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Book 6Book 6of theof the

KISS Grammar BooksKISS Grammar Books

© Dr. Ed VavraRevised Nov. 11, 2014

KISS Instructional Materials are available for free at KISSGrammar.org.

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Welcome and Introduction..............................................................................3Unit 1 – Review.................................................................................................3

Ex. 10 - A Study of “To” from “Why the Sea Is Salt” (#1)...........................................4

Unit 2 - Studies in Ellipsis................................................................................5Unit 3 - More about Clauses............................................................................5

Main Clause or Subordinate? [Need IM]..........................................................................5

Subordinate Clauses as Interjections [Need IM]...............................................................5

Tag Clauses - Interjections [Need IM]..............................................................................6

Ex. 5 – Alternatives for “Said” —Tom Swifties (#5)....................................................6

Interjection? Or Direct Object? [Need IM].......................................................................7

Ex. 6 - From “Bluebeard” in My Book of Favorite Fairy Tales....................................7

Ex. 7 - Interjection? Or Direct Object? from My Book of Favorite Fairy Tales..........8

Unit 4 - Appositives and Post-Positioned Adjectives....................................9Unit 5 - Vocabulary (1)....................................................................................9

Abstract and Concrete Words and Phrases........................................................................9

Ex. 1 – Abstract and Concrete Words........................................................................9

Synonyms and Antonyms................................................................................................10

Ex. 2 - Synonyms from Voyages in English (#1).........................................................10

Unit 6 - Statistical Stylistics (1).....................................................................11Unit 7 - Studies in Punctuation and Logic...................................................11Unit 8 - The Three Types of Verbals............................................................11

Gerunds............................................................................................................................11

Gerundives.......................................................................................................................11

Ex. 3 –.......................................................................................................................11

Ex. 4 - From “The White Cat”.....................................................................................12

Infinitives.........................................................................................................................13

Ex. 7 - Infinitives as Adjectives & Adverbs from My Book of Favorite Fairy Tales

(#1).......................................................................................................................13

Ex. 8 - Infinitives as Adjectives & Adverbs from My Book of Favorite Fairy Tales

(#2).......................................................................................................................14

Ex. 12 - Mixed Verbals from My Book of Favorite Fairy Tales.................................15

Unit 9 - Introduction to Delayed Subjects...................................................16

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Unit 10 - Sentence Combining and Style......................................................16Unit 11 -The Logic of Subordinate Clauses.................................................17

Ex. 1 –.......................................................................................................................17

Ex. 2 –.......................................................................................................................17

Ex. 3 –.......................................................................................................................17

Ex. 4 -The Logic of Subordinate Clauses from My Book of Favorite Fairy Tales......18

Ex. 5 -The Logic of Subordinate Clauses from My Book of Favorite Fairy Tales.....19

Unit 12 - Vocabulary (2)................................................................................20Abstract and Concrete Words and Phrases......................................................................20

Ex. 1 – Abstract and Concrete Words......................................................................20

Synonyms and Antonyms................................................................................................21

Ex. 2 - Synonyms from Voyages in English (#2).........................................................21

Ex. 3 – Antonyms.....................................................................................................21

Ex. 4 - Synonyms and Antonyms from Child-Story Readers (2)...............................22

Unit 13 - Passages for Analysis.....................................................................24Ex. 1 - From “The White Cat”.....................................................................................24

Ex. 2 –.......................................................................................................................24

Ex. 3 - From “Bluebeard” in My Book of Favorite Fairy Tales..................................25

Unit 14 - Statistical Stylistics (2).....................................................................26

Welcome and IntroductionWelcome and Introduction

Unit 1 – ReviewUnit 1 – Review

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Ex. 10 - A Study of “To” from “Why the Sea Is Salt” (#1)

in The Book of Nature Myths by Florence HolbrookLittle words often cause the most problems. Pay particular

attention to the function of “to” in each of the following. Directions:1. Place parentheses ( ) around each prepositional phrase.2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or

“DO”).3. Place brackets [ ] around each subordinate clause. Above the opening bracket, label the

function of noun clauses. For clauses that function as adjectives or adverbs, draw an arrow from the opening bracket to the word that the clause modifies.

