The Printable KISS Grammar Workbooks The KISS Workbooks Anthology
(Code and Color Key)

The Functions of Prepositional Phrases
From My Book of Favorite Fairy Tales
Analysis Key

Note: You can use this exercise for the logic, as well as for the functions, of prepositional phrases. I have included below suggestions for answers. Remember that there are numerous, different ways to see what questions phrases answer. The point is that the logic of almost every phrase can be explained in terms of the questions on the instructional materials. And those questions cover a nice range of logical relationships. Discussions of differences help us understand how other people think.

1. {By day} [Adv. (when?) to "must run"] again must you run {through the forest} 

[Adv. (where?) to "must run"]  {as a Fawn}  [Adv. (under what condition?) to "must 

run"]. | ["The White Fawn"]

2. {For this reason}  [Adv. (why?) to "changed"] I changed myself (DO) {into the

little rabbit}  [Adv. (how?) to "changed"] , and ran {to you}  [Adv. (where?) to "ran"] 

{in my distress} [Adv. (why? and/or under what condition?) to "ran"] . | ["Prince Chéri"]

3. "We will lead our children (DO) away, quite early {in the morning}  [Adv. 

(when?) to "early" or to "will lead"], {into the thickest part} [Adv. (where?) to "will lead"]

{of the wood} [Adj. (which?) to "part"] ." | [Hansel and Grethel"]

4. Then he picked up a sack (DO) {of jewels} [Adj. (what kind of?) to "sack"] ,

and slipped {out of sight} [Adv. (where?) to "slipped"] {behind a piece} [Adv. (where?)

to "slipped"] {of rock}  [Adj. (what kind of?) to "piece"]. | ["Snow-White and Rose-Red"]

5. {Beyond himself}  [Adv. (under what condition?) to "commanded"] {with fury} [Adv.

(why?) to "Beyond himself"], Chéri commanded his foster-brother to send

soldiers to bring Suliman [#1] {to him} [Adv. (where?) to "to bring"] {in chains}

[Adv. (under what condition?) to "to bring"], {like a criminal} [Adv. (how?) to "to bring"]. |  ["Prince Chéri"]

6. The Fairies endowed the little Princess (DO) {with beauty, and virtue, and health}

[Adv. (how?) to "endowed"] . | ["The White Fawn"]

7. Then he fetched a sack (DO) {of pearls} [Adj. (what kind of?) to "sack"] [Adj,

to "sack" that lay {among the rushes} [Adv. (where?) to "lay"] ], and hobbled off 

and disappeared {behind a large stone[Adv. (where?) to "disappeared"]. | 

["Snow-White and Rose-Red"]

8. So {in a carriage} [Adv. (How?) to "departed"] {like a large dark box} [Adj. (what

kind of?) to "carriage"], shut up [#2] {with her Lady} [Adv. (under what condition?)

to "shut up"] {in Waiting} [Adj. (what kind of?) to "Lady"] and {*with* her two Maids}

[Adv. (under what condition?) to "shut up"] {of Honour} [Adj. (what kind of?) to "Maids"]

Giroflée and Longue Epine [#3], Princess Desirée departed {for Prince Guerrier's Court} [Adv. (to where?) to "departed"]. | ["The White Fawn"]

9. The Queen's attendants were {in a serious state} [Adv. (under what condition?) to 

"were"] {of anxiety} [Adj. (what kind of?) to "state"] {at the prolonged absence} [Adj.

(what kind of?) to "anxiety"] [#4] {of Her Majesty} [Adj. (whose?) to "absence"] . | ["The White Fawn"]

10. The beard was fixed (P) {in a gash} [Adv. (where?) to "was fixed"] {in the tree

trunk} [Adj. (which?) to "gash"] , | and the tiny fellow was hopping to and fro, {like 

a dog} [Adv. (how?) to "was hopping"] {at the end} [Adj. (what kind of?) to "dog"] 

{of a string}  [Adj. (what kind of?) to "end"]. | ["Snow-White and Rose-Red"]

1. "Suliman" is the direct object of the verbal (infinitive) "to bring." That infinitive phrase functions as an adverb (of purpose) to the infinitive "to send." "Soldiers" is the direct object of "to send," and "foster-brother" is simultaneously the subject of "to send" and the indirect object of "commanded." The direct object of "commanded" is the "to send" infinitive phrase (including its subject).
2. "Shut up" (enclosed) is a gerundive that modifies "Princess Desirée."
3. "Giroflée" and "Longue Epine" are appositives to "Maids." Consider how confusing this passage is to students who have trouble understanding appositives. And note how far one has to go into the sentence before hitting the subject.
4. Some people may prefer to see "at the prolonged absence" as adverbial to "were" in that it also answers the questions "When were they in that state?" and "Why were they in that state?"