Download Unit 3 - Adverbial Clauses

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KIISSSS G
Grraam
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Booookk 44
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Annaallyyssiiss K
Keeyyss ffoorr SSuupppplleem
meennttaall E
Exxeerrcciisseess
© Dr. Ed Vavra
Revised June, 2015
KISS Instructional Materials are available for free at KISSGrammar.org.
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Unit 1 – Review ................................................................................................ 3
Ex. 22 - Palimpsest Patterns from My Book of Favorite Fairy Tales [AK].................. 3
Unit 3 - Adverbial Clauses .............................................................................. 5
Ex. 1 - Based on “The Happy Rattle” from FRIENDLY FAIRIES (#2) [AK] ............ 5
Ex. 2 - Based on “Sally Migrundy” [#1] [AK] ............................................................. 6
Ex. 3 - Based on “Sally Migrundy” (#3) [AK] ............................................................. 6
Ex. 4 - Based on “Sally Migrundy” [#4] [AK] ............................................................. 7
Ex. 5 - Adverbial Clauses from the Writing of Fourth Graders (# 3) [AK] ................. 8
Unit 4 - Adjectival Clauses ............................................................................. 9
Ex. 1 – ....................................................................................................................... 9
Ex. 2 – ....................................................................................................................... 9
Ex. 3 – ....................................................................................................................... 9
Ex. 4 – ....................................................................................................................... 9
Ex. 5 – ....................................................................................................................... 9
Ex. 6 - Rewriting Adjectival Clauses as Main Clauses and Main as Adjectival [AK] 10
Unit 5 - Mixed Clauses .................................................................................. 13
Ex. 1 - Mixed Subordinate Clauses from “Why the Woodpecker”s Head Is Red” .... 13
Ex. 2 - Mixed Clauses from “Why the Woodpecker”s Head Is Red” ........................ 14
Unit 10 - Introduction to Embedded Clauses ............................................. 15
Ex. 1 – ..................................................................................................................... 15
Ex. 2 – ..................................................................................................................... 15
Ex. 3 - Based on “The Happy Rattle” from FRIENDLY FAIRIES [AK] .................... 15
Ex. 4 - An Exercise in Punctuation from “Prince Chéri” [AK] .................................. 16
Unit 14 - Passages for Analysis..................................................................... 18
Ex. 1 – Verbals, Based on “Sally Migrundy” [AK].................................................... 18
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U
Unniitt 11 –– R
Reevviieew
w
Ex. 22 - Palimpsest Patterns from My Book of Favorite Fairy Tales [AK]
The concept of “palimpsest patterns” is, to my knowledge, unique to KISS
grammar. Every grammar book I have seen gives an incomplete list of “linking”
verbs, a list that does not account for sentences such as “the gates groaned open”
from Mary Renault’s The King Must Die. Once one understands the palimpsest
concept, it makes the analysis of such sentences easy, and it provides an
alternative explanation that can be applied to other sentences, such as the first in
this exercise. For more on this see KISS Level 2.1.4 – Palimpsest Patterns.
1. Then there came a wind (PN). |
[“The Goose Girl”] In this case, we are dealing with all the options in the expletive
option (KISS Level 2.1.3), but an additional option is to consider this as a palimpsest
pattern with “came” written over “was,” or, if one prefers, over “became.”
2. The sun appeared a marvelous sight (PN) {to her}. |
[“The White Fawn”] “appeared” written over “was”
3. The wife {of a rich man} fell sick (PA). |
[“Cinderella”] “fell” over “became”
4. I shall die a brave man (PN). |
[“Goldenhair”] “shall die” written over “will be”
5. Many years [NuA] ago there lived a dear little girl (PN). |
[“Little Red Riding Hood”] Some people may prefer to explain “there” as an adverb and
“girl” as the subject. But does “lived” here really mean that much more than “was”?
Perhaps the best question for deciding on an answer is to ask is: “In context, does ‘there’
refer to a specific place?” If it does, then it should probably be explained as an adverb.
6. So the Wolf lifted the latch (DO), | and the door flew open (PA). |
[“Little Red Riding Hood”] “flew” is written over “became” “So” could alternatively
be explained as a coordinating conjunction. See “So” and “For” as
Conjunctions.
