Download KISS Level 2. 2. The Complexities of Prepositional Phrases

KISS Grammar
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Free, from the KISS Grammar Web Site
KISSGrammar.org
© Ed Vavra
Nov. 1, 2012
Updated Nov. 11, 2016
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Contents
IInnttrroodduuccttiioonn—
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KIISSSS G
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mpplleexxiittiieess ooff SS//V
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C PPaatttteerrnnss.................................................................................... 55
KISS Level 2. 1. 1. - Understood “You” ........................................................................................... 5
Understood “You” ......................................................................................................................... 5
Exercise # 1 Based on The Tale of Jemima Puddle-Duck .......................................................... 5
Exercise # 2 From “Hansel and Grethel,” by Edric Vredenburg ............................................... 6
KISS Level 2. 1. 2 - Varied Positions in the S/V/C Pattern .............................................................. 7
Exercise # 1 From My Book of Favorite Fairy Tales by Edric Vredenburg ............................. 7
Exercise # 2 From “Clytie, the Heliotrope” ............................................................................... 8
Exercise # 3 Model Sentences from “Clytie, the Heliotrope” .................................................... 9
KISS Level 2. 1. 3 - Expletives (Optional)...................................................................................... 10
Expletives .................................................................................................................................... 10
Exercise # 1 Based on The Tale of Tom Kitten, by Beatrix Potter .......................................... 11
Exercise 2 Based on “The Tale of the Pie and the Patty-Pan” ................................................ 12
KISS Level 2. 1. 4 - Palimpsest Patterns ......................................................................................... 13
Palimpsest Patterns ...................................................................................................................... 13
Exercise 1 from At the Back of the North Wind ...................................................................... 14
Exercise # 2 From Pinocchio, The Tale of a Puppet by C. Collodi ........................................ 15
KISS Level 2. 1. 5 - Phrasal Verbs .................................................................................................. 16
Preposition? Adverb? Or Part of the Verb? ................................................................................. 16
Exercise # 1 Based on The Tale of the Flopsy Bunnies........................................................... 18
Exercise # 2 Based on The Tale of Jemima Puddle-Duck ........................................................ 18
Exercise # 3 Based on The Tale of Samuel Whiskers .............................................................. 19
KISS Level 2. 1. 6 - Distinguishing Finite Verbs from Verbals...................................................... 20
Distinguishing Finite Verbs from Verbals — The Noun Test ..................................................... 20
Exercise # 1 From Pinocchio, The Tale of a Puppet ................................................................ 21
Distinguishing Finite Verbs from Verbals — The “To” Test ...................................................... 22
Exercise # 2 From Pinocchio, The Tale of a Puppet ................................................................ 23
Distinguishing Finite Verbs from Verbals — The Sentence Test ............................................... 24
Exercise # 3 From Andrew Lang’s “Thumbelina”................................................................... 25
The Three Tests to Distinguish Finite Verbs from Verbals ......................................................... 26
Exercise # 4.a. - Based on The Tale of Samuel Whiskers ........................................................ 27
Exercise # 4.b. - Based on The Tale of Samuel Whiskers ....................................................... 28
A Passage for Analysis ................................................................................................. 29
Exercise # 5 The Shark ............................................................................................................ 29
Just for Fun ................................................................................................................... 30
Exercise # 6 The Farmer, the Fly, and the Cow ....................................................................... 30
KISS Level 2.1.7 - The Subjunctive Mood ..................................................................................... 31
Subjunctive Mood ........................................................................................................................ 31
Exercise # 1 on the Subjunctive Mood..................................................................................... 32
Exercise # 2 from Heidi by Johanna Spyri ............................................................................... 33
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mpplleexxiittiieess ooff PPrreeppoossiittiioonnaall PPhhrraasseess................................................................. 3344
KISS Level 2. 2. 1. The “To” Problem & Verbs as Objects of Prepositions................................... 34
The “To” Problem........................................................................................................................ 34
Exercise # 1.a. From Pinocchio, The Tale of a Puppet ............................................................ 35
Exercise # 1.b. A Robin and a Robin’s Son ............................................................................. 36
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Exercise # 1.c. To Market ........................................................................................................ 36
Verbs as Objects of Prepositions ................................................................................................. 37
Exercise # 2 From Pinocchio, The Tale of a Puppet ................................................................ 38
A Mini-Lesson on “To” and “Too” ............................................................................................. 39
Exercise # 3 Writing Sentences with “To” or “Too” ............................................................... 40
Exercise # 4 Treasure Hunt and/or Recipe Roster ................................................................... 40
KISS Level 2.2.2 - Preposition (or Subordinate Conjunction)? ...................................................... 41
Is It a Preposition? ....................................................................................................................... 41
Exercise #1 Is it a preposition? ................................................................................................ 42
Exercise # 2 From My Book of Favorite Fairy Tales by Edric Vredenburg ........................... 43
KISS Level 2. 2. 3 - Embedded Prepositional Phrases .................................................................... 44
Embedded Prepositional Phrases ................................................................................................. 44
Exercise # 1.a. Based on The Tale of Jemima Puddle-Duck .................................................... 45
Exercise # 1.b. Based on The Tale of Johnny Town Mouse .................................................... 46
Exercise # 1.c. Based on The Tale of Mr. Jeremy Fisher........................................................ 47
Passages for Analysis ................................................................................................... 48
Exercise # 2.a. The Pledge of Allegiance to the Flag............................................................... 48
Exercise # 2.b. From “How Reddy Fox Was Surprised” (Old Mother West Wind)................. 48
Exercise # 3 Treasure Hunt and/or Recipe Roster ........................................................ 48
KISS Level 2. 2.4 - Prepositional Phrases - Advanced Questions .................................................. 49
Unusual Prepositional Phrases ..................................................................................................... 49
Verbs with Complements ............................................................................................. 50
Exercise #1 Unusual Prepositional Phrases ............................................................................. 50
Subordinate Clauses as Objects of Prepositions ........................................................... 51
Exercise # 2 From At the Back of the North Wind ................................................................... 51
Ellipsed Objects of Prepositions ................................................................................... 52
Exercise # 3 From Pinocchio, The Tale of a Puppet ................................................................ 52
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Nouns Used as Adverbs ............................................................................................................... 53
Exercise # 1 Nouns Used as Adverbs From the Writing of Third and Seventh Graders ......... 54
Simple Interjections ..................................................................................................................... 55
Exercise # 2 Interjections—from the Writing of Third Graders .............................................. 56
Exercise # 3 Punctuating Interjections ..................................................................................... 57
Direct Address ............................................................................................................................. 58
Exercise # 4a Direct Address ................................................................................................... 59
Exercise # 4b “Rain, Rain, Go away” ...................................................................................... 60
Exercise # 4c “Little Boy Blue” ............................................................................................... 60
Exercise #5 The Punctuation of Direct Address ...................................................................... 61
Exercise # 6 Mixed Constructions ................................................................................ 62
Based on The Tale of Samuel Whiskers .................................................................................. 62
Exercise # 7 Treasure Hunts and/or Recipe Rosters ..................................................... 62
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IInnttrroodduuccttiioonn—
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If you have completed KISS Level One, you know that there are some things about grammar that
you know—and no one can tell you that you are wrong about them. For example, you know that “am,”
“is,” “are,” “was,” and “were” are always verbs. You will always be correct if you underline them twice
in analysis exercises. You also know how to find the subjects and complements of verbs, and you can
distinguish the five types of complements—zero, predicate noun, predicate adjective, indirect object, and
direct object. And you know that you can identify most words that function as adjectives, adverbs,
coordinating conjunctions, and you can identify most prepositional phrases. Indeed, you consciously
know a lot about grammar and grammatical terms. In randomly selected texts, you can probably often
explain how 90% of the words work in their sentences. Here in KISS Level Two, you are primarily going
to clarify some of the things that confused you in KISS Level One.
