· web viewthree relatively short main clauses establish stephen's arrival at richley abbey....

KISS Grammar

Level 6.3 — Style:Sentence Combining & Decombining

Note: You probably do not want to print this entire book. Unlike the Grade-Level books, this book

includes the exercise (sometimes in more than one format) followed by the analysis key. There are also

more exercises in the on-line version of this section.

Free, from the KISS Grammar Web SiteKISSGrammar.org

© Ed Vavra

July, 2012

2

Contents

Introduction.........................................................................................................2“Directed” Combining & Decombining Exercises.............................................4

Level 1 - Adjectives...........................................................................................................................4From “Jack and His Golden Box”...............................................................................................4

Level 1 - Finite Verbs.........................................................................................................................7From Alice in Wonderland by Lewis Carroll..............................................................................7

Level 3 - Combining Clauses...........................................................................................................11Subordinating Conjunctions and Logic Based on Introductory Lessons in English Grammar11

Passages for De-Combining..............................................................................16Sentence-based Exercises.................................................................................................................16

Based on “William Tell”...........................................................................................................16Passage-based Exercises...................................................................................................................19

From With the Buccaneers, by Howard Pyle............................................................................19The Opening Paragraph of Henry James’s Daisy Miller..........................................................21

Text-Based “Free” Combining Exercises.........................................................24Levels 1 & 2.....................................................................................................................................24

From Chapter 13 of Peter Pan, by J. M. Barrie........................................................................24From Willa Cather’s “The Bohemian Girl”..............................................................................27

Level 3..............................................................................................................................................30Thumbelina Escapes from the Toad..........................................................................................30Aesop's Fables, The Ox and the Frog......................................................................................33

Level 4..............................................................................................................................................36From One is One by Barbara Leonie Picard.............................................................................36The Opening Paragraphs of Pride and Prejudice, by Jane Austen..........................................40

IntroductionIntroductionSentence-combining exercises can be very frustrating (and therefore harmful) to some older students

who are suddenly asked to do such exercises with complicated sentences. Even many adults view written

sentences as set in stone. Thus the very idea of changing them opens an entirely new perspective. Such

exercises are both more comfortable and more effective if they are introduced early and done at least once

or twice every year (with increasingly more sophisticated sentences. Currently, KISS introduces them in

Level 1.4 - Coordinating Conjunctions and Compounds. The exercises in this section on combining with

adjectives were originally in KISS Level 1.2, but were removed in the process of a reorganization.

Perhaps they should be put back there. They may be particularly helpful for primary school students.

KISS uses two types of sentence-combining exercises. “Directed” exercises require students to

combine sentences using a specific construction. Some of these exercises are in the booklets on the

3

construction. You will also find this type of exercise in KISS Level 6.2 --“Style- Focus, Logic, and

Texture.” In that collection, students use combining exercises to explore how different combinations

affect focus, logic, and texture. The objectives of “directed” exercises are 1.) to stretch students into using

combinations that they may not have previously, and 2.) to get students thinking of the stylistic

implications of the different ways of saying basically the same thing.

This booklet contains “free” combining exercises, based on passages from texts. Normally for these

exercises, the original text has been chopped into shorter sentences. The students are asked to rewrite the

passage “in a better way” without changing the basic information in the text. The objective of these

exercises is also twofold. First, they are intended to give students practice with combining, but combining

in a way that suits their own sense of style. Second, if the students’ revisions are shared in class, students

can again see stylistic differences.

Both Jean Piaget and Lev Vygotsky, two highly respected child psychologists, have argued that

cognitive mastery entails the ability to reverse a mental process. Thus KISS also contains decombining

exercises. Having students create combining exercises by decombining sentences in passages and

correctly punctuating their new versions is an excellent activity. [If you think decombining is easy, just

ask students to do it and see what happens.]

Note that some of these exercises include some sentences to be combined, and some to be

decombined. Another excellent way to use many of these exercises is to give students the decombined

version, have them combine it, then discuss and analze the original. Then have them rewrite it for readers

at different age levels, for example, sixth gradrs and high school seniors. Or you could have them rewrite

it so that it sounds best to them (readers at their own level).

4

“Directed” Combining & Decombining Exercises“Directed” Combining & Decombining ExercisesLevel 1 - Adjectives

From“Jack and His Golden Box”

Sentence-Combining & De-Combining with Adjectives

Directions: Combine the two sentences in each number below into one sentence by putting the adjective in the second sentence into the first sentence.

Example: Here is a cake for you. It is big.Here is a big cake for you.

1. Take this box, Jack. It is little.

2. Then the old man drew out of his pocket a box. The box was golden.

3. Jack had supper. It was good.

4. In came the lady of the house. She was young.

5. There is a pretty man in the kitchen. He is young.

6. After a journey they came again to Jack and the King. The journey was merry.

Directions: Rewrite the sentence in each number below as two separate sentences by making an adjective from the sentence into a separate S/V/PA sentence.

Example: The King made a funny noise.The King made a noise. The noise was funny.

1. I must have a great lake.

2. One of the largest vessels must fire a royal salute.

3. Out hopped three little red men.

4. You must get me a great castle.

5. The gentleman now made a large hunting party.

6. The castle upon the twelve golden pillars had disappeared.

5

Jack and His Golden Box:Sentence-Combining with Adjectives

Analysis Key / NotesExample

: Here is a cake {for you}. | It is big (PA). | [4.5 W/MC]

Here is a big cake {for you}. | [7 W/MC]

Note that the prepositional phrase “for you” can be explained either as an adjective to “cake” or as an adverb to “is.”

1. *You* Take this box (DO), Jack [DirA]. | It is little (PA). | [3.5 W/MC]

*You* Take this little box (DO), Jack [DirA]. | [5 W/MC]

2. Then the old man drew {out of his pocket} a box (DO). | The box was golden (PA). | [7.5

W/MC]

Then the old man drew {out of his pocket} a golden box (DO). | [12 W/MC]

3. Jack had supper (DO). | It was good (PA). | [3 W/MC]

Jack had a good supper (DO). | [5 W/MC]

4. In came the lady {of the house}. | She was young (PA). | [5 W/MC]

In came the young lady {of the house}. | [8 W/MC]

5. There is a pretty man (PN) {in the kitchen}. | He is young (PA). | [5.5 W/MC]

There is a pretty, young man (PN) {in the kitchen}. | [9 W/MC]

Note that in the combined sentence “pretty” is syntactically ambiguous—it could mean “very” or “somewhat” and modify “young.” In the original, however, it clearly means “pretty and young.” (See also Expletive “There.”)

6. {After a journey} they came again {to Jack and the King}. | The journey was merry (PA).

| [7.5 W/MC]

{After a merry journey} they came again {to Jack and the King}. | [12 W/MC]

6

Obviously some students will come up with variant answers to an exercise such as this one. The following are therefore only some of the possible responses. Note. by the way, that although the focus of this exercise is decombining sentences, the exercise may also help some students remember that "must" is usually part of a finite verb phrase.

Example: The King made a funny noise (DO). |The King made a noise (DO). | The noise was funny (PA). |

1. I must have a great lake (DO). | I must have a lake (DO). | It must be great (PA). |

2. One {of the largest vessels} must fire a royal salute (DO). |

One {of the largest vessels} must fire a salute (DO). | The salute must be royal (PA). |

3. Out hopped three little red men. |

Out hopped three red men. | They were little (PA). | Out hopped three little men. | They were red (PA). |

[This is a good sentence for discussing how the shorter sentence emphasizes the characteristic it embodies—“little” or “red.”]

