Welcome to - KISS Grammar · Web viewRewrite it and add modifiers--adjectives, adverbs,...
Transcript of Welcome to - KISS Grammar · Web viewRewrite it and add modifiers--adjectives, adverbs,...
Unit 8 - The Logic of ModifiersUnit 8 - The Logic of Modifiersof
The Third “Ideal” KISS Grammar BookThe Third “Ideal” KISS Grammar Book
A famous philosopher named David Hume said that all logic is based on three things. They are
1. “identity”—what is something;
2. location in time and space—when and where are they, and
3. cause and effect—what causes things and what are the results.
This unit introduces these ideas especially to help you to include adjectives and adverbs (plus prepositional phrases that function in the same way) into your writing—and thinking.
The Logic of Modifiers.........................................................................................................2The Questions that Adjectives and Adverbs Answer.......................................................2
Ex. 1 - Adapted from “Wonderwings”..........................................................................4Ex. 2 - The Logic of Adjectives and Adverbs (“The Lost Spindle”).............................5
The Logic of Prepositional Phrases...................................................................................6Ex. 3 - From My Book of Favorite Fairy Tales.............................................................7Ex. 4 - The Logic of Prepositional Phrases (“The Lost Spindle”).................................8Ex. 5 – Just for Fun: Tom Swifties (#1).........................................................................9
Reading, Writing, Vocabulary & Style...............................................................................10Ex. 6 - The Suffixes “-er” and “-or”............................................................................10Ex. 7 – Adding Modifiers (“The Lost Spindle”)..........................................................11Ex. 8. – Branching from “The Lost Spindle”...............................................................12Ex. 9.–Combining and De-combining “The Lost Spindle”.........................................13Ex. 10 – Punctuation: The Opening of “The Lost Spindle”........................................14
For more information about the KISS Grammar “Ideal” books, go to:http://kissgrammar.org/Ideal_Sequence/index.html
© Ed Vavra 12/16/2016
A New Friendby
Sophie Anderson(French, 1823 – 1903)
Atheneum
The Logic of Modifiers
The Questions that The Questions that AdjectivesAdjectives
andand AdverbsAdverbs AnswerAnswer
Adjectives and adverbs are called “modifiers” because they modify
(change) the meaning of the words they chunk to. Adjectives and adverbs add
many kinds of information to sentences. Here we will focus on the most common
questions that they answer.
Adjectives
Adjectives help identify what nouns or pronouns mean. They do so by
describing or limiting the words they modify. They usually answer the questions:
What kind of? Which? Whose? How many? How much? How big?
“A,” “an,” and “the” are always adjectives.
AdverbsAdverbs of Time answer question When? Some examples are: now, then,
soon, early, formerly, and today.
Adverbs of Space answer questions such as Where? or In what
direction? Examples are: here, there, far, near, aloft, forward, backward, north,
and northward.
Adverbs of Manner usually answer the questions How? Examples are
happily, carefully, easily, quickly, fast, and hard as in “They work hard.”
Adverbs of Degree usually answer questions like How much? or How
often? Some examples are so, very, much, little, exceedingly, hardly, regularly,
often, barely, rarely, and not (the negative adverb).
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Note that some words can answer more than one of the listed questions. For
example, in a sentence such as “He never missed a catch,” “never” can be
described as an adverb of time (When?) and as an adverb of degree (How often?)
In the exercises that follow, words in the sentences will be numbered. On
separate paper, write the number of the word, whether the word functions as an
adjective or adverb, the word it modifies, its logical category, and the question that
it answers. Note that for this perspective, the logical category of all adjectives is
“identity.”
For example:
[1.] Yesterday [1], the young [2] prince took his new bride to his father's [3] palace.
[2.] The hunters very [4] quickly [5] turned northward [6] to follow the bear.
Word Function Question Logic1. Yesterday Adv to “took” When? Time2. young Adj to “prince” Which? What kind of? Identity3. father’s Adj to “palace” Whose? Identity4. very Adv to “quickly” How much? Degree5. quickly Adv to “turned” How? Manner6. northward Adv to “turned” In what direction? Space
Note that “young” (#2) could mean “which” if there are two or more princes. Otherwise “young” simply describes the prince and thus answers the question “What kind of?”
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The Logic of Adjectives and Adverbs
Ex. 1 - Adapted from “Wonderwings”by Edith Howes, illustrated by Alicea Polson
Directions: On separate paper, make four columns. In the first, write the number of the word and the word. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.
Note that for this perspective, the logical category of all adjectives is “identity.”
1. Why is everybody getting up so [1] early [2]?
2. The [3] older [4] fairies were dressing themselves neatly [5] and brushing their
[6] long fine [7] hair.
3. Presently [8] she was awakened by the sound of the sweetest [9] singing she
had ever [10] heard.
4. I hope I am not too [11] late [12].
5. Then [13] she ran out [14] into the garden.
6. The older fairies stood all [15] in a group.
7. Poppypink crept nearer [16] to the beautiful fairy.
8. Wonderwings tenderly [17] took the little fairy’s [18] hand.
9. Below [19], a crippled child sat among rags in a dark corner of a dreary [20]
room.
