Unit 8 - The Logic of ModifiersUnit 8 - The Logic of Modifiersof

The Third “Ideal” KISS Grammar BookThe Third “Ideal” KISS Grammar Book

A famous philosopher named David Hume said that all logic is based on three things. They are

1. “identity”—what is something;

2. location in time and space—when and where are they, and

3. cause and effect—what causes things and what are the results.

This unit introduces these ideas especially to help you to include adjectives and adverbs (plus prepositional phrases that function in the same way) into your writing—and thinking.

The Logic of Modifiers.........................................................................................................2The Questions that Adjectives and Adverbs Answer.......................................................2

Ex. 1 - Adapted from “Wonderwings”..........................................................................4Ex. 2 - The Logic of Adjectives and Adverbs (“The Lost Spindle”).............................5

The Logic of Prepositional Phrases...................................................................................6Ex. 3 - From My Book of Favorite Fairy Tales.............................................................7Ex. 4 - The Logic of Prepositional Phrases (“The Lost Spindle”).................................8Ex. 5 – Just for Fun: Tom Swifties (#1).........................................................................9

Reading, Writing, Vocabulary & Style...............................................................................10Ex. 6 - The Suffixes “-er” and “-or”............................................................................10Ex. 7 – Adding Modifiers (“The Lost Spindle”)..........................................................11Ex. 8. – Branching from “The Lost Spindle”...............................................................12Ex. 9.–Combining and De-combining “The Lost Spindle”.........................................13Ex. 10 – Punctuation: The Opening of “The Lost Spindle”........................................14

For more information about the KISS Grammar “Ideal” books, go to:http://kissgrammar.org/Ideal_Sequence/index.html

© Ed Vavra 12/16/2016

A New Friendby

Sophie Anderson(French, 1823 – 1903)

Atheneum

The Logic of Modifiers

The Questions that The Questions that AdjectivesAdjectives

andand AdverbsAdverbs AnswerAnswer

Adjectives and adverbs are called “modifiers” because they modify

(change) the meaning of the words they chunk to. Adjectives and adverbs add

many kinds of information to sentences. Here we will focus on the most common

questions that they answer.

Adjectives

Adjectives help identify what nouns or pronouns mean. They do so by

describing or limiting the words they modify. They usually answer the questions:

What kind of? Which? Whose? How many? How much? How big?

“A,” “an,” and “the” are always adjectives.

AdverbsAdverbs of Time answer question When? Some examples are: now, then,

soon, early, formerly, and today.

Adverbs of Space answer questions such as Where? or In what

direction? Examples are: here, there, far, near, aloft, forward, backward, north,

and northward.

Adverbs of Manner usually answer the questions How? Examples are

happily, carefully, easily, quickly, fast, and hard as in “They work hard.”

Adverbs of Degree usually answer questions like How much? or How

often? Some examples are so, very, much, little, exceedingly, hardly, regularly,

often, barely, rarely, and not (the negative adverb).

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Note that some words can answer more than one of the listed questions. For

example, in a sentence such as “He never missed a catch,” “never” can be

described as an adverb of time (When?) and as an adverb of degree (How often?)

In the exercises that follow, words in the sentences will be numbered. On

separate paper, write the number of the word, whether the word functions as an

adjective or adverb, the word it modifies, its logical category, and the question that

it answers. Note that for this perspective, the logical category of all adjectives is

“identity.”

For example:

[1.] Yesterday [1], the young [2] prince took his new bride to his father's [3] palace.

[2.] The hunters very [4] quickly [5] turned northward [6] to follow the bear.

Word Function Question Logic1. Yesterday Adv to “took” When? Time2. young Adj to “prince” Which? What kind of? Identity3. father’s Adj to “palace” Whose? Identity4. very Adv to “quickly” How much? Degree5. quickly Adv to “turned” How? Manner6. northward Adv to “turned” In what direction? Space

Note that “young” (#2) could mean “which” if there are two or more princes. Otherwise “young” simply describes the prince and thus answers the question “What kind of?”

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The Logic of Adjectives and Adverbs

Ex. 1 - Adapted from “Wonderwings”by Edith Howes, illustrated by Alicea Polson

Directions: On separate paper, make four columns. In the first, write the number of the word and the word. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.

Note that for this perspective, the logical category of all adjectives is “identity.”

1. Why is everybody getting up so [1] early [2]?

2. The [3] older [4] fairies were dressing themselves neatly [5] and brushing their

[6] long fine [7] hair.

3. Presently [8] she was awakened by the sound of the sweetest [9] singing she

had ever [10] heard.

4. I hope I am not too [11] late [12].

5. Then [13] she ran out [14] into the garden.

6. The older fairies stood all [15] in a group.

7. Poppypink crept nearer [16] to the beautiful fairy.

8. Wonderwings tenderly [17] took the little fairy’s [18] hand.

9. Below [19], a crippled child sat among rags in a dark corner of a dreary [20]

room.