Unlike KISS Level One, Level Two is divided into three sections. The first section explores many of
the complexities in S/V/C patterns. The second examines complexities in prepositional phrases. The third
section enables you to add three relatively simply constructions to your Analytical Toolbox.
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1. There are some things that you are expected to always get right, and there are other things that you
are expected to get wrong—or at least be confused by. In this KISS Level you will be studying
many things that you were expected to miss in KISS Level One.
2. Always work systematically. Most of the exercises are either a set of numbered sentences or a
short paragraph. Because this book primarily expands your knowledge of the basic concepts that
you studied in KISS Level One, the directions for most exercises will be identical to those in
KISS Level One:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,”
“IO,” or “DO”).
Work sentence-by-sentence. Do your best and then move on to the next sentence. You will find
that this systematic approach will take less time and result in more correct answers.
4. We humans have a tendency to worry about what we do not know or do not understand. Do not let
that frustrate you. From time to time, stop and look at how much you can already explain.
5. Have fun!
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KISS Level 2. 1. 1. - Understood “You”
U
Unnddeerrssttoooodd ““Y
Yoouu””
In some sentences the subject “you” is simply understood:
Close the door. = You close the door (DO).
Be quiet! = You be quiet (PA)!
Take out the garbage. = You take out the garbage (DO).
To show that you understand this, your teacher may want you to always write in, and
underline once, the understood “you.”
Exercise # 1 Based on
The Tale of Jemima Puddle-Duck
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to the word
that the phrase modifies Above the phrase, write “Adj” for “adjective” or “Adv” for “adverb.”
2. Underline verbs twice, their subjects once, and label complements ("PA," "PN," "IO," or "DO"). (If the
subject is understood, write it in and underline it.)
1. Listen to the story of Jemima Puddle-duck.
2. Let us have a dinner-party all to ourselves!
3. Come into the house.
4. Give me the herbs for the omelette.
5. Be sharp!
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“You” Understood as the Subject
Exercise # 2 From “Hansel and Grethel,”
by Edric Vredenburg
in My Book of Favorite Fairy Tales , illustrated by Jennie Harbour
Directions:
1. Write in “You” wherever it is understood as the subject.
2. Put parentheses ( ) around each prepositional phrase.
3. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
1. “Be quiet, Grethel.”
2. “Do not cry.”
3. “Get up, you lazy things.”
4. “Wait a little while.”
5. “Sit down here and rest.”
6. “Do not weep.”
7. “Get up, you lazy brat.”
8. “Now, you children, lie down near the fire, and rest yourselves.”
9. “Hansel, stretch out your finger.”
10. “Be of good cheer, dear sister, and sleep in peace.”
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KISS Level 2. 1. 2 - Varied Positions in the S/V/C Pattern
Varied Positions in S/V/C Patterns
Exercise # 1
From My Book of Favorite Fairy Tales
by Edric Vredenburg
Illustrated by Jennie Harbour
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).
1. Presently in came the masters of the cottage.
2. All this the old king saw.
3. That I must not tell you or any man.
4. How meek and patient she had been!
5. Then first came two white doves in at the kitchen window.
6. In this garden stood a fine large pear tree full of ripe fruit.
7. “How sad I feel!”
8. “But, grandmother, what very great teeth you have!”
9. This I can never do.
10. Great is my love for the Princess Desirée.
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Exercise # 2 From “Clytie, the Heliotrope”
Adapted from Ovid
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
And her limbs became rooted to the ground. Green leaves enfolded her body.
Her beautiful face was concealed by tiny flowers, violet-colored and sweet with
perfume. Thus was she changed into a flower and her roots held her fast to the
ground; but ever she turned her blossom-covered face toward the sun, following
with eager gaze his daily flight. In vain were her sorrow and tears, for Apollo
regarded her not.
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Exercise # 3
Model Sentences from “Clytie, the Heliotrope”
Adapted from Ovid
The subject does not have to appear before the verb –it can come after it, or between parts of
the verb phrase, as in the following two sentences from “Clytie, the Heliotrope”:
Thus was she changed into a flower.
In vain were her sorrow and tears, for Apollo regarded her not.
Note that a modifier of some sort precedes the verb; otherwise, the sentence turns into either a
question:
“Was she changed into a flower?” or into nonsense: “Were her sorrow and tears ....” ????
Directions”
Write five sentences that are not questions in which the subject follows at least part of the verb.
1.
2.
3.
4.
5.
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KISS Level 2. 1. 3 - Expletives (Optional)
E
Exxpplleettiivveess
In some sentences, you will find the word “there” in the subject position. Some grammarians
consider this “there” to be an “expletive.” They then identify a word that appears later in the
sentence as the subject. This explanation is acceptable in KISS Grammar, but KISS explains this
pattern in two other ways:
1. You can consider the “there” as the subject and the later word a predicate noun.
or
2. You can consider the “there” as an adverb and the later word as the subject.
There [Expl] are five people at the table.
or
There are five people at the table.
or
There are five people (PN) at the table.
Deep in the woods there [Expl] was a small house.
or
Deep in the woods there was a small house.
or
Deep in the woods there was a small house (PN).
There [Expl] is a place for us.
or
There is a place for us.
or
There is a place (PN) for us.
Portrait of
Jonathon Buttall
(The Blue Boy)
1770
by
Thomas
Gainsborough
(1727 - 1788)
Huntington Library
and Art Museum
San Marino, CA
Waiter, there [Expl] is a fly in my soup.
or
Waiter, there is a fly in my soup.
or
Waiter, there is a fly (PN) in my soup.
There [Expl] must be no mistake this time.
or
There must be no mistake this time.
or
There must be no mistake (PN) this time.
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Exercise # 1 Based on
The Tale of Tom Kitten, by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. Once upon a time there were three little kittens.
2. There were several green smears!
3. There was a pit pat, paddle pat!
4. Somehow there were very extra--ordinary noises overhead.
5. There were no buttons.
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Exercise 2
Based on “The Tale of the Pie and the Patty-Pan”
by Beatrix Potter
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”).
1. There were no CATS in Sawrey!
2. But there was nobody there.
3. There was nothing in the pie.
4. So there really was a patty-pan?
5. There was a very savoury smell.
6. There began to be a pleasing smell of baked mouse!
7. There most certainly is not one, my dear Duchess.
8. There seemed to be a sort of scuffling noise in the back passage.
9. Can there really have been someone in the house?
10. There stood a fine brown pie.
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KISS Level 2. 1. 4 - Palimpsest Patterns
PPaalliim
mppsseesstt PPaatttteerrnnss
Ancient tablets were often erased by rubbing them
fairly smooth and then new writing was put over the
old. These tablets are called “palimpsests.”
Sometimes the easiest way to explain a sentence pattern is to consider it as an
S/V pattern written over an S/V/PA pattern. For example, in the sentence
At last the tears came hot (PA) and fast (PA).
“hot” and “fast” could be considered adverbs to “came,” but they are also
adjectives to the subject “tears.” Thus we could consider this an S/V/PA pattern
(“tears were hot and fast”) with an S/V pattern (“tears came”) written on top of it.