4. Place a vertical line after each main clause.5. Draw an oval around each infinitive and label its function.

1. Why did you come to my gate if you did not wish to grind?

2. “Grind more,” he said to the women.

3. “We have come to do something for you,” answered the women.

4. One day King Frothi was told that two strange women were begging at the

gate to see him.

5. The gold was so bright and yellow that King Frothi could not bear to let it

go out of his sight.

6. “He is a wicked king,” said the women. “We will grind for him no more.

Mill, grind out hundreds and hundreds of strong warriors to fight

Frothi and punish him for his cruel words.”

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Unit 2 - Studies in EllipsisUnit 2 - Studies in Ellipsis

Unit 3 - More about ClausesUnit 3 - More about Clauses

Main Clause or Subordinate? [Need IM]Main Clause or Subordinate? [Need IM]

Subordinate Clauses as Interjections [Need IM]Subordinate Clauses as Interjections [Need IM]

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Tag Clauses - Interjections [Need IM]Tag Clauses - Interjections [Need IM]

The Problem We All Live With

First published in Look, Jan 14 1964 by

Norman Rockwell(American, 1894-1978)

Ex. 5 – Alternatives for “Said”

—Tom Swifties (#5)

“Tom Swifties” are named after the Tom Swift series of book by Viktor Appleton. The author worked hard to replace the commonplace “said.” In these statements, the verb that replaces “said” is a pun on what is said. An example is

“I might as well be dead,” Tom croaked.Directions: 1. From the list below fill in the blanks with the verb that creates a pun in each of the following

sentences. Then:2. Place parentheses ( ) around each prepositional phrase.3. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or

“DO”). 4. Write “V” over every verbal, draw an arrow from it to the word that the verbal modifies, and

label the complements of verbals as you would the complements of a finite verb.5. Put brackets [ ] around every subordinate clause and label its function.6. Place a vertical line after each main clause.

1. “I can take photographs if I want to!” Tom __________.

2. “If I let go of the ceiling it will collapse,” Tom __________.

3. “I can see because I have actual visual organs,” Tom __________.

4. “So only one person arrived at the party before I did?” Tom second-

__________.

5. “Pretend we were in the days before railways,” Tom __________.

6. “I couldn’t believe there were 527,986 bees in the swarm!” Tom

__________.

7. “I wonder if I’d have better luck if I fished with a net,” Tom __________.

guesseddebatedcoachedsnapped

recountedupheldrealized

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Interjection? Or Direct Object? [Need IM]Interjection? Or Direct Object? [Need IM]

Subordinate Clauses: Interjection or Direct Object?

Ex. 6 - From “Bluebeard”in My Book of Favorite Fairy Tales

by Edric Vredenburg; Illustrated by Jennie Harbour

Directions:1. Place parentheses around each prepositional phrase. 2. Underline every subject once, every verb twice, and label complements (“PA,”

“PN,” “IO,” “DO”).3. Put brackets [ ] around every subordinate clause and use arrows or labels to

indicate their function. Write “Inj” above the opening brackets of clauses that so function.

4. Put a vertical line at the end of every main clause.

1. Her brothers, she knew, were to visit her that day.

2. “This small key,” he added, pointing to quite a little one, “is the key of the

door at the end of the lower landing.”

3. “Ha! what is this?” he cried, “what is this stain that I see!”

4. “While I am absent, my dear,” said he, “invite your relations and friends

and enjoy yourself just as you please in entertaining them.”

5. “Wretched woman!” shouted Bluebeard, “you have used this key, you

have unlocked the door of that room at the end of the passage. You

shall die!!!”

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Ex. 7 - Interjection? Or Direct Object? 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”).3. Place brackets around each subordinate clause. If the clause functions as a noun, label its

function (“Subj,” “PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies. If it functions as an interjection, write "Inj" over the opening bracket.

4. Put a vertical line at the end of every main clause.

1. “Alas!” cried Suliman, bursting into tears, “his flatterers have ruined him. I

know that at heart he is good.”

2. “No one, I can assure you, ever ventured on to his estate.”

