Sentence Structure 9
The below sentences have been broken down into subject, verb, and modifiers. Since there are hardly any specific rules around objects, I’ve clubbed objects into modifiers to reduce complexity.
One common confusion students face is regarding prepositional phrases following a noun that comes after a verb (…verb noun PP). In such cases, many students almost always associate those prepositional phrases with the nouns preceding them. However, many a time, such prepositional phrases are modifying the verbs. One way to test that a prepositional phrase is modifying a verb is by putting that prepositional phrase immediately after the verb and then putting the noun. If the sentence still makes sense, the prepositional phrase is modifying the verb.
Please note that the abbreviation ‘PP’ has been used for a prepositional phrase in the below sentence structures.
Sentence 1
The scholars have failed to address the cultural constructs of the highly diverse Native American peoples, who prior to contact with nonindigenous cultures did not share with Europeans the same assumptions about self, life, and writing that underlie the concept of an autobiography.
- The scholars have failed (Main Clause – Subject: “scholars”; Verb: “have failed”)
- to address (Infinitive modifying “have failed”)
- the cultural constructs (Noun – modifies “address”)
- of the highly diverse Native American peoples, (PP modifying “constructs”)
- who (DC starting with the subject “who” – refers to ‘peoples’)
- prior to contact with nonindigenous cultures (Modifies the verb “did share”)
- did not share (Verb for the subject “who”)
- with Europeans (PP modifying “share”)
- the same assumptions (Noun – modifying “share”)
- about self, life, and writing (PP – modifying “assumptions”)
- that underlie the concept (DC modifying “assumptions” – Subject: “that”; Verb: “underlie”)
- of an autobiography. (PP modifying “concept”)
- who (DC starting with the subject “who” – refers to ‘peoples’)
- of the highly diverse Native American peoples, (PP modifying “constructs”)
- the cultural constructs (Noun – modifies “address”)
- to address (Infinitive modifying “have failed”)
Sentence 2
While historians once propagated the myth that Africans who were brought to the New World as slaves contributed little of value but their labor, a recent study by Amelia Wallace Vernon helps to dispel this notion by showing that Africans introduced rice and the methods of cultivating it into what is now the United States in the early eighteenth century.
- While historians once propagated the myth (DC introducing contrast to the main clause – Subject: “historians”; Verb: “propagated”)
- that Africans (DC modifying “the myth”; Subject: “Africans”)
- who were brought (DC modifying “Africans” – Subject: “who”; Verb: “were brought”)
- to the New World (PP modifying “were brought”)
- as slaves (PP modifying “were brought”)
- who were brought (DC modifying “Africans” – Subject: “who”; Verb: “were brought”)
- contributed (Verb for “Africans”)
- little of value (Noun modifying “contributed”)
- but their labor, (Noun modifying “contributed”. Parallel to “little of value”)
- that Africans (DC modifying “the myth”; Subject: “Africans”)
- a recent study (Main Clause starts – Subject: “study”)
- by Amelia Wallace Vernon (PP modifying “study”)
- helps to dispel this notion (Verb “helps” for the subject ‘study’; Infinitive “to dispel” modifies the verb)
- by showing (PP modifying “dispel”)
- that Africans introduced rice and the methods of cultivating it (DC modifying “showing” – Subject: “Africans”; Verb: “introduced”)
- into what is now the United States (PP modifying “introduced”)
- in the early eighteenth century. (PP modifying “introduced”)
- that Africans introduced rice and the methods of cultivating it (DC modifying “showing” – Subject: “Africans”; Verb: “introduced”)
- by showing (PP modifying “dispel”)
Sentence 3
In this endeavor historiographers examining the history of the Pacific Coast of United States have traditionally depended on the records left by European American explorers of the nineteenth century who, as commissioned agents of the U.S. government, were instructed to report thoroughly their findings in writing.