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Ex. 2 - The Logic of Adjectives and Adverbs(“The Lost Spindle”)

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions: On separate paper, make four columns. In the first, write the number of the word and the word. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.

Note that for this perspective, the logical category of all adjectives is “identity.”

1. Two [#1] little [#2] girls once [#3] lived here [#4] with their [#5] aunt.

2. The [#6] good [#7] girl was always [#8] busy with some [#9] useful [#10] work.

3. She spun so [#11] much [#12] that her [#13] fingers became very [#14] tired.

4. But a [#15] wonderful [#16] thing happened.

5. The fire shall not [#17] burn you.

6. She had a kind [#18], good face, and very [#19] bright [#20] eyes.

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The Logic of Prepositional PhrasesThe Logic of Prepositional Phrases

What Prepositional Phrases Can Add to a Text

Adjectival prepositional phrases answer questions such as What kind of? Which? What? Whose?

The seeds (of apples) are small. [What kinds of seeds are small?] The boy (in the blue coat) won the race. [Which boy won the race?] One (of the fish) got away. [One what got away?] She is a friend (of my sister). [Whose friend is she?]

For the purpose of these exercises, the logical category of all adjectives is “Identity.”

Adverbial phrases show a number of different logical relationships:

Space: Where? How Far?They played ball (in the park). [Where did they play?]They walked (for a mile). [How far did they walk?]

Time: When? How long? They left (at seven o’clock). [When did they leave?]Sarah played soccer (for four hours). [How long did Sarah play?]

Cause: Why? For what purpose?(Because of the rain}, they went inside. [Why did they go inside?]Sam made a sandwich (for lunch). [For what purpose did Sam make a

sandwich?

Manner: How? With whom? With what? Of what?The Johnsons went to Hawaii (by boat). [How did they go?]He cut the string (with a knife). [With what did he cut the string?]She became a good swimmer (by practicing). [How did she become a

good swimmer?]He walks to school (with his sister). [With whom does he walk?]It was sent (by an angel). [How was it sent?] The plate was full (of cookies). [With (by) what was it full?]

Condition: Under What Condition? The twins walked home (in the rain). [In what conditions did they walk?]

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The Logic of Prepositional Phrases

Ex. 3 - From My Book of Favorite Fairy Talesby Edric Vredenburg; Illustrated by Jennie Harbour

Directions: On separate paper, make four columns. In the first, write the number of the phrase and the phrase. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.

Note that for this perspective, the logical category of all adjectives is “identity.”

For Example:(For supper) [N1] Bill made pork chops.

Phrase Function Question Logic1. For supper Adv. to “made” For what purpose? Cause

1. Red Riding Hood went home (in the evening) [#1].

2. The king (of the land} [#2] held a feast.

3. She called her only daughter (to her bedside) [#3].

4. The king’s son took her (by the hand) [#4] and danced (with her and no one

else) [#5].

5. A sprig (of hazel) [#6] brushed (against him) [#7].

6. Hansel and Grethel had walked (through the woods) [#8] (for two hours). [#9]

7. I will look down (from heaven) [#10] and watch (over you) [#11].

8. The Queen pronounced the names (of the flowers) [#12].

9. (At last) [#13] their eyes closed (from weariness) [#14].

10. The two sisters went (to the brook) [#15] to catch fish (for dinner) [#16].

11. The Wolf, however, ran straight (to the house) [#17] (of the old grandmother) [#18].

12. So she roved about (by herself) [#19], and poked (at all the rooms and

chambers) [#20].

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Ex. 4 - The Logic of Prepositional Phrases(“The Lost Spindle”)

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions: On separate paper, make four columns. In the first, write the number of the phrase and the phrase. In the second, write “adj.” or “adv.” and the word it modifies. In the third, the question that it answers.In the fourth, write its logical category.

Note that for this perspective, the logical category of all adjectives is “identity.”

For Example:(For supper) [#1] Bill made pork chops.

Phrase Function Question Logic1. For supper Adv. to “made” For what purpose? Cause

1. She was always busy (with some useful work) [#1].2. The cross Idle Girl did nothing but play (from morning) [#2] till night.3. She fell (upon a soft bed) [#3] (of grass) [#4] (in a green meadow) [#5].4. The meadow was bright (with all kinds) [#6] {of pretty flowers} [#7].5. A pleasant road led down (to a beautiful river) [#8].6. She came (to an oven) [#9] (by the side) [#10] (of the road) [#11].7. (After a long time) [#12] the child came (to a little house) [#13] (with wild

vines) [#14] growing (over it) [#15].8. But as she was going (out of the door} [#16], hundreds and hundreds (of

bright gold dollars) [#17] fell down {upon her} [#18].9. Many (of the dollars) [#19] stuck (to her) [#20].

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Ex. 5 – Just for Fun: Tom Swifties (#1)

Directions:1. Put parentheses ( ) around each prepositional phrase.2. Underline subjects once, verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).3. Put brackets [ ] around each subordinate clause that functions as a direct object, and write

“DO” above the opening bracket.4. Put a vertical line after every main clause.5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of

direct address (“DirA”).