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Ex. 2 - The Logic of Adjectives and Adverbs(“The Lost Spindle”)
by James BaldwinFrom The Fairy Reader
NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905
Directions: On separate paper, make four columns. In the first, write the number of the word and the word. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.
Note that for this perspective, the logical category of all adjectives is “identity.”
1. Two [#1] little [#2] girls once [#3] lived here [#4] with their [#5] aunt.
2. The [#6] good [#7] girl was always [#8] busy with some [#9] useful [#10] work.
3. She spun so [#11] much [#12] that her [#13] fingers became very [#14] tired.
4. But a [#15] wonderful [#16] thing happened.
5. The fire shall not [#17] burn you.
6. She had a kind [#18], good face, and very [#19] bright [#20] eyes.
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The Logic of Prepositional PhrasesThe Logic of Prepositional Phrases
What Prepositional Phrases Can Add to a Text
Adjectival prepositional phrases answer questions such as What kind of? Which? What? Whose?
The seeds (of apples) are small. [What kinds of seeds are small?] The boy (in the blue coat) won the race. [Which boy won the race?] One (of the fish) got away. [One what got away?] She is a friend (of my sister). [Whose friend is she?]
For the purpose of these exercises, the logical category of all adjectives is “Identity.”
Adverbial phrases show a number of different logical relationships:
Space: Where? How Far?They played ball (in the park). [Where did they play?]They walked (for a mile). [How far did they walk?]
Time: When? How long? They left (at seven o’clock). [When did they leave?]Sarah played soccer (for four hours). [How long did Sarah play?]
Cause: Why? For what purpose?(Because of the rain}, they went inside. [Why did they go inside?]Sam made a sandwich (for lunch). [For what purpose did Sam make a
sandwich?
Manner: How? With whom? With what? Of what?The Johnsons went to Hawaii (by boat). [How did they go?]He cut the string (with a knife). [With what did he cut the string?]She became a good swimmer (by practicing). [How did she become a
good swimmer?]He walks to school (with his sister). [With whom does he walk?]It was sent (by an angel). [How was it sent?] The plate was full (of cookies). [With (by) what was it full?]
Condition: Under What Condition? The twins walked home (in the rain). [In what conditions did they walk?]
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The Logic of Prepositional Phrases
Ex. 3 - From My Book of Favorite Fairy Talesby Edric Vredenburg; Illustrated by Jennie Harbour
Directions: On separate paper, make four columns. In the first, write the number of the phrase and the phrase. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.
Note that for this perspective, the logical category of all adjectives is “identity.”
For Example:(For supper) [N1] Bill made pork chops.
Phrase Function Question Logic1. For supper Adv. to “made” For what purpose? Cause
1. Red Riding Hood went home (in the evening) [#1].
2. The king (of the land} [#2] held a feast.
3. She called her only daughter (to her bedside) [#3].
4. The king’s son took her (by the hand) [#4] and danced (with her and no one
else) [#5].
5. A sprig (of hazel) [#6] brushed (against him) [#7].
6. Hansel and Grethel had walked (through the woods) [#8] (for two hours). [#9]
7. I will look down (from heaven) [#10] and watch (over you) [#11].
8. The Queen pronounced the names (of the flowers) [#12].
9. (At last) [#13] their eyes closed (from weariness) [#14].
10. The two sisters went (to the brook) [#15] to catch fish (for dinner) [#16].
11. The Wolf, however, ran straight (to the house) [#17] (of the old grandmother) [#18].
12. So she roved about (by herself) [#19], and poked (at all the rooms and
chambers) [#20].
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Ex. 4 - The Logic of Prepositional Phrases(“The Lost Spindle”)
by James BaldwinFrom The Fairy Reader
NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905
Directions: On separate paper, make four columns. In the first, write the number of the phrase and the phrase. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.
Note that for this perspective, the logical category of all adjectives is “identity.”
For Example:(For supper) [#1] Bill made pork chops.
Phrase Function Question Logic1. For supper Adv. to “made” For what purpose? Cause
1. She was always busy (with some useful work) [#1].2. The cross Idle Girl did nothing but play (from morning) [#2] till night.3. She fell (upon a soft bed) [#3] (of grass) [#4] (in a green meadow) [#5].4. The meadow was bright (with all kinds) [#6] {of pretty flowers} [#7].5. A pleasant road led down (to a beautiful river) [#8].6. She came (to an oven) [#9] (by the side) [#10] (of the road) [#11].7. (After a long time) [#12] the child came (to a little house) [#13] (with wild
vines) [#14] growing (over it) [#15].8. But as she was going (out of the door} [#16], hundreds and hundreds (of
bright gold dollars) [#17] fell down {upon her} [#18].9. Many (of the dollars) [#19] stuck (to her) [#20].
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Ex. 5 – Just for Fun: Tom Swifties (#1)
Directions:1. Put parentheses ( ) around each prepositional phrase.2. Underline subjects once, verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).3. Put brackets [ ] around each subordinate clause that functions as a direct object, and write
“DO” above the opening bracket.4. Put a vertical line after every main clause.5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. “I've been feeding the crocodile,” said Tom offhandedly.