3. “Here you see me, madam,” said he, “keeping my word.”

4. “I’m going to kill you,” roared the Beast still more loudly. “It’s taken years

to cultivate this sort of rose, and—and I’m going to kill you. Unless,” he

added after a pause, “you send me one of your daughters here instead.”

5. “I am not mocking you,” he heard in reply to his thoughts; “you have been

bad tempered, and you have behaved unkindly to a poor animal who did

not deserve such treatment. I know you are higher than a dog, but the

advantage of being ruler of a great empire is not in doing all the harm

one wishes, but in doing all the good one can.”

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Unit 4 - Appositives and Post-Positioned AdjectivesUnit 4 - Appositives and Post-Positioned Adjectives

Unit 5 - Vocabulary (1)Unit 5 - Vocabulary (1)

Abstract and Concrete Words and PhrasesAbstract and Concrete Words and Phrases

Ex. 1 – Abstract and Concrete Words

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Synonyms and AntonymsSynonyms and Antonyms

Lady Sewing 1879 by

Pierre-Auguste Renoir

(1841-1919)

Ex. 2 - Synonyms from Voyages in English (#1)

Fifth Year by Rev. Paul E. Campbelland Sister Mary Donatus MacNickle

Directions: Number your paper from one to fifteen. After each number, write the synonym from the right column for the word in the left column. Then write a short sentence using that word.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

friend

scorn

rush

mistake

student

terror

information

pardon

hasten

custom

answer

assist

climb

protect

aim

blunder

hurry

fear

knowledge

scale

comrade

absolve

defend

reply

contempt

habit

purpose

pupil

aid

run

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Unit 6 - Statistical Stylistics (1)Unit 6 - Statistical Stylistics (1)

Unit 7 - Studies in Punctuation and LogicUnit 7 - Studies in Punctuation and Logic

Unit 8 - The Three Types of VerbalsUnit 8 - The Three Types of Verbals

GerundsGerunds

GerundivesGerundives

Ex. 3 –

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An Exercise on GerundivesEx. 4 - From “The White Cat”in My Book of Favorite Fairy Tales

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

function (“PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. If it is a gerund (i.e., it functions as a noun)

indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies.

1. He travelled on, keeping to one road.

2. They began to laugh at him, and drove on followed by the young Prince.

3. Turning to the Prince she told the story of her life.

4. The little figure approached him, raising the veil, and he saw the most

beautiful White Cat he had ever beheld.

5. Addressing the Prince she said: "King's son! welcome! my Feline Majesty

sees you with pleasure!"

6. The Prince who had remained in the carriage, saw his brothers, approaching

with wondrously beautiful ladies.

7. She made a deep curtsey to the King who, struck with admiration, could not

help exclaiming, "Here is one who is matchless, and she deserves my

crown."

8. Then there entered an immense number of lords and ladies, who carrying their

cats' skins, or with them thrown across their shoulders, came and cast

themselves at the feet of the Queen, expressing their joy at seeing her again

in her rightful form.

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InfinitivesInfinitives

Ex. 7 - Infinitives as Adjectives & Adverbsfrom My Book of Favorite Fairy Tales (#1)

by Edric Vredenburg; Illustrated by Jennie Harbour

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

“DO”).3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their

functions.4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. Label the function of gerunds and draw a line

from each gerundive to the word it modifies.6. Draw an oval around every infinitive and label its function.

1. The Prince was too much astonished to move.

2. Neither of these girls had the least desire to have a husband with a blue

beard.

3. “Alas!” said he to the White Cat again and again, “how sad I shall be to

leave you!”

4. There was not time even to think of sleep.

5. I have not come to take away the throne that you fill with such dignity.

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Ex. 8 - Infinitives as Adjectives & Adverbsfrom My Book of Favorite Fairy Tales (#2)

by Edric Vredenburg; Illustrated by Jennie Harbour

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

“DO”).3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their

functions.4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. Label the function of gerunds and draw a line

from each gerundive to the word it modifies.6. Draw an oval around every infinitive and label its function.