- In this endeavor (PP modifying the verb “have depended”)
- historiographers (Main Subject)
- examining the history (Verb-ing modifier modifying “historiographers”)
- of the Pacific Coast of United States (PP modifying “history”)
- examining the history (Verb-ing modifier modifying “historiographers”)
- have traditionally depended (Main Verb)
- on the records (PP modifying the main verb)
- left by European American explorers (Verb-ed modifier modifying “records”)
- of the nineteenth century (PP modifying “explorers”)
- who, (DC modifying “explorers” starts with the subject “who”)
- as commissioned agents of the U.S. government, (PP modifying the verb “were instructed”)
- were instructed (Verb for the subject “who”)
- to report thoroughly (Infinitive modifying “were instructed”)
- their findings in writing.(Noun – modifies “report”)
- to report thoroughly (Infinitive modifying “were instructed”)
- left by European American explorers (Verb-ed modifier modifying “records”)
- on the records (PP modifying the main verb)
Sentence 4
Lowe’s analysis of the evidence suggests that construction of new monuments continued to increase between A.D. 672 and 751, but that the civilization stopped expanding geographically; new construction took place almost exclusively in established settlements.
- Lowe’s analysis (Subject of the first IC)
- of the evidence (PP modifying “analysis”)
- suggests (Verb of the first IC)
- that construction of new monuments continued (DC modifying “suggests” – Subject: “construction”; Verb “continued”)
- to increase (Infinitive modifying “continued”)
- between A.D. 672 and 751, (PP modifying “continued”)
- to increase (Infinitive modifying “continued”)
- but that the civilization stopped expanding geographically; (Second DC parallel to the first ‘that’ clause. Subject “civilization”; Verb “stopped”)
- that construction of new monuments continued (DC modifying “suggests” – Subject: “construction”; Verb “continued”)
- new construction took place (Second IC)
- almost exclusively (modifies “took place”)
- in established settlements. (PP modifying “took place”)
Sentence 5
Lowe’s assumption about monument construction and the occupation span of a site might well be disproved if further investigations of Classic Mayan sites established that some remained heavily settled long after the custom of carving dynastic monuments had ceased.
- Lowe’s assumption (Main subject)
- about monument construction and the occupation span of a site (PP modifying “assumption”)
- might well be disproved (Main verb)
- if further investigations (DC modifying the main verb – Subject of DC “investigations”)
- of Classic Mayan sites (PP modifying “investigations”)
- established (Verb for “investigations”)
- that some remained heavily settled (DC modifying “established” – Subject “some”; verb “remained”)
- long after the custom (DC modifying “remained” starts – Subject “custom”)
- of carving dynastic monuments (PP modifying “custom”)
- had ceased. (Verb for “custom”)
- long after the custom (DC modifying “remained” starts – Subject “custom”)
- that some remained heavily settled (DC modifying “established” – Subject “some”; verb “remained”)
- if further investigations (DC modifying the main verb – Subject of DC “investigations”)
Sentence 6
Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture.
- Grounded in concerns (Verb-ed modifier modifying the main subject)
- about status (PP modifying “concerns”)
- that are directly traceable (DC modifying “concerns”)
- to the United States history (PP modifying “traceable”)
- of discrimination (PP modifying “history”)
- against Hispanics, (PP modifying “discrimination”)
- of discrimination (PP modifying “history”)
- to the United States history (PP modifying “traceable”)
- the demand (Main subject)
- for maintenance (PP modifying “demand”)
- of the Spanish language (PP modifying “maintenance”)
- in the schools (PP modifying “maintenance”)
- for maintenance (PP modifying “demand”)
- is an assertion (Main verb “is”)
- of the worth (PP modifying “assertion”)
- of a people and their culture.(PP modifying “worth”)
- of the worth (PP modifying “assertion”)
Sentence 7
Their value systems have arisen in often radically different social and historical circumstances, and thus, these critics argue, cannot be understood and adequately appreciated if one insists on approaching them solely from within the majority culture’s perspective.
