Graded Lessons in English by Alonzo Reed and Brainerd Kellogg (find a book to read .TXT) 📖

>an? Give examples of their misuse.

What is the modified predicate? Give an example. Give an example of one modifier joined to another.

 

LESSON 26.

Select your subjects from Lesson 9, and construct twenty sentences having modified subjects and modified predicates.

Impromptu Exercise.

Select sentences from Lessons 6, 7, and 11, and conduct the exercise as directed in Lesson 10. Let the strife be to see who can supply the greatest number of modifiers to the subject and to the predicate. The teacher can vary this exercise.

 

LESSON 27.

ADVERBS.

+Hints for Oral Instruction+.—You have learned, in the preceding Lessons, that the meaning of the predicate may be limited by modifiers, and that one modifier may be joined to another. Words used to modify the predicate of a sentence and those used to modify modifiers belong to one class, or one part of speech, and are called +Adverbs+.

+T+.—_She decided too hastily_. What word tells how she decided? +P+.–_Hastily_. +T+.—What word tells how hastily? +P+.—_Too_. +T+.—What then are the words too and hastily? +P+.—Adverbs.

+T+.—_Too much time has been wasted_. What word modifies much by telling how much? +P+.—_Too_. +T+.—What part of speech is much? +P+.—An adjective. +T+.—What then is too? +P+.—An adverb.

+T+.—Why is too in the first sentence an adverb? Why is too in the second sentence an adverb? Why is hastily an adverb?

Let the teacher use the following and similar examples, and continue the questions. He thinks so. So much time has been wasted.

Let the teacher give verbs, adjectives, and adverbs, and require the pupils to modify them by appropriate adverbs.

+DEFINITION.—_An Adverb_ is a word used to modify a verb, an adjective, or an adverb+.

Analysis and Parsing.

Analyze, diagram, and parse the following sentences.

+Model+.—_We have been very agreeably disappointed_. +Diagram+ as in. Lesson 25.

For +Written Parsing+, use Model, Lesson 22, adding a column for adverbs.

+Oral Parsing+.—We is a pronoun, because–-; have been disappointed is a verb, because–-; very is an adverb, because it is joined to the adverb agreeably to tell how agreeably; agreeably is an adverb, because it is joined to the verb have been disappointed to indicate manner.

1. The plough-boy plods homeward. 2. The water gushed forth. 3. Too much time was wasted. 4. She decided too hastily. 5. You should listen more attentively. 6. More difficult sentences must be built. 7. An intensely painful operation was performed. 8. The patient suffered intensely. 9. That story was peculiarly told. 10. A peculiarly interesting story was told. 11. An extravagantly high price was paid. 12. That lady dresses extravagantly.

The pupil will notice that, in some of the examples above, the same adverb modifies an adjective in one sentence and an adverb in another, and that, in other examples, an adjective and a verb are modified by the same word. You may learn from this why such modifiers are grouped into one class.

 

LESSON 28.

ANALYSIS AND PARSING.

MISCELLANEOUS EXAMPLES FOR REVIEW.

1. You must diagram neatly. 2. The sheaves are nearly gathered. 3. The wheat is duly garnered. 4. The fairies were called together. 5. The birds chirp merrily. 6. This reckless adventurer has returned. 7. The wild woods rang. 8. White fleecy clouds are floating above. 9. Those severe laws have been repealed. 10. A republican government was established. 11. An unusually large crop had just been harvested. 12. She had been waiting quite patiently. 13. A season so extremely warm had never before been known. 14. So brave a deed [Footnote: Can be commended is the verb, and not is an adverb.] cannot be too warmly commended.

 

LESSON 29.

SENTENCE-BUILDING.

MISCELLANEOUS EXERCISES FOR REVIEW.

Build sentences containing the following adverbs.

Hurriedly, solemnly, lightly, well, how, somewhere, abroad, forever, seldom, exceedingly.

Using the following subjects and predicates as foundations, build six sentences having modified subjects and modified predicates, two of which shall contain adverbs modifying adjectives; two, adverbs modifying adverbs; and two, adverbs modifying verbs.

1. ––- boat glides –—. 2. ––- cloud is rising –—. 3. ––- breezes are blowing –—. 4. ––- elephant was captured –—. 5. ––- streams flow –—. 6. ––- spring has opened –—.

We here give you, in classes, the material out of which you are to build five sentences with modified subjects and modified predicates.

Select the subject and the predicate first.

Nouns and Pronouns. Verbs. Adjectives. Adverbs.

branch | was running | large, that | lustily coach | were played | both, the | downward they | cried | all, an | very we | is growing | several, a | rapidly games | cheered | amusing | not, loudly, then

 

LESSON 30.

ERRORS FOR CORRECTION.

+To the Teacher+.—We here suggest additional work in composition, with particular reference to the choice and position of adjectives. See Notes, pp. 171,172.

+_Caution_+.—When two or more adjectives are used with a noun, care must be taken in their arrangement. If there is any difference in their relative importance, place nearest the noun the one that is most intimately connected with it.

+To the Teacher+.—We have in mind here those numerous cases where one adjective modifies the noun, and the second modifies the noun as limited by the first. All ripe apples are picked. Here ripe modifies apples, but all modifies apples limited by ripe. Not all apples are picked, but only all that are ripe.

CORRECT THE FOLLOWING ERRORS OF POSITION.

A wooden pretty bowl stood on the table. The blue beautiful sky is cloudless. A young industrious man was hired. The new marble large house was sold.