4. You must get me (IO) a great castle (DO). |

You must get me (IO) a castle (DO). | It must be great (PA). |

5. The gentleman now made a large hunting party (DO). |

The gentleman now made a hunting party (DO). | It was large (PA). |

6. The castle {upon the twelve golden pillars} had disappeared. |

The castle {upon the twelve pillars} had disappeared. | The pillars were golden (PA). |

7

Level 1 - Finite Verbs

Decombining and Combining Sentences --Finite Verbs

From Alice in Wonderland by Lewis Carroll

Colorizedfrom aB&W

illustrationBy

John Tenniel

Part 1: Decombining Sentences with Finite Verbs

Directions: The following five sentences have compound finite verbs. Rewrite them as two sentences.

Example:The Rabbit dropped the white kid-gloves and the fan and skurried away into the darkness.The Rabbit dropped the white kid-gloves and the fan. He skurried away into the darkness.

1. So she set to work and very soon finished off the cake.

2. She was now about two feet high and was going on shrinking rapidly.

3. After a time, she heard a little pattering of feet in the distance and hastily dried her eyes to see what was coming.

4. The rabbit-hole went straight on like a tunnel for some way and then dipped suddenly down.

5. In a very short time, the Queen was in a furious passion and went stamping about and shouting, “Off with his head!” or “Off with her head!” about once in a minute.

(Continues on the next page.)

8

Part 2 - Combining Sentences with Finite Verbs

Directions: Combine the following pairs of sentences into one sentence with compound finite verbs.

1. At this, Alice got up. And she walked off.

2. She caught the flamingo. She tucked it away under her arm, that it might not escape again.

3. The White Rabbit blew three blasts on the trumpet. He called out, “First witness!”

4. At this, the whole pack rose up in the air. They came flying down upon her.

5. The Rabbit actually took a watch out of its waistcoat-pocket. It looked at it. And then it hurried on.

9

From Alice in Wonderland by Lewis CarrollThis should be an easy exercise, but remember that its purpose is primarily to remind students that

sentences can be restructured to change their focus and effect. It should also prepare students for combining and de-combining exercises that are much more complicated.

I have included the number of words per main clause for each version. Typically, we want younger students to do more combining than de-combining, but both Jean Piaget and Lev Vygotsky, the two pioneers in the study of cognitive development, have argued that mastery of a concept entails the ability to reverse it.

Part 1: Decombining Sentences with Finite Verbs1. So [#1] she set {to work} [#2] and very soon finished off the cake (DO). | [12 w/mc]

So she set to work. | Very soon she finished off the cake. | [6 w/mc]

2. She was now about [#3] two feet [NuA] high (PA) and was going on shrinking [#4] rapidly. | [13 w/mc]

She was now about two feet high. | She was going on shrinking rapidly. | [6.5 w/mc]

3. {After a time}, she heard a little pattering (DO) {of feet} {in the distance} and hastily

dried her eyes (DO) to see [#5] [DO what was coming]. | [23 w/mc]

After a time, she heard a little pattering of feet in the distance. | She hastily dried her eyes to see what was coming. | [11.5 w/mc]

4. The rabbit-hole went straight on {like a tunnel} {for some way} and then dipped suddenly

down. | [16 w/mc]

The rabbit-hole went straight on like a tunnel for some way. | Then it dipped suddenly down. | [8 w/mc]

5. {In a very short time}, the Queen was {in a furious passion} and went stamping [#6] about and shouting [#6], "Off with his head!" (DO) or "Off with her head!" (DO) about once

{in a minute}. | [32 w/mc]

In a very short time, the Queen was in a furious passion. | She went stamping about, | and

she was shouting, "Off with his head!" or "Off with her head!" about once in a minute. | [11.3 w/mc]

Part 2 - Combining Sentences with Finite Verbs

1. {At this}, Alice got up. | And she walked off. | [4.5 w/mc]

At this, Alice got up and walked off. | [8 w/mc]

10

2. She caught the flamingo (DO). | She tucked it (DO) away {under her arm}, [Adv. (purpose) to "tucked" that it might not escape again]. | [8.5 w/mc]

She caught the flamingo and tucked it away under her arm, that it might not escape again. | [17 w/mc]

3. The White Rabbit blew three blasts (DO) {on the trumpet}. | He called out, "First witness!" (DO) | [7 w/mc]

The White Rabbit blew three blasts on the trumpet and called out, "First witness!" | [14 w/mc]

4. {At this}, the whole pack rose up {in the air}. | They came flying [#7] down {upon her}. | [8 w/mc]

At this, the whole pack rose up in the air and came flying down upon her. | [16 w/mc]

5. The Rabbit actually took a watch (DO) {out of its waistcoat-pocket}. | It looked {at it}. | And then it hurried on. | [6.3 w/mc]

The Rabbit actually took a watch out of its waistcoat-pocket and looked at it and then hurried on. | [18 w/mc]

Notes

1. See KISS Level 3.2.2 - “So” and “For” as Conjunctions.2. Although “to work” can be explained here as a prepositional phrase, “work” is also a verb, so I would

not argue with people who see “to work” as an adverbial infinitive.3. This “about” means “approximately” and thus is not a preposition. Note that it can be taken out of the

sentence without changing anything else—thus it does not have an object.4. Grammarians will probably have a variety of views about what is, and what is not, part of this verb

phrase. Ultimately, their debate is just about different definitions. In other words, it does not make any difference to students’ understanding of sentence structure (except to confuse them).

5. The verbal (infinitive) “to see” functions as an adverb of purpose. The following subordinate clause is its direct object.

6. At this point in their work, students can consider “went stamping” and “shouting” as the finite verb phrase. (KISS would consider it a palimpsest pattern (See Level 2.1.4) with “went” written over “was.” In KISS Level 4, students will learn that “stamping” and “shouting” can alternatively be explained as verbals (gerunds) that function as Nouns Used as an Adverbs.

7. See note six.

11

Level 3 - Combining Clauses

Subordinating Conjunctions and LogicBased on Introductory Lessons in English Grammar

By Wm. H. Maxwell, M.A.

Directions: Use a subordinating conjunction to combine the sentences. After each sentence, write the type of the logical connection (identify, time, place, cause/effect)

1. He deceived me once. I will not trust him again.

2. He abused his little brother. He is cruel.

3. The doctor can not cure the poor woman. He may prolong her life.

4. Croesus was very wealthy. He was not happy.

5. The train left the station. The passengers were all aboard.

6. You can not expect to succeed. You spend your time in idleness.

7. The snail won the race. He traveled very slowly.

8. The prize may be hard to gain. We shall make the effort to win it.

9. The earth was known to be a sphere. Men have sailed around it.

10. He was not a gentleman. He had the appearance of being a gentleman.

12

Subordinating Conjunctions and LogicBased on Introductory Lessons in English Grammar

Analysis Key

Students will come up with other options. I have included the number of words per main clause [w/mc] as a reminder of how this type of combining increases main-clause length. For more on this, see KISS Level 6.5 Statistical Stylistics. A good way of using this exercise is to do (and discuss) just one sentence a day for ten days. Students will remember more that way.