- Their value systems have arisen (Main clause)
- in often radically different social and historical circumstances, (PP modifying “have arisen”)
- and thus (‘and’ is used to connect two verbs “have arisen” and “cannot be…”; ‘thus’ indicates that the second verb is a consequence of the first verb)
- ,these critics argue, (Additional info between double commas. This clause indicates that “cannot be…” part is not a fact but an argument of critics)
- cannot be understood and adequately appreciated (Second verb parallel to “have arisen”)
- if one insists (DC modifying “cannot be…appreciated” – Subject “one”; verb “insists”)
- on approaching them (PP modifying “insists”)
- solely from within the majority culture’s perspective. (PP modifying “approaching”)
- on approaching them (PP modifying “insists”)
- if one insists (DC modifying “cannot be…appreciated” – Subject “one”; verb “insists”)
Sentence 8
In response to this objection, a second version of multicultural education has developed that differs from the first in holding that multicultural education ought to adopt a neutral stance with respect to the value differences among cultures.
- In response (PP modifying the main verb)
- to this objection, (PP modifying “response”)
- a second version (Main subject)
- of multicultural education (PP modifying “version”)
- has developed (Main verb)
- that differs (DC modifying “a second version”)
- from the first (PP modifying “differs”)
- in holding (PP modifying “differs”)
- that multicultural education ought (DC modifying “holding”)
- to adopt a neutral stance (Inifnitive modifying “ought”)
- with respect (PP modifying “adopt”)
- to the value differences (PP modifying “respect”)
- among cultures. (PP modifying “differences”)
- to the value differences (PP modifying “respect”)
- with respect (PP modifying “adopt”)
- to adopt a neutral stance (Inifnitive modifying “ought”)
- that multicultural education ought (DC modifying “holding”)
- that differs (DC modifying “a second version”)
Sentence 9
When Marshall joined the legal staff of the NAACP in 1936, the organization was divided on how to proceed against the legal doctrine that for forty years had promoted separate but equal facilities for African Americans in educational institutions.
- When Marshall joined (DC modifying the main verb “was divided”)
- the legal staff (Noun – modifies “joined”)
- of the NAACP (PP modifying “staff”)
- in 1936, (PP modifying “joined”)
- the legal staff (Noun – modifies “joined”)
- the organization was divided (Main Clause)
- on how to proceed (PP modifying “was divided”)
- against the legal doctrine (PP modifying “proceed”)
- that (DC modifying “doctrine” – Subject “that”)
- for forty years (PP modifying “had promoted”)
- had promoted separate but equal facilities (Verb “had promoted” for the subject ‘that’)
- for African Americans (PP modifying “had promoted”)
- in educational institutions.(PP modifying “facilities”)
- that (DC modifying “doctrine” – Subject “that”)
- against the legal doctrine (PP modifying “proceed”)
- on how to proceed (PP modifying “was divided”)
Sentence 10
While Marshall enjoyed several successes while arguing for the equalization of facilities and opportunities in such areas as voting practices and accommodations for graduate students at public universities, it would be twelve years before he evolved a strategy for arguing against pervasive discriminatory practices that enabled him to make the leap from individual instances of inequality to the broader social argument needed to later invalidate “separate but equal.
- While Marshall enjoyed (DC presenting contrast to the main clause)
- several successes (Noun – modifies “enjoyed”)
- while arguing (Verb-ing modifying “Marshall” – present a simultaneous event)
- for the equalization (PP modifying “arguing”)
- of facilities and opportunities (PP modifying “equalization”)
- in such areas as voting practices and accommodations (PP modifying “equalization”)
- for graduate students (PP modifying “voting practices and accommodations”)
- at public universities, (PP modifying “voting practices and accommodations”)
- for the equalization (PP modifying “arguing”)
- it would be twelve years (Main clause – Placeholder “it” is the subject; “would be” is the verb)
- before he evolved (DC modifying “would be”)
- a strategy for arguing (Noun – modifies “evolved”)
- against pervasive discriminatory practices (PP modifying “arguing”)
- that enabled him (DC modifying “practices”)
- to make the leap (Infinitive modifying “enabled”)
- from individual instances of inequality (PP modifying “leap”)
- to the broader social argument (PP modifying “leap”)
- needed to later invalidate “separate but equal. (Verb-ed modifier modifying “argument”)
- to make the leap (Infinitive modifying “enabled”)
- that enabled him (DC modifying “practices”)
- against pervasive discriminatory practices (PP modifying “arguing”)
- a strategy for arguing (Noun – modifies “evolved”)
- before he evolved (DC modifying “would be”)
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