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7. She began to feel (DO) very ill (PA). |
[“Little Red Riding Hood”] “feel” is written over “become”
8. He lay thinking {in his bed} one night [NuA]. |
[“Hansel and Grethel”] “lay” is written over “was”
9. They got very hungry (PA). |
[“Hansel and Grethel”] “got” is written over “became”
10. All the little birds {under heaven} came chirping and fluttering in. |
[“Cinderella”] As a palimpsest pattern, of course, this is explained as “came” being
written over “were.” Alternatively, “chirping” and “fluttering” can be explained as
gerundives to “birds,” or, as a third alternative, they can be explained as gerunds that
function as nouns used as adverbs.
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U
Unniitt 33 -- A
Addvveerrbbiiaall C
Cllaauusseess
Ex. 1 - Based on “The Happy Rattle” from FRIENDLY FAIRIES (#2)
[AK]
1. Grumpy Grundy, the Owl, was a very cross old creature (PN), | and [Adv. to
"hooted" and "howled"
[NuA]
if everything did not go to suit her (DO) all the time
], she hooted and howled. |
“Owl” is an appositive to “Grumpy Grundy.”
Alternatively, “to suit” can be explained as a verbal (in this case, an infinitive)
that functions as an adverb to “did go.”
2. {In fact} she had cried so much [Adv. (of result) to "so" she had made large red
rings (DO) {around her eyes}]. |
Note how “around her eyes” can also be explained as an adjective to “rings.”
3. [Adv. to "heard" When Tilly and Timothy Toad and Eddie Elf and Gerty
Gartersnake and Wallie Woodpecker and Billie Bumblebee and
Winnie Woodchuck arrived {at Grumpy Grundy’s place}] they heard
merry laughter
(DO)
| and [Adv. to "heard" whenever the laughter
ceased], they heard the buzz (DO) and rattle (DO) and hum (DO) {of Willie
Woodchuck’s rattle}.
|
4. And there was Willie Woodchuck (PN) {with the beautiful yellow and red and blue
and black and white rattle},
| and [Adv. to "rolled" and "laughed" when he
rattled it (DO)] Grumpy Grundy rolled {on the floor} and laughed
[Adv. to "rolled" and "laughed" until the tears ran {from her eyes}]. |
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Ex. 2 - Based on “Sally Migrundy” [#1] [AK]
1. She had lived there [Adv. to "had lived" when the largest trees {in the forest}
were tiny little sprouts (PN)]. |
2. And Sally Migrundy’s note floated along {in the bottle} [Adv. to "floated" until a
little boy
and a little girl saw it (DO) and picked it (DO) up]. |
3. And [Adv. to "started" when they read Sally Migrundy’s happy-hearted note (DO)],
they started following (DO) {up the stream} [Adv. to "started" until {after a
long, long time}
they came {to the tiny little cottage}]. |
“Following” is a verbal (a gerund) that functions as the direct object of “started.”
4. We found a note (DO) {in a bottle} and traveled {up the stream} [Adv. to
"traveled" until
we came {to your little cottage}]. |
“In a bottle” can also be explained as an adjective to “note.”
5. But won’t your mamas and daddies be worried (P) [Adv. to "won't be
worried" because
you have been away {from home} so long]? |
Alternatively, “worried” can be explained as a predicate adjective.
Ex. 3 - Based on “Sally Migrundy” (#3) [AK]
1. More and more children came [Adv. to "came" until Sally Migrundy’s house
was very, very large (PA) inside, but still the same tiny little cottage (PN) {on the
outside}].
|
2. You may be sure (PA) [Adv. to "sure" it was a very happy place (PN) to live [V
Adj. to “place”]
] and [Adv. to "sure" the children made Sally Migrundy very
happy (PA)]. |
The verbal (infinitive) “to live” functions as an adjective to “place.”
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Expect students to be confused by this. “Sally Migrundy” is the subject, and
“happy” is a predicate adjective to the ellipsed infinitive to be. The infinitive phrase
functions as the direct object of “made.”
3. But [Adv. to "look" when once you crawl {through the tiny door}], you look
{upon rows and rows} {of little rooms}.
|
4. And, [Adv. to "has" while Sally Migrundy remains a tiny little lady (PN) only
two feet [NuA] high [PPA] ], she has as much happiness (DO) inside [Adv. to
"as" as
if she were as large (PA) {as a great big mountain}]. |
“High” is a post-positioned adjective to “lady.” See: KISS Level 5.5 - Post-
Positioned Adjectives.