The following example is from Nina Bawsen’s Carrie’s War:
. . . she lay awake at night, thinking, and came down several
mornings so pale (PA) that Auntie Lou wanted to go to the chemist
and buy her a tonic.
In this sentence, “pale” clearly describes the subject “she.” Thus we can look at it
as a combination of “she came down” over “she was pale.”
As another example, consider the following sentence from Mary Renault’s The
King Must Die:
As I rode under the gate-tower, the gates groaned open (PA),
and the watchman blew his horn.
“Palimpsest” is a big word, and palimpsest patterns are not very frequent, but you
may find the idea very helpful.
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Palimpsest Patterns
Exercise 1 from
At the Back of the North Wind
by George Macdonald
Simplified by Elizabeth Lewis; Illustrated by Maria L. Kirk
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”).
1. Even the ground smelled sweet.
2. Even the ground smelled sweetly.
3. They had been sitting silent for a long time.
4. The stars were still shining clear and cold overhead.
5. Diamond stood looking at the great elm tree.
6. She sat motionless with drooping head and did not move nor speak.
7. But a little later they came floating past a window in which a light was burning.
8. And indeed, Diamond felt very strange and weak.
9. The small panes in the roof of his loft were glimmering blue in the light of the
morning.
10. The grass showed white in the morning with the hoar frost which clung to
every blade.
11. After the first month, however, he fell lame.
12. But the primrose lay still in the green hollow.
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A Focus on Palimpsest Patterns
Exercise # 2 From Pinocchio, The Tale of a Puppet
by C. Collodi
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
1. Geppetto seems a good man!
2. In that way you will grow up a perfect donkey.
3. But as he went he did not feel at all comfortable.
4. The showman felt very sorry for Pinocchio.
5. Little by little his eyes began to grow dim.
6. He appeared dead, but he cannot really be quite dead.
7. He shut his eyes, opened his mouth, stretched his legs, gave a long shudder, and
hung stiff and insensible.
8. At last, after a desperate race of nearly two hours, he arrived quite breathless at
the door of the house, and knocked.
9. The people in the street, who saw a wooden puppet running like a race-horse,
stood still in astonishment to look at it, and laughed and laughed.
10. I was lying on the shore more dead than alive when the wind brought to me the
smell of fried fish.
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KISS Level 2. 1. 5 - Phrasal Verbs
PPrreeppoossiittiioonn?? A
Addvveerrbb?? O
Orr PPaarrtt ooff tthhee V
Veerrbb??
Elk
Many words that function as prepositions can also
function as simple adverbs, or as a part of the verb itself. In
order to tell how a word that looks like a preposition actually
functions, you need to look at the meaning of the sentence. As
you will see, in many cases, more than one explanation is
acceptable.
Deer
Adverbs That Look Like Prepositions
Consider, for example, the following sentence:
They fly around hitting things, and a whole bunch makes a noise all right.
If you say that “around” is a preposition here and that “around hitting things” is a prepositional
phrase, then you are saying that they fly around things that hit. That is probably not what the
writer meant. The writer probably meant that they fly around and hit things. The easiest way to
explain “around” in this sentence is to consider it to be an adverb to “fly.” Note that in context,
the “around” might be considered an ellipsed prepositional phrase:
There are a lot of bats around the house They fly around hitting things . . . .
If one really wanted to be technical, one could argue that the “around” in the second sentence is
thus a preposition with its object ellipsed. Although in most cases, it is much simpler to consider
the preposition-like word to be an adverb, in some cases it may be important to be able to
recognize that they are ellipsed prepositional phrases. Consider the following, perfectly correct
sentence:
In this world underneath existed an atmosphere of mystery which made me feel as if I was
exploring an old dungeon in a decaying castle.
An obvious question is “underneath what?” The answer to that was, in context, provided by the previous
sentence:
But the most vivid impression left on me this summer by this theater came not from the stage;
instead, it came from the rooms underneath the theatre.
Thus, in what was, in context, the second sentence, “underneath” can be considered an adverb to
“existed,” but, meaningfully, it is an ellipsed prepositional phrase.
17
“Prepositions” That Are Part of the Verb
Sometimes words that look like prepositions are actually part of the verb:
He had to figure out the answer.
If you rely on your knowledge of what words mean, you will be able to see that “out the answer”
is not a prepositional phrase here. The “out” goes with “figure.” Together, they mean “discover,”
or “find,” etc. Whenever you can replace a verb plus what looks like a preposition with one verb,
you can consider the “preposition” to be part of the verb. This combination is fairly frequent in
English. The following are just a few examples.
cry out = scream
think of = remember
go on = continue
think up = invent
look like = resemble
look out for = seek, guard, avoid, watch
put up with = endure
went in = entered
went up = approached
Note that your final decision needs to be based on the meaning of the words in the sentence. In
She ran up the hill; he ran up the flag.
{“up the hill”} indicates where she ran, but he probably raised the flag up the flagpole. Note that
sometimes you can tell because words that are not prepositions can be moved. We would say “He ran the
flag up,” but “She ran the hill up” would not make any sense. As another example, consider the difference
between the following analyses:
1. Bill turned on the lights.
2. Bill turned {on the lights}.
If you analyze the sentence the first way, you are saying the sentence means Bill turned the lights on.
(And you can consider the “on” as part of the verb even if it appears after “lights.” But if you analyze it
the second way, you are saying that it means either that Bill was on top of the lights and he was turning,
or that he was driving, as in a race, and he turned at a signal from the lights.
Sometimes, as “Come on,” words that look like prepositions do not have any meaningful object. The
question “On what?” simply does not make any sense here. In such cases, simply consider the word to be
an adverb.
18
Preposition? Adverb? Or Part of the Verb?
Exercise # 1 Based on
The Tale of the Flopsy Bunnies
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. Mr. McGregor tied up the sack.
2. A little old mouse picked over the rubbish among the jam pots.
3. Mr. McGregor threw down the sack on the stone floor.
4. Mr. McGregor came back and picked up the sack, and carried it off.
5. Suddenly Mr. McGregor emptied out a sackful of lawn mowings right upon the
top of the sleeping Flopsy Bunnies!
Preposition? Adverb? Or Part of the Verb?
Exercise # 2 Based on
The Tale of Jemima Puddle-Duck
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. He folded up the newspaper, and put it in his coat-tail pocket.
2. He was looking over the top of the newspaper.
3. You have looked at your eggs.
4. Unfortunately the puppies rushed in and gobbled up all the eggs.
19
Preposition? Adverb? Or Part of the Verb?
Exercise # 3 Based on
The Tale of Samuel Whiskers
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. The slanting slates kept out the rain.
2. They tipped up the jar.
3. Tom Kitten knocked down some soot into the fender.
4. She borrowed a small saucer, and scooped up the dough with her paws.
5. The rats eat up the chicken food, and steal the oats and bran, and make holes in
the meal bags.
20
KISS Level 2. 1. 6 - Distinguishing Finite Verbs from Verbals
D
Diissttiinngguuiisshhiinngg FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss —
—T
Thhee N
Noouunn T
Teesstt
A
A vveerrbb tthhaatt ffuunnccttiioonnss aass aa nnoouunn ((aa ssuubbjjeecctt,,
aa ccoom
mpplleem
meenntt,, oorr tthhee oobbjjeecctt ooff aa pprreeppoossiittiioonn))
iiss nnoott aa ffiinniittee vveerrbb.. ((D
Doo nnoott uunnddeerrlliinnee iitt ttw
wiiccee..))
Subject:
Swimming is good exercise (PN).
