which, in turn, functions as the direct object of
“started.”
Ex. 1.d. From “The Three Tasks,” adapted from Grimm
1. They wasted their time (DO) and their money (DO) {in all sorts} {of foolish ways}, |
and {before long} they were nearly penniless (PA). |
2. They walked {along the great wide hall}, | but still they saw no one (DO). |
3. Twice they called {to him}, | but he did not answer. |
4. The eldest brother searched the whole day [NuA] long, | but {by sunset} he had found
only a hundred pearls (DO). |
5. The following day [NuA] the second brother tried his luck (DO), | but {by sunset} he
had found but two hundred pearls (DO). |
6. He searched all day [NuA] {amidst the moss}, | but he fared little [#1] better {than his
brothers} [#2]. |
7. The princesses are exactly alike (PA), | but there is one difference (PN). |
Notes
1. The easiest way to explain “little” here is to consider it the remnant of “little bit,” i.e., a noun
phrase used as an adverb.
2. At KISS Level Three, some people will prefer to explain “than his brothers” as the remnant of
an ellipsed subordinate clause -- “than his brothers fared.”
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Ex. 2.a. The Punctuation of Compound Main Clauses
1. The snow lay {in great drifts} {in the deep ravines}, | and chilly winds whistled and
moaned {through the naked tree tops}. |
2. The eyes {of the young man} looked far {into the future}, | and his fancy painted
everything (DO) {with brilliant hues}. |
3. We were much disappointed (P) {on account} {of our failure}, | and we requested our
guide to lead us [#1] back {to camp}. |
4. No two watches go just alike, | yet [#2] each man believes his own (DO). |
5. Elephants are big (PA) and clumsy (PA), | but they can run very fast. |
6. Our barn is low (PA) and dim (PA), | and swallows sweep in and out {through the
doors}. |
7. Henry pushed his sister (DO) {off the sidewalk}, | and one {of his classmates} told
{of the impolite act}. |
8. The queen {of fairies} rides {in a pea-pod carriage}, | and a band {of fireflies} light her
way (DO). |
9. John leads his little brother (DO), | and they follow the policeman (DO) {across the
street}. |
10. “I shall not freeze {to death} {during the long walk}, | but I may freeze my ears
(DO).” |
Notes
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1. “Guide” is the subject and “us” is the direct object of the infinitive “to lead.” The infinitive
phrase functions as the direct object of “requested.”
2. “Yet” here means “but.”
Ex. 2.b. From “Billy Mink's Swimming Party”
The original text is:
Billy Mink was coming down the bank of the Laughing Brook. Billy Mink was
feeling very good indeed. He had had a good breakfast, the sun was warm, little white
cloud ships were sailing across the blue sky and their shadows were sailing across the
Green Meadows, the birds were singing and the bees were humming. Billy Mink felt like
singing too, but Billy Mink's voice was not meant for singing.
Billy Mink was coming {down the bank} {of the Laughing Brook}. | Billy Mink was
feeling very good (PA) indeed. | He had had a good breakfast (DO), | the sun was
warm (PA), | little white cloud ships were sailing {across the blue sky} | and their
shadows were sailing {across the Green Meadows}, | the birds were singing | and the
bees were humming. | Billy Mink felt {like singing [#1]} too, | but Billy Mink's voice
was not meant (P) {for singing [#1] }. |
Notes
The six main clauses in the third sentence are basically joined by commas (items in a list)
because they list the reasons for Billy’s feeling good. The last two are joined by “and,” as is the
rule for items in a list, but no comma precedes this “and.” The exception to the preceding is the
two clauses that are joined by “and” as opposed to the commas. They are probably so joined
because they belong together--they are both about the ships.
In the last sentence, the two main clauses are joined by “, but” because the first clause leads
one to expect that Billy would sing. The “but” clause explains the exception to those
expectations.
1. Gerund that functions as the object of the preposition.
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Ex. 3. Compounding Main Clauses: Based on “The Twin Sisters”
The original sentences:
1. Everybody called the two cottages the twin houses for another reason: the owners were twins.
2. Matilda’s life was lonely and cold; no one went to see her.
3. Katrinka’s house always echoed with the laughter of children; everyone went to see her.
4. Matilda was very angry, but Katrinka ran laughing to the door and greeted all with her
kindliest smile.
5. This is our birthday and I have brought you half of the presents which were given me!
6. They were given to me and I give them to you!
7. You must live in my house and pretend that you are me, and I will live in your house and
pretend that I am you!
8. So Matilda went over to Katrinka’s cottage and went to bed and Katrinka stayed in Matilda’s
cottage, but she did not go to bed.
9. In the morning neighbors came to Katrinka’s house, and Matilda, taking Katrinka’s place met
them with a smile, and soon in spite of herself she was laughing and enjoying herself.
10. One night while Matilda sat at her dark window looking across at Katrinka’s house, she saw
a crowd of people tip-toeing up to the stoop with baskets under their arms and flowers in
their hands and when all had crowded upon the porch they stamped their feet and made a
great noise.
Complete Analysis Key [FYI]
1. Everybody called the two cottages (DO) the twin houses [#1] {for another reason}: | the
owners were twins (PN). |
Since the second main clause equals the “reason” noted at the end of the first main
clause, this sentence supports the idea that a colon emphasizes a similarity.
2. Matilda’s life was lonely (PA) and cold (PA); | no one went to see her [#2]. |
The second main clause presents a cause for the first. I don’t see a contrast.
3. Katrinka’s house always echoed {with the laughter} {of children}; | everyone went to
see her [#2]. |
The second main clause presents a cause for the first. I don't see a contrast.
4. Matilda was very angry (PA), | but Katrinka ran laughing [#3] {to the door} and
greeted all (DO) {with her kindliest smile}. |
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5. This is our birthday (PN) | and I have brought you (IO) half (DO) {of the presents}
[Adj. to "presents" which were given (P) me [#4]]! |
The lack of a comma after “birthday” may be considered acceptable here because the first
main clause is so short.
6. They were given (P) {to me} | and I give them (DO) {to you}! |
The main clauses are short.
7. You must live {in my house} and pretend [DO that you are me (PN)], | and I will
live {in your house} and pretend [DO that I am you (PN)]! |
8. So Matilda went over {to Katrinka’s cottage} and went {to bed} | and Katrinka
stayed {in Matilda’s cottage}, | but she did not go {to bed}. |
9. {In the morning} neighbors came {to Katrinka’s house}, | and Matilda, taking
Katrinka’s place [#5] met them (DO) {with a smile}, | and soon {in spite} {of herself}
she was laughing and enjoying herself (DO). |
10. One night [NuA] [ [#6] while Matilda sat {at her dark window} looking [#7] across {at
Katrinka’s house}], she saw a crowd (DO) {of people} tip-toeing [#8] up {to the stoop}
{with baskets} {under their arms} and {*with* flowers} {in their hands} | and [Adv. to
"stamped" and "made" when all had crowded {upon the porch}] they stamped their
feet (DO) and made a great noise (DO). |
Notes
1. KISS considers “houses” to be a predicate noun after an ellipsed *to be* -- “called the two
cottages *to be* the twin houses.” This avoids the tangle of the traditional “objective” and
“subjective” complements, which are defined differently in different grammar texts.
2. “Her” is the direct object of the verbal (infinitive) “to see.” The infinitive functions as an
adverb to “went.”
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3. “Ran laughing” can be considered the finite verb here by considering it a palimpsest pattern
with “ran” written over “was laughing.” The alternative is to explain “laughing” as a verbal
(a gerundive) to “Katrinka.”
4. “Me” is a retained indirect object after the passive “were given.”
5. “Place” is the direct object of “taking” which is a verbal (gerundive) that modifies “Matilda.”
Most grammar textbooks would probably suggest a comma after “place,” thereby setting off
“taking Katrinka’s place.”
6. This clause can be explained as an adjective to “night” and/or as an adverb to “saw.”
7. “Looking” is a verbal (a gerundive) that modifies “Matilda.”
8. “Tip-toeing” is a verbal (a gerundive) that modifies “people.” When they get to noun
absolutes, some students will prefer to see “people tip-toeing” as the core of a noun absolute
phrase (that extends to “hands”). The entire noun absolute phrase functions as the object of
the preposition “of.”
K
KIISSSS L
Leevveell 33..11..22—
—SSuubboorrddiinnaattee C
Cllaauusseess
N
Nootteess ffoorr T
Teeaacchheerrss
The ability to untangle subordinate clauses may be the most important thing that most
students need from a formal study of grammar. Once they can do so, and once they understand
the idea of chunking, they can understand almost all the “errors” that are typically worried about
-- comma-splices, run-ons, and fragments are all clause boundary errors. But beyond errors, the
ability to identify and discuss clauses will enable students to explore major areas of logic and
style. These are, I would suggest, more important than the primary KISS objective—the ability
to explain every word in every text.
Yes, students will know and do more, if they can identify the types of verbals (gerunds,
gerundives, and infinitives), appositives, and noun absolutes, but an understanding of those
constructions will not help students much if they cannot untangle the clauses in any sentence.
This section explains the most frequently used types of clauses—those that function as simple
nouns, adjectives, and adverbs. More complicated (and less frequent) clauses are introduced in
KISS Level 3.2.
17
The exercises at this level (3.1.2) consist almost entirely of "Level-One" clauses -- generally
one subordinate clause within a main clause. Clauses are, however, frequently embedded within
clauses, as in:
They knew [that the man [who stole Sunday] was a magician].
Many students are amazed to learn that there can be clauses within clauses. KISS Level 3.1.3
focuses on untangling embedded clauses.
Two Approaches to Teaching Clauses—Learning Curves
The question here is how and how quickly does one introduce students to the kinds and
embedding of clauses. The question implies a continuum, not an “either/or” distinction. In
essence, it is a question of learning curves—gradual or steep. I myself prefer the steep curve
because it requires students to learn and apply an analytical procedure that they will need
anyway (to untangle sentences that include multiple subordinate clauses). Ultimately, it is also
faster. The other primary advantage of the steep curve approach is that it forces students to think,
right from the beginning. The exercises in this level are organized to address both learning
curves,
The Steep Curve Approach
In the steepest of the steep-curve approaches, students are introduced to clauses, main and
subordinate and embedding, all at the same time. They are given the instructional material and
told to follow the analytical procedure:
Identify prepositional phrases, and then S/V/C patterns. For every S/V/C
pattern, there is a clause. Check for conjunctions and compounding. Check
for subordinating conjunctions, and then, if all the clauses are not explained,
begin with the last S/V/C pattern and work your way backward. Find the
first and last words in the clause, and determine how the clause functions—
noun, adjective, or adverb.
This approach works, but teachers have to expect initial confusion (and errors) from the students
until they get the hang of it. Most students' difficulty here is not really with KISS and grammar.
It is much more fundamental—they have not been taught how to solve multi-step problems.
18
In KISS Level 1.2, it was explained that in Endangered Minds: Why Children Don't Think-and What We Can Do About It, Jane Healy discusses the following question (p. 189):
National Math Assessment:
Sample Question
Only 6.4% of the 17-year-olds could solve multi-step problems like
this one:
R
S
40
35
25
15
T
V
W
In the figure above, R, S, T, V, and W represent numbers. The
figure is called a magic square because adding the numbers in any
row or column or diagonal results in the same sum. What is the
value of R? 30; 40; 50; can’t tell.
Source: “The Mathematics Report Card: Are We Measuring-Up?”
As the figure notes, “Only 6.4% of the 17-year-olds could solve multi-step problems like this
one.”
Perhaps the most fundamental weakness in most education is the focus on “knowing what”
rather than on “knowing how” to solve multi-step problems. Math teachers, for example,
regularly struggle, trying to get the students to follow the procedures (steps) for solving
problems. At the college level, the problems are more wide-spread. Particularly in the technical
areas, professors complain that students seem to think that either one knows the answer or one
does not. Many students refuse to learn the steps (the “how”) to solve problems. But in the
19
technological world in which we live, all the important problems require multi-step processes for
their solution.
Most grammar books, of course, teach “what,” not “how.” But if you have been working
with the KISS Approach, you have already seen one procedure—the steps for determining
complements. The procedure for distinguishing the types of clauses simply builds upon that one,
but I cannot overly emphasize its importance. The KISS Approach, in other words, not only
helps students to learn how to identify clauses fairly easily and quickly—it also helps students
understand the importance of multi-step thinking.
To use the steep leaning curve, have your students use the analytical procedure and do the
exercises in the first section, “Mixed Subordinate Clauses.” If they can do them, you can skip the
exercises that focus just on noun clauses as direct objects, on adverbial clauses, and those on
adjectival clauses. (You may, however, want to have them do some of the combining and logic
exercises in those sections.)
The Gradual Curve
If the steep curve seems to be too steep, start with the sections on the various types of
clauses. In them, students are first introduced to noun clauses that function as direct objects. The
reasons for this are simple: 1.) subordinate clauses that function as direct objects are very
common, and 2.) these students have already been taught to look for and identify the
complements of verbs. In a sentence such as “We asked if we could go to the park,” students are
going to look for the complement of “asked” by asking “Asked what? They can meaningfully see
that the answer to that question is “if we could go to the park.” Having studied compound man
clauses, and thus having a sense of what a “clause” is, they can understand that “if we could go
to the park” is a clause and that it functions as the direct object of “asked.” This approach,
therefore, should clarify rather than confuse them.
The next section focuses on adverbial clauses (because the conjunctions are relatively easy
to identify), and the next is on adjectival clauses. KISS instructional materials include a “special
focus” on what are called “mid-branching” adjectival clauses simply because some students are
confused by them. “Mid-branching” means that the subordinate clause appears between the
subject and verb of the main clause. (“Left-branching” appear before the main clause, and “right
branching” appear after.) “Branching” raises some interesting stylistic questions, but the point
20
here is that in a sentence such as “The man who stole Sunday was a magician,” many students
will look at “stole” and see “man” as its subject. They are not accustomed to seeing an S/V/C
pattern between a subject and its verb. Thus KISS has a few exercises to help them—if they need
them. Students are then introduced to the less frequently used other noun clauses—objects of
prepositions, subjects, and predicate nouns.
If you are using this approach, you can then go back to the “Mixed” section as a general
"bringing it all together."
Noun Clauses as Direct Objects—Quotations
As always in KISS, the attempt should be made to help students master the basic, most
commonly used constructions first. There is, however, one relatively simple question that is not
addressed in most, if any, textbooks, but which should be addressed if you are going to have
students analyze real texts. It involves main-clause breaks in quotations. For example:
Tammy whispered, “What’s making that noise? It scares me.”
In terms of meaning, the whole quotation is the direct object of “whispered,” but in many cases
the quotation continues for several sentences, and sometimes even for paragraphs. The KISS
approach, therefore, is to end the initial main clause at the end of the first main clause in the
quotation:
Tammy whispered, [DO “What’s making that noise (DO)?] |
It scares me (DO).” |
The Dual Functions of Some Subordinate Conjunctions
This is, perhaps, a minor point, but at least one “grammarian” (I believe it was on the ATEG
list.) claimed that subordinating conjunctions do not have a function within their clauses. That is
true of some of the adverbial conjunctions (“because,” “since,” “so”), but it is definitely not true
of conjunctions like “who,” “whom,” “whose,” “which,” and “that.”
Consider, for example, the sentences:
1. That is the girl who won the game.
2. She is the woman whom I met yesterday.
3. That is the person whom I was thinking of.
4. That is the book that they were talking about.
5. It is a problem about which much has been written.
21
We use “who” in the first, and “whom” in the second, precisely because the conjunctions DO
have a function within their clauses. No one would accept “That is the girl whom won the game”
as an acceptable sentence.
In (3), Standard American English considers “whom” the “proper” form precisely because it
functions simultaneously the subordinating conjunction and the object of the preposition “of.”
By analogy, in (4) “that” is simultaneously the subordinating conjunction and the object of the
preposition “about,” as is “which” in (5).
Most pedagogical grammars do not deal with this question because they categorize words
rather than analyze sentences, and apparently some grammarians themselves are stuck on
categories as sorting boxes—a word has to belong in one box, or another. It can’t have more than
one function. But that simply is not true.
Suggested Directions for Analytical Exercises
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or
“DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its
function. If it functions as an adjective or adverb, draw an arrow from the opening bracket to
the word that the clause modifies.
4. Place a vertical line after each main clause.
Probable Time Required: See the Introduction.
Mixed Subordinate Clauses:
Ex. 1.a Based on “Why the Woodpecker’s Head Is Red” (1)
1. [Adv. to "came" Before he could run], another arrow came, | and this one struck
him (DO) right [#1] {on his crest}. |
2. North [NuA], south [NuA], east [NuA], and west [NuA] he blew the deadly fever (DO) [Adj.
to "fever" that killed the women (DO) and the little children (DO)]. |
22
3. One day [NuA] the woodpecker said {to the Great Spirit}, [DO “Men do not like me
(DO).” ] |
4. The heart {of the warrior} was so strong (PA) [Adv. to "so" that the fever could not
kill him (DO)]. |
5. You are the man (PN) [Adj. to "man" who wished to fight [#2]]. |
6. He came straight {out of his gloomy lodge}, | and [Adv. to "blew" as he came], he
blew the fever (DO) all {about him}. |
7. Then was seen (P) the greatest fight [Adj. to "fight" that the sun had ever looked upon]. |
Notes
1. “Right” functions as an adverb that modifies the following prepositional phrase. “Straight”
and “all,” in #6, do the same thing.