“Were” is in the subjunctive mood.
Alternatively, the last prepositional phrase can be explained as an ellipsed
subordinate clause - “as a great big mountain is large.”
5. He started {down the stream} and walked and walked and walked [Adv. to
"walked" until the
stream took him (DO) down {through the whispering forest}
clear {down to the sea}].
|
“Clear” functions as an adverb to the following prepositional phrase.
Ex. 4 - Based on “Sally Migrundy” [#4] [AK]
Some of these sentences are very sophisticated, so be sure to tell students
who do this exercise what a good job they are doing.
1. Every year [NuA] the man takes his wife (DO), | and together they walk {down the
tinkling stream}
[Adv. to "walk" until they come {to the exact center} {of the
great whispering forest}].
|
2. And it was so beautiful (PA) [Adv. (result) to "so" I stopped and watched
and listened]. |
3. It seemed [Adv. to "seemed" as if hundreds {of children} were playing
{around me}].
|
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4. And [Adv. to "stopped" when I returned] I again stopped {at the same place}
and sat and listened {to the singing} {of the waters and the birds}. |
5. I saw the wild creatures come (DO) down {into the clearing} and act (DO) [Adv. to
"come" and "act"
as if they were being fed (P)]. |
Expect students to be confused by “come” and “act.” They pass the sentence test. (“The
wild creatures come down into the clearing and act....), but “come” and “act” are still
verbals (infinitives). To demonstrate this to students, note that we would say “I saw them
come down...and act...,” and “them come down and act” fails the sentence test. When
students learn more about verbals, they will see that “creatures” is the subject of the
infinitives and that the entire infinitive phrase functions as the direct object of “saw.”
6. And a most delightful feeling {of contentment and happiness} came {over me} [Adv.
to "came"
as if I sat {within the borders} {of Fairyland}! |
Ex. 5 - Adverbial Clauses from the Writing of Fourth Graders (# 3)
[AK]
1. I am very glad (PA) and proud (PA) [Adv. to "glad" and "proud" I tried
something (DO) new]. |
“New” is a post-positioned adjective, a reduction of “something *that was* new.”
2. It seemed [Adv. to "seemed" as if I was going faster {than a rocket}]. |
Alternatively, “than a rocket” can be explained as an ellipsed subordinate clause - “than
a rocket *goes fast*.”
3. "Splash" (DO) I heard all {around me} [Adv. to "heard" as people jumped {into
the pool}].
|
4. That was the worst slice (PN) {of pizza} [Adv. to "worst" I ever had]. |
5. My favorite letter to use [V, Adj. to “letter”] was the "H" (PN) [Adv. to "was" because
I would turn it (DO) {on its side} {like an "I"}] and [Adv. to "was"
*because* Lucky could crawl {through either side}]. |
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U
Unniitt 44 -- A
Addjjeeccttiivvaall C
Cllaauusseess
Ex. 1 –
Ex. 2 –
Ex. 3 –
Ex. 4 –
Ex. 5 –
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Ex. 6 - Rewriting Adjectival Clauses as Main Clauses and Main as
Adjectival [AK]
A. Rewriting Adjectival Clauses as Main Clauses
1. The goose girl talks {with the head} {of a horse} [Adj. to "head" that hangs {upon
the wall}].
| [”Goose Girl”; 15 w/mc; focus is on “talks” with a logical
connection of identity (restrictive)]
Separate Sentences: The goose girl talks with the head of a horse. | The
head hangs upon the wall. | [8 w/mc]
2. This new wife had two daughters (DO) {of her own}, [Adj. to "daughters" that she
brought home [NuA] {with her}]. | [“Cinderella”; 15 w/mc; focus is on
“had” with a logical connection of identity (non-restrictive)]
Separate Sentences: This new wife had two daughters of her own. | She
brought them home with her. | [7.5 w/mc]
Compound Finite Verbs: This new wife had two daughters of her own,
and brought them home with her. | [15 w/mc]
3. She let down her waving locks (DO) {of hair}, [Adj. to "locks" which were all {of
pure gold}].
| [“Goose Girl”; 14 w/mc; focus is on “let down” with a logical
connection of identity (non-restrictive)]
Separate Sentences: She let down her waving locks of hair. | They were all
of pure gold. | [7 w/mc]
“Let down” can be a phrasal verb for “lowered,” or “down” can be viewed
as an adverb to “let.”