1. He deceived me (DO) once. | I will not trust him (DO) again. | [ 5 w/mc ]

[Adv. Because he deceived me once,] I will not trust him again. | [C/E (cause) - puts the focus on "will not trust"; 11 w/mc]

He deceived me once, [Adv. so I will not trust him again ]. | [C/E (result) - puts the focus on "deceived"; 11 w/mc]

He [Adj. who deceived me once] I will not trust again. | [Identity - puts the focus on "will not trust"; 10 w/mc. ] This version is grammatically fascinating. My brain tells me that the initial "He" should be "Him" since it ultimately functions as the direct object of "will not trust." But my ear tells me that I have read many sentences like this and that they start with "He" (or "She"), perhaps because "He" is the meaningful subject of the sentence.

I will not trust him again [Adj. who deceived me once]. | [Identity - puts the focus on "will not trust"; 10 w/mc. ] This version is awkward because of the "again." The adjectival clause is restrictive (It limits the meaning of "him."), and restrictive clauses are most comfortable immediately after the word that they modify. But if we move the "again" to the end -- "I will not trust him who deceived me once again" the meaning changes.

2. He abused his little brother (DO). | He is cruel (PA). | [ 4 w/mc ]

He abused his little brother [Adv. because he is cruel]. | [C/E (cause) - puts the focus on "abused"; 9 w/mc ] Note the possible confusion over the antecedent of "he." The second "he" could refer to "brother." It is possible that the little brother is characteristically cruel and that his bigger brother therefore abused him once. Note the difference:

[Adv. Because he is cruel, ] he abused his little brother. | [C/E - cause - puts the focus on "abused"; 9 w/mc ]

Adjectival versions change the meaning. As they stand the two sentences refer to two specific people. You may want to have students discuss their interpretations of the following:

He [Adj. who abuses his little brother] is cruel. | [ Identity - puts the focus on "is cruel" ; 8 w/mc ]

and

13

He [Adj. who is cruel] abuses his little brother. | [ Identity - puts the focus on "abuses" ; 8 w/mc ]

3. The doctor can not cure the poor woman (DO). | He may prolong her life (DO). | [6.5 w/mc ]

[Adv. Although the doctor can not cure the poor woman,] he may prolong her life. | [C/E -concession - puts the focus on "may prolong" ; 14 w/mc ]

The doctor can not cure the poor woman, [Adv. although he may prolong her life]. | [C/E -concession - puts the focus on "can not cure" ; 14 w/mc ] In either of these first two, the sequence could be reverse, for example: The doctor may prolong the poor woman's life, even though he can not cure her.

The doctor [Adj. who can not cure the poor woman] may prolong her life. | [ Identity - puts the focus on "may prolong" ; 13 w/mc ] This exercise does not ask students to consider the restrictive/non-restrictive distinction, but note the difference in meaning. In this sentence, the "who" clause is restrictive--it limits the meaning of "doctor" to any doctor who cannot cure the woman. In the following non-restrictive version, the identity of a specific doctor is assumed, and the sentence implies that there may be doctors who could cure her. Commas make a difference in meaning.

The doctor, [Adj. who can not cure the poor woman,] may prolong her life. | [See the preceding.]

The doctor, [Adj. who may prolong the poor woman's life,] can not cure her. | [ Identity - puts the focus on "can not cure her" ; 13 w/mc ]

4. Croesus was very wealthy (PA). | He was not happy (PA). | [ 4 w/mc ]

Croesus, [Adj. who was very wealthy, ] was not happy. | [ Identity - puts the focus on "was not happy" ; 8 w/mc ]

Croesus, [Adj. who was not happy, ] was very wealthy. | [ Identity - puts the focus on "was very wealthy" ; 8 w/mc ]

[Adv. Although Croesus was very wealthy, ] he was not happy. | [ C/E - concession - puts the focus on "was not happy" ; 9 w/mc ]

[Adv. Although Croesus was not happy, ] he was very wealthy. | [ C/E - concession - puts the focus on "was very wealthy" ; 9 w/mc ] You may want to have students discuss the differences between this version and the preceding one by asking them to write a sentence that would probably follow each version (two different sentences). The odds are that after the first version, the sentence will explain "happy"; after the second, "wealthy." Note that you can have them do this with the two adjectival versions as well.

5. The train left the station (DO). | The passengers were all [#1] aboard. | [ 5 w/mc ]

14

[Adv. Before the train left the station] the passengers were all aboard. | [ Time - puts the focus on "were all aboard"; 11 w/mc ]

The train left the station [Adv. before the passengers were all aboard]. | [ Time - puts the focus on "left"; 11 w/mc ] A major difference between this version and the preceding. "After" and "when" would also create logical connections of time.

[Adv. Because the passengers were all aboard] the train left the station. | [ C/E - cause - puts the focus on "left"; 11 w/mc ]

The passengers were all aboard [Adv. so the train left the station]. | [ C/E - result - puts the focus on "were all on board"; 11 w/mc ]

6. You can not expect to succeed [#2]. | You spend your time (DO) {in idleness}. | [ 6 w/mc ]

You can not expect to succeed [Adv. if you spend your time in idleness]. | [ C/E - condition - puts the focus on "can not expect"; 13 w/mc ] "When" would create a logical connection of time.

You spend your time in idleness [Adv. so you can not expect to succeed]. | [ C/E - result - puts the focus on "spend"; 13 w/mc ]

[Adv. Because you spend your time in idleness] you can not expect to succeed. | [ C/E - cause - puts the focus on "can not expect"; 13 w/mc ]

You [Adj. who spend your time in idleness] can not expect to succeed. | [ Identity - puts the focus on "can not expect"; 12 w/mc ]

7. The snail won the race (DO). | He traveled very slowly. | [ 4.5 w/mc ]

[Adv. Although he traveled very slowly,] the snail won the race. | [ C/E - concession - puts the focus on "won"; 10 w/mc ]

The snail [Adj. who won the race] traveled very slowly. | [ Identity - puts the focus on "traveled very slowly"; 9 w/mc ]

The snail [Adj. who traveled very slowly] won the race. | [ Identity - puts the focus on "won the race"; 9 w/mc ] In this and the preceding version, commas could make the subordinate clauses non-restrictive.

8. The prize may be hard (PA) to gain [#3] . | We shall make the effort (DO) to win it [#4]. | [ 7.5 w/mc ]

[Adv. Although the prize may be hard to gain,] we shall make the effort to win it. | [ C/E - concession - puts the focus on "shall make"; 16 w/mc ]

9. The earth was known (P) to be a sphere [#5]. | Men have sailed {around it}. | [ 6.5 w/mc ]

15

Men have sailed around the earth, [Adj. which was known to be a sphere]. | [ Identity - puts the focus on "have sailed"; 13 w/mc ]

[Adv. Because the earth was known to be a sphere,] men have sailed around it. | [ C/E - cause - puts the focus on "have sailed"; 14 w/mc ]

The earth was known to be a sphere, [Adv. so men have sailed around it]. | [ C/E - result - puts the focus on "is known "; 14 w/mc ]

The last two raise an interesting question that you may want to have your students investigate. In Science and Religion, a lecture series from The Teaching Company, Professor Lawrence M. Principe claims that school children are often told that people during the time of Columbus believed that the world is flat, and thus that Columbus would fall off the end if he sailed west. Professor Principe claims that that is a myth. He states that most educated people in the time of Columbus believed that the earth is round. (He claims that even some ancient Greeks believed this.) The fear was that the distance (to China) was too great, and thus Columbus would not be able to take enough supplies for his crews.

