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Bending and Breaking the Rules
From  My Book of Favorite Fairy Tales
by Edric  Vredenburg; Illustrated by Jennie Harbour
Analysis Key

 
     Remember that a major objective of these exercises is to show that professional writers did (and do) not always follow the rules in the textbooks. In other words, students (and teachers) should not be hyper-worried about infractions of the rules. That does not, of course, mean that punctuation should be haphazard.

1. *You* See, though [#1] , those two children (DO), | they would be delicate 

morsels (PN), and are as plump (PA) {as partridges} [#2] . |

This one reminds me of the study of "errors" in seventh graders' writing that I did many years ago. [It is on the KISS web site.] The two main clauses are connected because the second clause amplifies (gives more information about) the "children" in the first main clause.
2. This youngest Prince was very courteous (PA), merry (PA), clever (PA)

and accomplished (PA) , | he was tall (PA), handsome (PA), and all

(PN) [Adj. to "all" that a prince should be]. |

Some people may consider these two main clauses "short," and thus not a violation of the textbook rules, but we might also note the logic for joining them in the first place. They are obviously both descriptions of the Prince. Modern usage might prefer a colon or dash here.
3. Now, not far {from Bluebeard's house} there [#3] dwelt a widow {with two

very lovely daughters}, | and one (DO) [#4] {of these} Bluebeard wished 

to marry, | but which (DO) he did not mind, | they might settle that (DO) 

{between themselves}. |

The comma between "mind" and "they" is technically a comma-splice. In that the last main clause explains the preceding one, it is almost an appositive to it. Modern usage might prefer a dash or colon here.
4. The beautiful child arose [Adv. to "arose" when they opened their eyes

(DO)], [#5] and looked kindly {at them}; but said no word (DO), and passed

{from their sight} {into the wood}. |

If they read classic children's literature, students will see many cases of a semicolon plus "but" used to join main clauses. It is characteristic of an older style, but it is still used occasionally by some modern writers (who probably read a lot of the classics). In this case, however, we have a semicolon and "but" that join two finite verbs in the same clause. Perhaps the intention was to emphasize the difference between "kindly" and "said no word."
5. Then he put on her clothes (DO), and tied her night-cap (DO) {over his

head}; | got {into the bed}, and drew the blankets (DO) {over him}. |

This sentence is similar to the preceding one, but in this case the semicolon joins two sets of finite verbs. The first two verbs refer to clothing, and the second two, to bed. The semicolon may also imply a time-gap. The first two actions were probably done closely together in time, after which the next two would have been done closely together in time.

Notes
1. When it appears within a clause, this form of "although," functions, as does "however," as an adverb.
2. Alternatively, "as partridges" can be explained as an ellipsed subordinate clause -- "as partridges *are plump*."
3. For alternative explanations of "there," see KISS Level 2.1.3 - Expletives (Optional).
4. "One" is the direct object of the verbal (infinitive) "to marry." The infinitive phrase functions as the direct object of "wished."
5. Note the importance of this comma in separating "opened" from "looked." Without it, most readers would probably read "opened and looked" as if they both go with the subject "they." The comma cuts that connection and helps direct the reader to connect "looked" and "arose."