“All” here is idiomatic, but it can be described in several ways. It can be
considered an adverb (meaning “completely”) to an ellipsed verb
such as “made.” It can be described as a predicate adjective to
“which,” which means “locks.” Or it can be explained as a pronoun
that functions as a predicate noun (in which case the following
prepositional phrase would be adjectival).
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4. It is a charm (PN) [Adj. to "charm" that may be {of use} {to you} {on the road}]. |
[“Goose Girl”] 14 w/mc; focus is on “is” with a logical connection of
identity (restrictive)]
Separate Sentences: It is a charm. | It may be of use to you on the road. |
[7 w/mc]
Compound Finite Verbs: It is a charm and may be of use to you on the
road. | [14 w/mc]
5. I have a lad (DO) [Adj. to "lad" who takes care (DO) {of my geese}]. | [“Goose
Girl”] 10 w/mc; focus is on “have” with a logical connection of identity
(restrictive)]
Separate Sentences: I have a lad. | He takes care of my geese. | [5 w/mc]
B. Rewriting Main Clauses as Adjectival
1. Avenant noticed a raven (DO). | The raven was pursued (P) {by an eagle}.
|
[5.5 w/mc]
Avenant noticed a raven [that was pursued by an eagle]. | [10 w/mc; Main
Idea (Focus) = “Avenant ... noticed”; Logic = Restrictive—specifies which
raven he noticed]
2. Avenant found an owl (DO). | The owl was caught (P) {in a snare}. | [5.5 w/mc]
Avenant found an owl [that was caught in a snare]. | [10 w/mc; Main
Idea (Focus) = “Avenant ... found”; Logic = Restrictive—specifies which
owl he found]
3. The Princess was seated (P) {upon her throne}. | She looked lovely (PA). | [5
w/mc]
The Princess, [who was seated upon her throne], looked lovely. | [10 w/mc;
Main Idea (Focus) = “Princess ... looked lovely “; Logic = NonRestrictive—The Princess has already been identified. The
subordinate clause adds information about her.]
The Princess, [who looked lovely], was seated upon her throne. | [10 w/mc;
Main Idea (Focus) = “Princess ... was seated “; Logic = Same as
above]
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“Lovely” is a predicate adjective in a Palimpsest Pattern in which “looked”
is written over “was.” See “KISS Level 2.1.4 Palimpsest Patterns.”
4. Avenant thanked the golden carp (DO) a thousand times [NuA]. | He went {at
once} {to the Palace}.
| [7.5 w/mc]
Avenant, [who thanked the golden carp a thousand times], went at once to
the Palace. | [15 w/mc; Main Idea (Focus) = “Avenant ... went “;
Logic = Non-Restrictive—Avenant has already been identified. The
subordinate clause adds information about him.]
Avenant, [who went at once to the Palace], thanked the golden carp a
thousand times. | [15 w/mc; Main Idea (Focus) = “Avenant ...
thanked “; Logic = Non-Restrictive—Same as above]
5. And Avenant took Cabriole (DO) {with him}. | He set out {for Galifron's
country}.
| [6 w/mc]
And Avenant, [who took Cabriole with him], set out for Galifron’s country.
| [12 w/mc; Main Idea (Focus) = “Avenant ... set out “; Logic = NonRestrictive—Avenant has already been identified. The subordinate
clause adds information about him.]
And Avenant, [who set out for Galifron’s country], took Cabriole with him.
| [12 w/mc; Main Idea (Focus) = “Avenant ... took”; Logic = NonRestrictive—Same as above]
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U
Unniitt 55 -- M
Miixxeedd C
Cllaauusseess
Ex. 1 - Mixed Subordinate Clauses from “Why the Woodpecker”s Head
Is Red”
1. [Adv. to "came" Before he could run], another arrow came, | and this one
struck him (DO) right [#1] {on his crest}. |
2. North [NuA], south [NuA], east [NuA], and west [NuA] he blew the deadly fever (DO)
[Adj. to "fever" that killed the women (DO) and the little children (DO)]. |
3. One day [NuA] the woodpecker said {to the Great Spirit} (IO), [DO “Men do
not
like me (DO).”] |
4. The heart {of the warrior} was so strong (PA) [Adv. to "so" that the fever could
not
kill him (DO)]. |
5. You are the man (PN) [Adj. to "man" who wished to fight [#2]]. |
6. He came straight {out of his gloomy lodge}, | and [Adv. to "blew" as he came], he
blew the fever (DO) all {about him}. |
7. Then was seen (P) the greatest fight [Adj. to "fight" that the sun had ever looked
upon].
|
Notes
1. “Right” functions as an adverb that modifies the following prepositional phrase. “Straight” and
“all,” in #6, do the same thing.