Direct Object:
They like playing (DO) baseball.
Predicate Noun:
Theresa’s favorite exercise is hiking (PN).
Object of Preposition:
Mikie was thinking {of taking a walk}.
21
Using the Noun Test to Eliminate Verbals
Exercise # 1 From Pinocchio, The Tale of a Puppet
by C. Collodi
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
1. Today at school I will learn to read at once.
2. And the Fox, in relating this, dried a tear.
3. Walking upright on his hind legs was easy for the Poodle.
4. The puppet was petrified on hearing this unexpected sentence.
5. The mouth then ceased laughing.
6. He had the disgraceful fault of telling lies.
7. Turning around with such a long nose was almost impossible.
8. He continued staring at her with wide open eyes.
9. One of the assassins tried to put his hand in my mouth.
10. The soldier without disturbing himself in the least caught Pinocchio cleverly by
the nose and gave him to Geppetto.
22
D
Diissttiinngguuiisshhiinngg FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss —
—T
Thhee ““T
Too”” T
Teesstt
A finite verb phrase cannot begin with “to.” Thus in “Bob
went to his room to do his homework,” “to do” is not be a finite
verb. (Do not underline it twice.)
Bob went {to his room} to do his homework.
One can, however, consider “to” plus a verb as part of a verb
phrase if the phrase begins with another verb:
Sam had to leave early.
Sandra ought to go {to the game}.
He wanted to do his homework (DO).
Technically, a verb phrase that begins with “to” is an infinitive. You will study
infinitives in detail in KISS Level Four. For now, your primary objective is not to
underline them twice. You might note, however, that infinitives function as nouns,
adjectives, or adverbs.
As Nouns:
Subject:
To play {at the beach} is fun (PN).
Direct Object:
We like to play (DO) {at the beach}.
Predicate Noun:
The best
thing is to run (PN).
As Adjectives:
That was a day (PN) to remember.
As Adverbs:
They went {to the mall} to shop.
Like all verbs, infinitives can have subjects and complements. In sentences like “To play at the beach
is fun,” the subject of “To play” is understood to be anyone. In sentences such as “We like to play at the
beach,” the subject is understood to be the same as the main subject – “We like *us* to play at the beach.”
If the subject of the infinitive is someone or something else, it must be included in the sentence – “We
like Bill to play with us at the beach.” In sentences like this, “Bill” is considered to be the subject of the
infinitive “to play,” and the entire infinitive phrase is the direct object of “like.”
After some verbs, the “to” is not used – “Dad made me clean my room.” In this sentence, “me” is the
subject of the infinitive “clean,” and “room” is the direct object of “clean.” Here again, the entire
infinitive phrase is the direct object of “made.”
23
Using the “To” Test to Eliminate Verbals
Exercise # 2 From Pinocchio, The Tale of a Puppet
by C. Collodi
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
1. In his hurry to model Pinocchio, Geppetto had forgotten to make any ears.
2. Poor Geppetto rushed after Pinocchio but was not able to overtake him.
3. Here I am, ready to serve you.
4. Master Antonio, I came to ask a favor of you.
5. I would travel about the world to earn a piece of bread and a glass of wine.
6. He is right not to wish to return home!
7. Geppetto took his tools and set to work to cut out and model his puppet.
8. He then took the puppet under the arms and placed him on the floor to teach him
to walk.
9. It was impossible to say where it came from.
10. To tell you in confidence, I have no wish to learn.
24
D
Diissttiinngguuiisshhiinngg FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss —
—T
Thhee SSeenntteennccee T
Teesstt
The last way to distinguish finite verbs from verbals is the simple
sentence test. If you are not sure about whether or not to underline a verb
twice:
1. Find the subject of that verb.
2. Make a simple sentence using that subject and verb – without
adding any words, and without changing the form or meaning of
the verb.
3. If the sentence does not seem to be an acceptable sentence, the verb
is not finite.
Examples
1. They let Bill keep the puppy.
“Keep” is a verb. If we ask “Who or what keep?”, the answer is “Bill.” But “Bill keep the
puppy” is not an acceptable sentence, so “keep” is not a finite verb and should not be underlined
twice.
2. They saw Bill (DO) walking by the river.
“Walking” is a verb. If we ask “Who or what was walking?”, the answer is “Bill.” Thus we try
the sentence; “Bill walking by the river.” That is not, however, an acceptable sentence. To make it
acceptable, we would have to add “was” -- “Bill was walking by the river.” For this test, however,
we cannot add words, so “walking” is a verbal -- it should not be underlined twice.
3. Going {to school}, they saw an accident (DO).
“Going” is a verb. If we ask “Who or wat is going?”, the answer is “they.” But “they going to
school” is not an acceptable sentence, so “going” is not a finite verb and should not be underlined
twice.
Remember that the meaning of the verb cannot change in the sentence test. In the following
sentence, “told” does not mean that the story told something. Instead it means that the story was
told. Thus “told” is a verbal, and not a finite verb.
They liked the story (DO) told {by the teacher}.
25
Exercise # 3 From
Andrew Lang’s “Thumbelina”
in The Yellow Fairy Book
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. Make a rectangle around each verbal.
1. There was the swallow flying past!
2. On she sailed past several towns, and the little birds sitting in the bushes saw
her, and sang.
3. But the corn had been gone a long time; only the dry, bare stubble was left
standing in the frozen ground.
4. So he took his golden crown from off his head and put it on hers, asking her her
name, and if she would be his wife, and then she would be Queen of all the
flowers.
26
T
Thhee T
Thhrreeee T
Teessttss ttoo D
Diissttiinngguuiisshh FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss
T
Thhee N
Noouunn T
Teesstt
A verb that functions as a noun (a subject, a complement,
or the object of a preposition) is not a finite verb. (Do not
underline them twice.)
T
Thhee ““T
Too”” T
Teesstt
A finite verb phrase cannot begin with “to.” Thus in
“Bob went to his room to do his homework,” “to do” is not
be a finite verb. (Do not underline them twice.)
T
Thhee SSeenntteennccee T
Teesstt
The last way to distinguish finite verbs from
verbals is the simple sentence test. If you are not sure
about whether or not to underline a verb twice:
1. Find the subject of that verb.
2. Make a simple sentence using that subject and
verb – without adding any words, and without
changing the form or meaning of the verb.
3. If the sentence does not seem to be an acceptable
sentence, the verb is not finite.
27
Exercise # 4.a. - Based on
The Tale of Samuel Whiskers
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. They were busy lighting the candle.
2. There were some mutton bones lying about.
3. He could not make anybody hear him.
4. Once upon a time there was an old cat, called Mrs. Tabitha Twitchit.
5. They found Mittens hiding in an empty jar.
6. He could hear the sticks beginning to crackle and burn in the fire-place down
below.
28
Exercise # 4.b. - Based on
The Tale of Samuel Whiskers
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. The two cats ran to look at the dough pan.
2. It makes me sneeze.
3. I have got half a smoked ham hidden in the chimney.
4. Mrs. Tabitha went up and down all over the house, mewing for Tom Kitten.
5. He pushed the rolling-pin in front of him with his paws, like a brewer’s man
trundling a barrel.
29
A
A PPaassssaaggee ffoorr A
Annaallyyssiiss
Exercise # 5 The Shark
From Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm,
Eleanor M. Johnson, & W. C. French.
Illustrated by Vera Stone Norman. New York:
Lyons and Carnahan, 1927, 323-324
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1.
Although Nature has made many strange creatures to live at a great depth under
the sea, we find just as queer and interesting fish living in what we call the surface
waters.
