1

Book 7Book 7of theof the

KISS Grammar BooksKISS Grammar Books

© Dr. Ed VavraRevised Nov. 11, 2014

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

2

Welcome and IntroductionWelcome and Introduction

3

Welcome and Introduction..............................................................................2Unit 5 - Advanced Questions about Clauses..................................................4

Ex. 2 - The Witch in “Which” from My Book of Favorite Fairy Tales........................4

Unit 7 - Vocabulary (1)....................................................................................5Abstract and Concrete Words and Phrases........................................................................5

Ex. 1 – Abstract and Concrete Words........................................................................5

Synonyms and Antonyms..................................................................................................6

Ex. 2 - Synonyms from Voyages in English (#3)...........................................................6

Unit 9 - Studies in Punctuation and Logic.....................................................7Restrictive and Non-Restrictive.........................................................................................7

Ex. 4 –.........................................................................................................................7

Ex. 5 - Exploring the Punctuation of Gerundives —“Bluebeard” (#1).........................8

The Punctuation and Logic of Main Clauses.....................................................................9

Ex. 6 –.........................................................................................................................9

Ex. 7 - Missing Punctuation: Two Sentences from “The Sleeping Beauty”...............10

Unit 10 – An Introduction to Passive Voice.................................................11Active and Passive Voice................................................................................................11

Ex. 4 - Rewriting Passive and Active Verbs from “Snow-White and Rose-Red”.......13

Passive Voice or Predicate Adjective?...........................................................................14

Ex. 5 - Passive Verb or Predicate Adjective? from “Snow-White and Rose-Red”.....15

Unit 12 -The Logic of Subordinate Clauses.................................................16Ex. 5 - The Logic of Adverbial Clauses from “Little Snow-White”...........................16

Unit 13 - Vocabulary (2)................................................................................17Synonyms and Antonyms................................................................................................17

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

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

Ex. 4 - Synonyms and Antonyms from Child-Story Readers (3)...............................18

4

Unit 5 - Advanced Questions about ClausesUnit 5 - Advanced Questions about Clauses

Ex. 2 - The Witch in “Which” 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 the conjunction is “which,” state the antecedent of the “which” after the sentence.

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

1. Nobody ever saw the Beast, which was by no means remarkable.

2. He therefore determined to divert their minds by making promises the

fulfillment of which he would always be able to evade.

3. Sometimes the Queen, although full of kindness, would reproach her

daughter for her foolishness, which caused the Princess almost to die

of grief.

4. The beautiful, snow-white bird arrived at a cottage, upon the roof of

which it perched.

5. Thumbling soon set himself to work to get out, which was not a very easy

task.

5

Unit 7 - Vocabulary (1)Unit 7 - Vocabulary (1)

Abstract and Concrete Words and PhrasesAbstract and Concrete Words and Phrases

Ex. 1 – Abstract and Concrete Words

6

Synonyms and AntonymsSynonyms and Antonyms

Woman Reading

1874-76by

Pierre-Auguste Renoir

(1841-1919)

Ex. 2 - Synonyms from Voyages in English (#3)

Fifth Year by Rev. Paul E. Campbell

and Sister Mary Donatus MacNickle

Directions: Rewrite Write a sentence of your own using a synonym of the words in bold

type.

1. Mr. Smith’s address was great.

2. The singer had a wonderful voice.

3. The house looks fine.

4. Mary wears nice clothes.

5. This candy is good.

6. We had a fierce time.

7. Their new home is marvelous.

8. The picture was grand.

9. This was an awful day.

10. Helen has a pretty hat.

11. The little boy carried a big package.

12. I want a new dress.

13. The Romans finally beat the Goths.

14. Alice called for help.

7

Unit 9 - Studies in Punctuation and LogicUnit 9 - Studies in Punctuation and Logic

Restrictive and Non-RestrictiveRestrictive and Non-Restrictive

Ex. 4 –

8

Ex. 5 - Exploring the Punctuation of Gerundives—“Bluebeard” (#1)

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.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. Be prepared to explain why some gerundives are set off by commas, whereas others are

not. [Sometimes there is no reason—it is optional.]