2. The verbal (infinitive) “to fight” functions as the direct object of “wished.”
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Ex. 2 - Mixed Clauses from “Why the Woodpecker”s Head Is Red”
1. The warrior was not so proud (PA) [Adv. (result) to "so" that he could not
listen {to a little bird}]. |
2. Little bird [DirA], you have been a good friend (PN) {to me} [#1], | and I will do
all (DO) [Adj. to "all" that I can] {for you} (IO). |
3. This story shows [DO how a little bird helped a strong warrior (IO) [#2]]. |
4. There was once a cruel magician (PN) [Adj. to "magician" who lived {in a gloomy
wigwam} {beside the Black Sea-Water} [#3]].
|
5. The arrow came so close {to the crest} {of feathers} [Adv. (result) to "so" that the
magician trembled {with terror}]. |
6. [Adv. (condition) to "will come" If one wishes to help [#4]], the day will come
[Adj. to "day" [#5] when he can help]. |
Notes
1. Because this “to me” can be put earlier in the sentence (“To me, little bird, ....”) some people
will see it as an adverb to “have been.” Alternatively, however, some people may see it as
functioning as an adjective to “friend.”
2. The direct object of “helped” would be an infinitive. In context, for example, the bird helped
the warrior (IO) beat (DO) the magician.
3. Alternatively, “beside the Black-Sea water” can be explained as an adverb to “lived.”
4. The verbal (infinitive) “to help” functions as the direct object of “wishes.”
5. Most grammarians would probably consider this clause, as I do, as functioning as an adjective
to “day.” However, I can also see how some people may consider it as adverbial to “will
come.”
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U
Unniitt 1100 -- IInnttrroodduuccttiioonn ttoo E
Em
mbbeeddddeedd C
Cllaauusseess
Ex. 1 –
Ex. 2 –
Ex. 3 - Based on “The Happy Rattle” from FRIENDLY FAIRIES [AK]
These will be difficult for some fourth graders, but many fourth
graders will probably be able to explain the entire clause structure of all of
these sentences. Tell them what a good job they did.
1. They had not hopped far [Adv. to "not" before they met Eddie Elf (DO),
[Adj. to "Eddie Elf" who was singing happily {to himself} (IO) [Adv. to
"was singing" as
he walked along]]]. |
2. They had not gone far [Adv. to "not" until they met Wallie Woodpecker
, [Adj. to "Wallie Woodpecker" who also was singing happily]]. |
(DO)
3. [DO of “said” “Then I will go back {with you}!”] said Billie Bumblebee, [Adv.
(of result) to "said"
so away they all went [Adv. to "went" until they came {to
Willie Woodchuck’s home}]].
|
4. And {after that} no one could say [DO that Willie Woodchuck had
nothing (DO) else to do [#1]], [Adv. to "could say" for [#2] he spent his time
(DO)
making beautiful “happy rattles” [#3] [Adj. to “happy rattles” which (DO)
[#4]
he gave away {to all the creatures} (IO)]], | and everyone laughed
and made merry (DO) [#5] [Adv. to "laughed" and "made merry" whenever
they heard the beautiful yellow and red and blue and black and white rattles (DO)
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[Adj. to “rattles” which rattled so beautifully and drove away the
grumpies (DO)]]. |
1. “To do” is a verbal (an infinitive) that modifies “nothing.”
2. “For” and “so” as conjunctions are a point of special focus, but here simply note that the “for”
clause presents the writer’s reason for stating the main clause. It does not explain “why”
Will had nothing else to do; it states why the writer thinks he had nothing else to do.
3. “Rattles” is the direct object of the verbal (gerundive) “making” which modifies “he.”
4. Note that “which” functions simultaneously as a subordinating conjunction and as the direct
object of “gave.”]
5. “Make merry” could be considered the verb because the phrase is idiomatic. A full KISS
explanation of this phrase involves an ellipsed infinitive phrase that functions as the
direct object of “made” - “made themselves to be merry.”