1. Do you think I should be cruel enough to kill you?

2. “Don’t you know you have only three days to look for the little dog for

your father?”

3. The Cat had not taken pains to remember the time when he must return to

the court.

4. There was seen a little dog so tiny that it could go through a ring without

touching it; he was also able to dance, and play the castanets.

5. At last the hour had arrived to destroy the fatal work of an evil fairy, and

to do this he must make up his mind to cut off her head and tail,which

he was at once to throw into the fire.

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Ex. 12 - Mixed Verbalsfrom My Book of Favorite Fairy Tales

by Edric Vredenburg; Illustrated by Jennie Harbour

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

“DO”).3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their

functions.4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. Label the function of gerunds and draw a line

from each gerundive to the word it modifies.6. Draw an oval around every infinitive and label its function.

1. Early next morning when the dawn was breaking she left her father’s

house, leaving a little note behind her begging him not to be anxious

but that she had gone to the Beast’s castle.

2. For several days he flew around hoping to catch sight of Zélie, and at last,

seated by a hermit, outside a cave, he found her.

3. “Madame Cat,” replied the Prince, “it is very good of you to receive me

thus, but you are not an ordinary cat; being able to speak, and

possessing this superb castle, are proof of that.”

4. In vain did his wife plead with him to spare her, kneeling before him with

tears streaming from her eyes.

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Unit 9 - Introduction to Delayed SubjectsUnit 9 - Introduction to Delayed Subjects

Unit 10 - Sentence Combining and StyleUnit 10 - Sentence Combining and Style

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Unit 11 -The Logic of Subordinate ClausesUnit 11 -The Logic of Subordinate Clauses

Ex. 1 –

Ex. 2 –

Ex. 3 –

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Ex. 4 -The Logic of Subordinate Clausesfrom My Book of Favorite Fairy Tales

by Edric Vredenburg; Illustrated by Jennie Harbour

Directions: After each sentence, write the type of the logical connection between each subordinate clause and what it modifies. Begin by determining the type of the subordinate clause (noun, adjective, or adverb). Then use the following:

For Noun Clauses—“ID” (for “Identity”) plus their function, for example, “ID, DO” For Adjectival Clauses—ID” plus the word that the clause modifies For Adverbial Clauses—Use one of the following plus the word that the clause modifies:

Time C/E - result C/E - conditionSpace C/E - purpose C/E - concessionC/E - cause C/E - manner Comparison

1. When there was a great famine in the land, he could hardly procure even

his daily bread.

2. Princess Goldenhair, who loved Avenant from the depths of her heart, was

not happy.

3. These words were repeated to the King in such a manner that they made

him very angry

4. The giant eats a man as a monkey would eat a chestnut.

5. When Princess Goldenhair heard of this imprisonment, she fell on her

knees before the King.

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Ex. 5 -The Logic of Subordinate Clauses from My Book of Favorite Fairy Tales

by Edric Vredenburg; Illustrated by Jennie Harbour

Directions: After each sentence, write the type of the logical connection between each subordinate clause and what it modifies. Begin by determining the type of the subordinate clause (noun, adjective, or adverb). Then use the following:

For Noun Clauses—“ID” (for “Identity”) plus their function, for example, “ID, DO” For Adjectival Clauses—ID” plus the word that the clause modifies For Adverbial Clauses—Use one of the following plus the word that the clause modifies:

Time C/E - result C/E - conditionSpace C/E - purpose C/E - concessionC/E - cause C/E - manner Comparison

1. A beautiful child, in a snow-white robe, was sitting close to the spot

where they had reposed.

2. I shall refuse him unless you will bring me some water from the Grotto of

Darkness.

3. The Princess went straight to the tower, and, with her own hands, struck

off the chains that bound Avenant.

4. She was in great fear, for she heard wild beasts about her.

5. A chamber-maid had broken the flask containing this wonderful water, so

that it was all spilled.

