Level 6.7 Additional Passages for Analysis

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KISS Grammar

Level 6.7 Additional Passages for Analysis

This is simply a collection of mixed review exercises, prose passages, poems, and jokes. They were originally in what was called “Practice/Application” exercises.

Free, from the KISS Grammar Web Site

KISSGrammar.org

© Ed Vavra

Feb. 12, 2014

Contents

The Directions for these Exercises

Construction Reviews - For Level 4

Prose Passages for Analysis

Prose Passages for Level 1 – “How Much I Can Explain”

Prose Passages for Level 2

Prose Passages for Level 3.1

Prose Passages for Level 3.2

Prose Passages for Level 4

Poems for Analysis

For KISS Level 1

For KISS Level 2

For KISS Level 3.1

For KISS Level 3.2, Exercise 2

For KISS Level 4, Exercise 2

Just for Fun

Just for Fun for Level 1

Just for Fun for Level 2

Just for Fun for Level 3.1

Just for Fun for Level 3.2

Just for Fun for Level 4

The Directions for these Exercises

The directions for these exercises are identical to those in all KISS analytical exercises. They depend on the level at which students are working (and on the teacher’s objective). Students should learn the directions as they work through the levels. Reprinting them, therefore, just wastes space, paper, and ink. The basic directions are:

Basic Directions

For KISS Levels 1 & 2:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).

For KISS Level 3, add:

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. If a clause functions as a “tag” question, label it “tag” or “Inj.”

4. Place a vertical line after each main clause

For KISS Level 4, add:

5. Put a box around every gerund and gerundive. If it is a gerund indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies.

6. Put an oval around every infinitive and indicate (as in three above) its function.

For KISS Level 5, add:

7. Put a wavy line under each noun absolute and label its function.

Additional Optional Directions

If you want the students to focus on special connections, add any or all of the following:

The Functions of Adjectives and Adverbs: Draw an arrow from every adjective to the noun or pronoun that it modifies. Draw an arrow from every adverb to the verb, adjective, or adverb that it modifies.

The Functions of Prepositional Phrases:Draw an arrow from the preposition to the word that the phrase modifies.

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

Write P above passive verbs.

Put an R before complements that are retained (“RDO,” “RPN,” “RPA”)

Construction Reviews - For Level 4

From Maxwell’s Grammar

1. The wind being favorable, we set sail.

2. Some African tribes are called cannibals by the rest of the world.

3. It is good to be here.

4. The man was called a coward because he stood a patient listener to the taunts of his enemy.

5. The professor was said to have traveled all over this country and Europe.

6. I wish that we were wealthy, provided wealth brought no additional care.

L4 - A Review Exercise from Maxwell’s Grammar
Analysis Key

1. The wind being favorable [#1] , wesetsail (DO). |

2. Some Africantribesare called(P)cannibals (RPN)[#2]{by the rest} {of the world}. |

3. Itisgood (PA) to be [#3]here. |

4. Themanwas called(P)acoward (RPN)[#4][Adv. to "was called" becausehestooda patientlistener (PN)[#5]{to the taunts} {of his enemy}]. |

5. Theprofessorwas said(P) to have traveled [#6]all {over this country and Europe}. |

6. Iwish[DOthatwewerewealthy (PA)], provided [[#7]wealthbroughtnoadditionalcare (DO)]. |

Notes

1. “The wind being favorable” is a noun absolute that functions as an adverb to “set.’

2. “Cannibals” is retained in the passive from the active Some people call some African tribes *to be* cannibals.” Thus, in the active voice version, “cannibals” is a predicate noun to the ellipsed infinitive “to be,” the subject of which is “tribes.” The entire infinitive phrase is the direct object of “call.”

3. The infinitive phrase “to be here” functions as a delayed subject -- “To be here is good.’

4. See Note # 2.

5. This is a palimpsest pattern with “stood” written over “was.”

6. This infinitive can be explained as a variant of a retained complement after the passive “was said.” In this case, however, the active version is a clause “They said the the professor had traveled....”