2. The verbal (infinitive) “to fight” functions as the direct object of “wished.”
Ex. 1.b. Based on “Why the Woodpecker’s Head Is Red” (2)
1. The warrior was not so proud (PA) [Adv. (result) to "so" that he could not listen {to
a little bird}]. |
2. Little bird [DirA], you have been a good friend (PN) {to me} [#1], | and I will do all
(DO) [Adj. to "all" that I can] {for you}. |
3. This story shows [DO how a little bird helped a strong warrior (IO) [#2]]. |
4. There was once a cruel magician (PN) [Adj. to "magician" who lived {in a gloomy
wigwam} {beside the Black Sea-Water} [#3]]. |
5. The arrow came so close {to the crest of feathers} [Adv. (result) to "so" that the
magician trembled {with terror}]. |
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6. [Adv. (condition) to "will come" If one wishes to help [#4]], the day will come [Adj. to
"day" [#5] when he can help]. |
Notes
1. Because this “to me” can be put earlier in the sentence (“To me, little bird, ....”) some people
will see it as an adverb to “have been.” Alternatively, however, some people may see it as
functioning as an adjective to “friend.”
2. The direct object of “helped” would be an infinitive. In context, for example, the bird helped
the warrior (IO) beat (DO) the magician.
3. Alternatively, “beside the Black-Sea water” can be explained as an adverb to “lived.”
4. The verbal (infinitive) “to help” functions as the direct object of “wishes.”
5. My guess is that most grammarians would consider this clause, as I do, as functioning as an
adjective to “day.” However, I can also see how some people may consider it as adverbial to
“will come.”
Ex. 1.c. Based on “The Nightingale”
1. The next night [NuA] [ [#1] when he heard it (DO) again] he would again exclaim, [DO
“Heavens [Inj], how [#2] beautiful (PA) it is!” ] |
2. [Adv. to "said" When they heard the nightingale (DO)] they all said, [DO “This is
better (PA) (than anything}!” |
3. There was hurrying (PN) [#3] to and fro, | and *there was* a great draught (PN), |
but this was just [PN what made the bells ring [#4] ]. |
4. [Adv. to "could sing" When the bird was wound up] it could sing one (DO) {of the
songs} [Adj. to "songs" the real one sang]. |
5. But one evening [NuA] [ [#1] when the bird was singing its best [#5] ], and [ [#6] *when*
the emperor was lying {in bed} listening [#7] {to it}], something gave way [#8]
{inside the bird} {with a “whizz.”} |
24
6. The poor fishermen [#9] [Adj. to "fishermen" who had heard the real nightingale
(DO)] said, [DO “It sounds very nice (PA)], and [DO it is very {like the real one}
(PA) [#10] ], but [DO there is something wanting [#11] ].” |
7. It sang {about the quiet churchyard}, [ [#12] when the roses bloom], [Adj. to
"churchyard" where the elder flower scents the air (DO)], and [Adj. to "churchyard"
where the fresh grass is ever moistened (P) anew {by the tears} {of the mourner}]. |
Notes
1. Most readers probably chunk this clause to “night,” which would make it an adjective. Some
people, however, may prefer to explain it as an adverb to “would exclaim.”
2. “How” functions simultaneously as a subordinating conjunction and as an adverb to
“beautiful.”
3. “Hurrying” is a verbal (a gerund).
4. “Bells” is the subject of the verbal (infinitive) “ring.” The infinitive phrase functions as the
direct object of “made.”
5. Grammarians will have a variety of explanations for “it best.” Some people might consider it
to be a direct object of “singing,” but to me it explains how the bird was singing, so I would
consider it a noun (pronoun) used as an adverb.
6. Note that the “and” connects this clause to the preceding one, creating a parallel construction
in which both clauses function in the same way.
7. “Listening” is a verbal (gerundive} to “emperor.”
8. “Gave way” is idiomatic for “broke.”
9. This seems as if it should be singular, but “fishermen” is what is in the source.
10. Alternatively, and equally validly, some people will explain this phrase as an adverb to “is.”
11. Students will intuitively sense that “something wanting” goes together, but they will be
confused about how to explain it. Take anything that makes sense. “Something” can be
explained as a predicate noun and “wanting” as a gerundive that modifies it, but this
explanation reduces “wanting” to a modifier. Ultimately, KISS explains “something
wanting” as a noun absolute that functions as a predicate noun.
25
12. “When” is an unusual conjunction for a subordinate clause that modifies a noun that is not a
time word, but clearly this clause specifies the setting of the churchyard that is sung about.
Ex. 1.d. From “The Poplar Tree,” by Flora J. Cooke
1. The gold belonged {to Iris}, [Adj. to "Iris" who had a rainbow bridge (DO) {to the
earth}]. |
2. *You* Do not return [Adv. to "not" until you have found the treasure (DO)]. |
3. It was the very pot (PN) {of gold} [Adj. to "pot" that lies {at the foot} {of the rainbow}]. |
4. The poplar [Adj. to "poplar" that stood {by the path}] was the first (PN) to hold up
his [#1]. |
5. Every [#2] one knows [DO that the poplar is an honest and upright tree (PN)]. |
6. An old man came {through the forest} [Adj. to "forest" [#3] where the poplar trees
lived]. |
Notes
1. For KISS Level Four -- “His” can be considered a pronoun that functions as the direct object
of the infinitive “to hold.” In the story, however, this sentence is preceded by “All of the
trees held up their branches.” Thus “his” can also be explained as an adjective that modifies
the ellipsed direct object, “branches.” The infinitive phrase functions as an adjective to
“first.”
2. Today, we would normally write this as “everyone,” but the older, two-word version is
frequently found in literary texts.
3. Most people will probably see this clause as an adjective to “forest,” but some people may see
it as adverbial to “came,” and it would be difficult to prove them wrong.
Ex. 1.e. From the Writing of Fourth Graders
1. [Adv. to "asked" When I walked up {to her},] I asked, [DO "Jane [DirA], are you
okay (PA)?"] |
26
2. [Adv. to "noticed" As I was doing that (DO),] I noticed [DO that there were little
chopped up mushrooms (DO) {in it}]. |
3. [Adv. to "realized" As I opened my mouth (DO), and took a bite (DO),] I realized
[DO that they were not half [NuA] bad (PA)]. |
4. [DO "Lucky is going to love this maze (DO)!"] I thought {to myself}, [Adv. to
"thought" as I made a maze (DO) {for my new hamster} [#1]]. |
5. [Adv. to "thought" When we all sat down,] I thought [DO that the noodles were
worms (PN)]! |
6. The first time [Adj. to "time" I tried Mac and Cheese (DO)] was [PN when I was
five (PA)]. |
7. [Adv. to "realized" When dad tried to take the pan [#2] {off the stove},] we realized
[DO that the pan was melted (P) {to the stove}]. |
Notes
1. This phrase could also be explained as an adjective to “maze.”
2. “Pan” is the direct object of the verbal (infinitive) “to take.” The verbal phrase functions as the
direct object of “tried.”
Ex. 1.f. From the Writing of Fourth Graders
1. [Adv. to "said" When my mom was done,] I said, [DO "I don't want the rest (DO)
{of this}, mom [DirA]."] |
2. [DO "Thanks [#1], I owe you (IO) one (DO),"] I said [Adv. to "said" as I was
breathing in and out]. |
3. A time [Adj. to "time" I tried something (DO) new [#2]] is [PN when my sister and I
tried to cook a surprise breakfast [#3] {for my mom and dad}]. |
27
4. [Adv. to "asked" When my mother came in,] she asked us (IO) [DO if we got the
hang (DO) {of it} yet]. |
5. Then I tried to turn the stove [#4] off, | but every time [NuA] [Adj. to "time" I tried], it
felt [Adv. to "felt" like I was going to get burnt (PA)]. |
6. I'm very glad (PA) [Adv. to "glad" that I built that maze (DO),] [Adv. to "am"
because my hamster, Lucky [#5], loved to play [#6] {in it}, and crawl [#6] around {in
it}]. |
7. I opened my eyes (DO) and slumped down {in my chair} as far [Adv. to "as" as I
could], and could never have guessed [DO what was going to happen next]. |
Notes
1. “Thanks” is an ellipsed form of “I thank you,” or “I give you thanks.”
2. “New” is a post-positioned adjective to “something.”
3. “Breakfast” is the direct object of the verbal (infinitive) “to cook.” The infinitive phrase
functions as the direct object of “tried.”
4. “Stove” is the direct object of the verbal (infinitive) “turn (off).” The verbal phrase functions
as the direct object of “tried.”
5. “Lucky” is an appositive to “hamster.”
6. “To play” and “crawl” are verbals (infinitives) that function as direct objects of “loved.”
R
Reew
wrriittiinngg SSuubboorrddiinnaattee C
Cllaauusseess aass M
Maaiinn C
Cllaauusseess
Remember that the objective of this exercise is to increase the flexibility of students’
writing. Even though the two main clauses may sound worse than the subordinate clause, it is
important that students be able to change a subordinate clause into a main one. The versions
given below suggest some of the possibilities. Some students will rewrite the sentences in other
interesting ways. In the (b) notes below, I have suggested some of them and noted the
constructions that would be used. If students use these, you can tell them that they have written
28
interesting (correct) sentences, and even, if you wish, which constructions they have used, but try
to make sure that students also understand how to rewrite the originals as two main clauses.
Ex. 2.a. Based on “Making the Best of It”
A
A.. SSuubboorrddiinnaattee ttoo M
Maaiinn
1. They were standing at the henhouse window watching the falling snow which covered every
nook and corner of the farmyard.
a. They were standing at the henhouse window watching the falling snow. It covered every
nook and corner of the farmyard. [Note how making "It covered" a main-clause subject
and verb puts more focus on it.]
b. They were standing at the henhouse window watching the falling snow cover every nook
and corner of the farmyard. [verbal]
2. In fact, all the feathered folk who were in the henhouse seemed cross and fretful.
a. In fact, all the feathered folk were in the henhouse, and they seemed cross and fretful.
In fact, all the feathered folk were in the henhouse. They seemed cross and fretful.
b. In fact, all the feathered folk in the henhouse seemed cross and fretful. [prepositional
phrase]
In fact, all the feathered folk were in the henhouse and seemed cross and fretful.
[compound main verbs]
In fact, all the feathered folk, seemingly cross and fretful, were in the henhouse.
[adjectives]
3. As the cold wind howled around their house, hour after hour went by.
a. The cold wind howled around their house. Hour after hour went by.
The cold wind howled around their house, and hour after hour went by.
b. Hour after hour, the cold wind howled around their house. [Noun Used as Adverb]
4. Sunshine, rain, or snow were all the same to the handsome white rooster who crowed quite as
merrily in stormy weather as in fair.
a. Sunshine, rain, or snow were all the same to the handsome white rooster. He crowed quite
as merrily in stormy weather as in fair.
b. I don't see a one-clause option here. Different subordinate conjunctions could change the
logic of the subordinate clause from identity ("who") to time ("rooster as he") or to the
speaker's/ writer's cause for stating the main clause ("rooster, for he"). But logical
differences in subordinating conjunctions are not part of this assignment.
5. He laughed when he looked about the henhouse.
a. He laughed, and he looked about the henhouse.
29
b. He laughed and looked about the henhouse. [compound main verbs]
With a laugh, he looked about the henhouse. [prepositional phrase]
He looked about the henhouse with a laugh. [prepositional phrase]
With a look about the henhouse, he laughed. [prepositional phrase]
Laughing, he looked about the henhouse. [verbal]
Looking about the henhouse, he laughed. [verbal]
B
B.. M
Maaiinn ttoo SSuubboorrddiinnaattee
1. Nobody answered the white rooster, but a faint cluck or two came from some of the hens.
a. Although [while] nobody answered the white rooster, a faint cluck or two came from
some of the hens.
2. This was too much for the white rooster. He stood first on one yellow foot and then on the
other.
a. This was too much for the white rooster, who stood first on one yellow foot and then on
the other.
b. Because this was too much for the white rooster, he stood first on one yellow foot and
then on the other.
c. This was too much for the white rooster so he stood first on one yellow foot and then on
the other.
3. A brave little white bantam rooster hopped down from his perch. He strutted over to the big
rooster.
a. A brave little white bantam rooster, who hopped down from his perch, strutted over to the
big rooster.
b. A brave little white bantam rooster, who strutted over to the big rooster, hopped down
from his perch.
c. After he hopped down from his perch, a brave little white bantam rooster strutted over to
the big rooster.
4. The smallest chickens were stretching their wings. They looked a little more cheerful.
a. The smallest chickens, who were stretching their wings, looked a little more cheerful.
b. The smallest chickens, who looked a little more cheerful, were stretching their wings.
c. Because the smallest chickens were stretching their wings, they looked a little more
cheerful.
5. Now, the horses, cows, and sheep were not far away. They heard the happy voices.
a. Now, the horses, cows, and sheep were not far away when they heard the happy voices.
30
b. Now, because the horses, cows, and sheep were not far away, they heard the happy
voices.
c. Now, the horses, cows, and sheep, who were not far away, heard the happy voices.
d. Now, the horses, cows, and sheep, who heard the happy voices, were not far away.
Ex. 2.b. Adapted from the Writing of Fourth Graders
A. Rewriting Subordinate Clauses as Main Clauses
Directions: Rewrite each sentence by changing the finite verb in the subordinate clause into a finite verb
in a main clause. (You can do this by creating two main clauses or by creating compound finite verbs in
one main clause.)
The following five sentences can be rewritten either as separate sentences or as
compound main clauses. I've done some one way, and some the other.
1. So [#1] [Adv. to "fell" when I took a bite (DO) {of the pizza casserole},] the meat fell
{out of it}. | [16 w/mc; focus in on "fell" with a logical connection of time]
So I took a bite of the pizza casserole, | but the meat fell out of it. | [8 w/mc]
2. [Adv. to "rode" Once my motor scooter was charged (P) ], I rode it (DO) some more
[NuA]
. | [11 w/mc; focus in on "rode" with a logical connection of time]
My motor scooter was charged. | Then I rode it some more. | [5.5 w/mc]
3. Dad told me (IO) [DO we were having Mac and Cheese (DO), [Adj. to "Mac and
Cheese" which is yummy noodles (PN) covered [#2] {in cheese}]]. | [16 w/mc; focus in
on "told" and the logical connection is identity (non-restrictive)]
Dad told me we were having Mac and Cheese. | It is yummy noodles covered in cheese. |
[8 w/mc]
4. I'm very glad (PA) [Adv. to "glad" that I built that maze (DO)], [Adv. to "am glad"
because my hamster, Lucky [#3], loved to play [#4] {in it}, and crawl [#4] around {in
it}]. | [22 w/mc; focus in on "am glad" with a logical connection of cause/effect]
I'm very glad that I built that maze | -- My hamster, Lucky, loved to play in it, and crawl
around in it. | [10.5 w/mc]
5. I went outside {with my dad} [Adj. to "dad" who held my bike (DO) [Adv. (purpose) to
"held" so I could get on. | [15 w/mc; focus in on "went" and the logical connection is
identity (restrictive?)]
31
I went outside with my dad. | He held my bike so I could get on. | [7.5 w/mc]
B. Rewriting Main Clauses as Subordinate
Directions: Rewrite each sentence by changing a main clause into a subordinate clause.
1. There were spooky noises (PN). | They didn't scare me (DO) but almost made my
brother jump [#5] {out of his pants}. | [9 w/mc]
There were spooky noises [which didn't scare me but almost made my brother jump out
of his pants]. | [18 w/mc; focus in on "were" and the logical connection is identity
(restrictive) (A comma after "noises" would make it non-restrictive)]
[Although there were spooky noises], they didn't scare me but almost made my brother
jump out of his pants. | [19 w/mc; focus in on "didn't scare" and the logical connection is
concession -- one would expect the spooky noises to scare. This version is awkward
because the "although" conflicts with "made my brother jump."]
2. {After school} I was doing my homework (DO) | [#6] and my mom was cooking
dinner (DO). | [6.5 w/mc]
After school, [while I was doing my homework,] my mom was cooking dinner. | [13
w/mc; focus in on "was cooking" and the logical connection is either identity (to the
phrase "to school) or time to "was cooking.]
3. Rrrrzoomrrrr [NuA], I was testing out my new motor scooter (DO). | I very much liked
it (DO). | [7 w/mc]
Rrrrzoomrrrr, I was testing out my new motor scooter, [which I very much liked]. | [14
w/mc; focus in on "was testing" and the logical connection is identity (non-restrictive).]
Rrrrzoomrrrr, [after I tested out my new motor scooter], I very much liked it]. | [14
w/mc; focus in on "liked" and the logical connection is time]
4. It was dark (PA). | I went inside and watched T.V. (DO) | [4.5 w/mc]
[When it was dark], I went inside and watched T.V. | [10 w/mc; focus in on "went" and
the logical connection is time]
[Because it was dark], I went inside and watched T.V. | [10 w/mc; focus in on "went"
and the logical connection is cause/effect]
32
5. My cousin Jimmy [#7] and I went down {to the beach} {with my buggyboard}. | Jimmy
is thirteen (PA). | [8 w/mc]
My cousin Jimmy, [who is thirteen], and I went down to the beach with my buggyboard.
| [16 w/mc; focus in on "went" and the
logical connection is identity (non-restrictive).]
Notes
1. “So” can be explained either as an adverb or as a coordinating conjunction. See KISS Level
3.2.2 - “So” and “For” as Conjunctions.
2. “Covered” is a verbal (gerundive) that modifies “noodles.”
3. “Lucky” is an appositive to “hamster.”
4. “To play” and “crawl” are verbals (infinitives) that function as direct objects of “loved.”
5. “Brother” is the subject of the infinitive “jump.” The infinitive phrase functions as the direct
object of “made.”
6. Some people may feel that there should be a comma here, but you will find many writers who
do not use one in sentences like this one.