2. “Boy, that’s an ugly hippopotamus!” said Tom hypocritically.
3. “Your Honour, you’re crazy!” said Tom judgmentally.
4. “Oops! There goes my hat!” said Tom off the top of his head.
5. “Hey, you’re on my foot!” said Tom standoffishly.
6. “I do too have Jedi powers!” Tom said forcefully.
7. “I visit my parents every Sunday,” said Tom weakly.
8. “I’m still looking for my beagle,” Tom said doggedly.
9. “Stop, horse! Stop!” cried Tom woefully.
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Reading, Writing, Vocabulary & Style
The Ancientof Days
1794by
William Blake(1757 - 1827)
Ex. 6 - The Suffixes “-er” and “-or”
The suffixes “-er” and “-or” usually indicate the doer of an action. The “doer” includes not only people, but also things, such as printer, computer, and propeller. Some words that end in “-e” double the “e,” as in “mountaineer.” As you think of the spelling, think of the sound of the word—we do not pronounce “mountaineer” as “mountainer.” Some words that end in a consonant double it before adding the ending, as in “runner.” Words that end in “-e” often drop the “-e” before adding “-or,” as in “operate”—“ operator.” Here again, think of the way the word sounds.
Root Use “-er” Root Use “-or”1 farm collect
2 move sail
3 drive imitate
4 win conduct
5 dust visit
6 bake narrate
7 engine direct
8 help instruct
9 own refrigerate
10 lead object
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Ex. 7 – Adding Modifiers(“The Lost Spindle”)
by James BaldwinFrom The Fairy Reader
NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905
Directions: The following is section IX of “The Lost Spindle.” Many modifiers have been left out. Rewrite it and add modifiers--adjectives, adverbs, prepositional phrases, and anything else that you wish to add to make it more detailed.
The Idle Girl came to the house with vines over it. “Oh, I am tired!”
she said.
She was not afraid of Mother Frost’s teeth, for she had heard about
them.
“Come in,” said Mother Frost. “Come in. Stay awhile, and I will give
you all you deserve.”
The Idle Girl went in and sat down in a chair.
When night came, Mother Frost said, “You may help me shake my
bed.”
“Oh, dear!” said the Idle Girl, “I am tired! I wish you would let the
bed alone.”
The woman did not shake her bed. The frost did not fly, and the snow
did not fall.
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Ex. 8. – Branching from “The Lost Spindle”by James Baldwin
From The Fairy ReaderNEW YORK •:• CINCINNATI •:• CHICAGO
AMERICAN BOOK COMPANY, 1905
Directions:A. After each of the sentences below, indicate the branching of the phrase that is in bold
(L.M, R]. Then rewrite the sentence twice so that it branches in each of the other two ways. Write “L,” “M,” or “R” after each of your versions.
B. Your teacher may also ask you to rate all of them by sharing ten (or eleven) points on each set based on how you think the phrase would usually appear in that position. Be ready to briefly explain your reasons and any effects in emphasis caused by the branching. (Breaking the norm makes things more emphatic.)
C. Write three versions of a sentence of your own by placing a prepositional phrase (or Noun Used as an Adverb) as left-branching, mid-branching, and right-branching.
D. In something that you are reading, find a left-, a mid-, and a right-branching prepositional phrase.
1. With some useful work she was always busy.
2. The spindle fell, down, down, into the deep well.
3. Now the pretty gold pieces upon me will rain down.
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Ex. 9.–Combining and De-combining“The Lost Spindle”
by James BaldwinFrom The Fairy Reader
NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905
De-combine each of the following sentences into as many small sentences as you can.
1. The Idle Girl went down the same road, and soon came to the baker’s oven.
2. She saw a pleasant road that led down to a beautiful river.
3. Then she walked on and looked for her spindle.
4. You must stay with me tonight and help me shake my feather bed.
5. The Kind Child put them in a little heap by the side of the road.
Combine each of the following sets into one sentence.
6. The tree was full of apples. The apples were ripe. And they were red.
7. An old rooster saw her. He crowed with all his might.
8. The apples are ripe. They are mine.
9. She made the Kind Child do all the work about the house. The Kind Child was good. The work was hard.
10. The Kind Child went into the house. She sat down in a room. The room was pleasant.
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Ex. 10 – Punctuation: The Opening of “The Lost Spindle”
by James BaldwinFrom The Fairy Reader
NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905
Directions: The punctuation in this passage has been lost. Please fix it, right on this page.
Is not this an odd little house
Well two little girls once lived here with their aunt One little girl was
kind and good She was always busy with some useful work
The other was idle and cross She was never willing to do what she
was told
But their aunt showed more love to the idle girl than to the busy one
She made the good Kind Child do all the hard work about the house The
cross Idle Girl did nothing but play from morning till night
Every day the Kind Child was made to sit by the well and spin She
spun so much that her fingers became very tired and it was hard for her to
hold the spindle One day the spindle slipped from her hands It fell down
down into the deep well
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