Ex. 4 - An Exercise in Punctuation from “Prince Chéri” [AK]
The original text:
One day while Prince Chéri was out hunting, a little rabbit that his dogs
were about to kill, threw itself into his arms. The King caressed the little creature,
and said:
“As you have put yourself under my protection nobody shall harm you,”
and he carried the rabbit to his palace, and ordered a pretty little hutch to be made
for it.
Analysis Key
One
day [NuA] [Adj. to "day" while Prince Chéri was out hunting [#1]], a
little rabbit
[Adj. to "rabbit" that his dogs were about to kill [#2]], [#3] threw
itself (DO) {into his arms}. | The King caressed the little creature (DO), [#4] and said:
[#5]
[DO "[Adv. to "shall harm" As you have put yourself (DO) {under my
protection}] [#6]
{to his palace},
nobody shall harm you (DO),"] | and he carried the rabbit (DO)
and ordered a pretty little hutch to be made [#7] {for it}. |
Notes
1. “Hunting” is a gerund (verbal) that function as a noun used as an adverb.
2. There are, in KISS, two ways to explain “about to kill.” One is to consider “about” as the
equivalent of “ready,” thereby making it a predicate adjective modified by the verbal
(infinitive) “to kill.” The second is to consider “about” as a preposition with the infinitive
17
“to kill” as its object. In this view the prepositional phrase can be described either as
adverbial to “were” or as a predicate adjective.
3. This comma bends the rule about separating a subject from its finite verb. If there were a
comma after rabbit, then the two commas could be seen as setting off the adjectival
clause as non-restrictive, but there is no first comma. Vredenburg, however, probably
used the comma after “kill” to separate the finite verb “threw” from the immediately
preceding verbal “to kill.”
4. Thus comma is optional.
5. This may be a colon instead of a comma because the direct object is in a separate paragraph.
6. Some textbooks claim that an adverbial clause at the beginning of a sentence should end with a
comma, but as you can see, there is none here.
7. Some people will see “hutch” as the direct object of “ordered” and the infinitive
“to be made” as an adjective to “hutch.” The KISS preference is to see
“hutch” as the subject of the infinitive phrase, thereby making the infinitive
phrase the direct object of “ordered.” In other words, he did not order “to be
made”; he ordered the “hutch to be made.”
18
U
Unniitt 1144 -- PPaassssaaggeess ffoorr A
Annaallyyssiiss
Ex. 1 – Verbals, Based on “Sally Migrundy” [AK]
The little
bottle floated along, tumbling [#1] {over the tiny falls and tinkling
ripples} and bobbing [#2] up and down {in the deep, blue, quiet, places}
[Adv. to "floated"
until finally it floated {to Sally Migrundy’s *place*} and came to rest [#3] {in the
mass} {of pretty flowers}
[Adj. to "mass" where Sally Migrundy came each
morning [NuA] to dip [#4] her tiny bucket (DO) {of water}]]. |
And so Sally Migrundy found the tiny bottle (DO) and took it (DO) {into
her tiny house}
to read [#5] the tiny note (DO) [Adj. to "note" she saw inside]. |
Notes
1. “The bottle tumbling” does not pass the sentence test, so “tumbling” should not be underlined
twice. [It is a verbal (a gerundive - a verbal adjective) that modifies “bottle.”]
2. Like “tumbling,” “bobbing” does not pass the sentence test. [And like “tumbling,” it is a verbal
(a gerundive) that modifies “bottle.” Note that the preceding “and” joins “tumbling” and
“bobbing.”
3. Grammarians will have a variety of explanations for “to rest,” but “came to rest” basically
means “stopped,” so at this level of work, the simplest thing to do is to expect the
students to underline “came” twice, but then accept whatever they do with “to rest.” The
best explanation is probably to consider it an adverbial prepositional phrase. (As a noun,
“rest” can mean “a state of motionlessness or inactivity.”)
4. Whereas “came to rest” can be replaced by “stopped,” “came ... to dip” cannot be replaced by a
single word. In addition, the “to dip” explains why Sally came. The bottle that came to
rest, however, did not have a purpose. Thus “to dip” is a verbal (an infinitive) that
functions as an adverb (of purpose) to “came.” “Bucket” is the direct object of “to dip.”
5. “To read” fails both the “to” and the sentence test. It is a verbal (an infinitive) that functions as
an adverb of purpose to “took.” “Note” is the direct object of “to read.”