10. He was not a gentleman (PN). | He had the appearance (DO) {of being a gentleman [#6] }. | [ 6.5 w/mc ]

[Adv. Although he was not a gentleman, ] he had the appearance of being one. | [ C/E - concession - puts the focus on "had the appearance"; 13 w/mc ]

[Adv. Although he had the appearance of being a gentleman, ] he was not one. | [ C/E - concession - puts the focus on "was not one"; 13 w/mc ]

He, [Adj. who had the appearance of being a gentleman, ] was not one. | [ Identity - puts the focus on "was not one"; 12 w/mc ]

He, [Adj. who was not a gentleman, ] had the appearance of being one. | [ Identity - puts the focus on "had the appearance"; 12 w/mc ]

Notes1. This “all” can be explained as an adverb (“completely”), or as a predicate adjective, or as a predicate

(pro)noun. 2. “To succeed” is a verbal (infinitive) that functions as the direct object of “can not expect.” 3. The verbal (infinitive) “to gain” functions as an adverb to “hard.” 4. “It” is the direct object of the verbal (infinitive) “to win.” The infinitive phrase functions as an

adjective to “effort.” 5. “Sphere” is predicate adjective after the infinitive “to be.” The infinitive phrase is a retained direct

object after the passive “is known.” (See KISS Level 5.7 - Passive Voice and Retained Complements.)

6. “Gentleman” is a predicate noun after the verbal (gerund) “being.” The gerund phrase functions as the object of “of.”

16

Passages for De-CombiningPassages for De-Combining

Sentence-based Exercises

An Exercise in Decombining Clauses

Based on “William Tell”

From - Golden Deeds: Stories from History Retold for Little FolkLondon: Blackie and Son Limited

Directions: 1. Place parentheses ( ) around each prepositional phrase.2. Underline finite verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).3. Place brackets [ ] around each subordinate clause.4. Place a vertical line after each main clause.5. Then decombine each sentence by writing it as two or more separate sentences.

1. The name of this man was Gessler, and in order to test the people’s

obedience, he placed his hat upon a pole in the market square of one of the

principal towns, and commanded that all who passed it should bow down before it

in token of respect.

2. The tyrant, who knew him to be a clever archer, said that his life would be

spared only on the condition that he should with an arrow hit an apple placed upon

the head of his only son.

17

Based on “William Tell”

Analysis Key Note: Sentences can, of course, be decombined in any number of ways.

1. The name {of this man} was Gessler (PN), | and {in order} to test the people’s

obedience [#1], he placed his hat (DO) {upon a pole} {in the market square} {of one} {of the

principal towns}, and commanded [DO that all [Adj. to "all" who passed it (DO) ]

should bow down {before it} {in token} {of respect} ]. | The name of this man was Gessler. In order to test the people’s obedience, he placed his hat

upon a pole in the market square of one of the principal towns. He commanded that all who

passed it should bow down before it in token of respect.

2. The tyrant, [Adj. to "tyrant" who knew him to be a clever archer [#2] ], said [DO

that his life would be spared (P) only {on the condition} [Adj. to "condition" that he

should {with an arrow} hit an apple (DO) placed [#3] {upon the head} {of his only son}]]. | The tyrant knew him to be a clever archer. He said that his life would be spared only on one

condition. He should with an arrow hit an apple placed upon the head of his only son.

Notes

1. “Obedience” is the direct object of the infinitive “to test.” The infinitive phrase functions as an

adjective to “order.”

2. “Archer” is a predicate noun after the infinitive “to be”; “him” is the subject of the infinitive, and the

infinitive phrase is the direct object of “knew.”

3. “Placed” is a gerundive that modifies “apple.”

This is one of several exercises developed for what were called “Reading, Writing, and Syntax.” The

idea is to have students read a very short story, do one or two grammar exercises based on it, and then to

rewrite the story in their own words—without looking at the original. The original for this exercise in on

the following page.

18

William Tell from - Golden Deeds:

Stories from History Retold for Little FolkLondon: Blackie and Son Limited

Directions: Your teacher may ask you to write your own version of this story, in class, in as much detail as you can, without looking at the text. You should therefore read the story more than once. You can make a list of the names of people and places. You can use that list when you write your version of the story.

When the Emperor Albert ruled over Germany, he wished to govern the people of

Switzerland in such a way that their independent spirit would be broken. To bring

about this end he appointed a governor, who treated the Swiss unjustly and

cruelly.

The name of this man was Gessler, and in order to test the people’s obedience, he

placed his hat upon a pole in the market square of one of the principal towns, and commanded

that all who passed it should bow down before it in token of respect. A certain brave Swiss,

named William Tell, having refused to obey such an absurd order, was at once arrested and taken

before Gessler. The tyrant, who knew him to be a clever archer, said that his life would be spared

only on the condition that he should with an arrow hit an apple placed upon the head of his only

son. Tell’s eye was true, so he consented to the horrible proposal.

An apple having been placed upon the head of his little son, he took his bow and quiver, and

prepared to take aim. A moment later the apple, split in two halves, fell to the ground.

Gessler, who was enraged at Tell’s success, noticed that he carried another arrow under his

cloak.

“What have you a second arrow for?” he demanded.

“If I had killed my boy,” replied the bold Swiss, “the second arrow was for you.”

The angry governor had him thrown into prison, but Tell escaped, and revenged himself by

killing the tyrant.

19

Passage-based Exercises

From With the Buccaneers, by Howard Pyle

Directions: Read the passage all the way through. You will notice that the sentences are long and

complicated. Study the passage, and then rewrite it in a better way. You may make several sentences

out of one, change the order of words, and add words that are needed to make good sentences. Try

not to leave out any of the information.

Him Captain Morgan approached and demanded his papers, whereunto the

other replied with such a jabber of Spanish and English that no man could have

understood what he said. To this Captain Morgan in turn replied that he must have

those papers, no matter what it might cost him to obtain them, and thereupon drew

a pistol from his sling and presented it at the other's head.

20

From With the Buccaneers by Howard Pyle

Analysis Key

Him (DO) Captain Morgan approached and demanded his papers (DO), [Adv.

to "demanded" whereunto the other replied {with such a jabber} {of Spanish and English}

[Adv. to "such" that no man could have understood [DO what (DO) he said]]]. | {To

this} Captain Morgan {in turn} replied [DO that he must have those papers (DO), no

matter [#1] [ [#1] what (DO) it might cost him (IO) to obtain [#2] them]], and thereupon

drew a pistol (DO) {from his sling} and presented it (DO) {at the other's head}. | Notes

1. Expect students working at KISS Level Three to have problems with the function of this clause.

They will see that it chunks to "no matter," but the question is how? The "no matter" phrase is idiomatic --

children hear it all the time. (No matter what she said. No matter what he did. No matter how hard he

tried.)