1. “I've been feeding the crocodile,” said Tom offhandedly.

2. “Boy, that’s an ugly hippopotamus!” said Tom hypocritically.

3. “Your Honour, you’re crazy!” said Tom judgmentally.

4. “Oops! There goes my hat!” said Tom off the top of his head.

5. “Hey, you’re on my foot!” said Tom standoffishly.

6. “I do too have Jedi powers!” Tom said forcefully.

7. “I visit my parents every Sunday,” said Tom weakly.

8. “I’m still looking for my beagle,” Tom said doggedly.

9. “Stop, horse! Stop!” cried Tom woefully.

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Reading, Writing, Vocabulary & Style

The Ancientof Days

1794by

William Blake(1757 - 1827)

Ex. 6 - The Suffixes “-er” and “-or”

The suffixes “-er” and “-or” usually indicate the doer of an action. The “doer” includes not only people, but also things, such as printer, computer, and propeller. Some words that end in “-e” double the “e,” as in “mountaineer.” As you think of the spelling, think of the sound of the word—we do not pronounce “mountaineer” as “mountainer.” Some words that end in a consonant double it before adding the ending, as in “runner.” Words that end in “-e” often drop the “-e” before adding “-or,” as in “operate”—“ operator.” Here again, think of the way the word sounds.

  Root Use “-er” Root Use “-or”1 farm   collect  

2 move   sail  

3 drive   imitate  

4 win   conduct  

5 dust   visit  

6 bake   narrate  

7 engine   direct  

8 help   instruct  

9 own   refrigerate  

10 lead   object  

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Ex. 7 – Adding Modifiers(“The Lost Spindle”)

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions: The following is section IX of “The Lost Spindle.” Many modifiers have been left out. Rewrite it and add modifiers--adjectives, adverbs, prepositional phrases, and anything else that you wish to add to make it more detailed.

The Idle Girl came to the house with vines over it. “Oh, I am tired!”

she said.

She was not afraid of Mother Frost’s teeth, for she had heard about

them.

“Come in,” said Mother Frost. “Come in. Stay awhile, and I will give

you all you deserve.”

The Idle Girl went in and sat down in a chair.

When night came, Mother Frost said, “You may help me shake my

bed.”

“Oh, dear!” said the Idle Girl, “I am tired! I wish you would let the

bed alone.”

The woman did not shake her bed. The frost did not fly, and the snow

did not fall.

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Ex. 8. – Branching from “The Lost Spindle”by James Baldwin

From The Fairy ReaderNEW YORK •:• CINCINNATI •:• CHICAGO

AMERICAN BOOK COMPANY, 1905

Directions:A. After each of the sentences below, indicate the branching of the phrase that is in bold

(L.M, R]. Then rewrite the sentence twice so that it branches in each of the other two ways. Write “L,” “M,” or “R” after each of your versions.

B. Your teacher may also ask you to rate all of them by sharing ten (or eleven) points on each set based on how you think the phrase would usually appear in that position. Be ready to briefly explain your reasons and any effects in emphasis caused by the branching. (Breaking the norm makes things more emphatic.)

C. Write three versions of a sentence of your own by placing a prepositional phrase (or Noun Used as an Adverb) as left-branching, mid-branching, and right-branching.

D. In something that you are reading, find a left-, a mid-, and a right-branching prepositional phrase.

1. With some useful work she was always busy.

2. The spindle fell, down, down, into the deep well.

3. Now the pretty gold pieces upon me will rain down.

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Ex. 9.–Combining and De-combining“The Lost Spindle”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

De-combine each of the following sentences into as many small sentences as you can.

1. The Idle Girl went down the same road, and soon came to the baker’s oven.

2. She saw a pleasant road that led down to a beautiful river.

3. Then she walked on and looked for her spindle.

4. You must stay with me tonight and help me shake my feather bed.

5. The Kind Child put them in a little heap by the side of the road.

Combine each of the following sets into one sentence.

6. The tree was full of apples. The apples were ripe. And they were red.

7. An old rooster saw her. He crowed with all his might.

8. The apples are ripe. They are mine.

9. She made the Kind Child do all the work about the house. The Kind Child was good. The work was hard.

10. The Kind Child went into the house. She sat down in a room. The room was pleasant.

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Ex. 10 – Punctuation: The Opening of “The Lost Spindle”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions: The punctuation in this passage has been lost. Please fix it, right on this page.

Is not this an odd little house

Well two little girls once lived here with their aunt One little girl was

kind and good She was always busy with some useful work

The other was idle and cross She was never willing to do what she

was told

But their aunt showed more love to the idle girl than to the busy one

She made the good Kind Child do all the hard work about the house The

cross Idle Girl did nothing but play from morning till night

Every day the Kind Child was made to sit by the well and spin She

spun so much that her fingers became very tired and it was hard for her to

hold the spindle One day the spindle slipped from her hands It fell down

down into the deep well

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