2.
Long ago there were great giant sea animals that were of far greater size than
those of today. Whales and sharks belong to these giants.
3.
Man fears the sharks more than any other creature, great or small, which lives
in the sea. The white shark is the most dreaded monster in the deep. Many are armed
with strong, sharp, cutting teeth which aid them in their hunt for large fish. These
creatures will attack men and they can tear off a leg or even bite through the trunk of a
man with ease.
4.
Sharks often follow ships. Sailors catch these huge fishes by using a great hook
baited with a piece of meat. The hook is fastened to a chain, for the great jaws and
teeth of the fish would bite through a rope with ease.
5.
Some sharks are enemies of large whales. Whales have often been found with
pieces bitten out of their tails by these animals.
6.
We know that a long time ago many giant sharks swarmed in the sea, for upon
the bottom of the ocean their teeth are found by bushels.
30
JJuusstt ffoorr FFuunn
Exercise # 6 The Farmer, the Fly, and the Cow
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or
“DO”).
A farmer was milking his cow. An annoying fly was buzzing about and
eventually flew into the cow’s ear. Still milking, the farmer was amazed to see the
fly come out in the stream of milk.
“What do you know?” said the farmer, “In one ear and out the udder.”
31
KISS Level 2.1.7 - The Subjunctive Mood
SSuubbjjuunnccttiivvee M
Moooodd
Another form of the verb is employed in a statement or supposition about an event or state
of things that is only thought of, and is not regarded by the speaker as true.
Were he a giant, I should not fear him.
Had I the wings of a dove, how soon I should see you again.
Unless the sky fall, we shall catch no larks.
In the preceding sentences, the verbs in black-faced type are said to be in the subjunctive
mood.
The word subjunctive means joined in an inferior or subordinate relation to something. This
mode is never used alone, but in a sentence of two or more clauses. The clause containing the
verb in the subjunctive mood is subordinate to the main clause.
Except [ye be converted], ye shall not enter the Kingdom of Heaven.
[Unless the day be fine], I shall remain at home.
[If wishes were horses], beggars might ride.
Provided [he apologize], I shall forgive him.
When the supposition is thought of by the speaker as a fact, or is treated as such, the verb is
in the indicative mood.
If the earth is round (and it is), men may sail around it.
If he comes (as I believe he will), he shall have a pleasant time.
The clause containing a verb in the subjunctive mood,
1. Puts its verb before the subject:
Were I he, I should go,
Be he wise or ignorant, he has made a mistake,
Were he alive, he would now be a man.
2. Puts its subject after the first part of a verb consisting of two or more words:
Should it rain, I shall not come.
Had he been killed, it would have been better.
Could he have remained, he should now be alive.
3. Is introduced by a conjunction expressing doubt, uncertainty, or a mere supposition,
such as if, though, unless, except, lest, that, etc.
Though he fail, he should try again.
Unless he speak the truth, he will Mt escape.
I hope that he may come.
DEFINITION—The subjunctive mood is that form or use of a verb by which it expresses a
statement, or a supposition, not as a fact, but merely as thought of.
Thy kingdom come, Thy will be done.
Were the moon larger, it would give more light.
Adapted from Introductory Lessons in English Grammar for Use in Intermediate Grades, by Wm. H. Maxwell
32
Exercise # 1 on the Subjunctive Mood
Based on Introductory Lessons in English Grammar For Use in Intermediate Grades
By Wm. H. Maxwell, M.A.(L2.8 # 1)
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).
1. Were he my own brother, I should not excuse his fault.
2. Unless he die, he will certainly return to his home.
3. We should start at once, lest we be late for the train.
4. Whether he be poor or rich, he shall be punished for his crime.
5. Be he guilty or innocent, he deserves our pity.
33
A Study in the Subjunctive Mood
Exercise # 2 from Heidi by Johanna Spyri
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).
1. It would not be so hard, if he were like other mortals.
2. If grandfather were here, he would fasten it.
3. “God be with you,” said the parson, and left him sadly.
4. If I were you, I would not have it brought to court.
5. Had the cottage been exposed to the tempests, it would have been a doubtful
habitation in its state of decay.
6. I should do exactly the same thing, if I were left alone like that.
7. I wish the day were twice as long.
34
K
KIISSSS L
Leevveell 22.. 22.. T
Thhee C
Coom
mpplleexxiittiieess ooff PPrreeppoossiittiioonnaall PPhhrraasseess
KISS Level 2. 2. 1. The “To” Problem & Verbs as Objects of Prepositions
T
Thhee ““T
Too”” PPrroobblleem
m
When the word that answers the
question “To what?” is a noun or pronoun,
the construction is a prepositional phrase.
When that word is a verb, the construction
is not a prepositional phrase.
(It is an infinitive,
but you do not need to remember that now.)
Prepositional Phrase: Pay attention {to their talk}.
Not a Prepositional Phrase: Do the mice want to talk?
Prepositional Phrase: He gave some money {to an orphanage}.
Not a Prepositional Phrase: To give is better than to receive.
Prepositional Phrase: They traveled {from April} {to August}.
Not a Prepositional Phrase: It was a summer to remember.
Prepositional Phrase: But Bill went {to sea}.
Not a Prepositional Phrase: Sam went to see Bill.
Prepositional Phrase: Carol went {to a play}.
Not a Prepositional Phrase: Carol wished to play.
Prepositional Phrase: Jennifer went close {to the object}.
Not a Prepositional Phrase: Jerome wanted to object.
Prepositional Phrase: She’ll go {from shop} {to shop} all day long.
Not a Prepositional Phrase: Terri loves to shop.
Note that an “a,” “an,” or “the” before a word usually indicates that it is a noun.
Remember that you need to pay attention to the meanings of the words:
Margaret remembered to bill the team. She gave the bill {to Bill}.
35
“To”—Is It a Preposition?
Exercise # 1.a. From Pinocchio, The Tale of a Puppet
by C. Collodi
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
1. I don’t choose to listen to that tiresome Cricket.
2. We have only to go to the bookseller’s and buy it.
3. The carpenter did not have the strength to rise to his feet.
4. I wish to go to school to study in earnest.
5. Don’t trust to those who promise to make you rich in a day.
6. You are already beginning to show want of respect to your father!
7. I shall be sent to school and shall be made to study either by love or by force.
8. I came to the field to pick two bunches of these Muscatel grapes.
9. He was always the first to come to school, and the last to leave.
10. Geppetto has now taken it into his head to go to the distant countries of the
New World in search of you.
36
Exercise # 1.b. A Robin and a Robin’s Son
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
A robin and a robin’s son
Once went to town to buy a bun.
They couldn’t decide on plum or plain
And so they went back home again.
Exercise # 1.c. To Market
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
To market, to market, to buy a fat pig.
Home again, home again, jiggety jig.
To market, to market, to buy a fat hog,
Home again, home again, jiggety jog.
To market, to market, to buy a plum bun,
Home again, home again, market is done.
37
Woman Reading
in a Garden
V
Veerrbbss aass O
Obbjjeeccttss ooff P
Prreeppoossiittiioonnss
1880
by
Mary Cassatt
(1844-1926)
In KISS Level 1.2 you learned that verbs can function as subjects or as complements. In Level 2.1.6,
you learned to distinguish between finite verbs and verbals. Thus, verbs that function as subjects or
complements are called “verbals.” You have probably seen (or guessed) that verbals can also function as
objects of prepositions.