1. In the long ago times, in a splendid house, surrounded by fine gardens and

a park, there lived a man who had riches in abundance.

2. They could not enough admire the magnificent apartments, and ran from

one to another praising everything they beheld.

3. Most sumptuous was the entertainment provided for them.

4. That same evening Bluebeard returned saying he had met the man whom

he was wanting to see.

5. Not pausing an instant, she thrust the key into the lock, and the door

sprang open.

9

The Punctuation and Logic of Main ClausesThe Punctuation and Logic of Main Clauses

Ex. 6 –

10

Ex. 7 - Missing Punctuation:Two Sentences from “The Sleeping Beauty”

from My Book of Favorite Fairy Tales by Edric Vredenburg; Illustrated by Jennie Harbour

Directions: The capitalization and punctuation in these two sentences have been lost. Please fix them, right on this paper. Note that each sentence includes several main clauses. Think about using semicolons, colons, or dashes.

1. and the horses got up and shook themselves and the dogs jumped

about and barked the pigeons took their heads from under their wings and

looked around and flew into the fields the flies on the walls buzzed the fire

in the kitchen blazed up and cooked the dinner and the roast meat turned

round again the cook gave the boy the box on his ear so that he cried out and

the maid went to milk the cows

2. even the fire on the hearth left off blazing and went to sleep and the

meat that was roasting stood still and the cook who was at that moment

pulling the kitchen boy by the hair to give him a box on the ear for

something he had done amiss let him go and both fell asleep and so

everything stood still and slept soundly

11

Unit 10 – An Introduction to Passive VoiceUnit 10 – An Introduction to Passive Voice

ActiveActive

andand

PassivePassive

VoiceVoice

The Persian

Sibyl

by

Michelangelo

Cappella

Sistina, Vatican

1508-12

Let’s start with two sentences that illustrate the difference between

active and passive voice:

1.) The Huns destroyed the town. (Active Voice)

2.) The town was destroyed. (Passive Voice)

One way of looking at the difference between the two sentences is to

consider what they mean. In the active voice (#1), the subject of the verb

performs the action stated by the verb—the subject is “active.” The Huns acted

to destroy the town. In passive voice, the subject of the verb is acted upon—it

is “passive,” and thus “receives” the action of the verb. The town did not do

anything. Somebody else destroyed it.

Another way of looking at the difference is to consider the form of the

verb. Passive voice is formed by using “helping verbs” plus the “past

participle.” Consider the following examples:

Active: The police suspect him of being an accomplice.

Passive: He is suspected of being an accomplice.

Active: No one invited them.

Passive: They weren’t invited.

12

Active: Someone will ask you to dance.

Passive: You will be asked to dance.

Active: Has he repaired the starboard pump?

Passive: Has the starboard pump been repaired?

Note that the “helping verb” is often some form of the verb “to

be”—“is,” “are,” “was,” “were,” “will be,” “has been,” “have been,” etc. Most

past participles are regular in form, ending in “-ed.” Many, however, end in “-

en”—“seen,” “driven,” “frozen,” “written,” “eaten.” And then there are those

that are irregular—“”told,” “cut,” “put.” In determining what is and what is not

in passive voice, you should look at both the meaning and the form.

As you learn the distinction between active and passive voice, consider

the appropriateness of each. Active voice always shows who or what is

responsible for the action expressed in the verb. Passive voice hides this

information, but in some cases, such as the description of a procedure, who

does it is not important. Sentences in passive voice can indicate the performer

of the action in a prepositional phrase with “by”—Sasha was run over by an

elephant.

