Sometimes a compound sentence is composed of more than two clauses. Copy the following sentences. Place parentheses around the clauses, and draw a line under the conjunction that connects them. 1. The soup was good and hot, and the pie was delicious. 2. To climb the cliff was not easy, but to come down again almost cost our lives. 3. The cat was wise, and ran; but the dog was foolish, and fought. 4. You must run, or you will be late. 5. It must have rained for the grass is wet. 210. A COMPOSITION Tom's Adventure with the Lobster Tom was a water-baby. He was on his way to the sea, looking for other water-babies. He cried and called for them, but he heard no voice call in return. One day among the rocks he found a playfellow. It was not a water-baby. It was a lobster. Tom had never seen a lobster before, and he was mightily taken with this one. He thought him the most curious, odd creature he had ever seen. He had one claw knobbed and the other jagged. Tom delighted in watching him hold on to the seaweed with his knobbed claw while he cut it up with his jagged one, then put it into his mouth after smelling it like a monkey. But Tom was most astonished to see how he fired himself off. Certainly he took the most wonderful shots, and backwards, too. If he wanted to go into a narrow crack ten yards off, he used to turn his tail to it, lay his long horns down his back to guide him, twist his eyes back to see, then away he went, pop, into the hole. Once the lobster was caught in a trap along with an otter. Tom tried to rescue him by reaching down into the trap and catching hold of his tail. But the lobster had hold of the otter and would not let go. Soon a fisherman came and began to haul up the trap. But still the lobster would not let go. Tom saw the lobster hauled up to the boatside, and thought that his playfellow was gone forever. But when the lobster saw the fisherman he gave such a furious snap that he snapped out of the trap and safely into the sea. knobbed claw behind him. It never stupid head to let go, after all, so he just shook his claw off as the easier way. But he left his came into his From The Water-Babies, by CHArles Kingsley (adapted) This lesson has many groups of words that help to make a pleasing picture. They are in italics. Copy the words, then make them into sentences. Make a sentence telling how the lobster ate seaweed; how he made ready to go into a crack; how he showed his stupidity. Tell the story to yourself, following this outline. Try to use as many of the words in your list as you Be ready to tell the story to the class. can. Who Tom was. Where he was going. How he called to the other water-babies. The playfellow he found; what it was. Why Tom was so interested in him. The lobster's two claws. Tom's delight in watching him eat. How he used his claws in eating. What Tom was most astonished to see. The use of the lobster's tail, his horns, and his eyes to get into a hole. How the lobster was caught. What Tom did to try to rescue him. The lobster hauled up by a fisherman. What he left behind, and why. 211. A LANGUAGE LESSON Choose the correct words from those in parentheses, and copy the sentences. Be ready to tell the grammatical rules, if any, followed in making the choice. 1. I did not think you wished to keep (them or those) things. 2. John walked (rapid or rapidly) along the road. 3. The orange juice tasted (good or well) to the sick man. 4. I do not like (that or those) kind of nuts. 5. The men in the factory (live or lives) in houses built for them. 6. All the children in my class (is or are) going to 7. Is this (he or him) of whom you spoke? 11. It really (don't or does n't) matter. 12. (Don't or does n't) mother look pretty? 13. By speaking (soft or softly) the boy won respect. 15. (Him or he) and I were chosen to represent the class. 212. SIMPLE AND COMPOUND SENTENCES Tell whether the following sentences are simple or compound: 1. Gold is found in California. 2. Gold and iron are found in California. 3. The wind carried John's hat away but Will caught it. 4. The captain interceded and the man was released. 5. He jumped from the window and landed on his feet. 6. The wind blew and the rain fell. 7. Harry fell overboard but he was rescued by a sailor. 8. Mary lost her ring but I found it. In lesson 210, find and copy four simple sentences; four compound sentences. 213. CONJUNCTIONS IN PAIRS Conjunctions are sometimes used in pairs to connect words, phrases, or clauses, thus: Either Mary or Alice will come. I do not know whether to go or to stay. Either I shall go to Mary or Mary will come to me. Not only was he first in spelling, but also he was first in grammar. The most common conjunctions of this kind are both—and, either—or, neither-nor, whether—or, not only but also. a. Find the connectives (12) in the sentences below and tell what they connect. MODEL: Either Mary or Alice will come. "Eitheror" connects the words "Mary" and "Alice." b. Tell whether the sentences are simple or compound. 1. Both you and he have had many opportunities to learn to write well and to read correctly. 2. Shall we submit to tyranny, or shall we sell our birthright of freedom? 3. He will neither study nor will he play. 4. The man trained his dog not only to stand on his head but also to walk on his hind legs. 5. Not only men but also women vote in that state. 6. Whether riding upon a horse or rowing a boat, John was always the most skillful among his companions. 7. Not only did he wish to do the right thing, but he 8. Either he must leave his, or I must leave mine. 10. John's and Mary's mothers will either take them c. Make a list of the possessive adjectives (6), nouns (2), and pronouns (2). d. Compare the words in italics (6). Tell whether each is an adjective or an adverb. |