A Little Something for Teachers 6

The Sentence

 

The sentence is a group of words

Strung together to form a community,

Each word performs a function

And works together in unity.

They do not clash and fight as we do

But are contented with their lot

And though they may rotate positions

They’re not fazed with their new spot.

I may say, “The cat just ran out the door.”

Or, “Out the door the cat just ran.”

The function of each word remains the same

Even with a change to the set out plan.

Let’s think of the most basic sentence

Though somewhat complex it may be

For one word is what at first appears,

Just one simple word is what we see.

“Come!” the teacher told the boy

And he understood just what she meant,

He reluctantly followed after her

Seemingly aware of her intent.

One word we see, you may argue

But the other word is understood,

Had you been in the place of that little boy

The same thing he did you would.

I deliberately embolden that little word

So that you would clearly see

That though not seen at the very first

The ‘you’ is understood to be.

“You come” is what the teacher meant

And clearly what he understood

And obliged to obey on her command

The boy did exactly what he should.

As a youngster in primary school

I had designated functions for words,

Cricket for me was always a noun

And walk was nothing but a verb.

  

Then later when I started to teach

I observed this was not always so

For words were never meant to be alone

But in their communities their functions show.

This was so enchanting for me

That I explored it to the fullest,

What an exciting study it turned out to be

As I put my students to the test!

What part of speech is ‘cricket’?

“A noun” was the concerted reply

Then placed in a community of words

That response they were forced to deny.

Take for example the following,

“We were there at the cricket match.”

‘Cricket’ as used could not be a noun

Not with the word to which it’s attached.

It’s not in the naming business here

But most definitely shows describing might,

A descriptive word you must agree

Yes, an adjective must be its type.

For adjectives describe

That’s the work they mostly do

And when they function in communities

Their work is clearly viewed.

What part of speech is ‘walk’?

A verb they all chanted with glee

But renounced their chorused position

When ‘walk’ worked in a community.

This example was drawn to their attention

And given to them to appraise,

“The walk was long and tiring,”

Where the word ‘walk’ held they gaze.

A verb it really could not be

For its function appeared to be different,

Somewhat like a noun, though intangible

This was the students’ bent.

“Correct,” this teacher surely agreed

For that’s the function where ‘walk’ is at,

Abstract noun if required to qualify

But a noun at least is the actual fact.

So to determine a word’s part of speech

It must be in a community,

Therein we can ascertain its label

By its obvious functionality.

A describing word is an adjective

If a pronoun or noun it describes,

If on the other hand it modifies a verb

Then an adverb should be prescribed.

Not all verbs are action words

Like has and have and is and are,

Neither are all adjectives descriptive words

Some point to objects near or far.

"Lucy 'has' a book."
Is a sentence proper and true
But 'has' is not an action word;
Can you see my point of view?

The sentence with all its working words

Is like our local community

With teachers, nurses and policemen

Working for the good of everybody.

When our community workers do their job

We all derived the benefit,

When words in their community function right

The sentence is far more explicit.

 

Stewart Russell © 2017