13

Ex. 4 - Rewriting Passive and Active Verbs from “Snow-White and Rose-Red”

from My Book of Favorite Fairy Tales by Edric Vredenburg; Illustrated by Jennie Harbour

A. Directions: Rewrite each of the following sentences in active voice.

1. But the bear would not be moved by his speeches.

2. I am a king’s son, who was enchanted by the wicked dwarf.

3. The two children were always seen hand in hand.

4. The bear was caught by a hook in the lintel.

5. Soon the bear was hidden among the trees.

B. Directions: Rewrite each of the following sentences in passive voice.

1. Someone heard his small, squeaky, cracked voice saying, “Couldn’t you

have held me more gently?”

2. But suddenly they heard a great growl, and a big bear joined the party.

3. A well-known voice stopped the maidens.

4. The fishing line too tightly entangled his beard.

5. They never bolted the door in the evening.

14

Passive Voice Passive Voice oror

Predicate Adjective?Predicate Adjective?

The

Delphic Sibyl

by Michelangelo

Cappella Sistina,

Vatican

1508-12

Having studied the passive voice, you may have wondered if some of

the sentences can be considered simply as S/V/PA patterns. Sometimes, they

can be. Consider:

1. He was worried about the game.

2. The Eagles were defeated by the Patriots.

In (1), “worried” describes the emotional state of “He” more than it

denotes any action. But in (2), “were defeated” denotes a specific action

performed by the Patriots. Thus we can consider “worried” as a predicate

adjective, whereas “were defeated” should be considered as passive voice. In

practice, the two constructions (S/V/PA and passive voice) slide into each

other, and how you explain a specific verb phrase depends on how you

interpret the sentence. (Of course, you should be able to convince others that

your interpretation makes sense.)

15

Ex. 5 - Passive Verb or Predicate Adjective?from “Snow-White and Rose-Red”

from 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. 4. Put a vertical line at the end of every main clause. 5. In each sentence, be prepared to explain why you have marked verbs as

passive or as having a predicate adjective.

1. The maidens by this time were quite used to his ungrateful, ungracious

ways.

2. Their mother was satisfied as to their safety, and felt no fear about them.

3. The way to the town ran over a common on which in every direction large

masses of rocks were scattered about.

4. When the earth is frozen hard, the bad dwarfs must remain underground.

5. It was sometimes hidden in the grasses.

16

Unit 12 -The Logic of Subordinate ClausesUnit 12 -The Logic of Subordinate Clauses

Ex. 5 - The Logic of Adverbial Clausesfrom “Little Snow-White”

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. Draw an arrow from the opening bracket of

each adverbial clause to the word that the clause modifies.4. Put a vertical line at the end of every main clause.5. Rewrite each sentence by making one of the main clauses an adverbial clause. After each

of your rewrites, list the verb in the sentence that gets the primary focus (the verb) in the main clause). Then indicate the logical connection established by the subordinate conjunction (“time,” “space,” or “cause/effect”).

6. After the sentences in the original version, write the average number of words per main clause (w/mc). After your revision, write the number of words in the main clause.

1. Snow-White begged the servant to spare her life, and his heart melted.

2. She pricked her finger, and three drops of blood fell upon the snow.

3. Then she was very hungry, and she picked a little piece off each loaf.

4. The comb looked very pretty. Snow-White took it up and put it into her

hair.

5. Her weary feet would carry her no further. Snow-White went into the

cottage to rest herself.

17

Unit 13 - Vocabulary (2)Unit 13 - Vocabulary (2)

Synonyms and AntonymsSynonyms and Antonyms

Ex. 2 – Synonyms

Ex. 3 – Antonyms

18

Self Portrait 1787by

AngelicaKauffmann

(1741-1807)

Ex. 4 - Synonyms and Antonyms from Child-Story Readers (3)

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. wide narrow deep quiet2. round slanting square straight3. sober simple gay slant4. princess gentlemen prince maids5. sister mother brother woman6. son daughter wife parents7. sold shut bought head8. summer autumn spring winter9. country city pond lake

10. giants geese dwarfs rats11. foot head ears nose12. heavy safe strong light13. simple attractive different elaborate14. rough smooth found hard15. thin plenty fine fat16. ripe gray green orange17. front hurt found hind18. top strong bottom weak19. swift proud slow lighter20. wept laughed wild open