7. Jimmy is an appositive (restrictive) to “cousin.”
T
Thhee L
Looggiicc ooff SSuubboorrddiinnaattee C
Cllaauusseess—
—N
Nootteess ffoorr T
Teeaacchheerrss
“Ugh, logic!” So wrote a contributor to the NCTE-Talk discussion list. I can understand
what might have been the reason behind the comment. College courses often “introduce”
students to a field of study by focusing on what interests the instructor, and not on what the
students need. Logic can become extremely complex. But it need not be, and it should not be for
beginners. Indeed some basic logic was taught for decades in the grammar books that explained
the various types of adverbial clauses—time, space, cause, purpose, result, manner, etc. I was
deeply shocked and saddened when I heard a member of the NCTE Assembly for the Teaching
of Grammar state that there is no need for students to learn these types of clauses. There is a
need, a very desperate need.
Over the years, I have heard numerous college instructors complain that students answer
every question as if it were a “What?” question. Instructors ask why (cause) something
happened, and students respond with what (identity) happened. Instructors ask how (manner)
33
something is done, and students explain what (identity) is done, but not how. This is not only
basic logic, but it is a fundamental problem for instructors, students, and society as a whole.
There are many ways in which logic can be integrated into the teaching of grammar. I love
Hume’s three primary distinctions (identity, extension in time or space, and cause/effect) because
they are very simple and extremely powerful. Students will probably be able to look at any
modification relationship and intelligently discuss it in terms of these three categories. The KISS
instructional material includes the traditional types of adverbial clauses within the framework of
Hume’s categories.
You may have noted that KISS introduces some basic logic underlying grammar in Level
1.2 (Adding Complements). There students are taught to recognize predicate nouns based on the
equal identity of subject and complement. Level 1.3 (Adding Adjectives and Adverbs) includes
two exercises on the logic of adjectives and adverbs. An exercise on the logic of coordinating
conjunctions could be added to Level 1.4 (Compounding). “And,” “or,” and “but” almost always
involve whole/part logical relationships. “And” joins elements (parts) to create a whole group—
“men and women,” “Democrats and Republicans.” Even the narrative “and” unites the individual
events (parts) into the whole story. “Or,” on the other hand, divides an implied whole group into
two parts—“men or women,” “Democrats or Republicans.” Finally, “but” often takes an
exception (part) out of a whole group—“They went shopping, but Mary didn’t go with them.”
The preceding is a simplification, but the point is that distinct logical relationships underlie all
the syntactic connections in and between sentences.
The amount of time you spend on these logical connections is, of course, optional, but I
would strongly suggest that you at least introduce your students to these exercises. And I
emphasize the “introduce.” Remember, KISS teaches students to analyze real, randomly selected
texts. With the exception of adverbial clauses of manner and concession, the logical concepts
used in KISS should be easily understood by most students—the logical relationships of time,
space, cause, effect, purpose, condition, and comparison are fairly easily perceived.
But to analyze real texts, students need to expect the unexpected and to think about what
sentences mean. For example, “If he wins, I’ll win a bet” includes a clear “if” clause of
condition. But in real texts, you may find this written as “Should he win, I’ll win a bet.” In that
format, there is no subordinating conjunction, so some students may have problems even in
34
identifying the subordinate clause. Fortunately, the “should he win” format is relatively rare.
Trying to introduce students to all of these rarities at this point in their work will only confuse
them, so expect students to have problems.
At this point in the development of KISS, the logic of clauses (primarily of adverbial
clauses) is limited to just five exercises, and they are spread over what should be at least three
years. In Level 3.1 there is one exercise in “Mixed Subordinate Clauses,” one in the “Focus on
Adverbial Clauses,” and one each in the “Practice/Application” sections for Levels 3.1, 3.2, and
4. More exercises should be added, but they are not easy to make, and at this point it is a matter
of time. Each exercise is designed to include at least one of the various types of logical
connection, but that means, for example, that most exercises include only one adverbial clause of
time, but there are many subordinating conjunctions that convey the time relationship—“when,”
“while,” “after,” “before,” “as,” “since,” etc.
Another complication is that subordinating conjunctions are often ellipsed, as in “I’m sure
*that* students will be confused.” (Remember that in KISS, we use the asterisks to indicate
words that are ellipsed.) Still another difficulty in KISS Level 3.1 is that the exercises on logic
precede the section on untangling embedded clauses (Section 3.1.3). (Finding examples in real
texts of sentences that use the various kinds of logical connections, and are not heavily
embedded is not easy.)
Some students will master these complications quickly, but others will need more practice, more
exercises. You can, of course, find additional exercises on the KISS site, exercises that are in
books for different grade-levels, but perhaps the most important thing that you can do at this
point is, as always, emphasize the procedure and meaning.
Many students, for example, will initially try to identify the logical relationship of the clause
just by looking at the conjunction. If they see “when,” they will consider the clause as an
adverbial clause of time. But “when” also introduces both noun and adjectival clauses:
When he will arrive is not known. [Subject of “is (not) known”]
Remember the day when we went to the lake? [Adjectival to “day”]
The procedure, therefore, is to:
1. identify the subordinate clause—with what word does it begin, and with what word
does it end?
35
2. determine its type (by syntactic function) -- noun, adjective, or adverb?
3. then determine (by meaning) the logical connection between the clause and what it
modifies.
If they use this procedure, most students should have little trouble in identifying the logical
functions of most subordinate clauses, particularly the simple ones.
As for the more complicated ones, there often is not one “right” answer. After all, there are
philosophers who claim that there is no such thing as cause/effect. This gets us into highly
philosophical questions that are far beyond what we should expect students in grades three
through twelve to deal with. The point here is that students (and adults) should be expected to
disagree about what is, and what is not, “condition,” “concession,” and even “manner.” Hume
implied that “manner” is a type of cause/effect relationship. But is it? As you may see, I’ve often
included comments about such clauses in the analysis keys. Sometimes I try to explain why a
specific clause of manner does imply a cause/effect relationship. At other times, I’ve simply
admitted that I do not see it.
If your students do get frustrated by some of the logical connections, go back to the basic
KISS Approach. Remind them of how much they actually can understand (time, place, cause,
effect, purpose, and comparison). Then point out that they themselves are exploring some basic
philosophical ideas of two of the greatest philosophers in world history—Aristotle and David
Hume. (You might even have them do some basic research to learn about Aristotle and Hume.)
Additional Notes for the Grammatically Inclined
The following describe some infrequently met cases. These were left out of the students’
materials because they are relatively rare.
On Adverbial Clauses of Cause
Paul Roberts notes that “inasmuch as” is also used for clauses of cause, and he gives the
example, “Inasmuch as he intended to return, Carruthers didn’t bother to tip the servants.”
(Understanding Grammar, 325). Compared to “because,” “since,” and “as,” the word
“inasmuch” is rarely used, so within the KISS Approach it does not represent a problem
especially since “inasmuch” can simply be explained as an adverb and the following “as” clause
as an adverb that modifies it.
36
On “That” as an Adverbial Conjunction of Cause That Modifies Verbs.
Roberts gives the example -Wiltshire was confident the advance would continue.” (UG, 325-6)
This is, however, questionable—does “the advance would continue” explain why Wiltshire
was confident? Or does it denote what he was confident about? [There are two points to my
question. First, if we try to push every conjunction, and every subordinate clause, into logical
categories, they are not all going to neatly fit. Second, our attempts to do so help us learn to
question the logic behind what we read (and hear). In context, an attempt to explain “the advance
would continue” as a causal clause should raise the question of why, then, was Wiltshire so
confident? As for “the advance” clause, its logical function is more one of identity, as it explains
the nature, not the cause, of “confident.” ]
On Clauses of Manner
Roberts notes that “Like and how are sometimes used to introduce clauses of manner, but not
in choice English.” As examples, he gives “Do it like I told you.” and “He tried to do the job how
the boss wanted it done.” (UG, 321)
Ex. 3. From My Book of Favorite Fairy Tales, by Edric Vredenburg
1. [Adv. (time) to "could procure" When there was a great famine (PN) {in the land},] he
could hardly procure even his daily bread (DO). |
2. Princess Goldenhair, [Adj. (ID) to "Princess Goldenhair" who loved Avenant (DO)
{from the depths} {of her heart}], was not happy (PA). |
3. These words were repeated (P) {to the King} {in such a manner} [Adv. (C/E, result) to
"such" that they made him very angry [#1] ]. |
4. The giant eats a man (DO) [Adv. to "eats" as a monkey would eat a chestnut (DO). |
Traditional grammarians would consider this an adverbial clause of manner. From
Hume's point-of-view, it would probably be an identity relationship in that the clause
describes how the giant eats.
37
5. [Adv. (time) to "fell" When Princess Goldenhair heard {of this imprisonment},] she
fell {on her knees} {before the King}. |
6. A beautiful child, {in a snow-white robe}, [#2] was sitting close {to the spot} [Adj. (ID) to
"spot" where they had reposed]. |
7. I shall refuse him (DO) [Adv. (C/E, condition) to "shall refuse" unless you will bring
me (IO) some water (DO) {from the Grotto} {of Darkness}]. |
8. The Princess went straight {to the tower}, and, {with her own hands}, struck off the
chains (DO) [Adj. (ID) to "chains" that bound Avenant (DO)]. |
9. She was {in great fear}, [Adv. (cause) to "was" for she heard wild beasts (DO) {about
her}]. |
10. A chamber-maid had broken the flask (DO) containing this wonderful water [#3] ,
[Adv. (C/E, result to "had broken" so that it was all spilled (P) ]. |
Notes
1. KISS explains “him” as the subject and “angry” as a predicate adjective of an ellipsed
infinitive “to be.” The infinitive phrase functions as the direct object of “made.” See
“ellipsed infinitives” in KISS Level 4.
2. If your students have studied the punctuation of restrictive and non-restrictive modifiers, you
might want to discuss the commas around this prepositional phrase. They make it nonrestrictive, or, in other words, additional but non-essential information.
3. “Water” is the direct object of the gerundive “containing,” which modifies “flask.”
Ex. 4. A Passage for Analysis from “The Sleeping Beauty”
Now [Inj] that very day [NuA] were the hundred years completed (P) ; |
[#1]
and [Adv. to
"saw" as the prince came {to the thicket}] he saw nothing (DO) {but beautiful flowering
shrubs}, [Adj. to "shrubs" {through which} he passed {with ease}], | and they closed {after
38
him}, as firm as ever [#2]. | Then he came {at last} {to the palace}, | and there {in the court}
lay the dogs asleep [#3], | and the horses *lay asleep* {in the stables}, | and {on the roof}
sat the pigeons fast asleep {with their heads} {under their wings}; | [#4] and [Adv. [#4] when
he came {into the palace}], the flies slept {on the walls}, | and the cook {in the kitchen}
was still holding up her hand (DO) [Adv. to "was holding" as if she would beat the boy
(DO)], | and the maid {with her pail} {in her hand} was going a-milking [#5]. |
Notes
1. Note how this semicolon (plus an “and”) separate the first main clause (on the distant past)
from the following two main clauses that are joined by a comma plus “and” and are related
in that they explain what was happening to the prince.
2. Expect students to be unable to explain this. Within KISS, at Level 3.2.1, students will learn
more about ellipsis. At that level, perhaps the easiest way to explain this is to consider
“firm” as a predicate adjective in a palimpsest pattern, with “closed” written over “were.”
(Alternatively, one could consider this as an ellipsis of “closed after him *and were* as firm
as ever.” That would also make “firm” a predicate adjective. The “as ever” is an ellipsed
clause -- “as *they* ever *were firm*.”
3. Alternatively, “asleep” could be explained as a post-positioned adjective to “dogs,” a
reduction of “dogs *who were* asleep.”
4. Note how, in this sequence of main clauses, this semicolon separates those things that were
outside the palace from those things that were within it. Also note how the “when” clause, in
meaning, carries over the rest of the main clauses in the sentence.
5. “A-milking” is an archaic form of the gerund when it functions as a noun used as an adverb.
Some children still learn it idiomatically from nursery rhymes such as “A-hunting we will
go.”
39
SSttyyllee—
—PPaarraalllleell C
Coonnssttrruuccttiioonnss
Ex. 5.a. From "The Butterfly That Stamped," by Rudyard Kipling
Analysis Key
Suleiman-bin-Daoud was wise.| He understood [DO of "understood" what the
beasts said,] [DO of "understood" what the birds said,] [DO of "understood" what the
fishes said,] and [DO of "understood" what the insects said.] | He understood [DO of
"understood" what the rocks said deep {under the earth} [Adv. to "said" when they bowed
in {towards each other} and groaned;]] | and he understood [DO of "understood" what
the trees said [Adv. to "said" when they rustled {in the middle} {of the morning}.]] | He
understood everything (DO), {from the bishop} {on the bench} {to the hyssop} {on the
wall}, | and Balkis, his Head Queen [#1], the Most Beautiful Queen Balkis [#1], was
nearly as wise (PA) [Adv. to the preceding "as" as he was. ] |
Note
1. Appositives to “Balkis.”
Ex. 5.b. Abraham Lincoln's “The Gettysburg Address”
1.)
Four score and seven years [NuA] ago our fathers brought forth {on this continent} a
new nation (DO), conceived [#1] {in liberty} and dedicated [#1] {to the proposition} [Adj. to
"proposition" that all men are created (P) equal (RPA) [#2]]. | Now we are engaged (P)
{in a great civil war}, testing [#3] [DO of "testing" whether that nation or any nation so
conceived [#1] and so dedicated [#1] can long endure]. | We are met (P) {on a great
battlefield} {of that war}. | We have come to dedicate a portion [#4] {of that field} {as a
final resting-place} {for those} [Adj. to "those" who here gave their lives (DO) [Adv. to
40
"gave" that that nation might live]]. | It is altogether fitting (PA) and proper (PA) [ [#5]
that we should do this (DO)]. |
2.
But {in a larger sense}, we can not dedicate, we can not consecrate, we can not
hallow this ground (DO).
[#6]
| The brave men, living and dead [#7] [Adj. to "men" who
struggled here] have consecrated it (DO) far {above our poor power} to add or detract
[#8]
. | The world will little note nor long remember [DO what (DO) we say here], | but
it can never forget [DO what (DO) they did here]. |
3.
It is {for us} the living [#9] rather to be dedicated [#10] here {to the unfinished work}
[Adj. to "work" which (DO) they [Adj. to "they" who fought here] have thus far so nobly
advanced]. | It is rather {for us} to be here dedicated [#10] {to the great task} remaining
[#11]
{before us} -- [ [#4] that {from these honored dead} we take increased devotion (DO)
{to that cause} [Adj. to "cause" {for which} they gave the last full measure (DO) {of
devotion}]] -- [ [#12] that we here highly resolve [DO of "resolve" that these dead shall not
have died {in vain}], [DO of "resolve" that this nation {under God} [#13] shall have a new
birth (DO) {of freedom}], and [DO of "resolve" that government {of the people}, {by the
people}, {for the people} shall not perish {from the earth}]]. |
Notes
1. “Conceived” and “dedicated” are gerundives to “nation.”
2. “Equal” is retained from the active voice “God created all men *to be* equal.”
3. “Testing” is a gerundive that modifies “war.” Or does it modify “we”?
4. “Portion” is the direct object of the infinitive “to dedicate” which functions as an adverb (of
purpose) to “have come.”
5. Students will not be able to name the function of this clause unless they have studied Delayed
Subjects. If they had not done so, I would ask them what the sentence means—What “is
fitting and proper?” The answer to that is “that we should do so”—the sentence means “That
41
we should do so is altogether fitting and proper.” Hence the clause “that we should do so”
functions as a delayed subject.
6. Is this one main clause or is it three. Since the complement of “dedicate” is “ground,” I have
analyzed it as one, but an equally valid argument could probably be made that it is three. I
would consider this a fine point, not worth arguing about, but it would be an important
question in a statistical analysis.
7. “Living” (a gerundive) and “dead” function as post-positioned adjectives to “men.”
8. The infinitives “to add” or “detract” function as adjectives to “power.”
9. “The living” is an appositive to “us.”
10. The infinitive “to be dedicated” functions as the delayed subject to “It.”
11. The gerundive “remaining” modifies “task.”
12. The function of the “that” clauses that follow the dashes is debatable. (Hence I would not use
this text as an assessment quiz.) Personally, I prefer to see them as adverbial clauses of
result to the infinitive phrase “to be dedicated.” Normally, an adverbial clause that begins
with “that” has a “so” in front of it, but earlier in the speech Lincoln used what is clearly an
adverbial “that” clause without a “so”—“who here gave their lives that that nation might
live.” One could, however, argue that these two “that” clauses are, for example, appositives
to the earlier “task.”
13. Note the difference if we consider “under God” as functioning as an adverb—which is a
viable explanation.
42
SSttyyllee—
—PPaarraalllleell SSuubboorrddiinnaattee C
Cllaauusseess
Ex. 6. “The Loveliest Town of All”
The Original Passage from Stuart Little, by E. B. White
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements ("PA," "PN," "IO,"
"DO").
3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their
function.
4. Put a vertical line at the end of every main clause.
In the loveliest town of all, where the houses were white and high and the elm
trees were green and higher than the houses, where the front yards were wide and
pleasant and the back yards were bushy and worth finding out about, where the
streets sloped down to the stream and the stream flowed quietly under the bridge,
where the lawns ended in orchards and the orchards ended in fields and the fields
ended in pastures and the pastures climbed the hill and disappeared over the top
toward the wonderful wide sky, in this loveliest of all towns Stuart stopped to get a
drink of sarsaparilla.
43
The Loveliest Town of All, a passage from
Stuart Little, by E. B. White
Analysis Key
The normal flow of text has been altered in the following to set off the ten parallel
adjectival clauses.