The "official" KISS explanation of the syntax involves a noun absolute, a Level Five construction --

"[what it might cost him to obtain them] *being* no matter *of concern*." The "what" clause is the

subject and "matter" is the predicate noun of the ellipsed "being." The absolute phrase functions

adverbially to "must have." Other explanations may appeal to other people. For example, one might claim

that the phrase means "*it being* no matter what it might cost him ...." This explanation, which is more

complex, also involves a noun absolute, based on an ellipsed "being," but it supplies an ellipsed "it" and

makes the "what" clause a delayed subject. Perhaps a simpler explanation would be to consider "no

matter" as a noun phrase used as an adverb (to "must have"), and the "what" clause as either an adjective

describing "matter," or as an appositive to it. Remember, the grammarians and linguists disagree among

themselves. What is important here is that the students make sense of the syntax for themselves. KISS

offers at least three ways of doing that here.

2. [For KISS Levels Four and Five] This is an infinitive phrase that functions as a delayed subject to

"might cost" -- to obtain them (DO) might cost.

21

The Opening Paragraph of Henry James’s Daisy Miller

A Decombining Exercise

Directions: Read the passage all the way through. You will notice that the sentences are long and complicated. Study the passage, and then rewrite it in a better way. You may make several sentences out of one, change the order of words, and add words that are needed to make good sentences. Try not to leave out any of the information.

At the little town of Vevey, in Switzerland, there is a particularly comfortable hotel. There

are, indeed, many hotels, for the entertainment of tourists is the business of the place, which, as

many travelers will remember, is seated upon the edge of a remarkably blue lake—a lake that it

behooves every tourist to visit. The shore of the lake presents an unbroken array of

establishments of this order, of every category, from the “grand hotel” of the newest fashion,

with a chalk-white front, a hundred balconies, and a dozen flags flying from its roof, to the little

Swiss pension of an elder day, with its name inscribed in German-looking lettering upon a pink

or yellow wall and an awkward summerhouse in the angle of the garden. One of the hotels at

Vevey, however, is famous, even classical, being distinguished from many of its upstart

neighbors by an air both of luxury and of maturity. In this region, in the month of June,

American travelers are extremely numerous; it may be said, indeed, that Vevey assumes at this

period some of the characteristics of an American watering place. There are sights and sounds

which evoke a vision, an echo, of Newport and Saratoga. There is a flitting hither and thither of

“stylish” young girls, a rustling of muslin flounces, a rattle of dance music in the morning hours,

a sound of high-pitched voices at all times. You receive an impression of these things at the

excellent inn of the “Trois Couronnes” and are transported in fancy to the Ocean House or to

Congress Hall. But at the “Trois Couronnes,” it must be added, there are other features that are

much at variance with these suggestions: neat German waiters, who look like secretaries of

legation; Russian princesses sitting in the garden; little Polish boys walking about held by the

hand, with their governors; a view of the sunny crest of the Dent du Midi and the picturesque

towers of the Castle of Chillon.

22

The Opening Paragraph of Henry James's Daisy Miller Analysis Key

{At the little town} {of Vevey} , {in Switzerland}, there is a particularly comfortable

hotel (PN). | There are, indeed, many hotels (PN), [Adv, to "are" [#1] for the

entertainment {of tourists} is the business (PN) {of the place}, [Adj. to "place" which,

[[#2] as many travelers will remember], is seated (P) {upon the edge} {of a remarkably blue

lake} -- a lake [#3] [Adj. to "lake" that it behooves every tourist (DO) to visit [#4] .]]] | The

shore {of the lake} presents an unbroken array (DO) {of establishments} {of this order},

{of every category}, {from the "grand hotel"} {of the newest fashion}, {with a chalk-white

front, a hundred balconies, and a dozen flags} flying [#5] {from its roof}, {to the little Swiss

pension} {of an elder day}, {with its name} inscribed [#6] {in German-looking lettering} {upon

a pink or yellow wall} and {*with* an awkward summerhouse} {in the angle} {of the garden}.

| One {of the hotels} {at Vevey}, however, is famous (PA), even classical (PA), being

distinguished [#7] {from many} {of its upstart neighbors} {by an air} both {of luxury} and {of

maturity}. | {In this region}, {in the month} {of June} , American travelers are extremely

numerous (PA); | it may be said (P), indeed, [ [#8] that Vevey assumes {at this period}

some (DO) {of the characteristics} {of an American watering place}.] | There are sights

(PN) and sounds (PN) [Adj. to "sights" and "sounds" which evoke a vision (DO), an

echo [#9], {of Newport and Saratoga}.] | There is a flitting (PN) [#10] hither and thither {of

"stylish" young girls}, a rustling (PN) {of muslin flounces}, a rattle (PN) {of dance music}

{in the morning hours}, a sound (PN) {of high-pitched voices} {at all times}. | You receive

an impression (PN) {of these things} {at the excellent inn} {of the "Trois Couronnes"} and

are transported (P) {in fancy} {to the Ocean House} or {to Congress Hall}. | But {at the

"Trois Couronnes,"} [ [#11] it must be added (P),] there are other features (PN) [Adj. to

23

"features" that are much {at variance} {with these suggestions} ]: neat German waiters [#12],

[Adj. to "waiters" who look {like secretaries} {of legation} ]; Russian princesses sitting [#13]

{in the garden}; little Polish boys walking [#13] about held [#14] {by the hand}, {with their

governors}; a view [#15] {of the sunny crest} {of the Dent du Midi} and {*of* the picturesque

towers} {of the Castle} {of Chillon}. | Notes

1. See “So” and “For” as Conjunctions. [KISS Level 3.2.2] 2. This clause does not give any information about “is seated,” but rather directly calls upon travelers to

confirm the validity of the statement being made about the “place,” i.e., to confirm the “which” clause. It thus functions as an interjection.

3. “Lake” is an appositive to the preceding “lake.” 4. The infinitive “to visit” is a delayed subject to the “it.” “Behooves” is an unusual, and somewhat

strange verb that means “to be proper for.” Thus the sentence means “to visit that lake is proper for every tourist.

5. The gerundive “flying” modifies “flags.” 6. The gerundive “inscribed” modifies “name.” Both “flags flying” and “name inscribed” can

alternatively be explained as noun absolutes that function as the objects of their respective prepositions.

7. The gerundive “being distinguished” modifies “One.” 8. This clause functions as a delayed subject. 9. Because there is no “and” between “vision” and “echo,” “echo” functions somewhere between an

additional direct object, or, figuratively speaking, an appositive to “vision” (as if the vision is an echo).

10. Some grammarians may consider “flitting” and “rustling” as gerunds that function as predicate nouns, whereas others will consider them “normal” nouns.

11. This is another clause that functions as an interjection. 12. Appositive to “features.” 13. “Princess” and “boys” can be explained as appositives to “features,” with “sitting” and “walking” as

gerundives that modify them. Or “princess sitting” and “boys walking” can be explained as noun absolutes that function as appositives to “features.”

14. “Held” is a gerundive to “boys.” 15. “View” is an appositive to “features.”

24

Text-Based “Free” Combining ExercisesText-Based “Free” Combining Exercises

Levels 1 & 2

From Chapter 13 of Peter Pan, by J. M. Barrie

[The pirates capture Peter's boys.]

A Sentence-Combining Exercise

Directions: 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.