Most of the verbs that function as objects of prepositions end in “-ing.” (These verbs are “gerunds,”
one of the three types of verbals, but you do not need to remember that yet.) For example:
{After eating supper}, they watched a ball game in the den.
“After” can be a preposition, and if we ask “after what?” the answer is “eating supper.” Note that, like all
verbs, verbals can have complements. In this case, “supper” is the direct object of “eating,” and “eating”
is the object of the preposition “After.”
And, just like finite verbs, verbals can be modified by adverbs, including adverbial prepositional
phrases.
{After quickly eating supper} {in the kitchen}, they watched a ball game in the den.
Additional Examples:
They like all outdoor sports {from swimming} {to hunting}.
He dug the hole {by using his hands}.
Occasionally you will find another type of verbal (infinitives) that functions as objects of
prepositions. These usually appear after the prepositions “except” and “but” when it means “except”:
Mary will do nothing in her free time {but read}.
Tom will do everything and anything in the kitchen {except wash the dishes}.
These phrases typically function as adjectives to words like “nothing,” “anything,” and “everything.”
38
Verbs as Objects of Prepositions
Exercise # 2 From Pinocchio, The Tale of a Puppet
by C. Collodi
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. He is quite capable of tearing him in pieces!
2. After having walked half the day they reached a town.
3. I am not accustomed to doing the work of a donkey.
4. Pinocchio ended by demanding justice.
5. After stumbling two or three times, he fell his whole length on the floor.
6. Pinocchio liked to do everything except study.
7. Geppetto was very angry and at first he did nothing but scold.
8. Geppetto could not succeed in finding Pinocchio’s ears.
9. Geppetto tried everything from pleading with Pinocchio to scolding him.
10. On hearing himself called Pudding for the third time Geppetto fell upon the
carpenter and they fought desperately.
39
A
AM
Miinnii--L
Leessssoonn oonn ““T
Too”” aanndd ““T
Toooo””
When readers see the word “to,” they expect
to find a word after it that answers the question “to
what?” If that word is a noun or pronoun, the
construction is a prepositional phrase:
Peter said it {to Benjamin}.
Benjamin gave it {to him}.
If the word is not a noun or pronoun, the construction is an
infinitive. You will study infinitives later, so you do not need to
remember the term now. All you need to remember is that the
construction is not a prepositional phrase:
Benjamin wanted to bring onions to his mother.
When readers see the word “too,” they do not expect to find a
word after it that answers the question “What?” “Too” basically has
two meanings. First, it can mean “also”:
Peter ate onions too.
Second, it is used for comparison:
The lettuce was too old.
In the preceding sentence, the “too” compares the lettuce to what the
writer considers to be the norm for freshness of lettuce.
Because “to” raises expectations of “what?” in readers, and “too”
does not, misspelling “to” or “too” distracts most readers. That is
why it is so often noted as an error.
40
Exercise # 3 Writing Sentences with “To” or “Too”
Yes?
Is “to”
a Preposition?
No?
To?
Which One?
Too?
# 1 Write four sentences with “to” used as a preposition.
# 2 Write four sentences with “to” followed by a verb.
# 3 Write one sentence with “to” used twice, once as a preposition and once
not.
# 4 Write two sentences with “too” meaning “also.”
# 5 Write two sentences with “too” used for comparison.
Exercise # 4 Treasure Hunt and/or Recipe Roster
Find and bring to class (or write) a sentence in which “to” is used both as
a preposition and not as a preposition.
41
KISS Level 2.2.2 - Preposition (or Subordinate Conjunction)?
IIss IItt aa PPrreeppoossiittiioonn??
If it looks like a duck,
and it quacks like a duck,
it’s a duck.
Many words that function as prepositions also have other
functions. You find a prepositional phrase by asking the
question “What?” after a word that can function as a
preposition. W
Whheenn tthhee w
woorrdd oorr w
woorrddss tthhaatt aannssw
weerr tthhaatt
qquueessttiioonn ffoorrm
m aa sseenntteennccee,, tthhee ccoonnssttrruuccttiioonn iiss nnoott aa
pprreeppoossiittiioonnaall pphhrraassee..
They are subordinate clauses, but you do not need to remember that now.
Just remember not to put parentheses around them.
P
Prreeppoossiittiioonnaall P
Phhrraassee::
We watched television {after dinner}.
N
Noott aa P
Prreeppoossiittiioonnaall P
Phhrraassee::
We watched television after we had dinner.
P
Prreeppoossiittiioonnaall P
Phhrraassee::
{Before sunrise}, the birds begin to chirp.
N
Noott aa P
Prreeppoossiittiioonnaall P
Phhrraassee::
Before the sun rises, the birds begin to chirp.
P
Prreeppoossiittiioonnaall P
Phhrraassee::
Billy can’t swim {like her}.
N
Noott aa P
Prreeppoossiittiioonnaall P
Phhrraassee::
Billy can’t swim like she does.
42
Exercise #1 Is it a preposition?
When the words that answer the question “To what?” form a
sentence, the construction is not a prepositional phrase.
Directions:
1. Place parentheses around each prepositional phrase. Draw an arrow from the beginning of each phrase
to the word it modifies.
2. Underline every finite verb twice, its subject(s) once, and label any complements (“PA,” “PN,” “IO,”
or “DO”).
1. They haven’t eaten since breakfast.
2. They have had nothing to eat since they had breakfast.
3. Karen was late because of her brother.
4. Roberta was late because she was playing with her dog.
5. My mother made supper after she returned from where she works.
6. My brother played baseball with us when he got home from work.
7. After they read the story, they wrote about it.
8. They took a nap after dinner.
9. They talked about Sam.
10. They talked about what they wanted to do.
43
Is It a Preposition?
Exercise # 2 From My Book of Favorite Fairy Tales
by Edric Vredenburg
Illustrated by Jennie Harbour
Directions:
1. Place parentheses around each prepositional phrase. Draw an arrow from the beginning of each phrase
to the word it modifies.
2. Underline every finite verb twice, its subject(s) once, and label any complements (“PA,” “PN,” “IO,”
or “DO”).
1. They took care of Beauty’s father until the end of his days.
2. I have traveled all over the world, since we parted.
3. There before them was standing a handsome man.
4. Every morning, before her mother awoke, Rose-Red placed by her bed a
bouquet.
5. After this, every evening at the same time the bear came, lay by the fire, and
allowed the children to play with him.
6. He stole my treasure, and compelled me to roam the woods until his death
should set me free.
7. The kind children did not hesitate for an instant.
8. Grethel took the bread in her apron, for Hansel’s pocket was full of pebbles.
9. Bluebeard recognized them as the brothers of his wife.
10. One evening, as they were all sitting cozily together like this, there was a
knock at the door.
44
KISS Level 2. 2. 3 - Embedded Prepositional Phrases
E
Em
mbbeeddddeedd PPrreeppoossiittiioonnaall PPhhrraasseess
When a prepositional phrase modifies a word that is inside another phrase, it is
said to be “embedded” in the first phrase. [Think of it as being planted in the flower
bed of the first phrase.] Other phrases “jump over” phrases to modify a word that is
separated from them.
Embedded: They went {to the store} {on the corner}.
Here, “on the corner” describes the store.
Not Embedded: They went {to the store} {on Monday}.
In this case, “on Monday” explains when they “went.” The phrase thus jumps
over the “to the store phrase” and modifies “went.”
The chunking of embedded prepositional phrases:
Image courtesy of Shelagh Manton (in Australia)
45
A Focus on Embedded Prepositional Phrases
Exercise # 1.a. Based on
The Tale of Jemima Puddle-Duck
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each preposition to
the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. I have a sackful of feathers in my wood-shed.