{In the loveliest town} [Adv. to "stopped"] {of all} [Adv. to "loveliest"],
[Adj. to "town" where the houses were white (PA) and high (PA)] and
[Adj. to "town" *where* the elm trees were green (PA) and higher (PA) {than the
houses} [Adv. to "higher"] [#1],]
[Adj. to "town" where the front yards were wide (PA) and pleasant (PA)] and
[Adj. to "town" *where* the back yards were bushy (PA) and worth (PA) finding out
about [#2] ,]
[Adj. to "town" where the streets sloped down {to the stream} [Adv. to "sloped"]] and
[Adj. to "town" *where* the stream flowed quietly {under the bridge} [Adv. to
"flowed"],]
[Adj. to "town" where the lawns ended {in orchards} [Adv. to "ended"] ] and
[Adj. to "town" *where* the orchards ended {in fields} [Adv. to "ended"]] and
[Adj. to "town" *where* the fields ended {in pastures} [Adv. to "ended"]] and
[Adj. to "town" *where* the pastures climbed the hill (DO) and disappeared {over
the top} [Adv. to "disappeared"] {toward the wonderful wide sky} [Adv. to
"disappeared"],]
{in this loveliest *town*} [Adv. to "stopped"] {of all towns} [Adv. to "loveliest"] Stuart
stopped to get a drink [#3] {of sarsaparilla} [Adj. to "drink"]. |
Notes
1. Some grammarians will insist that this is an ellipsed subordinate clause (than the houses *were high*),
but within KISS either explanation is acceptable.
2. “Worth” raises some challenging questions, but it is generally used as a predicate (or post-positioned)
adjective. It does, however, raise the questions “Worth what?” or “Worth how much?” It is definitely
not a verb, so can it have a direct object? This is a question that grammarians will love to debate—
for hours. At KISS Level Four, the “finding out about” would be explained as a gerund construction,
44
the equivalent of “exploring,” that functions as a noun used as an adverb. Expect younger students to
have trouble explaining it.
3. “Drink” is the direct object of the infinitive “to get” which functions as an adverb (of purpose) to
“stopped.”
Noun Clauses as Direct Objects
Ex. 1.a. From “The Birds of Killingworth”—adapted from Longfellow
1. The farmer said, [DO "Did one ever see so many birds (DO)?]" |
2. I, {for one}, wish [DO there were no birds (PN)]. |
3. Another farmer said, [DO "Yes, *you* let us call a meeting [#1] {of the people} {of the
village}."] |
4. We must decide [DO what is to be done [#2] {with the pests}]. |
5. Do you never think [DO who made them (DO)] and [DO who taught them (IO)
their songs (DO) {of love}]? |
Notes
1. Note that “us call a meeting” fails the sentence test, so “call” is not a finite verb. It is an
infinitive; “us” is its subject, and “meeting” is its direct object. The infinitive phrase
functions as the direct object of “let.”
2. Grammarians will surely disagree about this one, but perhaps the easiest way to explain it to
students is to note that “what is to be done” means “what should be done.” Thus “is to be
done” equals the finite verb “should be done.”
Ex. 1.b. From the Writing of Fourth Graders
1. She told me (IO) [DO it was pizza casserole (DO)]. |
2. I asked my dad (IO) [DO "What (DO) [#1] are we having {for supper}?"] |
3. [DO "What is Mac and Cheese (PN)?"] I asked. |
45
4. We told him (IO) [DO that we might get burnt [#2]]. |
5. Jimmy called and asked [DO if he could come over and play]. |
6. I woke up my grandma (DO) and said, [DO "When are we going to leave?"] |
7. They told me (IO) [DO it was a lot (PN) {of fun}] and [#3] [DO I should try it
(DO)]. |
8. We all were having fun (DO), | and I said, [DO "This is the best day (PN) {of my
life}."] |
9. One hot summer day [NuA] my mom told me (IO) [DO that we were going swimming
[#4]
]. |
10. We ran back upstairs and asked dad (IO) [DO if he would please come downstairs
and turn off the stove (DO)]. |
Notes
1. This “What” functions as an interrogative (to form a question) and as the direct object of “are
having.”
2. “Burnt” can be considered as part of the finite verb or as a verbal (gerundive) that functions as
a predicate adjective.
3. Here we see one of those relatively rare cases in which a coordinating conjunction joins
subordinate clauses.
4. At this level, I would simply accept swimming as part of the finite verb. Grammarians
disagree about how to describe this construction, but within KISS, it is a verbal (gerund) that
functions as an adverb, comparable to any other noun that functions as an adverb. (At this
level, students haven’t studied gerunds as gerunds, but I’d bet that many fourth graders
could understand that explanation. “Swimming” answers the question “Going where?” And
fourth graders have long been identifying nouns used as adverbs.)
46
Ex. 2. Quotations as Direct Objects
1. Then the young prince said, [DO "All this shall not frighten me (DO)]; | I will go
and see Briar Rose (DO)." |
2. A little fish lifted its head (DO) {out of the water}, and said, [DO "Your wish shall be
fulfilled (P) ], | and you shall soon have a daughter (DO)." |
3. Then she handed {to him} a walnut (DO), saying [#1] , [DO "*You* Put your ear
(DO) {to this shell}] | and you will hear him barking [#2] ." |
4. Sister Anne replied, [DO "I see a cloud (DO) {of dust}], | but it is only a flock (PN)
{of sheep} {on the road}." |
5. [DO "You are right (PA),"] answered the Fairy, | [#3] "but that (DO) I cannot do;
| Prince Chéri must himself [#4] strive to become good [#5]." |
6. The King heaved a deep sigh (DO), and turning [#6] {to his children} said, [DO
"Nothing pleases me (DO), {in my old age}, so much {as [#7] your deference} {to my
desires}], | and I wish to prove you [#8] once more. | *You* Travel {for a year}, | and
he [Adj. to "he" who {at the end} {of the year} brings home [NuA] the most beautiful
girl (DO) ] shall marry her (DO), and be crowned (P) king [#9] {on his marriage}. |
I promise you (IO) [DO that I will not defer this reward (DO) any longer]." |
Notes
1. “Saying” is a gerundive to “she.”
2. “Barking” can be explained as a gerundive that modified “him,” with “him” functioning as the
direct object of “will hear.” But at KISS Level 5.8, Noun Absolutes, some students will
prefer to see “him barking” as a noun absolute that functions as the direct object of “will
hear.”
47
3. KISS Level 3.2.3 - Interjection? Or Direct Object? offers another way to explain this. In
essence, “You are right” would be considered the main clause, and “answered the Fairy”
would be explained as an interjection.
4. “Himself” is an appositive to “Prince Cheri.”
5. “Good” is a predicate adjective after the infinitive “to become.” The infinitive phrase
functions as an adverb (of purpose) to “must strive.”
6. “Turning” is a gerundive to “King.”
7. Alternatively, “as your deference to my desires” can be explained as an ellipsed adverbial
clause -- “as your deference to my desires *pleases me*.”
8. “You” is the direct object of the infinitive “to prove.” The infinitive phrase functions as the
direct object of “wish.”
9. “King” is a retained predicate noun after the passive “be crowned.” The active voice version
would be “I will crown him *to be* king....” See KISS Level 5.7 - Passive Voice and
Retained Complements.
Adverbial Subordinate Clauses
Ex 1.a. Based on “The Happy Rattle”
1. Oh [Inj], I am just whittling [Adv. to "just whistling" because I have nothing (DO)
else to do [#1]]! |
2. So Timothy Toad hopped on {down the path} [Adv. to "hopped" until he met Eddie
Elf (DO)]. |
3. They had not gone far [Adv. to "not" before they met Billie Bumblebee (DO)]. |
4. [Adv. to "was sweeping" When Timothy Toad arrived {at his home}] his wife, Tilly
Toad [#2], was sweeping {off the front steps} [#3]. |
5. They had not gone far [Adv. to "not" until they met Gerty Gartersnake (DO),
singing [#4] away very happily]. |
48
Notes
1. “Else” is an adjective to “nothing.” Although it appears after the noun, I would not consider it
to be a KISS post-positioned adjective because it is basically an idiomatic construction. The
verbal (infinitive) “to do” functions as an adjective to “nothing.” Note that, given the
directions, students would be expected simply to ignore it.
2. “Tilly Toad” is an appositive to “wife.”
3. Grammarians would have a picnic with this one. I’ve analyzed it as meaning “She was
sweeping *dirt* off the front steps.” However, I would also accept “off” as either an adverb
or as part of the verb--and thus “steps” as a direct object. We often leave out the “off,” as in
“She was sweeping the steps.”
4. Given the directions and what they have been taught thus far, students should be expected to
know that “singing” should not be underlined twice. Thus, in this exercise, I would expect
them to simply ignore “singing.” (I would, however, expect many students to still have
problems with the finite/verbal distinction.) Technically, “singing” is a verbal (a gerundive)
that modifies “Gerty Gartersnake.” Note that students should be able to see that this phrase
goes with “Gerty” and is thus part of the subordinate clause.
Ex 1.b. Based on “The Happy Rattle”
1. Grumpy Grundy, the Owl [#1], was a very cross old creature (PN), | and [Adv. to
"hooted" and "howled" if everything did not go to suit [#2] her (DO) all the time
[NuA]
], she hooted and howled. |
2. {In fact} she had cried so much [Adv. (of result) to "so" she had made large red rings
(DO) {around her eyes} [#3]]. |
3. [Adv. to "heard" When Tilly and Timothy Toad and Eddie Elf and Gerty
Gartersnake and Wallie Woodpecker and Billie Bumblebee and Winnie
Woodchuck arrived {at Grumpy Grundy’s place}] they heard merry laughter
49
(DO) | and [Adv. to "heard" whenever the laughter ceased], they heard the
buzz (DO) and rattle (DO) and hum (DO) {of Willie Woodchuck’s rattle}. |
4. And there [#4] was Willie Woodchuck (PN) {with the beautiful yellow and red and blue
and black and white rattle}, | and [Adv. to "rolled" and "laughed" when he rattled it
(DO)] Grumpy Grundy rolled {on the floor} and laughed [Adv. to "rolled" and
"laughed" until the tears ran {from her eyes}]. |
Notes
1. “Owl” is an appositive to “Grumpy Grundy.”
2. Alternatively, “to suit” can be explained as a verbal (in this case, an infinitive) that functions
as an adverb to “did go.”
3. Note how “around her eyes” can also be explained as an adjective to “rings.”
4. Alternatively, “there” can be considered an expletive, and “Willie Woodchuck” the subject.
Ex. 1.c. From the Writing of Fourth Graders
1. [Adv. to "got" When my dad held my bike (DO)], I got my balance (DO). |
2. [Adv. to "threw" and "went" After I was done], I threw my plate (DO) away and
went outside. |
3. Time flies [Adv. to "flies" when you're having fun (DO)]. |
4. [Adv. to "started" As I started to walk (DO) [#1] back home [NuA]], it started to rain
(DO) [#1]. |
5. [Adv. to "would be" Once Lucky woke up], she would be lively (PA) again. |
6. My mom heard me (DO) [Adv. to "heard" so she came running [#2] {in the door}
{from the garden} [#3]]. |
50
7. *You* Never try to cook a surprise breakfast [#4] [Adv. to "Never" unless you know
how (DO)]. |
8. [Adv. to "fixed" and "tried" When the pizza casserole was done], I fixed myself (IO)
a plate (DO) and tried it (DO). |
9. Fake bats flew {in our faces} [Adv. to "flew" as mom and my brother shouted {in
terror}]. |
10. One gloomy Saturday afternoon [NuA], I was walking {down my neighborhood street}
[Adv. to "was walking" when I noticed something (DO)]. |
Notes
1. “To walk” and “to rain” are verbals (infinitives).
2. “Came running” can simply be explained as a finite verb phrase, even though most grammars
do not include “came” among the helping verbs. For those who are not satisfied with that
explanation, KISS offers the alternative of a palimpsest pattern. In this case “She came”
would be written over “She was running.”
3. Alternatively, “from the garden” can be explained as an embedded phrase that modifies
“door.”
4. “Breakfast” is the direct object of the verbal (infinitive) “to cook.” The verbal phrase functions
as the direct object of “try.”
Ex. 1.d. From the Writing of Fourth Graders
I don't remember seeing a grammar book that explained that entire subordinate clauses can
be modified by an adverb. The first two sentences clearly suggest that they can and do. In
another sentence by a fourth grader, an adverb modifies a prepositional phrase: We moved from
Florida, just because of my mom's job.
1. Ever [Adv. to "have been wanting" since my grandmother had said "Motor
scooter," (DO)] I've been wanting one (DO). |
51
2. Shortly [Adv. to "started" after Carol and I finished washing our hands [#1]], we
started to make the pizza [#2]. |
3. [Adv. to "made" Even though [#3] Lucky couldn't read,] I made words (DO) {on
the side} {of the maze} {out of blocks} {with letters} {on them}. |
4. [Adv. to "started" As he was talking], we started making the yummy, tasty pizza [#4].|
5. I was so proud (PA) [Adv. to "so" and/or "proud" that I had won a swimming race
(DO)]. |
6. I am very glad (PA) and proud (PA) [Adv. to "glad" and "proud" I tried something
(DO) new [#5]]. |
7. It seemed [Adv. to "seemed" as if I was going faster {than a rocket} [#6] ]. |
8. "Splash" (DO) I heard all {around me} [Adv. to "heard" as people jumped {into the
pool}]. |
9. That was the worst slice (PN) {of pizza} [Adv. to "worst" I ever had]. |
10. My favorite letter to use [#7] was the "H" (PN) [Adv. to "was" because I would turn
it (DO) {on its side} {like an "I"}] and [#8] [Adv. to "was" *because* Lucky could
crawl {through either side}]. |
Notes
1. “Hands” is the direct object of the verbal (gerund) “washing.” The gerund phrase functions as
the direct object of “finished.”
2. “Pizza” is the direct object of the verbal (infinitive) “to make.” The infinitive phrase functions
as the direct object of “started.”
3. “Even though” means “although.”
4. “Pizza” is the direct object of the verbal (gerund) “making.” The gerund phrase functions as
the direct object of “started.”
5. “New” is a post-positioned adjective, a reduction of “something *that was* new.”
52
6. Alternatively, “than a rocket” can be explained as an ellipsed subordinate clause - “than a
rocket *goes fast*.”
7. The verbal (infinitive) “to use” functions as an adjective to “letter.”
8. This “and” could be explained as joining two main clauses, but the clause that follows it really
gives another reason for the “H” being his favorite letter.
[Ex. 2 Sentence-Building: Adding Adverbial Clauses]
R
Reew
wrriittiinngg A
Addvveerrbbiiaall C
Cllaauusseess aass M
Maaiinn aanndd M
Maaiinn aass A
Addvveerrbbiiaall
Ex. 3.a. From "The Three Tasks"
A. Rewriting Adverbial Clauses as Main Clauses
There are, of course, various ways by which adverbial clauses can be rewritten as main.
Thus this key gives only some examples.
Directions: Rewrite each sentence by changing an adverbial subordinate clause into a main
clause. (You can do this by creating two main clauses or by creating compound finite verbs
in one main clause.)
1. One day [NuA] [Adv. to "found" as he was passing {through a village} far away {from
home}], he found his two brothers (DO). | [18 w/mc; focus is on "found" with a logical
connection of time]
Separate Sentences: One day he was passing through a village far away from home. |
There he found his two brothers. | [9 w/mc]
Compound Sentence: One day he was passing through a village far away from home, |
and there he found his two brothers. | [9.5 w/mc]
Compound Finite Verbs: One day he was passing through a village far away from home
and found his two brothers. | [17 w/mc]
2. [Adv. to "saw" As they journeyed on,] they saw a large ant hill (DO) {by the side} {of
the road}. | [16 w/mc; focus is on "saw" with a logical connection of time]
Compound Sentence: They journeyed on, | and they saw a large ant hill by the side of the
road. | [8 w/mc]
Compound Finite Verbs: They journeyed on and saw a large ant hill by the side of the
road. | [15 w/mc]
53
3. [Adv. to "gave" When the eldest brother had read this (DO)], the old man gave him
(IO) the first tablet (DO). | [15 w/mc; focus is on "gave" with a logical connection of
time]
Compound Sentence: The eldest brother read this, | and then the old man gave him the
first tablet. | [7.5 w/mc]
4. [Adv. to "ate" Before they went to sleep [#1],] the eldest ate sugar (DO), | the
second ate syrup (DO), | and the youngest ate honey (DO). | [6 w/mc; focus is on
"gave" with a logical connection of time]
Separate Sentences: The eldest ate sugar. | The second ate syrup. | And the youngest ate
honey. | Then they went to sleep. | [4.5 w/mc]
Compound Sentence: The eldest ate sugar, | the second ate syrup, | and the youngest ate
honey | -- then they went to sleep. | [4.5 w/mc]
5. [Adv. to "came" As he sat there,] the king {of the ants} came {with five thousand ants}. |
[14 w/mc; focus is on "came" with a logical connection of time]
Separate Sentences: He sat there. | Meanwhile the king of the ants came with five
thousand ants. | [7 w/mc]
B. Rewriting Main Clauses as Adverbial
Directions: Rewrite each sentence by changing a main clause into an adverbial subordinate
clause.