The more quickly this horror is disposed of the better. The first to emerge from

his tree was Curly. He rose out of it. He rose into the arms of Cecco. Cecco flung

him to Smee. Snee flung him to Starkey. Starkey flung him to Bill Jukes. Bill

Jukes flung him to Noodler. In this way he was tossed from one to another. Finally

he fell at someone's feet. They were the feet of the black pirate. All the boys were

plucked from their trees in this ruthless manner. Several of them were in the air at

a time. They were like bales of goods. They were flung from hand to hand.

25

From Chapter 13 of Peter Pan, by J. M. Barrie[The pirates capture Peter's boys.]

The Original Paragraph

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

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

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

5. Use the following labels for the additional constructions: NuA -- Noun used as an Adverb App -- Appositive Inj -- Interjection DirA -- Direct Address DS -- Delayed Subject PPA -- Post-Positioned Adjective Put an “R” before complements that are retained (RDO, RPN, RPA) NAbs -- Noun Absolute (Put a wavy line under each noun absolute and label its function.)

The more quickly this horror is disposed of the better. The first to emerge from

his tree was Curly. He rose out of it into the arms of Cecco, who flung him to

Smee, who flung him to Starkey, who flung him to Bill Jukes, who flung him to

Noodler, and so he was tossed from one to another till he fell at the feet of the

black pirate. All the boys were plucked from their trees in this ruthless manner; and

several of them were in the air at a time, like bales of goods flung from hand to

hand.

26

From Chapter 13 of Peter Pan, by J. M. Barrie [The pirates capture Peter's boys.]

Analysis Key

The more quickly [#1] this horror is disposed of (P) the better [#1]. | The first to emerge

[#2] {from his tree} was Curly (PN). | He rose {out of it} {into the arms} {of Cecco}, [Adj.

to "Ceco" who flung him (DO) {to Smee}, [Adj. to "Smee" who flung him (DO) {to

Starkey}, [Adj. to "Starkey" who flung him (DO) {to Bill Jukes}, [Adj. to "Bill Jukes" who

flung him (DO) {to Noodler},]]]] | and so he was tossed (P) {from one} {to another}

[Adv. to "was tossed" till he fell {at the feet} {of the black pirate}.] | All the boys were

plucked (P) {from their trees} {in this ruthless manner}; | and several {of them} were {in the

air} {at a time}, {like bales} {of goods} flung [#3] {from hand} {to hand}. |

Notes1. If you need to get into a discussion of this, consider the following: The adjective “The” makes “more”

a pronoun that functions as a noun that functions as an adverb. See Nouns Used as Adverbs.

Similarly with “the better,” which implies an ellipsed “things will be.”

2. “To emerge” is an infinitive that functions as an adjective to “first.” (If you do not like considering

“first” as a noun, you can supply an “ellipsed” “person.” That would then make “to emerge” an

adverb to the adjective “first.”)

3. “Flung” is a gerundive to “bales.”

27


From Willa Cather’s “The Bohemian Girl”Directions: 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.

The moonlight flooded that land. The land was great, and silent. The reaped

field lay in it. The field was yellow. The straw stacks and poplar windbreaks threw

sharp black shadows. The roads were white rivers of dust. The sky was a deep,

crystalline blue. And the stars were few. And they were faint. Everything seemed

to have succumbed. It seemed to have sunk to sleep, under the midsummer moon.

The moon was great, golden, and tender. The splendor of it seemed to transcend

human life. And it seemed to transcend human fate. The senses were too feeble to

take it in. And every time one looked up at the sky one felt unequal to it. It was as

if one were deaf and sitting under the waves of a great river of melody.

Willa Cather. Collected Short Fiction 1892-1912. Lincoln: University of Nebraska Press, 1965. p.54.

28

From Willa Cather’s “The Bohemian Girl”(as an analysis exercise)

A Study in Style and Palimpsest Patterns

Directions:1. Place parentheses ( ) around each prepositional phrase.2. Underline every finite verb twice, its subject(s) once, and label any complements (“PA,” “PN,” “IO,”

or “DO”).3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function (PN,

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

The moonlight flooded that great, silent land. The reaped field lay yellow in it.

The straw stacks and poplar windbreaks threw sharp black shadows. The roads were

white rivers of dust. The sky was a deep, crystalline blue, and the stars were few and

faint. Everything seemed to have succumbed, to have sunk to sleep, under the great,

golden, tender, midsummer moon. The splendor of it seemed to transcend human life

and human fate. The senses were too feeble to take it in, and every time one looked up

at the sky one felt unequal to it, as if one were sitting deaf under the waves of a great

river of melody.

Willa Cather. Collected Short Fiction 1892-1912. Lincoln: University of Nebraska Press, 1965. p.54

29

Analysis Key

The moonlight flooded that great, silent land (DO). | The reaped field lay yellow

(PA) [#1] {in it}. | The straw stacks and poplar windbreaks threw sharp black shadows

(DO). | The roads were white rivers (PN) {of dust}. | The sky was a deep, crystalline

blue (PN) [#2], | and the stars were few (PA) and faint (PA). | Everything seemed to

have succumbed, to have sunk [#3] {to sleep}, {under the great, golden, tender, midsummer

moon}. | The splendor {of it} seemed to transcend human life (DO) and human fate

(DO). | The senses were too feeble (PA) to take it [#4] in, | and every time [NuA] [Adj. to

"time" one looked up {at the sky}] one felt unequal (PA) {to it}, [ [#5] as if one were

sitting deaf (PA) [#6] {under the waves} {of a great river} {of melody}]. |

Notes

1. "Lay" is not generally considered a "linking" verb. Thus this can be seen as a palimpsest pattern in which "Lay" is written over "was" in "The reaped field was yellow in it."

2. Although "blue" is generally an adjective, the preceding "a" makes it function as a noun here. 3. Alternatively, "to have succumbed" can be explained as an infinitive that functions as an adverb to

"seemed." (The same applies to "to transcend" in the next sentence.) Because no "and" joins "to have succumbed" and "to have sunk," the second infinitive phrase is probably best explained as an appositive to the first.

4. "It" is the direct object of the infinitive "to take." The infinitive phrase functions as an adverb to "too." 5. This "as if" clause is adverbial. Some people will see it as modifying "unequal," and others will see it

as modifying "felt." 6. "Were" is in the subjunctive mood. "Deaf" is a variant of a palimpsest pattern, but in this case the

"were" in "one were deaf" is written over by "were sitting."

30

Level 3

Thumbelina Escapes from the Toad

from "Thumbelina," in Andrew Lang's The Yellow Fairy Book



“Croak, croak, croak!” was all that the son could say. Then they took the neat

little cradle. They swam away with it. Thumbelina sat alone on the great leaf. The

leaf was green. She wept. She did not want to live with the toad. The toad was

clammy. She did not want to marry her son. Her son was ugly. The fishes were

swimming about. They were little. They were under the water. They had seen the

toad quite plainly. And they heard what she had said. So they put up their heads to

see the little girl. They saw her. They thought her very pretty. They were very

sorry. She had to go down with the toad to live. The toad was ugly. No, that must

not happen. They assembled in the water round the stalk. The stalk was green. The

stalk supported the leaf. She was sitting on the leaf. They nibbled the stem of the

stalk in two. Away floated the leaf. It went down the stream. It took Thumbelina

far beyond the reach of the toad.