2. The collie listened, with his wise head on one side.
3. Jemima Puddle-duck went up the cart-road for the last time, on a sunny
afternoon.
4. She flew over the wood, and alighted opposite the house of the bushy long-tailed
gentleman.
5. She was rather burdened with bunches of herbs and two onions in a bag.
6. He asked several questions about the wood, and about the exact position of the
house and shed.
7. She rather fancied a tree-stump amongst some tall fox-gloves.
46
A Focus on Embedded Prepositional Phrases
Exercise # 1.b. Based on
The Tale of Johnny Town Mouse
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each preposition to
the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. Timmy Willie went to town by mistake in a hamper.
2. The gardener sent vegetables to town once a week by carrier.
3. Timmy Willie crept in through a hole in the wicker-work.
4. With the utmost politeness he introduced Timmy Willie to nine other mice.
5. But after the first exclamation of surprise he instantly recovered his manners.
6. So Timmy Willie said good-bye to his new friends, and hid in the hamper with a
crumb of cake and a withered cabbage leaf.
47
A Focus on Embedded Prepositional Phrases
Exercise # 1.c. Based on
The Tale of Mr. Jeremy Fisher
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each preposition to
the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
1. Mr. Jeremy Fisher lived in a little damp house amongst the buttercups at the
edge of a pond.
2. His boat was tied to a water-plant in the middle of the pond.
3. MR. JEREMY bounced up to the surface of the water, like a cork and the
bubbles out of a soda water bottle.
4. He hopped home across the meadow with his macintosh all in tatters.
5. Instead of a nice dish of minnows -- they had a roasted grasshopper with ladybird sauce.
48
PPaassssaaggeess ffoorr A
Annaallyyssiiss
Exercise # 2.a.
The Pledge of Allegiance to the Flag
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each preposition to
the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
I pledge allegiance to the flag of the United States of America and to the
republic for which it stands: one nation under God, indivisible, with liberty and
justice for all.
Exercise # 2.b. From “How Reddy Fox Was Surprised”
(Old Mother West Wind)
by Thornton W. Burgess
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each preposition to
the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
One bright summer day Johnny Chuck was out looking for a good breakfast of
nice tender clover. He had wandered quite a long way from his snug little house in
the long meadow grass, although his mother had told him never to go out of sight
of the door. But Johnny was like some little boys I know, and forgot all he had
been told.
E
Exxeerrcciissee ## 33 T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
Find and bring to class (or write) a sentence that has an embedded prepositional phrase in it.
Underline the embedded phrase and the phrase that it is embedded in.
49
KISS Level 2. 2.4 - Prepositional Phrases - Advanced Questions
The objective of this section is to show you some of the things that you are expected to have
problems with until you get through KISS Levels Three and Four.
U
Unnuussuuaall PPrreeppoossiittiioonnaall PPhhrraasseess
Occasionally you will find prepositional phrases
that have verbs as their objects. Many of them will
be simple and should give you no problem:
They could easily walk on the ice {without slipping}.
Others are a little more complicated:
Sam was talking {about visiting Tom}.
Note that if we ask, “Sam was talking about what?” the answer here
is “about visiting Tom.” As usual, you should keep in mind what the
sentence means.
Sometimes prepositional phrases can be very complicated, but
remember that you are expected to make mistakes, and it is
precisely these complicated phrases that you are expected to miss.
As you continue to study sentence structure and learn more
constructions, these complicated phrases will also make sense.
50
V
Veerrbbss w
wiitthh C
Coom
mpplleem
meennttss
Exercise #1 Unusual Prepositional Phrases
Verbs can be objects of a preposition, including the preposition “to.”
When they are, consider their objects and adverbial modifiers as part of the
prepositional phrase:
They were happy {about having him home}.
Directions:
1. Place parentheses around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PA,” “PN,” “IO,” “DO”).
1. Sam was happy about hitting a home run.
2. After reading a story, they took a nap.
3. Without catching a fish, they still had a good time.
4. The teacher thanked Sue for asking the question.
5. In writing her story, Rhonda remembered her old friend.
51
SSuubboorrddiinnaattee C
Cllaauusseess aass O
Obbjjeeccttss ooff PPrreeppoossiittiioonnss
Exercise # 2 From At the Back of the North Wind
by George Macdonald
Simplified by Elizabeth Lewis; Illustrated by Maria L. Kirk
In the KISS Approach, you are expected to make some mistakes. This exercise is designed to show
you one kind of mistake that you are expected to make. Some prepositions have subordinate clauses as
their objects—but you have not yet studied subordinate clauses.
Basically, a subordinate clause is a sentence that functions as part of another sentence. In the
sentences below, these subordinate sentences function as objects of prepositions and are thus parts of
prepositional phrases. Don’t worry if you miss them. The question is tricky—you are expected to make
mistakes here. You will study these again in KISS Level Three.
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”).
1. The North Wind must live in what they call “Out-of-Doors.”
2. We shall soon get to where the waves are dashing about.
3. “Is it like what’s in my book?” he said to himself sleepily.
4. Just then, a great blast of wind brought down the key upon the stones at his feet
from where it was kept hanging high above his head.
5. The night shimmered with a milky whiteness of stars except where, just before
them, the gray towers of a cathedral blotted out the sky.
52
E
Elllliippsseedd O
Obbjjeeccttss ooff PPrreeppoossiittiioonnss
Exercise # 3 From Pinocchio, The Tale of a Puppet
By C. Collodi
Phrasal verbs (KISS Level 2.1.5) are verb phrases that often end in a word that looks like a
preposition. In some cases, these words can be viewed as prepositions with their objects ellipsed.
Consider:
Pinocchio pulled off his cap.
This sentence means "Pinocchio pulled his cap off his head." Thus we can say that "head" is the
ellipsed object of the preposition "off." In KISS, we can consider "pulled off" as the verb phrase, or we
can simply explain the "off" as an adverb. This exercise explores how some of these "prepositions" can be
seen as having ellipsed objects. Other prepositions have ellipsed objects simply because their objects are
understood.
Directions:
1. Put parentheses ( ) around each prepositional phrase.
2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
3. After each preposition with an ellipsed object, write in the word that is ellipsed.
1. They thought it better to stop to give a good look around.
2. It would be too dreadful to open a mullet, or a fried whiting, and to find inside a
donkey’s tail!
3. Then a horrible Dog-Fish, who was near, came towards me.
4. But Pinocchio caught the assassin’s hand with his teeth, and with one bite bit it clear
off and spat it out.
5. He was, in fact, a little donkey to fall in love with!
Sometimes the ellipsed object appears much earlier in the text. What is the ellipsed object of the
second “in” in the last sentence of the following passage?
Only to think of poor Pinocchio’s terror at the sight of the monster. He tried to avoid it, to
change his direction; he tried to escape, but that immense, wide-open mouth came towards him
with the velocity of an arrow.
“Be quick, Pinocchio, for pity’s sake!” cried the beautiful little goat, bleating.
And Pinocchio swam desperately with his arms, his chest, his legs, and his feet.
“Quick, Pinocchio, the monster is close upon you!”
And Pinocchio swam quicker than ever, and flew on with the rapidity of a ball from a gun.
He had nearly reached the rock, and the little goat, leaning over towards the sea, had stretched out
her fore-legs to help him out of the water!
But it was too late! The monster had overtaken him and, drawing in his breath, he sucked in
the poor puppet as he would have sucked a hen’s egg.