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Unit 12 - Vocabulary (2)Unit 12 - Vocabulary (2)

Abstract and Concrete Words and PhrasesAbstract and Concrete Words and Phrases

Ex. 1 – Abstract and Concrete Words

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Synonyms and AntonymsSynonyms and AntonymsClaude Monet

Reading 1872by

Pierre-Auguste Renoir

(1841-1919)

Ex. 2 - Synonyms from Voyages in English (#2)

Fifth Year by Rev. Paul E. Campbell

and Sister Mary Donatus MacNickle

Directions: Rewrite each of the sentences below by replacing the words in bold type with a

synonym. If you cannot think of a different synonym, you can use the words in the lists below.

1. The diamond shone in the sun.

2. Fleecy clouds are in the sky.

3. The waves came to the shore.

4. A little cat went to the pole.

5. I felt the cold wind against my face.

6. We walked down the road.

7. Tom and Bob ran to the lake.

8. Peter likes a good joke.

9. The church bell rang.

10. Through the quiet air flew an airplane.

pealed float

sparkled scampered

hastened

freezing relishes strolled roared

crashed upon

Ex. 3 – Antonyms

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Self Portrait 1787by

AngelicaKauffmann

(1741-1807)

Ex. 4 - Synonyms and Antonyms from Child-Story Readers (2)

Wonder Stories New York: Lyons and Carnahan, 1927. p. 113-4

Directions: 1. Number the lines of a piece of paper from 1 to 20. 2. In each line find the synonym (word that means the same) of the first word in

that line. Write this word on your paper by the right number. 3. Pick any word in the line for which you can think of an antonym. Write that

word and the antonym after the synonym.

For example:

1. fast short heavy quick

1. (fast) quick; short—long

1. cold clear tired warm2. little pretty big pleasant3. happy harm sad nice4. dry cold warm wet5. opened sent shut waters6. dark light bird rain7. forgot walked beast remembered8. morn days kind night9. rich poor alive evil

10. early late high picture11. right top left forth12. wrong pain cheek right13. first last second happy14. better worse best pretty15. front side back width16. low high down under17. punish destroy promise reward18. evening years morning night19. earth sea tree bed20. young wide clean old

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Unit 13 - Passages for AnalysisUnit 13 - Passages for Analysis

A Passage for AnalysisEx. 1 - From “The White Cat”in 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,” “DO”).3. Place brackets around each subordinate clause. If the clause functions as a noun, label its

function (“PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. If it is a gerund (i.e., it functions as a noun)

indicate its function over the box. If it is a gerundive, draw an arrow to the word it modifies.

Early the next morning the hands awoke him, and dressing him in a

handsome hunting costume, led him to the courtyard, where he found the

White Cat upon a splendid monkey, with about five hundred other cats

assembled, all ready for the chase; and never had the Prince enjoyed

anything so much, for although mounted only upon a wooden horse, he rode

at a great pace.

Ex. 2 –

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A Passage for AnalysisEx. 3 - From “Bluebeard”

in My Book of Favorite Fairy Talesby Edric Vredenburg; Illustrated by Jennie Harbour

Directions:1. Place parentheses around each prepositional phrase.2. Underline every subject once, every verb twice, and label complements ("PA," "PN," "IO,"

"DO").3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their

function.4. Put a vertical line at the end of every main clause.5. Put a box around every gerund and gerundive. Label the function of gerunds and draw a line

from each gerundive to the word it modifies.6. Draw an oval around every infinitive and label its function.

At first she could distinguish nothing, for the room was dark and gloomy,

but then, all of a sudden, she knew what had become of Bluebeard's other wives,

for there they lay, in a long, straight row, all dead. She stood horrified for a

moment or two, gazing at the pale faces, and long hair spread out around them,

then picking up the little key which she had taken from the lock but dropped in her

fright, she hastily quitted the room, shut and locked the door, and ran to her own

chamber to calm herself before returning to her guests. But she was unable to rest

for an instant, so dreadful were her feelings; then with terror she noticed that on

the key there was a stain. She wiped it with her handkerchief, but alas! it was

blood that would not be wiped away. She washed the key and rubbed it, and

scraped it and polished it, but all to no purpose, if she succeeded in cleansing one

side, the mark came out on the other. For the key was enchanted.

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Unit 14 - Statistical Stylistics (2)Unit 14 - Statistical Stylistics (2)