31

Thumbelina Escapes from the Toadfrom "Thumbelina," in Andrew Lang's The Yellow Fairy Book

The Original Paragraph





“Croak, croak, croak!” was all that the son could say. Then they took the neat

little cradle and swam away with it; but Thumbelina sat alone on the great green

leaf and wept, for she did not want to live with the clammy toad, or marry her ugly

son. The little fishes swimming about under the water had seen the toad quite

plainly, and heard what she had said; so they put up their heads to see the little girl.

When they saw her, they thought her so pretty that they were very sorry she should

go down with the ugly toad to live. No; that must not happen. They assembled in

the water round the green stalk which supported the leaf on which she was sitting,

and nibbled the stem in two. Away floated the leaf down the stream, bearing

Thumbelina far beyond the reach of the toad.

32

Thumbelina Escapes from the Toad [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

Analysis Key

“Croak, croak, croak!” was all (PN) [Adj. to "all" that the son could say.] | Then

they took the neat little cradle (DO) and swam away {with it}; | but Thumbelina sat

alone {on the great green leaf} and wept, [Adv. to "wept" for she did not want to live

{with the clammy toad}, or marry her ugly son [#2].] | The little fishes swimming [#3] about

{under the water} had seen the toad (DO) quite plainly, and heard [DO of "heard" what

she had said]; | so [#1] they put up their heads (DO) to see the little girl [#4]. | [Adv. to

"thought" When they saw her (DO),] they thought her (DO) so pretty [#5] [Adv. to "so"

that they were very sorry (PA) [Adv. to "sorry" that she should go down {with the ugly

toad} to live [#6].]] | No; that must not happen. | They assembled {in the water} {round

the green stalk} [Adj. to "stalk" which supported the leaf (DO) [Adj. to "leaf" {on which}

she was sitting,]] and nibbled the stem (DO) {in two}. | Away floated the leaf {down

the stream}, bearing Thumbelina [#7] far {beyond the reach} {of the toad} . | Note

1. See the discussion of “so” and “for” as conjunctions. 2. The best way to explain “to live” and “marry” is as infinitives that function as the direct objects of

“want.” (If the students have not yet started to distinguish finite verbs from verbals, I would simply accept them as part of the finite verb phrase.) “Son” is the direct object of “marry.”

3. “Swimming” is a gerundive to “fishes.” 4. “Girl” is the direct object of the infinitive “to see.” The infinitive phrase functions as an adverb (of

purpose) to “put up.” 5. “Her” is the subject and “pretty” is a predicate adjective of the ellipsed infinitive “to be.” The infinitive

phrase functions as the direct object of “thought.” (This is not the traditional explanation of this construction -- See objective and subjective complements.)

6. “To live” is an infinitive that functions as an adverb to “should go.” 7. “Thumbelina” is the direct object of “bearing” which is a gerundive that modifies “leaf.”

33

Aesop's Fables,

The Ox and the Frog



An Ox was drinking at a pool. He trod on a brood of young frogs. He crushed

one of them. The frog died. The Mother of the frog came up. She missed one of her

sons. She inquired of his brothers. What had become of him?

“He is dead, dear Mother. For just now a very huge beast came to the pool. It

had four great feet. It crushed him with its heel. Its heel was cloven. He died.”

The Frog puffed herself out. She inquired if the beast was as big as that in size.

“Cease, Mother, to puff yourself out.” Her son said that. “And do not be angry.

I assure you. For you would sooner burst. You would not successfully imitate the

hugeness of that monster.”

34

Aesop's Fables, The Ox and the Frog-- Translated by George Tyler Townsend

The Original Text

An Ox drinking at a pool trod on a brood of young frogs and crushed one of

them to death. The Mother coming up, and missing one of her sons, inquired of his

brothers what had become of him.

“He is dead, dear Mother; for just now a very huge beast with four great feet

came to the pool and crushed him to death with his cloven heel.” The Frog, puffing

herself out, inquired if the beast was as big as that in size. “Cease, Mother, to puff

yourself out,” said her son, “and do not be angry; for you would, I assure you,

sooner burst than successfully imitate the hugeness of that monster.”

35

The Ox and the Frog Analysis Key

An Ox drinking [#1] {at a pool} trod {on a brood} {of young frogs} and crushed one

(DO) {of them} {to death}. | The Mother coming up, and missing one [#2] {of her sons},

inquired {of his brothers} [DO of "inquired" what had become {of him}. ] |

"He is dead (PA), dear Mother [DirA] ; | for [#3] just now a very huge beast {with four

great feet} came {to the pool} and crushed him (DO) {to death} {with his cloven heel}." | The Frog, puffing herself [#4] out, inquired, [DO of "inquired" "if [#5] the beast was as big

(PA) {as that} {in size}." ] | [DO of "said" "*You* Cease, Mother [DirA], to puff yourself

[#6] out,"] said [#7] her son, | "and *You* do not be angry (PA); | for you would, [ Inj I

assure you (IO), ] sooner burst than [#8] successfully imitate the hugeness {of that

monster}." | Notes

1. The gerundive “drinking” modifies “Ox.” 2. “One” is the direct object of “missing.” “Missing” and “coming” are gerundives that modify “Mother.” 3. KISS considers this “for” to be a coordinating conjunction because the preceding semicolon implies the

end of a main clause. For more on this, see “So” and “For” as Conjunctions. (KISS Level 3.2.2.). 4. “Herself” is the direct object of the gerundive “puffing” which modifies “Frog.” 5. Note that this “if” clause is really adverbial to another clause that is never stated -- “[If the beast was as

big as that in size], I will . . . .” Her son cuts her off before she can finish. 6. “Yourself” is the direct object of the infinitive “to puff” which is the direct object of “cease.” 7. Alternatively, the “*You* Cease” pattern can be explained as the main clause pattern, and this pattern

can be explained as an interjection. 8. This can be explained in two ways. Perhaps the most conventional is to consider “than” as a

subordinate conjunction -- than *you would* successfully imitate .... This would make the “than” construction a subordinate clause. The other explanation is to consider “than” a preposition and “imitate” an infinitive functioning as the object of the preposition. This makes the “than” construction a prepositional phrase. In either case, the “than” construction functions as an adverb to “sooner,” and “hugeness” is the direct object of “imitate.”

36

Level 4

From One is One by Barbara Leonie Picard

(chapter 2 part 2)

This passage, which was suggested and submitted by Celia in Wollongong, Australia, should also make an excellent assessment quiz for April of Grade Nine – the end, in the ideal KISS curriculum, of three years of work on clauses. The passage is a bit long for an assessment quiz, but it starts rather simply and then includes some challenging embedded clauses. Additional advantages are that the clauses are complicated by compound finite verbs, but the only other complex constructions are two appositives and one gerund (used as the object of a preposition. Thus, in an assessment of their ability to untangle complex clause structures, students will not be distracted by numerous verbals.