1. The two brothers had been gone some time [NuA]. | Then their younger brother set out
to seek his fortune [#2]. | [9 w/mc]
[After the two brothers had been gone some time], their younger brother set out to seek
his fortune. | [18 w/mc; focus is on "set out" with a logical connection of time]
The two brothers had been gone some time [before their younger brother set out to seek
his fortune]. | [18 w/mc; focus is on "had been gone" with a logical connection of
time]
[Because the two brothers had been gone some time], their younger brother set out to
seek his fortune. | [18 w/mc; focus is on "set out" with a logical C/E connection of
cause]
2. They went {on their way}, | and they came {to a pond}. | [5.5 w/mc]
54
[As they went on their way], they came to a pond. | [11 w/mc; focus is on "came" with a
logical connection of time]
They went on their way [until they came to a pond]. | [11 w/mc; focus is on "went" with
a logical connection of time]
3. They wasted their time (DO) and their money (DO) {in all sorts} {of foolish ways}, |
and {before long} they were nearly penniless (PA). | [10 w/mc]
[Because they wasted their time and their money in all sorts of foolish ways], before long
they were nearly penniless. | [20 w/mc; focus is on "were" with a logical C/E
connection of cause]
They wasted their time and their money in all sorts of foolish ways, [so before long they
were nearly penniless]. | [20 w/mc; focus is on "wasted" with a logical C/E
connection of result]
4. The eldest brother searched the whole day [NuA] long, | but {by sunset} he had found
only a hundred pearls (DO). | [9 w/mc]
[After the eldest brother searched the whole day long,] by sunset he had found only a
hundred pearls. | [18 w/mc; focus is on "had found" with a logical connection of
time]
[Although the eldest brother searched the whole day long,] by sunset he had found only a
hundred pearls. | [18 w/mc; focus is on "had found" with a logical connection of
concession]
5. The two older brothers were about to kill the ducks [#3], | but the simpleton said, "
[DO *You* Leave them (DO) alone]. | [#4] I will not let you kill them [#5]." | [8
w/mc]
[While the two older brothers were about to kill the ducks,] the simpleton said, [DO
"Leave them alone]. | I will not let you kill them." | [12 w/mc; focus is on "said"
with a logical connection of time]
The two older brothers were about to kill the ducks, [when the simpleton said, [DO
"Leave them alone]]. | I will not let you kill them." | [12 w/mc; focus is on "were
about to kill" with a logical connection of time]
[Because the two older brothers were about to kill the ducks,] the simpleton said, [DO
"Leave them alone]. | I will not let you kill them." | [12 w/mc; focus is on "said"
with a logical connection of cause]
Notes
55
1. If one considers “sleep” to be a noun here, “to sleep” is a prepositional phrase; if one considers
it to be a verb, then “to sleep” is an infinitive. Either way, it functions as an adverb to
“went.” Note that this subordinate clause carries across the main clause boundaries to
modify each “ate.”
2. “Fortune” is the direct object of the infinitive “to seek.” The infinitive phrase functions as an
adverb (of purpose) to “set out.”
3. “Ducks” is the direct object of the infinitive “to kill.” The infinitive phrase can be described as
the object of the preposition “about,” and the prepositional phrase as either a predicate
adjective or as an adverb to “were.” Alternatively, “about” can been seen as the equivalent
of “ready,” which would make it the predicate adjective and the infinitive phrase an adverb
that modifies it. [You won’t find this construction explained in most grammar textbooks.]
4. Although the entire quotation could be considered the direct object of “said,” KISS ends the
main clause here. For more on this see KISS Level 3.2.3 - Interjection? Or Direct Object?
5. “Them” is the direct object, and “you” is the subject of the infinitive “kill.” The infinitive
phrase functions as the direct object of “let.”
Ex. 3.b. From “Little Snow-White”
A. Rewriting Adverbial Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adverbial subordinate clause into a main
clause. (You can do this by creating two main clauses or by creating compound finite verbs
in one main clause.)
1. [When the queen heard this (DO)], she started {with rage}. | [9 w/mc; focus is on
"started" with a logical connection of time ]
Compound Sentence: The queen heard this, | and she started with rage. | [4.5 w/mc]
Compound Finite Verbs: The queen heard this and started with rage. | [8 w/mc]
2. So [#1] she tried all the little beds (DO); | and one was too long (PA), | and another
was too short (PA), [till {at last} the seventh suited her (DO)]. | [8 w/mc; "suited"
is subordinated with a logical connection of time ]
So she tried all the little beds: | and one was too long, | and another was too short | -- at
last the seventh suited her. | [5.8 w/mc]
56
3. [As the queen was dressing herself (DO) {in fine, rich clothes}], she looked {in the
mirror}. | [15 w/mc; focus is on "looked" with a logical connection of time ]
The queen was dressing herself in fine, rich clothes, | and she looked in the mirror. |
[7.5 w/mc]
4. Their faithful Snow-White stretched {upon the ground} motionless [#2], [as if she
were [#3] quite dead (PA)]. | [14 w/mc; focus is on "stretched" with a C/E logical
connection of condition, probably contrary to fact ]
Their faithful Snow-White stretched upon the ground motionless | -- she looked quite
dead. | [6 w/mc]
5. The queen was so proud (PA) [that she could not bear to think [#4] [DO that any
one [#5] could surpass her (DO)]]. | [18 w/mc; focus is on "was" with a C/E logical
connection of result ]
The queen was proud | -- she could not bear to think that any one could surpass her. | [8
w/mc]
B. Rewriting Main Clauses as Adverbial
Directions: Rewrite each sentence by changing a main clause into an adverbial subordinate
clause.
1. The Queen heard this (DO), | and she turned pale (PA) {with rage and envy}. | [6
w/mc]
[When the Queen heard this], she turned pale with rage and envy. | [12 w/mc; puts the
focus on "turned" with a logical connection of time]
2. She went secretly {into a chamber}, | and she prepared a poisoned apple (DO). | [6
w/mc]
She went secretly into a chamber, [where she prepared a poisoned apple]. | [12 w/mc;
puts the focus on "went" with a logical connection of place]
3. But the seventh saw Snow-White (DO), | and he called {upon his brethren} to come
and see her [#6]. | [8 w/mc]
But [when the seventh saw Snow-White], he called upon his brethren to come and see
her. | [16 w/mc; puts the focus on "called" with a logical connection of time]
But the seventh saw Snow-White, [so he called upon his brethren to come and see her]. |
[16 w/mc; puts the focus on "saw" with a logical connection of C/E (result)]
57
4. Evening came, | and the dwarfs returned home [NuA]. | [3.5 w/mc]
[When evening came], the dwarfs returned home. | [7 w/mc; puts the focus on "returned"
with a logical connection of time]
5. All seven dwarfs watched and bewailed her (DO) three whole days [NuA] ; | and then
they proposed to bury her [#7]. | [8.5 w/mc]
All seven dwarfs watched and bewailed her three whole days [before they proposed to
bury her]. | [16 w/mc; puts the focus on "watched" and "bewailed" with a logical
connection of time]
[After all seven dwarfs watched and bewailed her three whole days], they proposed to
bury her. | [16 w/mc; puts the focus on "proposed" with a logical connection of time]
Notes
1. “So” can be explained either as an adverb or as a coordinating conjunction. See KISS Level
3.2.2 - “So” and “For” as Conjunctions.
2. “Motionless” is a post-positioned adjective. See KISS Level 5.5 - Post-Positioned Adjectives.
3. “Were” is in the subjunctive mood. See KISS Level 2.1.7 - The KISS Perspective on the
Subjunctive Mood.
4. The infinitive “to think” functions as the direct object of “could not bear.”
5. Currently, of course, we spell “anyone” as one word.
6. “Her” is the direct object of the infinitive (verbal) “see.” The infinitives “to come” and “see”
are adverbs to ,or direct objects of, “called,” depending on whether one sees them as
answering the question “Why?” or the question “What?”
7. “Her” is the direct object of the infinitive “to bury.” The infinitive phrase functions as the
direct object of “proposed.”
SSyynnttaaxx &
&L
Looggiicc -A
Addvveerrbbiiaall C
Cllaauusseess ooff C
Coom
mppaarriissoonn,, PPuurrppoossee &
&R
Reessuulltt
This exercise is directly related to the KISS focus on David Hume’s three categories of
logical connections—identity, extension in time and space, and cause/effect. Fourth graders,
however, do not need to be introduced to Hume’s categories. Comparison can be considered in
the category of identify. Purpose and result, of course, are at least partial synonyms of cause and
58
effect. For fourth graders, the objective of this assignment is not that they get the logical
connections right, as much as it is that they think about the logic.
With the “as soon as” clauses, you might want to discuss the difference in meaning between
“as soon as” and “when.”
Ex. 4. From the Writing of Fourth Graders
1. Daddy was laughing as hard [Adv. to "as" as he could]. |
Circle the type of logical connection: comparison
purpose
result.
You might also want to point out the ellipsis involved -- "as he could *laugh*."
2. I ran as fast [Adv. to "as" as I could]. |
Circle the type of logical connection: comparison
purpose
result.
3. As soon [Adv. to "as" as I showed my mom (IO)], she was amazed (P). |
Circle the type of logical connection: comparison
purpose
result.
Note that this is a comparison in terms of time. The first "as" chunks to "soon," and the
"soon" tells when she "was amazed." (Tease anyone who labels "mom" as a direct
object?? But also note how the grammatical interpretation affects the meaning one gets
from the sentence.]
4. As soon [Adv. to "as" as we were done], he sent everyone (DO) {to trampoline}. |
Circle the type of logical connection: comparison
purpose
result.
5. This time [NuA] I will hold your bike (DO) [Adv. to "will hold" so you can get your
balance (DO)]. |
Circle the type of logical connection: comparison
purpose
result.
6. Both {of my sisters} had a hamster (DO), [Adv. to "had" so both {of their hamsters}
tried the maze (DO)]. |
Circle the type of logical connection: comparison
purpose
result.
7. We were so eager (PA) [Adv. to "so" we couldn't wait to begin [#1]]. |
Circle the type of logical connection: comparison
purpose
result.
59
8. I actually ate mustard (DO), | and it was so good (PA) [Adv. to "so" I ate the rest
(DO) {of the can}]. |
Circle the type of logical connection: comparison
purpose
result.
9. The pool was open (PA), [Adv. to "was" and/or "open" so we went {in the girls' rest
room} and got {in our bathing suits}]. |
Circle the type of logical connection: comparison
purpose
result.
10. As soon [Adv. to "as" as I got outside], my dad held my bike (DO) [Adv. to "held" so
I could get on]. |
Circle the type of logical connection: comparison
purpose
result.
Note the ellipsis of "it" after "on."
Note
1. Some people will see this “to begin” as answering the question “Why?” For them, “to begin”
is a verbal (infinitive) that functions as an adverb to “couldn’t wait.” Others will see it more
as an answer to “for what?” Note that this is a question of vocabulary. We do not “What
what? We “wait for what?” Thus the “for” is implicit in the “wait.” People who see it this
way may prefer to see the “to begin” as a verbal that functions as a direct object.
T
Thhee L
Looggiicc ooff A
Addvveerrbbiiaall C
Cllaauusseess ((C
Coom
mbbiinniinngg FFiivvee SSeenntteenncceess))
Ex. 5. From “Snow-White”
1. Snow-White begged the servant to spare her life [#1], | and his heart melted. | [6
w/mc]
[Adv. to "went" When Snow-White begged the servant to spare her life], his heart
melted. | [12 w/mc; Focus = "melted"; logical connection = time]
[Adv. to "went" Because Snow-White begged the servant to spare her life], his heart
melted. | [12 w/mc; Focus = "melted"; logical connection = cause]
60
2. She pricked her finger (DO), | and three drops {of blood} fell {upon the snow}. | [6.5
w/mc]
[Adv. to "went" When she pricked her finger], three drops of blood fell upon the
snow. | [13 w/mc; Focus = "fell" ; logical connection = time]
[Adv. to "went" Because she pricked her finger], three drops of blood fell upon the
snow. | [13 w/mc; Focus = "fell"; logical connection = cause]
3. Then she was very hungry (PA), | and she picked a little piece (DO) {off each loaf}. |
[7 w/mc]
Then, [Adv. to "picked" as she was very hungry], she picked a little piece off each
loaf. | [14 w/mc; Focus = "picked" ; logical connection = time? and cause]
Then, [Adv. to "picked" because she was very hungry], she picked a little piece off
each loaf. | [14 w/mc; Focus = "picked" ; logical connection = cause]
Then, [Adv. to "picked" because she was very hungry], she picked a little piece off
each loaf. | [14 w/mc; Focus = "picked" ; logical connection = cause]
Then, she was very hungry, [Adv. to "picked" so she picked a little piece off each
loaf]. | [14 w/mc; Focus = "picked"; logical connection = cause - result]
4. The comb looked very pretty (PA). | Snow-White took it (DO) up and put it (DO)
{into her hair}. | [7.5 w/mc]
The comb looked so pretty [Adv. to "so" that Snow-White took it up and put it into
her hair]. | [16 w/mc; Focus = "looked" ; logical connection = cause - result]
[Adv. to "took" and "put" Because the comb looked so pretty,] Snow-White took it up
and put it into her hair. | [16 w/mc; Focus = "took" and "put"; logical connection
= cause]
5. Her weary feet would carry her (DO) no further. | Snow-White went {into the
cottage} to rest herself [#2]. | [8 w/mc]
[Adv. to "went" When her weary feet would carry her no further], Snow-White went
into the cottage to rest herself. | [17 w/mc; Focus = "went" ; logical connection
= time]
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[Adv. to "went" Because her weary feet would carry her no further], Snow-White went
into the cottage to rest herself. | [17 w/mc; Focus = "went" ; logical connection
= cause]
Her weary feet would carry her no further, [Adv. to "would carry" so Snow-White
went into the cottage to rest herself]. | [17 w/mc; Focus = "went" ; logical connection =
cause - purpose]
Notes
1. “Servant” is the subject, and “life” is the direct object, of the infinitive “to spare.” The
infinitive phrase functions as the direct object of “begged.”
2. “Herself” is the direct object of the infinitive “to rest.” The infinitive phrase functions as an
adverb (purpose) to “went.”
A
A PPaassssaaggee ffoorr A
Annaallyyssiiss
Ex. 6. “The Young Crab and His Mother”
from The ÆSOP
for Children
Analysis Key
[DO [#1] "Why {in the world} do you walk sideways {like that}?"] said a Mother
Crab {to her son}. | "You should always walk straight forward {with your toes} turned [#2]
out." |
[DO [#1] "*You* Show me (IO) how (DO) to walk [#3], mother [DirA] dear [#4],"]
answered the little Crab obediently. |
[#5]
"I want to learn [#6]." |
So the old Crab tried and tried to walk [#6] straight forward. | But she could walk
sideways only, {like her son}. | And [Adv. to "tripped" and "fell" when she wanted to turn
her toes [#7] out] she tripped and fell {on her nose}. |
*You* Do not tell others (IO) how (DO) to act [#3] [Adv. to "not" unless you can
set a good example (DO) ]. |
Notes
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1. For an alternative explanation of this clause structure, see KISS Level 3.2.3 - Interjection? Or
Direct Object?
2. “Turned” can be explained as a gerundive that modifies “toes.” At KISS Level 5.8, some
people will prefer to explain “toes turned” as the core of a noun absolute that functions as
the object of the preposition “with.” I have marked “with your toes” as a prepositional
phrase, which is what I would expect most students to do at KISS Level 3. However, some
may mark “with your toes turned out” as the prepositional phrase (which is the way it would
be in the noun absolute explanation.
3. The infinitive “to walk” functions as an adjective to “how.”
4. “Mother dear” is, of course, idiomatic, but if we have to, we could explain “dear” as a postpositioned adjective, the reduced form of “mother *who is* dear.”
5. The electronic original that I am using as my source has a comma here. Because this fable
should be challenging enough, I have changed it to a period to avoid the additional question
of bending and/or breaking the rules.
6. Until students formally study verbals (in KISS Level Four), I would accept “want to learn” as
a finite verb phrase. When they get to Level Four, “to learn” is an infinitive that functions as
the direct object of “want.” The same is true of “to walk” in the next sentence.
7. “Toes” is the direct object of the infinitive “to turn.” See Note 6.
Adjectival Subordinate Clauses
Ex. 1.a. From “Thumbelina,” in Andrew Lang’s The Yellow Fairy Book
1. You must tell him (IO) all the prettiest stories (DO) [Adj. to "stories" you know]. |
2. There [#1] was once a woman (PN) [Adj. to "woman" who wanted to have quite a tiny,
little child [#2]. |
3. All {at once} she came {across the door} {of a field-mouse}, [Adj. to "field-mouse" who
had a little hole (DO) {under a corn-stalk}]. |
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4. Then she swam out {with her ugly son} {to the leaf} [Adj. to "leaf" where Thumbelina
lay]. |
5. Just {outside the wood} [Adj. to "wood" where she was now living] lay a great cornfield. |
Notes
1. See also “Expletives.”
2. At KISS Level Two, “wanted to have” can be considered as the finite verb; otherwise, “to
have” is an infinitive that functions as the direct object of “wanted.” “Child” is the direct
object of “to have.”
Ex. 1.b. From “The Three Tasks,” adapted from Grimm
1. There were once two brothers (PN) [Adj. to "brothers" who set out to seek their
fortune [#1] ]. |
2. {In the middle} {of the door} was a little grating [Adj. to "grating" {through which} they
could look {into the room} beyond [#2] ]. |
3. He said not a word (DO), but led them (DO) {to a table} [Adj. to "table" {on which} a
feast was spread (P) ]. |
4. {After passing} [#3] {through many rooms}, they came {to a door} [Adj. to "door" {in
which} there were three locks (PN)]. |
5. The simpleton showed the key (DO) {to the little gray man}, [Adj. to "man" who then
gave him (IO) the third tablet (DO)]. |
Notes
1. I would also accept “set out to seek” as the finite verb at this level. Technically, “fortune” is
the direct object of the infinitive “to seek,” and the infinitive phrase functions as an adverb
(Why?) to “set out.”