7. This clause functions as the noun in a noun absolute construction in which “provided” functions as the gerundive. Although I have marked the noun absolute as outside the direct object clause (and thus modifying “wish”), an equally valid argument could be made that it modifies “were” and is this part of the direct object clause. “Were” and “brought” are both in the subjunctive mood.

Prose Passages for Analysis

Prose Passages for Level 1 – “How Much I Can Explain”

The Opening Paragraph of “The Story of the First Moles”

A rich man and a poor man once owned a field together. The rich man owned the northern half, and the poor man owned the southern half. Each man sowed his ground with seed. The warm days came, the gentle rain fell, and the seed in the poor man’s half of the field sprang up and put forth leaves. The seed in the rich man’s half all died in the ground.

"The Story of the First Moles" from
The Book of Nature Myths by Florence Holbrook
How Much I Can Explain
Analysis Key

A richmanand a poor manonce owneda field (DO)together. | The richmanownedthe northernhalf (DO), | andthe poor manownedthe southern half (DO). |Eachmansowedhis ground (DO){with seed}. | The warmdayscame, | the gentlerainfell, | andthe seed{in the poor man's half} {of the field}sprangupand putforthleaves (DO). | Theseed{in the rich man's half}all died{in the ground}. |

This is the complete first paragraph of the story, and although it was specifically chosen for this type of exercise, it is remarkable that third graders who have been studying grammar for just one year will probably be able to explain every one of the 71 words in it. The table below reflects the functions of the words within the sentences. Because some words can be explained in more than one way, your numbers may differ slightly. Thus "up" might be considered as part of the verb in "sprang up," and "forth" as part of the verb "put forth." And, although it would not affect the table, "all" can be explained as an adjective to "seed." But whichever way the students explain them, they count as explained.

Thumbelina Is Taken by a Cockchafer

A great cockchafer came flying past; he caught sight of Thumbelina, and in a moment had put his arms round her slender waist, and had flown off with her to a tree. The green leaf floated away down the stream, and the butterfly with it, for he was fastened to the leaf and could not get loose from it. Oh, dear! how terrified poor little Thumbelina was when the cockchafer flew off with her to the tree! But she was especially distressed on the beautiful white butterfly's account, as she had tied him fast, so that if he could not get away he must starve to death. But the cockchafer did not trouble himself about that; he sat down with her on a large green leaf, gave her the honey out of the flowers to eat, and told her that she was very pretty, although she wasn't in the least like a cockchafer. Later on, all the other cockchafers who lived in the same tree came to pay calls; they examined Thumbelina closely, and remarked, “Why, she has only two legs! How very miserable!”

Thumbelina Is Taken by a Cockchafer
[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

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

A greatcockchafercame[#1] flying past; hecaughtsight (DO)[#2] {ofThumbelina}, and {in a moment}had puthis arms (DO){round her slenderwaist}, and had flownoff {with her} {to a tree}. The green leaffloatedaway{down the stream}, and the butterfly *floated* [#3] {with it}, for hewasfastened{to the leaf}andcouldnotget loose{from it}. Oh [Inj], dear [Inj]! howterrified (PA)[#4] poor littleThumbelinawas when the cockchaferflewoff {withher} {to the tree}! But shewasespecially distressed{on the beautiful whitebutterfly's account}, as shehad tiedhim (DO)fast, so that if hecouldnotgetawayhemust starve{to death}. But thecockchaferdidnot troublehimself (DO){about that}; hesatdown {with her} {on a large green leaf}, gaveher (IO) thehoney (DO){out of the flowers} to eat, and toldher (IO) that shewasverypretty (PA), although shewasn't {in the least} {like a cockchafer} [#5]. Later on,all the othercockchaferswholived{in the same tree}came to pay calls; theyexaminedThumbelina (DO)closely, and remarked, 'Why [Inj], shehasonly twolegs (DO)! How very miserable (PA) *shemust be* [#6]!'