The passage is also interesting from the perspective of syntax and style. Three relatively short main clauses establish Stephen's arrival at Richley Abbey. These are then followed by a 70-word main clause that describes Abbot Waldo The average main clause written by professional writers is approximately twenty words long, so this single-main-clause sentence is more than three times the average in length, and it is packed with details, including the word "impressed." It is an impressive sentence that establishes the Abbot as an impressive and important person. This sentence is followed by another that consists of two main clauses. In the first (15 words long), the Abbott receives an explanation from Godfrey, and in the second he "had received" a gift of gold pieces. This tends to suggest that the richly impressive Abbot is a man toward whom authority and material wealth flow. As the son of a vinter who had impressed upon him respect for "the old noble families," the Abbot appears to invite and enjoy the respect and gifts that he now receives from these very families.

This is further suggested by an irony in the final sentence in the selection. It tells us that the Abbot "asked at great length after the Earl and inquired about the health of the Countess," but the brevity of the sentence (eighteen words) undercuts the "at great length." In any text, the number of words devoted to a topic by the writer naturally implies the relative importance of the topic to the writer. It appears from this passage that the Abbot's concern and respect for himself is much more significant than is his concern and respect for others.

The length of some of the sentences makes this passage a natural candidate for sentence de-combining and combining exercises. I have created one version of a combining exercise, but you may want to give students the quiz text and have them decombine it. As always, class discussion of the various ways in which sentences can be combined and de-combined should prove very useful in helping students understand not only sentence structure, but also its stylistic effects.

However you use this exercise, you should probably prepare the students for some of the vocabulary first. Do the students know what an abbott is? A vinter? Equanimity?

37


from One is Oneby Barbara Leonie Picard (chapter 2 part 2)


It was now May. Stephen had been at Richley Abbey for three months. He had

arrived with his half-brother Godfrey. It was a wild, wet February afternoon. They

had been received by the abbot. He was in his parlour. Abbot Waldo was now the

ruler of the convent lands. He was the owner of many serfs. He had the power of

life and death over wrongdoers in the district. He was the equal in rank of a secular

lord. He was the son of a London vintner. He had never quite outgrown the respect

which his father had impressed on him. It was a respect for the old noble families.

They had come to England with Duke William. The abbot had greeted Godfrey. He

heard his explanation of Stephen’s unexpectedly early arrival. He heard it with

equanimity. He had received with real gratitude the Earl’s gift. The gift was a

purse of gold pieces. They were a donation towards the cost of the new organ and

the pair of candlesticks. The abbot had mentioned them the last time Earl Robert

had been at Richley. He had said they were needed for the church. He then asked at

great length after the Earl. And he inquired about the health of the Countess.

38

The Original Paragraphfrom One is One

by Barbara Leonie Picard (chapter 2 part 2)

IT was now May and Stephen had been at Richley Abbey for three months. He

had arrived with his half-brother Godfrey on a wild, wet February afternoon, and

they had been received by the abbot in his parlour. Abbot Waldo, who now – as

ruler of the convent lands and the owner of many serfs, with power of life and

death over wrongdoers in the district – was the equal in rank of a secular lord, was

the son of a London vintner and had never quite outgrown the respect which his

father had impressed on him for the old noble families which had come to England

with Duke William. He had greeted Godfrey and heard his explanation of

Stephen’s unexpectedly early arrival with equanimity; and he had received with

real gratitude the Earl’s gift of a purse of gold pieces – a donation towards the cost

of the new organ and the pair of candlesticks which, at the time Earl Robert had

last been at Richley, the abbot had mentioned as being needed for the church. He

had then asked at great length after the Earl and inquired about the health of the

Countess.

39

Analysis Key

From One is One by Barbara Leonie Picard (chapter 2 part 2)

IT was now May (PN) | and Stephen had been {at Richley Abbey} (for three months}.

| He had arrived {with his half-brother Godfrey [#1] } {on a wild, wet February afternoon}, | and

they had been received (P) {by the abbot} {in his parlour}. | Abbot Waldo, [Adj. to "Abbot

Waldo" who now – {as ruler} {of the convent lands} and {*as* the owner} {of many serfs} , {with

power} {of life and death} {over wrongdoers} {in the district} – was the equal (PN) {in rank} {of a

secular lord}], was the son (PN) {of a London vintner} and had never quite outgrown the

respect (DO) [Adj. to "respect" which his father had impressed {on him} {for the old

noble families} [Adj. to "families" which had come {to England} {with Duke William}.]] | He

had greeted Godfrey (DO) and heard his explanation (DO) {of Stephen’s unexpectedly

early arrival} {with equanimity}; | and he had received {with real gratitude} the Earl’s gift

(DO) {of a purse} {of gold pieces} – a donation [#2] {towards the cost} {of the new organ and the

pair} {of candlesticks} [Adj. to "organ" and "candlesticks" which, {at the time} [Adj. to "time"

Earl Robert had last been {at Richley}], the abbot had mentioned {as being needed

[#3] } {for the church}]. | He had then asked {at great length} {after the Earl} and inquired

{about the health} {of the Countess} . | Notes

1. “Godfrey” is an appositive to “half-brother.” 2. “Donation” is an appositive to “gift.” 3. “Being needed” is a gerund that functions as the object of the preposition “as.”

40

The Opening Paragraphs of

Pride and Prejudice, by Jane AustenA Sentence-Combining Exercise


Some truths are universally acknowledged. One is that a single man must be in

want of a wife. This is even more true if he is in possession of a large fortune.

The feelings or views of such a man may be little known on his first entering a

neighbourhood. But this truth is well fixed in the minds of the surrounding

families. Thus he is considered the rightful property of someone or other of their

daughters.

41

The Opening Paragraphs of

Pride and Prejudice, by Jane AustenThe Original Text





It is a truth universally acknowledged, that a single man in possession of a

large fortune must be in want of a wife.

However little known the feelings or views of such a man may be on his first

entering a neighbourhood, this truth is so well fixed in the minds of the

surrounding families, that he is considered the rightful property of someone or

other of their daughters.

42

The Opening Paragraphs of Pride and Prejudice, by Jane Austen

Analysis Key through KISS Level Two (S/V/C Patterns)

It is a truth (PN) universally acknowledged [#1], [ [Del. Subj.] that a single man {in

possession } {of a large fortune} must be {in want} {of a wife} .] | [Adv. (of condition) to "is fixed" However little [#2] known (PA) the feelings or views

{of such a man} may be {on his first entering [#3] a neighbourhood}], this truth is so well

fixed (P) {in the minds} {of the surrounding families} , [Adv. (of result) to "so" that he is

considered (P) the rightful property (RPN) [#4] {of someone or other} {of their daughters}]. | Notes

1. “Acknowledged” can be explained simply as a gerundive to “truth.” I would not argue with a student

who wanted to consider “a truth universally acknowledged” as a noun absolute that functions as the

predicate noun to “is,” but remember that most grammarians do not like the idea of noun absolutes

functioning as nouns.

2. If you do not like explaining “little” as an adverb, you can asume an ellipsed “bit,” which the “little,”

as an adjective, modifies. “Little bit” then is a noun phrase that functions as an adverb.

3. I would also accept “on his first entering” as the prepositional phrase here. At KISS Level Four,

students should see that “entering” is a gerund and that “neighbourhood” is its direct object.

4. At KISS Level Two, I would expect students to give me, and I would simply accept, “predicate noun”

as the explanation of “property.” When students get to infinitives and retained complements, their

explanation should be more precise —“property” is a retained predicate noun, from the active voice

—They consider him to be the rightful property.

· web viewthree relatively short main clauses establish stephen's arrival at richley abbey....

Documents