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2. “Beyond” is the remnant of the prepositional phrase “beyond the grating,” which modifies
“room.”
3. “Passing” is a gerund.
Ex. 1.c From the Writing of Fourth Graders
1. That is all (PN) [Adj. to "all" I have to say [#1] {for now}]. |
2. The blocks [Adj. to "blocks" that I was using to make the maze [#2] ] turned left,
right, diagonally, and forward. |
3. {By the time} [Adj. to "time" we only got one peep (DO) {out of our mouths}], here she
came {with a mean looking face}! |
4. That was the worst day (PN) [Adj. to "day" we ever had trying to cook [#3]]! |
5. It was the kind (PN) {of day} Adj. to "kind" and/or "day" when you just want to go
swimming [#4]]. |
Notes
1. Alternatively, “to say” can be explained as a verbal (infinitive) that functions as the direct
object of “have.”
2. “Maze” is the direct object of the verbal (infinitive) “to make,” which functions as an adverb
to “was using.”
3. “To cook” is a verbal (infinitive) that functions as the direct object of the verbal (gerundive)
“trying” that functions as an adjective to “we.”
4. “Swimming” is a verbal (gerund) that functions as a Noun Used as an Adverb. It modifies the
verbal (infinitive) “to go,” which functions as the direct object of “want.”
Ex. 2 Mid-Branching Adjectival Clauses—From “The Three Tasks”
1. He [Adj. to "He" who has performed the first task (DO)] must find the key (DO). |
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2. The one [Adj. to "one" who performs these three tasks (DO)] shall marry the
youngest and dearest (DO) {of the three princesses}. |
3. The one [Adj. to "one" who has gathered the pearls (DO) and found the key (DO)
{to the chamber}] may now marry the youngest and dearest princess (DO). |
4. However, he put the key (DO) [Adj. to "key" he had found] {in the lock} and opened
the door (DO). |
5. Their younger brother, [Adj. to "brother" who had always been thought (P) the
simpleton [#1] {of the family}], set out to seek his fortune [#2]. |
Notes
1. “Simpleton” is a retained predicate noun after the passive verb. It is retained from the active
voice version -- They had always thought him *to be* the simpleton of the family.
2. I would also accept “set out to seek” as the finite verb at this level. Technically, “fortune” is
the direct object of the infinitive “to seek,” and the infinitive phrase functions as an adverb
(Why?) to “set out.”
[Ex. 3 Sentence Building: Adding Adjectival Clauses]
PPuunnccttuuaattiinngg A
Addjjeeccttiivvaall C
Cllaauusseess aanndd O
Otthheerr M
Mooddiiffiieerrss—
—A
AN
Noottee ffoorr T
Teeaacchheerrss
There is a short essay in the Level 3.1.2 booklet on “Restrictive and Non-Restrictive
Modifiers.” Some grammar textbooks devote a lot of time to this question; others do not even
mention it. As I note in the short essay, it really does not make sense to teach the restrictive/nonrestrictive distinction to students who have not been taught to identify clauses in the first place.
The important aspect of this distinction is that modifiers that are needed to identify the word
that they modify are almost never set off by commas. But in more than thirty years of teaching
writing to college students, I don’t remember a single student who had any problems with this.
You might, therefore, simply use these exercises as additional practice in identifying adjectival
clauses. If you do want to have students look at the punctuation, you can have the students use
“restrictive” and “non-restrictive” as terms for explanation, but you may simply want to used
66
“needed” and “not needed.” In the current chaos of grammar instruction, no respectable
standardized test should ask students to know the terms “restrictive” and “non-restrictive.”
You will probably find that some writers do not set off non-restrictive modifiers. Once we
are beyond some basics, punctuation is part of the art of writing. Some writers simply use
commas to slow the pace of the text.
If you have the time, you may want to follow these exercises on punctuation with an
“Investigating Punctuation” exercises. Have each student select a short passage (75-100 words?)
from a text that includes some adjectival clauses. Tell each student to investigate the punctuation
in the passage to see how the writer uses (or does not use) commas to set off clauses (and other
modifiers), and have each student report to the class.
PPuunnccttuuaattiinngg A
Addjjeeccttiivvaall C
Cllaauusseess
Ex. 4.a. from “Lttle Snow-White”
Note: Some of these sentences, and the distinction between restrictive and non-restrictive,
are probably too sophisticated for most fourth graders. Try the exercise, but don’t expect all the
students to master the restrictive and non-restrictive distinction here. Remember that it is
primarily a question of punctuation, and most people do not have much, if any, problem with the
punctuation itself.
1. It was {in the middle} {of winter}, [Adj. to "middle" when the broad flakes {of snow}
were falling around]. |
[Non - The "when" clause does not help define the middle of winter.]]
2. She had a magical looking-glass (DO), [Adj. to "looking-glass" {to which} she used to
go and gaze {upon herself} {in it}]. |
[Non - The "to which" clause explains what she did with it, but it does not limit or define the
meaning of "looking-glass."]
3. Then she gazed thoughtfully {upon the red drops} [Adj. to "drops" which sprinkled the
white snow (DO)]. |
67
[R - The "which" clause restricts the "red drops" that she gazed upon to those that were on
the snow, and not on any that fell elsewhere.]
4. They were seven little dwarfs (PN) [Adj. to "dwarfs" that lived {among the
mountains}, and dug and searched about {for gold}]. |
[R The "that" clause limits (restricts) the "dwarfs" to those living among the mountains.]
5. The king soon married another wife (DO), [Adj. to "wife" who was very beautiful
(PA)]. |
[Non - The "who" clause adds information about the wife, but does not "restrict" her to a
specific person.]
6. The queen went her way [NuA] {over the hills} {to the place} [Adj. to "place" where the
dwarfs dwelt]. |
[R - The "where" clause restricts "place" by naming which place is meant.]
7. The Queen dressed herself (DO) up again {in a disguise} [Adj. to "disguise" that was
very different (PA) {from the previous one}]. |
[R- The "that" clause distinguishes this disguise from the previous one.]]
8. The moment [NuA] [Adj. to "moment" the Prince lifted the coffin (DO) up to carry it [#1]
home [NuA] {with him}], the piece {of apple} fell {from between Snow-White's lips}, |
and she awoke. |
[R The adjectival clause restricts "moment" to the moment described in the clause.]
9. Snow-White, [Adj. to "Snow-White" who did not dream {of any mischief}], stood up
{before the old woman}. |
[Non - Snow-White is already clearly defined in the story. Thus this clause just adds
information about her. It does not distinguish (restrict) this "Snow-White" from other
possible Snow-Whites.]
10. But the queen, [Adj. to "queen" who thought [DO Snow-White was dead (PA)]],
believed [DO that she was certainly the handsomest lady (PN) {in the land}]. |
[Non - As in 9, the queen is already clearly defined in the story.]
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Note
1. “It” is the direct object of the verbal (infinitive) “to carry.” The infinitive phrase functions as
an adverb (of purpose) to “lifted.”
Ex. 4.b. From the Writing of Fourth Graders
1. There were spooky noises (PN) [Adj. to "noises" which didn't scare me (DO) but
almost made my brother jump [#1] {out of his pants}]. |
The writer chose not to use a comma after “noises,” but could have because the information in the
subordinate clause do not help readers know which “noises” are meant.
2. That was the day (PN) [Adj. to "day" I tried something (DO) new [#2]]. |
Because the subordinate clause identifies which “day” is meant, there is no comma after “day.”
3. {By the time} [Adj. to "time" she left], it was dinner time (PN). |
Because the subordinate clause identifies which “time” is meant, there is no comma after “time.”
The purpose of the comma after “left” is to signal the end of the subordinate clause.
4. But just [#3] {in case} [Adj. to "case" I went deep {under water}], I wore my floaties
(DO). |
See # 3.
5. My cousin Jimmy, [Adj. to "Jimmy" who is thirteen (PA)], and I went down {to the
beach} {with my buggy board}. |
The subordinate clause gives additional information about Jimmy but it is not needed to identify
him. Thus it is set off by commas.
6. I'll never forget the day (DO) [Adj. to "day" I didn't like the oysters (DO)]. |
Because the subordinate clause identifies which “day” is meant, there is no comma after “day.”
7. I can't wait {until next Wednesday} [Adj. to "Wednesday" when I can do more whips
(DO)]. |
The writer chose not to use a comma after “Wednesday,” but the subordinate clause does not help
identify “next Wednesday,” so there would be no problem with a comma after “Wednesday.”
8. The next thing [NuA] [Adj. to "thing" I knew], the restaurant was bouncing {with
laughing people}. |
69
See # 3.
9. We washed the pot (DO) [Adj. to "pot" we cooked in] and gave it (DO) {to my
mother}. |
The subordinate clause indicates which “pot” is meant, so it is not set off by commas.
10. It was the best thing (PN) [Adj. to "thing" I had tasted {in my life}]. |
The subordinate clause indicates which “thing” is meant, so it is not set off by a comma.
Notes
1. “Brother” is the subject of the verbal (infinitive) “jump.” The verbal phrase functions as the
direct object of “made.” [Note that “brother jump out of his pants” fails the sentence test for
finite verbs.]
2. “New” is a post-positioned adjective.
3. Note that “just” modifies the following prepositional phrase.
R
Reew
wrriittiinngg A
Addjjeeccttiivvaall C
Cllaauusseess aass M
Maaiinn C
Cllaauusseess aanndd M
Maaiinn aass A
Addjjeeccttiivvaall
Ex. 5.a. From E. Smythe’s Old-time Stories, Fairy Tales and Myths
A. Rewriting Adjectival Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adjectival subordinate clause into a main
clause. (You can do this by creating two main clauses or by creating compound finite verbs
in one main clause.)
I have not included all the possible options for every sentence. For example, separate
sentences can always be written as compound main clauses, and the average length per
main clause will be almost, if not, identical.
1. The glass leaves, [Adj. to "leaves" which all fell {from the tree}], were broken (P). | [11
w/mc; focus is on "were broken" with a logical connection of identify (punctuated as nonrestrictive)]
Separate Sentences: The glass leaves all fell from the tree. | They were broken. | [5.5
w/mc]
Compound Main Clauses: The glass leaves all fell from the tree, | and they were broken. |
[6 w/mc]
Compound Verbs: The glass leaves all fell from the tree and were broken. | [11 w/mc]
70
2. She stepped {into her carriage}, [Adj. to "carriage" which was pulled (P) {by flying
snakes}]. | [11 w/mc; focus is on "stepped" with a logical connection of identify (nonrestrictive)]
Separate Sentences: She stepped into her carriage. | It was pulled by flying snakes. | [5.5
w/mc]
3. But the people [Adj. to "people" who saw it (DO) ] were afraid (PA). | [8 w/mc;
focus is on "were afraid" with a logical connection of identify (restrictive)]
Separate Sentences: But the people saw it. | And they were afraid. | [4.5 w/mc]
Compound Verbs: But the people saw it and were afraid. | [8 w/mc]
4. The next day [NuA], the cat, [Adj. to "cat" who saw the duckling (DO),] began to
growl [#1] . | [12 w/mc; focus is on "began to growl" with a logical connection of identify
(non-restrictive — which means that readers already know what cat is meant)]
Compound Main Clauses: The next day, the cat saw the duckling, | and she began to
growl. | [6.5 w/mc]
Compound Verbs: The next day, the cat saw the duckling and began to growl. | [12
w/mc]
5. The man [Adj. to "man" who shall come {to your house} {with one shoe}], will be
king (PN). | [14 w/mc; focus is on "will be king" with a logical connection of identify
(restrictive -- which means that only that man will be king)] Note the comma after "shoe."
Because the clause is restrictive, it becomes simply a comma that separates a subject from
its verb. Generally, this is a "no-no," but Smythe probably included the comma to make sure
that readers do not trip over "house" or "shoe" as possible subjects of "will be."
Separate Sentences: A man shall come to your house with one shoe. | He will
be king. | [7 w/mc]
B. Rewriting Main Clauses as Adjectival
Directions: Rewrite each sentence by changing a main clause into an adjectival subordinate
clause.
Some grammarians consider the restrictive and non-restrictive distinctions as very
important, but as you study clauses in real texts, you may conclude that in many cases the
distinction is not of concern to the writers of the texts. Some writers simply like to use
commas, and others do not.
71
1. The men went {on the Argo}. | They were called (P) Argonauts [#2]. | [5 w/mc]
The men [who went on the Argo] were called Argonauts. | [10 w/mc; focus is on "were
called" with a logical connection of identify (restrictive -- which means that only
these men should be called Argonauts)]
The men [who were called Argonauts] went on the Argo. | [10 w/mc; focus is on "went"
with a logical connection of identify (restrictive -- which means that the "men who
went" is restricted to those called Argonauts.)]
2. Thrym was the giant (PN). | He took the hammer (DO). | [4 w/mc]
Thrym was the giant [who took the hammer]. | [8 w/mc; focus is on "was the giant" with
a logical connection of identify (restrictive -- which means that the other giants
didn't)]
Thrym, [who was a giant], took the hammer]. | [8 w/mc; focus is on "took the hammer"
with a logical connection of identify (non restrictive -- which means that his being
a giant is simply additional information)]
3. The little birds {in the bushes} were afraid (PA) and flew away. | [11 w/mc]
The little birds in the bushes, [who were afraid], flew away. | [11 w/mc; focus is on "flew
away" with a logical connection of identify (non restrictive -- which implies that
their being afraid is simply additional information. But isn't there an implied
cause/effect relationship here, even though this is not an adverbial clause?)]
The little birds in the bushes, [who flew away], were afraid. | [11 w/mc; focus is on
"were afraid" with a logical connection of identify (non restrictive -- which
implies that their flying away is simply additional information. If the commas
were deleted to make the clause restrictive, it might imply that there were other
birds in the bushes that were not afraid)]
4. They made a big ship (DO). | They named it "Argo." [#3] | [4.5 w/mc]
They made a big ship [which they named "Argo."] | [9 w/mc; focus is on "made" with a
logical connection of identify (restrictive -- which implies that they may have made
other ships. Note a a comma after "ship" would make the clause non-restrictive -simply additional information.)]
5. The goat was hungry (PA) | and he ate all the leaves (DO). | [5 w/mc]
The goat, [who was hungry], ate all the leaves. | [9 w/mc; focus is on "ate" with a logical
connection of identify (non-restrictive -- which implies that readers already know
which goat is meant.)]
The goat, [who ate all the leaves], was hungry. | [9 w/mc; focus is on "was hungry" with a
logical connection of identify (non-restrictive -- which implies that readers already know
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which goat is meant. Unlike the first option, this one may imply that the goat was still
hungry after he all all the leaves.)]
Either of these two options could be made restrictive by eliminating the commas. Doing so would
single this goat out from others.
Notes
1. The verbal (infinitive) "to growl" functions as the direct object of "began."
2. "Argonauts" is a retained predicate noun after the passive voice "were called." See KISS Level
5.7 - Passive Voice and Retained Complements.
3. “It” is the subject and “Argo” is a retained predicate noun to an ellipsed infinitive—“it *to be*
‘Argo’.” The infinitive phrase functions as the direct object of “named.” See “Ellipsed
Infinitives” in KISS Level Four. (At this KISS Level, I would simply accept either “it” or “it
‘Argo’” as the direct object of “named.”)
Ex. 5.b. From “Princess Goldenhair”
A. Rewriting Adjectival Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adjectival subordinate clause into a main
clause. (You can do this by creating two main clauses or by creating compound finite verbs
in one main clause.)
1. The goose girl was the one (PN) [Adj. to "one" who was to be [#1] his wife (PN)]. |
[From "Goose Girl"; 12 w/mc; focus is on "was" with a logical connection of identity
(restrictive)]
Separate Sentences: The goose girl was the one. | She was to be his wife. | [6 w/mc]
2. She was betrothed (P) {to a prince} [Adj. to "prince" who lived a great way [NuA] off]. |
[From "Goose Girl"; 12 w/mc; focus is on "was betrothed" with a logical connection of
identity (restrictive)]
Separate Sentences: She was betrothed to a prince. | He lived a great way off. | [6 w/mc]
3. An old queen, [Adj. to "queen" whose husband had been dead (PA) some years
[NuA]
,] had a beautiful daughter (DO). | [From "Goose Girl"; 14 w/mc; focus is on "had"
with a logical connection of identity (non-restrictive)]
Separate Sentences: An old queen's husband had been dead some years. | She had a
beautiful daughter. | [7 w/mc]
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4. There was once a King's daughter (PN) [Adj. to "daughter" who was the most
beautiful thing (PN) {in the world}]. | [From "Princess Goldenhair"; 15 w/mc; focus is on
"There was" with a logical connection of identity (restrictive)]
Separate Sentences: There was once a King's daughter. | She was the most beautiful thing
in the world. | [7.5 w/mc]
5. Now [Inj] the name {of this lad}, [Adj. to "lad" that the real bride was to help [#2] {in
watching the king's geese [#3]}], was Curdken (PN). | [From "Goose Girl"; 20 w/mc;
focus is on "was Curdken" with a logical connection of identity (non-restrictive ? [#4] )]
Separate Sentences: Now the name of this lad was Curdken. | The real bride was to help
him in watching the king's geese. | [10 w/mc]
B. Rewriting Main Clauses as Adjectival
Directions: Rewrite each sentence by changing a main clause into an adjectival subordinate
clause.