Notes

1. I would also accept "came flying" as the finite verb phrase.

2. I would not argue with any students who claimed that "caught sight" means "saw" and thus it is the finite verb phrase. Depending on the circumstances, I might ask the class members to give their opinions about that explanation.

3. I would not expect fourth graders to catch this ellipsed verb, and I would praise any who did.

4. "Terrified" can alternatively be considered part of the finite verb phrase -- Thumbelina was terrified."

5. The phrase "like a cockchafer" can be considered either a predicate adjective, or as an adverb (describing "wasn't").

6. Here again, I would note expect fourth graders to catch this ellipsis.

Complete Analysis Key

A greatcockchafercame[#1] flying [#7]past; |hecaughtsight (DO)[#2] {of Thumbelina}, and {in a moment}had puthis arms (DO){round her slenderwaist}, and had flownoff {with her} {to a tree}. |The green leaffloatedaway{down the stream}, |andthe butterfly *floated* [#3] {with it}, [[#8]forhewasfastened{to the leaf}andcouldnotget loose{from it}]. | Oh [Inj], dear [Inj]! howterrified (PA)[#4] poor littleThumbelinawas[Adv. to "was" whenthe cockchaferflewoff {with her} {to the tree}]! |Butshewasespecially distressed(P){on thebeautiful white butterfly's account}, [Adv. to "was distressed" asshehad tiedhim (DO)fast, [Adv. to "had tied" so that[Adv. to "must starve" ifhecouldnotgetaway]hemust starve{to death}]]. |Butthecockchaferdidnot troublehimself (DO){about that}; |hesatdown {with her} {on a large green leaf}, gaveher (IO) thehoney (DO){out of the flowers} to eat [#9], and toldher (IO)[DO thatshewasverypretty (PA), [[#10]althoughshewasn't {in the least} {like a cockchafer} [#5]]]. |Later on,all the othercockchafers[Adj. to "cockchafer"wholived{in the same tree}]came to paycalls [#11]; |theyexaminedThumbelina (DO)closely, and remarked, 'Why [Inj], shehasonly two legs (DO)! |How very miserable (PA) *shemust be* [#6]!' |

Notes

7. “Flying” is a gerundive to “cockchafer.” Alternatively, this can be explained as a palimpsest pattern with “came” written over “was.”

8. See “So” and “For” as conjunctions.

9. “To eat” is aninfinitive that functions as an adverb to “gave” and/or an adjective to “honey.”

10. The function of this clause is ambiguous. I’ve analyzed it as if it is part of what he told her, and thus chunks to “was,” but if he did not tell her that she was not in the least like a cockchafer,” then this clause functions as an adverb to “told.”

11. “To pay” is an infinitive that functions as an adverb (of purpose) to “came”; “calls” is the direct object of “to pay.”

Prose Passages for Level 2

Selection # 2 from “The Little Match Girl,” by Hans Christian Andersen

It seemed really to the little maiden as though she were sitting before a large iron stove, with burnished brass feet and a brass ornament at top. The fire burned with such blessed influence; it warmed so delightfully. The little girl had already stretched out her feet to warm them too; but -- the small flame went out, the stove vanished: she had only the remains of the burnt-out match in her hand.

Selection # 2 from “The Little Match Girl,” by Hans Christian Andersen
Analysis Key

Itseemedreally{to the little maiden}[Adv. to "seemed"as thoughsheweresitting[#1] {before a large iron stove}, {with burnished brass feet and a brass ornament} {attop}. |The fireburned{with such blessed influence}; |itwarmedso delightfully. |Thelittle girlhadalready stretchedouther feet (DO) to warm them[#2]too; |but --the smallflamewent out, |the stovevanished: |shehadonly [#3] theremains(DO) {of the burnt-out match} {in her hand}. |

Notes

1. I would not call this to students’ attention in third or fourth grades, but should someone ask, the verb here is “were” (not “was”) because it is in the subjunctive mood. (She is not sitting before a large iron stove, so the statement is contrary to fact.)

2. “Them” is the direct object of the infinitive “to warm” which functions as an adverb (of purpose) to “had stretched.”