+_Caution_+.—When the adjectives are of the same rank, place them where they will sound the best. This will usually be in the order of their length—the longest last.

CORRECT THESE ERRORS.

An entertaining and fluent speaker followed. An enthusiastic, noisy, large crowd was addressed.

+_Caution_+.—Do not use the pronoun +_them_+ for the adjective +those+.

CORRECT THESE ERRORS.

Them books are nicely bound. Them two sentences should be corrected.

CORRECT THE FOLLOWING MISCELLANEOUS ERRORS.

arouse, o romans hear, o israel it is i i may be Mistaken you Have frequently been warned some Very savage beasts have been Tamed

REVIEW QUESTIONS.

What is an adverb? Give an example of an adverb modifying an adjective; one modifying a verb; one modifying an adverb. Why are such expressions as a wooden pretty bowl faulty? Why is an enthusiastic, noisy, large crowd faulty? Why is them books wrong? Why is i may be Mistaken wrong? Why is hear, o israel, wrong? Study the Review Questions given in previous Lessons.

+To the Teacher+.—See COMPOSITION EXERCISES in the Supplement—Selection from Darwin.

 

LESSON 31.

PHRASES INTRODUCED BY PREPOSITIONS.

+Hints for Oral Instruction+.—In the preceding Lessons, you have learned that several words may be grouped together and used as one modifier. In the examples given, the principal word is joined directly to the subject or to the predicate, and this word is modified by another word. In this Lesson also groups of words are used as modifiers, but these words are not united with one another, or with the word which the group modifies, just as they are in the preceding Lessons. I will write on the board this sentence: De Soto marched into Florida. +T+.—What tells where De Soto marched? +P+.—_Into Florida_. +T+.—What is the principal word of the group? +P+.—Florida. +T+.—Is Florida joined directly to the predicate, as rapidly was in Lesson 25? +P+.—No. +T+.—What little word comes in to unite the modifier to marched? +P+.—_Into_. +T+.—Does Florida alone, tell where he marched? +P+.—No. +T+.—Does into alone, tell where he marched? +P+.—No.

+T+.—These groups of related words are called +Phrases+. Let the teacher draw on the board the diagram of the sentence above.

Phrases of the form illustrated in this diagram are the most common, and they perform a very important function in our language.

Let the teacher frequently call attention to the fact that all the words of a phrase are taken together to perform one distinct office.

A phrase modifying the subject is equivalent to an adjective, and, frequently, may be changed into one. The dew of the morning has passed away. What word may be used for the phrase of the morning? +P+.—_Morning_. +T+.—Yes. The morning dew has passed away.

A phrase modifying the predicate is equivalent to an adverb, and, frequently, may be changed into one. We shall go to that place. What word may be used for the phrase, to that place? +P+.—There. +T+.—Yes. We shall go there.

Change the phrases in these sentences:–

_A citizen of America was insulted.

We walked toward home_.

Let the teacher write on the board the following words, and require the pupils to add to each, one or more words to complete a phrase, and then to construct a sentence in which the phrase may be properly employed: To, from, by, at, on, with, in, into, over.

 

+DEFINITION.—A Phrase is a group of words denoting related ideas but not expressing a thought+.

Analysis and Parsing.

Analyze the following sentences, and parse the nouns, pronouns, adjectives, verbs, and adverbs.

Model.—_The finest trout in the lake are generally caught in the deepest water_.

trout | are caught ================|================ The finest in generally in lake water

–– –––-

the the deepest

+Explanation of the Diagram+.—You will notice that the diagram of the phrase is made up of a slanting line, standing for the introductory and connecting word, and a horizontal line, representing the principal word. Under the latter, are placed the little slanting lines standing for the modifiers of the principal word. Here and elsewhere all modifiers are joined to their principal words by slanting lines.

+Oral Analysis+.—This is a sentence, because ––; trout is the subject, because –—; are caught is the predicate, because ––; the words The and finest, and the phrase, in the lake, are modifiers of the subject, because –—; the word generally and the phrase, in the deepest water, are modifiers of the predicate, because ––; in introduces the first phrase, and lake is the principal word; in introduces the second phrase, and water is the principal word; the and deepest are modifiers of water; The finest trout in the lake is the modified subject, and are generally caught in the deepest water is the modified predicate.

1. The gorilla lives in Africa. 2. It seldom rains in Egypt. 3. The Pilgrims landed at Plymouth. 4. The wet grass sparkled in the light. 5. The little brook ran swiftly under the bridge. 6. Burgoyne surrendered at Saratoga. 7. The steeples of the village pierced through the dense fog. 8. The gloom of winter settled down on everything. 9. A gentle breeze blows from the south. 10. The temple of Solomon was destroyed. 11. The top of the mountain is covered with snow. 12. The second Continental Congress convened at Philadelphia.

 

LESSON 32.

SENTENCE-BUILDING.

Build sentences, employing the following phrases as modifiers.

To Europe, of oak, from Albany, at the station, through the fields, for vacation, among the Indians, of the United States.

Supply to the following predicates subjects modified by phrases.

–- is situated on the Thames. –- has arrived. –- was destroyed by an earthquake. –- was received. –- has just been completed. –- may be enjoyed.

Supply to the following subjects predicates modified by phrases.

Iron –-. The trees –-. Squirrels –-. The Bible –-. Sugar –-. Cheese –-. Paul –-. Strawberries –-. The mountain –-.

Write five sentences, each of which shall contain one or more phrases