53
K
KIISSSS L
Leevveell 22.. 33.. A
Addddiinngg T
Thhrreeee L
Leevveell FFiivvee C
Coonnssttrruuccttiioonnss
N
Noouunnss U
Usseedd aass A
Addvveerrbbss
Nouns often function as adverbs to answer questions such as:
“When?” “How long?” “How far?” “How much?” “Where?”
Peter is six m
moonntthhss old.
TTuueessddaayy, the cat was in the garden.
Peter stopped five ffeeeett from her.
The cat looked two ffeeeett tall.
It happened a w
weeeekk ago.
Peter ran hhoom
mee.
He was ill five w
weeeekkss.
The watering can cost five ddoollllaarrss.
The fish are worth twenty ddoollllaarrss.
54
Exercise # 1 Nouns Used as Adverbs
From the Writing of Third and Seventh Graders
Nouns are frequently used as adverbs to tell when, where, how long, how much, how far, etc.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Label each noun used as an adverb (“NuA”).
1. One day my dad was cooking and splashed grease up on his hand.
2. I stayed three days after Christmas.
3. Then we would come home and watch some basketball.
4. I was going to try to escape that night.
5. We walked a mile down the road.
6. That happened years ago.
7. She really likes her teacher a whole lot!
8. Cathy has been to Florida two times in her life!
9. Some of the time she would even take us to her house.
10. She weighs 120 pounds.
55
SSiim
mppllee IInntteerrjjeeccttiioonnss
“Interjection” comes from the Latin words
for “throw” (“ject”) and “among” (“inter”).
An interjection is thus a word or construction
that is “thrown among” the words in a
sentence. Unlike all the other words,
interjections DO NOT chunk to the rest of the
sentence. Instead, they usually indicate an
attitude about the entire sentence.
In speech, short interjections are common:
G
Goollllyy, Peter looks sick!
U
Uhhm
m, do you think supper is ready?
Interjections such as those above are not considered proper in formal
writing, but the following, which consist of prepositional phrases, are
common to both writing and speech:
IInn ffaacctt, Peter was lucky.
He was, iinn m
myy ooppiinniioonn, brave.
“In fact” here simply emphasizes the writer’s belief that the sentence is
factual, whereas “in my opinion” suggests that the sentence may not be.
56
Exercise # 2 Interjections—from the Writing of Third Graders
Interjections are words and phrases such as
“Um,” “Golly,” “Gee,” “Gee whiz,” that express a writer’s feelings or emotions.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Label each interjection (“Inj”).
1. Oh, I am going to go to the new mall this week for new clothes.
2. Ouch! That hurt.
3. Oh, I almost forgot lunch.
4. Hey, what are you doing?
5. Well, my friends and I were in different groups for the daily schedule.
6. Then I had to take care of Mack. Boy!! Was he heavy.
7. GOSH! I hope he and I do go together.
8. Whoo! I thought we were going to get hurt.
9. Well, I guess I should tell some of the bad things.
10. Hello! Let me tell you about my family.
57
Exercise # 3 Punctuating Interjections
Based on
Stuart Little, by E. B. White
Interjections are usually set off
by a comma or commas, or by an exclamation point,
but they may be set off by other punctuation marks.
Directions:
1. Add punctuation for interjections.
2. Put parentheses ( ) around each prepositional phrase.
3. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
4. Write “NuA” over every noun used as an adverb, and “Inj” over every interjection.
1. “Oh all right” said George.
2. “Bravo” cried the man, “and good luck go with you!”
3. “Yes that’s true,” Stuart agreed.
4. “Oh oh” yelled Stuart.
5. “Help It’s dark in here.”
6. “Hey watch out!” yelled Dr. Carey.
7. “Pew you smell awful, Stuart.”
8. “Well I’ve got to be getting along.”
9. “There it worked pretty well,” said Stuart.
10. “Goodness me I didn’t know you had skates hidden in your shirt.”
58
D
Diirreecctt A
Addddrreessss
Nouns sometimes function to get the attention of someone to whom a
person wants to speak. This function is called “Direct Address” because
the speaker is directly addressing the person. Note that the name of the
person is set off by a comma or commas.
P
Peetteerr, where are you going?
M
Mootthheerr, can I have the basket?
Dear FFllooppssyy, you can have the basket.
M
Moom
mm
myy, can I stay home?
No, M
Mooppssyy, you have to go.
Can you tell me, cchhiillddrreenn, that you will be good?
59
Exercise # 4a Direct Address
Direct Address denotes words or phrases
that name the person being spoken to.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each example of Direct Address (“DirA”).
1. Tom, where are you going?
2. Can I have a cookie, mother?
3. Sam, stop that!
4. Uncle Bill, are you going to the store?
5. How many mice have you caught today, Cat?
6. Silly person, what were you thinking?
7. Oh, children, my strength is coming back to me.
8. Oh, Aslan, don't go near the river!
9. Here we are, Mrs. Beaver!
10. But how could it be true, Sir?
60
Directions for both exercises:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct
address (“DirA”).
Exercise # 4b “Rain, Rain, Go away”
Rain, rain, go away,
Come again another day;
Little Johnny wants to play.
This illustration and poem are from The Real Mother Goose. Illustrated by Blanche Fisher Wright. Chicago: Rand McNally &
Co., 1916.
Exercise # 4c “Little Boy Blue”
Little Boy Blue, come blow your horn,
The sheep’s in the meadow, the cow’s in the corn.
Where is the boy that looks after the sheep?
He’s under the hay-cock, fast asleep.
This illustration and poem are from In the Nursery of My Bookhouse, edited by Olive Beaupré Miller; (The Bookhouse for
Children, 1920).
61
Exercise #5 The Punctuation of Direct Address
From Growth in English: Seventh Year
Directions:
1. Replace the missing punctuation.
2. Put parentheses ( ) around each prepositional phrase.
3. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).
4. Write “DirA” over every case of direct address.
Remember:
A comma (or sometimes an exclamation mark) is used
to separate the name of the person addressed from the rest of the sentence.
1. Stand in line boys.
2. You understand Charles that the car must be here by noon.
3. Are you driving Ruth?
4. Boys and girls you have done well.
5. Little boy why are you crying?
6. I have complied with your commands Your Majesty.
7. My son your future is in your own hands.
8. Now Joe show us how to build a fire.
9. Will you put my money in the bank Father?
10. I will deposit it for you today Mary.
62
E
Exxeerrcciissee ## 66 M
Miixxeedd C
Coonnssttrruuccttiioonnss
Based on The Tale of Samuel Whiskers
by Beatrix Potter
Nouns Used as Adverbs, Interjections, and Direct Address
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct
address (“DirA”).
1. Oh, dear me, Cousin Ribby—now Moppet and Mittens are gone!
2. We had them for dinner last Saturday.
3. Which way did she go, Moppet?
4. Some of the walls were four feet thick.
5. He had lived all his life in the house.
6. The rolling-pin went roly-poly, roly; roly, poly, roly.
7. You did not fetch enough dough, Anna Maria.
8. All at once he fell head over heels in the dark, down a hole, and landed on a
heap of very dirty rags.
E
Exxeerrcciissee ## 77 T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
a. Find and bring to class (or write) a sentence that has a noun used as an adverb in it.
b. Find and bring to class (or write) a sentence that has an interjection in it.
c. Find and bring to class (or write) a sentence that has an example of direct address in it.
d. Find and bring to class (or write) a sentence that has a noun used as an adverb, two prepositional
phrases, and a direct object.