This chapter distinguishes between compound structures and compound sentences. It also teaches how to create diagrams for these new sentence structures. It seems pretty straight forward, and the homework worksheet was not confusing for me at all after I read through the chapter. 

For some reason, I thought we were done with diagramming, but here we are!!! However, I do understand the diagramming in this section. I understand the “ticket” structure and that the coordinating conjunction goes on the vertical dotted line that connects the compound subjects. I never use semicolons and when I rarely do, it is most definitely wrong. I am slightly confused with diagramming compound sentences. So, we are basically diagramming two sentences separately but because they are compound sentences, the weird lighting line symbolizes that they are together? 

I think the only thing I learned from this chapter was that you can decide if you should use a comma between clauses depending on their length. I had never heard that before and it really clarified a lot. I feel as though commas are probably one of the most incorrectly implemented punctuation marks in the English language. However, who determines how long is long enough for a compound sentence to get a comma? 

I agree with almost everyone else about this chapter. I found the content, while important and relevant, remedial. I do not always adhere to all of the rules, since I do speak in a certain dialect. However, in formal speaking and writing, I know how to correctly implement these rules.

I realize that I continually use the wrong comparative adjectives and adverbs. I didn’t realize there were more complicated reasons behind it. I do feel like I have got the hang of it, but would definitely feel 100% about it with more practice! In exercise 4.1, I did okay. I guess I thought that if the verb is an action verb you use the adverb, but I got that wrong on the exercise. So, definitely more practice. I think it is because I am have to rewire my brain to think a certain way. This can be said for the misplacing adjectives and adverbs. I didn’t know adverbs (only) had to be before the word being modified. It’s amazing how much this section shows that you have had bad grammar most of your life.

I understand what a phrasal verb, it is an idiom which is a phrase that means something other than what the words would mean if you separated them. I understand what an adverbial objective is when it comes to reading, but I don’t understand its relevance when it comes to diagramming. I also understood the hook for the diagram when two modifiers are attached to each other. So, overall, I didn’t have too much an issue with the special structures section.

I have been wondering about this for a few chapters now, but haven’t worried about it too much because I’ve been guessing correctly thus far, but how do you know where a prepositional phrase goes? I know that the prepositional phrase should be below whatever it is modifying, but sometimes it seems like it could arguably be placed anywhere. My problem is specifically with Exercise 3.3 question number 7. I assumed that the prep phrase would be placed below “angry” because angry has lasted “for three days,” but the answer key says it should be below “has been”. I somewhat understand it, but for future instances such as this, I need further clarification. 

Pattern 8 and 10 are extremely similar, but the only difference is, is that for pattern 10, you are renaming the D.O. such as, The judges made Twitch the winner. I’m confused with the way the special structures section on page 77 explained the difference between 9 and 10. I definitely understand a phrasal verb and I’m confused about adverbial objectives, it says adverbs aren’t regular adverbs anymore in that context?

I found chapter 2 to be a bit challenging. I understood some of the patterns in the beginning that she mentioned. I think when more lines got added, I got more confused. When it comes to examples like this I’m more of a do-er than a reader. So, I’m thinking maybe I will grasp it better in class when we go over it. I feel like sometimes she doesn’t do a very good job at explaining concepts.