1. The roads were covered (P) {with the bones} {of the men}. | Galifron had eaten these
men (DO). | [7 w/mc]
The roads were covered with the bones of the men [that Galifron had eaten]. | [14 w/mc;
Main Idea (Focus) = "roads were covered"; Logic = Restrictive identity of the
men]
Galifron had eaten the men [whose bones covered the roads]. | [10 w/mc; Main Idea
(Focus) = "Galifron had eaten"; Logic = Restrictive identity of the men]
2. They saw the giant (DO). | The giant was coming {towards them} {through a wood}.
| [6.5 w/mc]
They saw the giant, [who was coming towards them through a wood]. | [12 w/mc; Main
Idea (Focus) = "They saw"; Logic = Non- Restrictive identity of the giant. Note that
in context, this clause would be non-restrictive because the identity of the giant has
already been established.]
3. The giant put himself (DO) {into a terrible passion}. | He would have killed
Avenant (DO) {with one blow}. | [8 w/mc]
The giant, [who put himself into a terrible passion], would have killed Avenant with one
blow. | [16 w/mc; Main Idea (Focus) = "giant ... would have killed"; Logic =
Non-Restrictive -- additional description of the giant]
74
The giant, [who would have killed Avenant with one blow], put himself into a terrible
passion. | [16 w/mc; Main Idea (Focus) = "giant ... put himself"; Logic = NonRestrictive -- additional description of the giant]
4. Avenant pitied the poor carp (DO), | and he put her (DO) carefully back {into the
water}. | [7 w/mc]
Avenant, [who pitied the poor carp], put her carefully back into the water. | [13 w/mc;
Main Idea (Focus) = "Avenant ... put"; Logic = Non-Restrictive -- additional
description of Avenant]
Avenant, [who put the carp carefully back into the water], pitied the poor thing. | [14
w/mc; Main Idea (Focus) = "Avenant ... pitied"; Logic = Non-Restrictive -additional description of Avenant]
5. The carp dived {to the bottom}, | but she r
eturned {to the edge} {of the river}. | [7.5 w/mc]
The carp, [who dived to the bottom], returned to the edge of the river. | [14 w/mc; Main
Idea (Focus) = "carp ... returned"; Logic = Non-Restrictive -- additional description
of the carp]
Notes
1. If questions arise about this verb, it can be further explained as, for example, the ellipsis of
“going,” “expected,” or “supposed”—“was *going* to be...”
2. The easiest way to explain “was to help” is to assume an ellipsed “going”—“was *going* to
help.” An alternative is to assume an ellipsed “expected,” but that makes the infinitive “to
help” a retained direct object after the passive “was *expected*.”
3. “Geese” is the direct object of the verbal (gerund) “watching.” The gerund phrase functions as
the object of the preposition.
4. According to most grammar books, restrictive clauses—clauses that restrict the meaning of
what they modify—are not set off by commas. This “that” clause certainly appears to
restrict the meaning of “lad,” but it is set off by commas.
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A
A PPaassssaaggee ffoorr A
Annaallyyssiiss
Ex. 6. Aesop’s “The Fox and the Grapes”
Note: You can add two adjectival clauses to this selection by changing the first sentence to
"A fox one day spied a beautiful bunch of ripe grapes that were hanging from a vine that was
trained along the branches of a tree." In essence, this changes the two gerundives into adjectival
clauses.
A Fox one day [NuA] spied a beautiful bunch (DO) {of ripe grapes} hanging [#1] {from a
vine} trained [#2] {along the branches} {of a tree}. | The grapes seemed ready (PA) to
burst [#3] {with juice}, | and the Fox's mouth watered [Adv. to "watered" as he gazed
longingly {at them}]. |
The bunch hung {from a high branch}, | and the Fox had to jump {for it}. | The first
time [NuA] [Adj. to "time" he jumped] he missed it (DO) {by a long way}. | So he
walked off a short distance [NuA] and took a running leap (DO) {at it}, only to fall short
[#4]
once more. | Again and again he tried, but [#5] {in vain}. |
Now he sat down and looked {at the grapes} {in disgust}. |
[DO [#6] "What a fool (PN) I am,"] he said. | "Here I am wearing [#7] myself (DO)
out to get a bunch [#8] {of sour grapes} [Adj. to "grapes" that are not worth (PA) gaping
for [#9] ]." |
And off he walked very, very scornfully. |
There are many (PN) [#10] [Adj. to "many" who pretend to despise and belittle that
[#11]
[Adj. to "that" which is {beyond their reach}]]. |
Notes
1. “Hanging” is a verbal (gerundive) that modifies “bunch” and/or “grapes.”
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2. “Trained” is a gerundive that modifies “vine.”
3. The verbal (infinitive) “to burst” functions as an adverb to “ready.”
4. “Short” can be explained as an adverb to “to fall,” or it can be explained as a predicate
adjective in a palimpsest pattern with “fall” written over “be.” The infinitive phrase
functions as an adverb (of result) to “took.”
5. I would expect students to ignore the function of this “but,” but if the question arises, I would
explain it as a coordinating conjunction introducing an ellipsed clause --“but *he tried* in
vain.”
6. For an alternative explanation of this clause construction, see KISS Level 3.2.3 - Interjection?
Or Direct Object?
7. When they get to verbals (KISS Level Four) some people will prefer to see “wearing” either as
a gerundive that modifies “I,” or as a gerund that functions as a Noun Used as an Adverb.
8. “Bunch” is the direct object of the infinitive “to get.” The infinitive phrase functions as an
adverb to “am wearing.”
9. Grammarians would have different explanations for “gaping for.” In KISS, the simplest
explanation is to consider “gaping” as a gerund that functions as an adverb (how much?) to
the predicate adjective “worth.”
10. People who do not like considering “many” as a noun can supply an ellipsed “people” as the
predicate noun. For an alternative explanation of “There,” see KISS Level 2.1.3 - Expletives
(Optional)
11. “That” is the direct object of the infinitives “to despise” and “belittle.” The infinitives
function as direct objects of “pretend.”
Other Noun Clauses
Ex. 1.a. Mixed Noun Clauses—from the Writing of Fourth Graders
1. The cool part was [PN that we got to go down there and see [#1] all the toys (DO)]. |
2. That is [PN why I am now used to moving places [#2]]. |
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3. And this is [PN what happened]. |
4. And that is [PN when I tried something (DO) new [#3]]. |
5. I went over {to [OP where a couple {of my friends} were playing water basketball
(DO)]}. |
6. One day [NuA] my mom and Miss. Stacy had a little talk (DO) {about [OP how I was
[#4]
{in her class}]. |
Note: Clauses that function as interjections are introduced in fifth grade, but these two
sentences appeared in the writing of fourth graders. For somewhat obvious reasons, rhetoricians
call these "parenthetical" expressions. In effect, they are "by the way" statements, not directly
relevant or important to the topic, but they include information that the writer wishes to interject
(throw into). Thus KISS considers them interjections. In #7, an entire sentence is parenthetical. It
adds nothing to the description of the maze, and instead interjects his mother's perspective. In #
8, the parenthetical "because" clause could be described ad adverbial to "poor," but we do not
normally modify adjectives (that precede nouns) with adverbial clauses. Thus the writer
interjected it after "pizza." Remember that fourth graders are not responsible for identifying
clauses that function as interjections, but some of the students will understand this--and
perhaps apply it in their writing.
7. I would spell out "Lucky's Maze" (DO) or "Welcome" (DO) {with the blocks}. |
(My mom said [DO that it was a cute idea (PN)].) |
8. We put the poor pizza (DO) [Inj. and/or Adv. to "poor" (because it was missing an
ingredient (DO))] {in the hot crispy [#5] oven}. |
Notes
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1. Some people may prefer to see “to go” and “see” as verbals (infinitives) that function as the
direct objects of “got.”
2. Grammarians will have a variety of explanations for “to moving places.” “To moving” could
be considered part of the finite verb phrase, or “moving” could be described as a verbal (a
gerund) that functions as the object of the preposition “to.” The prepositional phrase then
functions as an adverb to “am used.” “Places” could be considered a noun used as an adverb,
or it can be described an the object in an ellipsed prepositional phrase -- “moving *to
different* places.”
3. “New” is a post-positioned adjective.
4. “Behaving” is understood (ellipsed) here.
5. You might want to have the students discuss this use of “crispy.” An oven cannot be crispy,
but it can make things crispy. My guess is that some people will consider “crispy” here to be
illogical and “bad,” whereas others will find it to be imaginative and creative.
Ex. 1.b. Mixed Noun Clauses—from “The Little Match Girl”
{On the table} was spread (P) a snow-white tablecloth; | {upon it} was a splendid porcelain
service, | and the roast goose was steaming famously {with its stuffing} {of apple and dried
plums}. | And [Subject of "was" what was still more capital (PA) to behold [#1] ] was,
[PN to "was" the goose hopped down {from the dish}, reeled about {on the floor} {with
knife and fork} {in its breast}, [Adv. to "reeled" till it came up {to the poor little girl}]]; |
[when [#2] -- the match went out] and [nothing {but the thick, cold, damp wall} was left
(P)
behind. ] |
Notes
1. “[T]o behold” is an infinitive that functions as an adverb to “capital.”
2. This is one that you will never find in the grammar textbooks. Within the KISS framework,
the semicolon indicates the end of a main clause. (See the psycholinguistic model.) The
“when,” however, is clearly a subordinating conjunction. I would suggest that the dash after
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it indicates that something unusual (syntactically) is going on, and then we (as readers) get
two clauses. Technically, we might consider them to be fragments, but they are clearly
understandable and effective. Note that “then,” instead of “when,” would have made the
sentence technically correct, but I still prefer the “when.” See also “Language as a Stream of
Meaning.”
Ex. 2. Noun Clauses as Objects of Prepositions from Stuart Little
1. Harry ran over {to [OP where Katherine sat] }, grabbed the little pillow (DO)
{from her hand}, and ran back {to his seat}, [Adv. to "ran," "grabbed," and "ran" while
Katherine screamed]. |
2. And the next time [NuA] [Adj. to "time" she sailed in], he ran over {to [OP where she
was being turned (P) around] }. |
3. The Littles didn't agree {on [OP what kind (PN) {of bird} she was] }. |
4. "Stuart [DirA], I hope [DO this will be a lesson (PN) {to you}]: | *you* never push a
button (DO) {on an automobile} [Adv. to "never" unless you are sure (PA) {of [OP
what (DO) you are doing ] } ]." |
5. Stuart led the way (DO) {to [OP where he had hidden the canoe (DO)] }, | and
Harriet followed, | but [Adv. to "was horrified" when they reached the spot (DO)]
Stuart was horrified (P) to discover [#1] [DO that the canoe was not there]. |
6. The thought {of death} made Stuart sad [#2], | and he began to think [#3] {of his home}
and {of his father and mother and brother} and {of Margalo and Snowbell} [#4] and {of
[OP how he loved them (DO) (all [#5] {but Snowbell}) ] } and {of [OP what a
pleasant place (PN) his home was, specially {in the early morning} {with the light just
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coming [#6] in} {through the curtains} and {*with* the household stirring and waking
[#6]
} ] }. |
Notes
1. Perhaps the easiest and best way to explain the infinitive “to discover” is to consider it an
adverb (of cause) to “was horrified.”
2. KISS explains “Stuart sad” as an ellipsed infinitive construction with “Stuart” as the subject
and “sad” as the predicate adjective of an ellipsed “to be.” The infinitive phrase as a whole
functions as the direct object of “made.” For more on this, see “Ellipsed Infinitive” in KISS
Level 4.
3. The infinitive “to think” functions as the direct object of “began.”
4. Note how, in this “of” list, the things that go together are compounded within the same
prepositional phrase.
5. Within this parenthetical comment, I’ve considered “all” to be an appositive to “them.”
Alternatively, it could be described as an adjective to “them,” which would make the
following prepositional phrase adverbial.
6. “Light” can be explained as the object of the preposition, with “coming” being a gerundive
that modifies “light.” Alternatively, “light coming” can be considered the core of a noun
absolute that functions as the object of the preposition. The same is true for “household
stirring and waking.” For more on this, see KISS Level 5.8 Noun Absolutes.
Ex. 3. Noun Clauses as Subjects From My Book of Favorite Fairy Tales
1. [Subj Whosoever tasted the apple (DO)] was sure (PA) to die [#1] . |
2. [Subj Whatever gets {into their hands}, or is brought (P) {to their caves},] seldom,
[Adv. to "seldom" if ever [#2] ], again sees daylight (DO). |
3. [Subj What [#3] the little fish had foretold] soon came to pass [#4]. |
4. [Subj Whichever brings me (IO) the most beautiful little dog (DO)] {at once}
succeeds {to the kingdom}. |
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5. [DO [Subj" What [#3] you say] is very true (PA),"] said the wife. |
At KISS Level 3.2.3 - Interjection? Or Direct Object? students will have the option of
explaining the "said" clause as an interjection:
[Subj" What [#3] you say] is very true (PA)," [Inj. said the wife]. |
Notes
1. The infinitive “to die” functions as an adverb to “certain.”
2. Expect many students to be confused by the ellipsis here: “if *it* ever again sees daylight.”
3. “What” functions simultaneously as the subordinating conjunction and the direct object of
“foretold.”
4. Grammarians may have a variety of explanation for “come to pass,” but the phrase is
idiomatic for “happened.” Therefore, the clearest explanation for students would be to
consider the entire phrase as the finite verb.
Ex. 4. Noun Clauses as Predicate Nouns from Stuart Little
Note that in some sentences the predicate noun is set off by a comma and in others it is
not.
1. The truth {of the matter} was, [PN the baby looked very much {like a mouse} {in every
way}]. |
2. But the truth was [PN the drain had made him very slimy [#1] ], | and it was
necessary (PA) {for him} to take a bath and sprinkle himself [#2] {with a bit} {of his
mother's violet water} [Adv. to "was" before he felt himself (PN) again]. |
3. That's [PN what the State Police did [Adv. to "did" when a man got stuck (PA) [#3]
{in a cave}]]. |
4. Snowbell, the cat [#4], enjoyed nighttime (DO) more {than daytime} [#5]. | Perhaps it
was [PN [#6] because his eyes liked the dark (DO) ]. |
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5. "All [Adj. to "All" I can say] is, [PN you've got more self-control (DO) [Adv. to
"more" than I have]]." |
6. The highways and byways are [PN where you will find me (DO), always looking
[#7]
{for Margalo}]. |
7. My only drawback is [PN that I look something [NuA] {like a mouse}]. |
Notes
1. In KISS, “him” is the subject and “slimy” is a predicate adjective in an ellipsed infinitive
construction -- “him *to be* slimy.” The infinitive phrase functions as the direct object of
“made.” See “Ellipsed Infinitive” in KISS Level 4.
2. “Bath” is the direct object of the infinitive “to take,” and “himself” is the direct object of the
infinitive “sprinkle.” The infinitive phrases function as delayed subjects. (“To take ... and
sprinkle was necessary....” See KISS Level 5.6 - Delayed Subjects and Sentences.
3. Alternatively, “got stuck” could be considered a passive verb.
4. “Cat” is an appositive to “Snowbell.”
5. Alternatively, this could be explained as an ellipsed clause -- “than *she enjoyed* daytime.”
6. You will not find sentences like this one explained in grammar textbooks. Some people may
prefer to explain this as an adverbial clause, and I would not argue the point. In terms of
meaning, however, the “it” means “the reason.”
7. The gerundive “looking” modifies “me.”
K
KIISSSS L
Leevveell 33..11..33 ---- E
Em
mbbeeddddeedd SSuubboorrddiinnaattee C
Cllaauusseess
N
Nootteess ffoorr T
Teeaacchheerrss
Technically, any subordinate clause is embedded in a main clause. But students do not have
much of a problem seeing the structure of a subordinate clause within a main clause. They do,
however, have problems untangling subordinate clauses that are embedded in subordinate
clauses that are embedded in subordinate clauses. The exercises in this KISS Level are,
therefore, simply aimed at helping students untangle these levels of embedding.
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Because it is a classic and an excellent example of embedded subordinate clauses (twelve
deep), the last sentence of “The House That Jack Built” is the first exercise in each of the KISS
Level 3.1.3 sections. Exercises two through six are just that. Most students will need practice at
untangling heavily embedded clauses. Exercise seven insures that every grade-level will have at
least one exercise based on a complete passage. The “suppose you say that I said that she said”
play in 78-word passage from Kipling’s “The Beginning of the Armadilloes” makes it another
humorous, but challenging exercise with third and fourth level embeddings of subordinate
clauses.
Suggested Directions for Analytical Exercises
[Note that these are identical to the directions for Level 3.1.2]
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or
“DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its
function. If it functions as an adjective or adverb, draw an arrow from the opening bracket to
the word that the clause modifies.
4. Place a vertical line after each main clause.
For review, add:
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
Probable Time Required
If you have been taking the slow learning curve apporach to clauses [See Level 3.1.2], you'll
probably want to do three or four exercises from this section. Ideally, at this point in your work
with KISS, your students should be spending most of their time with KISS on logic and style
exercises and on analyzing selections from their own reading and writing.
Ex. 1. The Last Sentence of “The House That Jack Built”
This is the Farmer (PN) [Adj. to "Farmer" who sowed the corn (DO)
[Adj. to "corn" That fed the Cock (DO) [Adj. to "cock" that crowed {in the morn},]
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[Adj. to "cock" That waked the Priest (DO) all shaven [#1] and shorn, [#1]
[Adj. to "priest" That married the Man (DO) all tattered [#1] and torn, [#1]
[Adj. to "man" That kissed the Maiden (DO) all forlorn, [#1]
[Adj. to "maiden" That milked the Cow (DO) {with the crumpled horn},
[Adj. to "cow" That tossed the Dog (DO),
[Adj. to "dog" That worried the Cat (DO),
[Adj. to "cat" That killed the Rat (DO),
[Adj. to "rat" That ate the Malt (DO),
[Adj. to "malt" That lay {in the house} [Adj. to "house" that Jack built]]]]]]]]]]]].|
Notes
One could easily argue that the “That waked the priest” clause modifies the “that” in the
“that crowed in the morn” clause. (It was the crowing that probably waked the priest.) Doing so
would mean that there would be no bracket after “morn,” and that there would be an additional
one at the end, making an thirteen. (As a teacher, I would accept either response, asking, of
course, for the student’s reasons.