3. In cases like this, “only” could be considered an adjective to “the remains,” or as an adverb to “had.” It is not worth arguing about, so I would accept either explanation and move on. Note that the same is true of the prepositional phrase “in her hand.” It can be explained either as an adjective to “match” or as an adverb to “had.”

Prose Passages for Level 3.1

From Carrie's War by Nina Bawden # 1

Hepzibah and Mister Johnny were not exactly widows and orphans of course but perhaps, Carrie thought, Mr Evans could be persuaded to think it was the Lord’s will to help them as well. If she were him she would want to, but she knew now that it was no use trying to put herself in his place. She had thought he would be happy about Mrs Gotobed’s message because she would have been, but she had been wrong about that. He had simply been angry and believed that it meant he had been right all the time and that his sister really was in Hepzibah’s Power. That Hepzibah had bewitched Mrs Gotobed . . .

From Carrie's War by Nina Bawden # 1
(1973 Victor Gollancz London pages 124 - 125.)
Analysis Key

HepzibahandMister Johnnywerenot exactlywidows (PN) and orphans(PN) {of course}[Inj] | but perhaps, [ [#1] Carriethought,] Mr Evanscould bepersuaded(P) to think [#2][DO of "to think"itwasthe Lord’s will (PN) to helpthem [#3]as well.] | [Adv. to "would want" Ifshewere[#4]him (PN)]shewouldwant to [#5](DO),| butsheknewnow [DO of "knew" thatitwasno use (PN)[#6] trying to put herself [#7]{in his place}.] | Shehad thought[DO of "hadthought"hewould behappy (PA){about Mrs Gotobed’s message}] [Adv. to "hadthought" because shewould have been,] | but shehad beenwrong (PA){about that}.| Hehadsimply beenangry (PA)and believed[DO of "believed"that itmeant[DO of "meant"hehad beenright (PA)all the time [NuA]] and[DO of "meant"that his sisterreally was{in Hepzibah’s Power}.]] | [DO of"meant" ThatHepzibahhad bewitchedMrs Gotobed (DO) . . .] | [#8]

Notes

This is from the British edition. They do not put periods after “Mr” and “Mrs.”

1. I would analyzed “Carrie thought” as a subordinate clause functioning as an interjection because the preceding “perhaps” chunks to “Mr Evans could be persuaded.” Traditional grammars, to my knowledge, do not deal with this phenomenon, but my guess is that they would consider “Carrie thought” as the main S/V and the “Mr Evans could be persuaded” clause as its direct object.

2. “To think” is an infinitive that functions as a retained direct object after the passive “could be persuaded.”

3. “Them” is the indirect object of the infinitive “to help.” The infinitive phrase functions as a delayed subject -- “To help them was the Lord’s will.”

4. “Were” is in the subjunctive mood. As a matter of usage and style, some people would argue that in formal writing “him” should be “he.”

5. The words “help them” are ellipsed here. At KISS Level Three, students will not have studied infinitives, but they should recognize that “to help them” answers the question “She would want what?” Thus, without knowing that it is an infinitive phrase, students should be able to recognize it as the direct object of “would want.”

6. One could become bogged down in a long debate about the function of “use” here. The meaningful subject (“trying to put herself in his place”) is delayed, and one could easily argue that that subject is in no way “equal” to “use.” Thus one could claim that “use” is not a predicate noun. Some people would argue that “no use” is an ellipsed form of “of no use”; others would argue that “was” here means “had,” and thus “use” is a direct object. Parents and teachers might want to accept these alternate explanations, but I would not spend a lot of time on this point. Ultimately, “It’s no use.” is an idiomatic expression.

7. “Herself” is the direct object of the infinitive “to put” which is the direct object of the gerund “trying.” The gerund phrase functions as a delayed subject.

8. This clause is a fragment, but fragments are not always errors. This one is very effective because it emphasizes “bewitched.”

HaresandHounds

Half a hundred Dundee hunters hunted hares one day.