1. “Shaven,” “shorn,” “tattered,” and “torn” can all be explained as gerundives to the words they
modify. “Forlorn” is a post-positioned adjective to “maiden.”
Ex. 2.a. From the Writing of Fourth Graders
1. He said [DO that this would be the last time (PN) {until tomorrow} [#1] [Adj. to
"time" that we would try]]. |
2. I had a feeling (DO) [Adj. to "feeling" they would ask [DO if I wanted to dive [#2]
{off the diving board}]]. |
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3. We told her (IO), [DO "We asked you (IO) [Adv. (of time) to "asked" when you
were half [NuA] asleep {in a good dream}.]"] |
4. I was scared (P) [#3] {about swimming [#4]} [Adv. (of cause) to "was scared" because I
thought [DO I was going to go all the way [NuA] down {in the pool}]]. |
5. The door was closed and locked (P) [#5] [Adv. (of purpose) to "was closed" and "locked"
so no robbers could break {into my house} [Adv. (of time) to "could break" while I
was {at gymnastics}]]. |
Notes
1. This phrase modifies the adjective “last.”
2. The verbal (infinitive) “to dive” functions as the direct object of “wanted.”
3. Alternatively, “scared” can be explained as a verbal (gerundive) that functions as a predicate
adjective. (If one is focusing on the action, it is a passive verb; if one is focusing on the state
of being, it is a predicate adjective.)
4. “Swimming” is a verbal (a gerund) that functions as the object of the preposition.
5. Alternatively, “closed” and “locked” can be explained as verbals (gerundives) that function as
predicate adjectives.
Ex. 2.b. From the Writing of Fourth Graders
1. [DO I just wish [DO that they were not Fungus (PN)!,]] I thought {to myself}. |
2. I knew [DO [Adv. (condition) to "would get" if I just tried harder], I would get it
(DO)]. |
3. [DO "I guess [DO they aren't as bad (PA) [Adv. (comparison) to "as" as they
look,]]"] I told Jane (IO). |
[#1]
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4. I was putting the bacon (DO) {in the microwave} [Adv. (time) to "was putting" when
my sister asked Alice (IO) and me (IO) [DO how high [#2] she should put the eggs
(DO) on]]. |
5. I also remembered [DO I had goggles (DO) [Adv. (result) to "had" so I would not
get water (DO) {in my eyes}]], [Adv. (result) to "remembered" so I started to kick
and push [#3] {with my arms and legs}]. |
Notes
1. In fifth grade, students will be given the option to explain the main clause in this sentence (and
in sentence three) as interjections, thereby making the initial subjects and verbs in these two
sentences the main subject and verb.
2. Some people may want to explain “high” as an adjective. Ellipsis is involved here, as we all
understand that this means “She should put the eggs on how high a temperature.”
3. “To kick” and “push” are verbals (infinitives) that function as direct objects of “started.” This
sentence, by the way, may be a little awkward, but it is perfectly correct.
Ex. 2.c. Based on “The Nightingale” in Stories from Hans Andersen
1. The garden was so big (PA), [Adv. (result) to "so" that even the gardener himself [#1]
did not know [DO where it ended]]. |
2. Books are often mere inventions (PN), even [Adv. to "are" if they do not belong {to
[OP what we call the black art [#2] ]}]! |
3. The nightingale went {with them} willingly [Adv. to "went" when it heard [DO that
the emperor wished it (DO)]]. |
4. The watchmaker said [DO it would have to be saved (P) as much as possible [#3],
[Adv. (cause) to "have to be saved" because it was so worn (P) out]]. |
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5. They were all the emperor’s good and bad deeds (PN), [Adj. to "deeds" which now
looked him (DO) [#4] {in the face} [Adv. to "looked" when Death was weighing
him (DO) down]]. |
6. “Everything!” (DO) said the emperor, [Adj. to "emperor" who stood there {in his
imperial robes} [Adj. to "robes" which he had just put on]]. |
7. *You* Tell no one (IO) [DO that you have a little bird (DO) [Adj. to "bird" who
tells you (IO) everything (DO)]]. |
Notes
1. “Himself” is an appositive to “gardener.”
2. I would simply accept “art” as a direct object. If we want to be more technical, it is a predicate
noun after an ellipsed infinitive -- “we call books (here represented by “what”) *to be* the
black art.”
3. “Possible” is a predicate adjective in an ellipsed subordinate clause -- “as *it is* possible *to
save it.”
4. Alternatively, “him” can be explained as the object of an ellipsed preposition -- *at* him
Ex. 2.d.Based on “The Happy Rattle” From FRIENDLY FAIRIES
These will be difficult for most fourth graders, but many fourth graders will probably be
able to explain the entire clause structure of all of these sentences. That is impressive.
1. They had not hopped far [Adv. to "not" before they met Eddie Elf (DO), [Adj. to
"Eddie Elf" who was singing happily {to himself} [Adv. to "was singing" as he
walked along]]]. |
2. They had not gone far [Adv. to "not" until they met Wallie Woodpecker (DO),
[Adj. to "Wallie Woodpecker" who also was singing happily]]. |
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3. [DO of “said” “Then I will go back {with you}!”] said Billie Bumblebee, [Adv. (of
result) to "said" so away they all went [Adv. to "went" until they came {to Willie
Woodchuck’s home}]]. |
4. And {after that} no one could say [DO that Willie Woodchuck had nothing (DO)
else to do [#2]], [Adv. to "could say" for [#1] he spent his time (DO) making beautiful
“happy rattles” [#3] [Adj. to “happy rattles” which (DO) [#4] he gave away {to all the
creatures}]], | and everyone laughed and made merry (DO) [#5] [Adv. to "laughed"
and "made merry" whenever they heard the beautiful yellow and red and blue and black
and white rattles (DO) [Adj. to “rattles” which rattled so beautifully and drove away
the grumpies (DO)]]. |
Notes
1. “For” and “so” as conjunctions are a point of special focus, but here simply note that the “for”
clause presents the writer’s reason for stating the main clause. It does not explain “why”
Will had nothing else to do; it states why the writer thinks he had nothing else to do.
2. “To do” is a verbal (an infinitive) that modifies “nothing.”
3. “Happy rattles” is the direct object of the verbal (gerundive) “making” which modifies “he.”
4. “Which” functions simultaneously as a subordinating conjunction and as the direct object of
“gave.”]
5. “Make merry” could be considered the verb because the phrase is idiomatic. A full KISS
explanation of this phrase involves an ellipsed infinitive phrase that functions as the direct
object of “made” - “made *themselves to be* merry.”
Ex. 2.e. From Mrs. Piggle-Wiggle’s Magic
Once Molly O'Toole dreamed [DO of "dreamed" she was a raisin (PN) and was
eaten (P) {by a rat}]. | Johnny Green dreamed [DO of "dreamed" that he was a pirate
(PN) and lived {in a whale}]. | Hubert Prentiss dreamed [DO of "dreamed" that he
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was an icicle (PN) and could freeze anyone (DO) [Adj. to "anyone" he touched]]. |
Susan Gray dreamed [DO of "dreamed" that her dolls all came alive]. | Larry Gray
dreamed [DO of "dreamed" he was a cowboy (PN) and had a white horse (DO)]. |
Mary Lou Robertson dreamed [DO of "dreamed" that her covers were frosting
(PN)] and woke up {with her mouth} full [#1] (of blanket}. | Kitty Wheeling dreamed
[DO of "dreamed" that she was a movie star (PN) and had a real fur coat (DO)]. |
Patsy said [DO of "said" that she dreamed [DO of "dreamed" that she was an electric
toaster (PN)]] | and everybody said [DO of "said" she was making it (DO) up [#2] ] |
and Patsy cried | and Mrs. Piggle-Wiggle said [DO of "said" she would help Patsy
(IO) {with her dreams}]. |
Notes
1. I would ultimately explain “full” as a predicate adjective in a noun absolute (“her mouth
*being* full”) that functions as the object of the preposition “with.” Grammarians and
linguists on the ATEG list don’t seem to like the concept of noun absolutes that function as
nouns, but then they cannot agree among themselves about how to explain a construction
such as this. If a student wanted to explain it as a post-positioned adjective to “mouth,” I
would accept that explanation. The important point is that it chunks to “mouth.”
2. “To make up” means “to imagine.”
Ex. 3. A Passage for Analysis from “Snow-White and Rose-Red”
Note: You might also want to discuss the use of semicolons to separate main clauses in
this selection.
"Stupid, inquisitive goose [DirA]!" [#1] replied the dwarf; | "I meant to split the trunk
[#2]
, [Adv. (purpose) to "to split" so that I could chop it (DO) up {for kitchen sticks}]; | big
logs would burn up the small quantity (DO) {of food} [Adj. to "quantity" and/or "food"
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we cook], [Adv. (cause) to "would burn up" [#3] for people {like us} do not consume great
heaps (DO) {of food}, [Adv. to "consume" as you heavy, greedy folk do]]. | The billhook (DO) I had driven in, | and soon I should have done [DO what (DO) I
required]; | but the tool suddenly sprang {from the cleft}, [Adj. to "cleft" which so
quickly shut up again [Adv. (result) to "so" that it caught my handsome white beard
(DO)]]; | and here I must stop, [Adv. (cause) to "must stop"
free [#4] ]. | You stupid, pale-faced creatures [DirA] ! |
[#5]
[#3]
for I cannot set myself
You laugh, [ [#6] do you?]" |
Notes
1. The words in quotation marks, of course, also function as the direct object of “replied.”
2. “Trunk” is the direct object of the infinitive “to split.’ The infinitive phrase is the direct object
of “meant.”
3. Some grammarians would consider this “for” clause a main clause. For the KISS perspective,
see KISS Level 3.2.2 - “So” and “For” as Conjunctions.
4. KISS explains “myself free” as an ellipsed infinitive construction in which “myself” is the
subject and “free” is a predicate adjective to an ellipsed “to be.” The ellipsed infinitive
phrase is then the direct object of “cannot set.” For more on this, see “ellipsed infinitive” in
KISS Level 4: Verbals.
5. Whether or not this is a main-clause break is a matter of debate. In statistical studies, I would
not count it as one, but at this point in their work, many students will--and so will some
grammarians.
6. Linguists call this a “tag question.” KISS considers it as a form of interjection. For more on
this, see KISS Level 3.2.4 - “Tag” and Other Questions about Clauses.
A
Appppeennddiixx
In addition to explaining the codes and colors used in the analysis keys, this key is also
called “The KISS Grammar Toolbox.” It presents, in very brief form, all the essential concepts
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that students will need to learn in order to explain, and thus intelligently discuss, how any word,
in any English sentence, functions within that sentence.
The KISS Grammar Toolbox
With the exception of passive voice (which is required to understand retained complements),
this list includes all the concepts and constructions that students need in order to explain the
function of any word in any sentence. In effect, it is the KISS Toolbox. The following colors and
codes are used throughout the analysis keys in the KISS Workbooks.
Two KISS Concepts
Compounding – Coordinating Conjunctions
Whereas most grammar texts explain compounding in multiple places (compound subjects;
compound verbs, compound clauses, etc.) KISS treats compounding as a concept. Any identical
parts of speech (such as adjective and adjective) or any construction can be compounded, usually
by using "and," "or," or "but"). Once students can be expected to identify the constructions that
are being joined, the conjunctions are coded orange.
Ellipsis – The Omission of Understood Words
The analysis keys indicate words that are ellipsed by placing them between asterisks –
*You* close the door.
KISS Levels One and Two
Subjects and finite verbs are underlined, with subjects colored green and finite verbs blue.
(Html does not allow for double underlining of finite verbs.) Complements are in brown and
labeled: PN (Predicate Noun); PA (Predicate Adjective); IO (Indirect Object); and DO (Direct
Object). A (P) after a finite verb indicates that it is in passive voice.
Adjectives and Adverbs are not always identified, but when they are, adjectives are in green
and adverbs in blue. In some of the upper level keys, adjectives and adverbs are identified simply
by being in smaller type to show how much of the text students can already be expected to
analyze. Sometimes they are not colored because the result is a confusion of colors. Likewise,
once students have some experience identifying prepositional phrases, I do not usually ask them
to draw arrows from simply adjectives and adverbs to the words they modify. Doing so often
results in a confusion of lines on the students' papers.
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Prepositional Phrases are identified {by braces}. The words in adjectival phrases are in
green; adverbial; phrases are in blue because we are more interested in the functions of phrases
than in the functions of individual words. Embedded phrases and the phrases they are embedded
in are underlined when the directions specifically call for identifying the embeddings.
KISS Level Three
Subordinate clauses are identified (P) {by red brackets}. The function {of the clause}
follows the opening bracket (DO). Subordinate conjunctions [Adj. to "conjunctions" that have
no other function (DO)] are {in bold red}. A vertical line "|" identifies the end (DO) {of each
main clause}. |
KISS Level Four
The functions of verbals (gerunds, gerundives, and infinitives) are explained in notes.
KISS Level Five
All these constructions are identified by bracketed, superscript links that lead to the basic
instructional material about them.
Expletives (It and There) [Exp]
Noun Used as an Adverb [NuA]
Interjection [Inj]
Direct Address [DirA]
Appositive [App]
Delayed Subject [DS]
Post-Positioned Adjective [PPA]
Retained Complements [RDO], [RPN], [RPA]
Noun Absolute [NAbs]
If additional explanation is needed, links are included in notes at the bottom of the page.
Using the KISS Analysis Keys
Originally, there were analysis keys for each KISS level for each KISS exercise. They used
a lot of paper so they have been replaced by one key, a key in which every word in every
sentence is explained. My assumption is that parents and teachers will usually know which
words students should be expected to explain. In many cases, the keys include notes about this.
But this can be confusing for teachers who are not themselves comfortable with KISS
terminology. Consider a couple of examples.
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An exercise in KISS Level 1.5 (Adding Prepositional Phrases) includes the sentence:
The corn which had been sowed in the field over the field-mouse's home grew up high
into the air, and made a thick forest for the poor little girl, who was only an inch high.
The first thing we should note is that this is a very sophisticated sentence for a grammar
textbook. The directions for this exercise are:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,”
or “DO”).
In the analysis key, you will find it analyzed as:
The corn [Adj. to "corn" which had been sowed (P) {in the field} {over the fieldmouse's home}] grew up high {into the air}, and made a thick forest (DO) {for the
poor little girl}, [Adj. to "girl" who was only an inch [NuA] high (PA).] |
Based on the directions, you should expect the students to analyze the following:
The corn which had been sowed {in the field} {over the field-mouse's home}
grew up high {into the air}, and made a thick forest (DO) {for the poor little
girl}, who was only an inch high (PA).
In other words, you can ignore the rest of the analysis. It is there as information for parents and
teachers who want to know how to analyze every word. You are, of course, always welcome to
ask questions on the KISS Grammar List or the Yahoo Grammar Group about sentences in
exercises (or any other sentences).
Creating Directions for Your Students
The directions for KISS analytical exercises are in the Master Books for each level and also
in the exercises in the workbooks. Don’t forget, however, that you can adapt these directions to
suit the needs of your own students. The only things I would suggest is that once students get to
prepositional phrases, the following basic sequence should usually be used. (Numbers 3 and 4, of
course, would be added in KISS Level 3.)
1. Place parentheses ( ) around each prepositional phrase.
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2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or
“DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label
its function.
4. Place a vertical line after each main clause.
Because students will already have the sentences to be analyzed one paper in front of them, they
will not have to copy sentences, etc. It therefore should take them very little time to do these four
things, and these four mark out the major parts of most sentences.
Directions for KISS Punctuation Exercises
Punctuation exercises are very easy for anyone to create. Simply select a short text, remove
all the punctuation marks, change capital letters to lower case, and give the students the text with
the following directions:
Directions: The punctuation and capitalization in the following text was lost.
Please fix it (right on this page).
These exercises will be most effective if they are followed by a class discussion of various
changes that students made, particularly if the students are also shown the punctuation in the
original passage.
Directions for Sentence-Combining Exercises
The following directions are standard for KISS sentence-combining exercises. I give them
here so that you can use them to create your own exercises without confusing students by
changing directions that they may be accustomed to. These are, I should note, the directions that
were used for the "Aluminum" passage created by Roy O'Donnell.
Read the passage all the way through. You will notice that the sentences are
short and choppy. Study the passage, and then rewrite it in a better way. You may
combine sentences, change the order of words, and omit words that are repeated
too many times. But try not to leave out any of the information.
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Directions for De-Combining Exercises
Many of the sentences in the following selection are long and complex.
Rewrite the passage, breaking each sentence into as many shorter sentences as
you can. Then consider the stylistic differences between the original and your
rewritten version.
Although textbooks tend to focus on combining exercises, de-combining may be as or more
important than combining exercises. Developmental psychologists such as Piaget and Vygotsky
claimed that reversibility -- the ability to undo a mental operation -- is a sign of cognitive
mastery. More specifically in terms of syntactic maturity, de-combining exercises can help
students see the relationships between ellipsed and reduced forms (such as verbals) and the
simpler "underlying" sentences. Finally, decombining exercises give students a somewhat
different perspective on style since they will find some sentences very difficult to decombine.