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(Code and Color Key)

The Contest
Analysis Key through KISS Level Three (Clauses) +

     It all started [Adv. to "started" when I saw the contest rules pasted [#9] all {over the 

school bulletin board}.] /

     [ [#1] You see], I'm that kind {of kid} [Adj. to "kind" that's always {on the lookout}

{for contests and prizes and stuff}.] / {By the way}, the name is Nicki. /

     Well [Inj], I was checking out the bulletin {for new contests}, / and I came

across this paper [Adj. to "paper" that looked interesting [#10].] / 

     The prize [#11] -- where's the prize  / -- ah [Inj] -- here it is /.. what (PN) *is this*? [#2] /

     The prize was a trip {to Iowa's pig farms}. / Great prize, right? [#3] / Well [Inj], {at 

least} it was something. /

     Anyway [Inj], I read the paper over carefully. / [ [#1] You know], sometimes they 

put things {in the small print} [Adj. to "things" that you don't know about [Adv. to

"not" in "don't"  until you get your entry back {in the mail} done [#12] completely wrong

[#13] .]] /

     Well [Inj], I have had experience {with that} before / and it wasn't going

to mess me up this time [NuA]. /

     So, I was getting myself  all hyped [#14] up {for this}, thinking [#15] [DO of 

"thinking" "Pigs aren't that bad [ [#4] are they?"]] and other things (DO of "thinking") 

{like that}. /

     Then I saw [DO of "saw" what [#5] I had to do.] / This wasn't the kind {of thing}

[Adj. to "kind" where you write your name {on a piece} {of paper} and hope [DO of

"hope" it gets picked {in a drawing}]]. / No, I had to write a story! / Can you 

believe it? / Me -- [#6] the World's greatest writer [#6]? / And it said [DO of "said" I 

had to write {about education}]. / Education! [#7] / I knew even less {about school} 

[Adv. to "less" than I did {about writing}.] / What (PN) [ [#8] do they think] I 

am anyway?!!! /

     Well [Inj], I wrote this weird story {about not getting [#16] a good job} [Adv. to "not" if 

you didn't go {to school}.] /

     I sent it in a few weeks [NuA] ago, / and just the other day [NuA] I got a reply {in 

the mail}. / I had won first place! / I was so surprised!! /

     Then there was this major change {in my life}. / Somehow, everybody found out 

{about it} / and I was {on T.V.}, {on the radio}, / and my principal gave a special 

recognition {for me} {at school}. / One day [NuA], a lady called me to get 

reservations and stuff [#17] {for that trip} {to Iowa} [Adj. to "trip" I was telling you 

about.] / We were almost done chatting [#18] [Adv. to "were almost done" when she 

added, [DO of "added" "Oh [Inj], {by the way}, you were the only contestant."]] / 

Nobody ever found out! /

Notes through KISS Level Three
1. Some grammarians will, I am sure, consider this "You see" as the main subject and verb with the "I'm that kind . . ." clause as the direct object of "see." I would accept that explanation from students. In this case, however, "you see" does not literally mean "you see." If it did, then the writer would not have to tell us. In effect, the clause is idiomatic and functions as an interjection, comparable to the "you know" that is frequently inserted in speech, and the tone of the entire passage is that of casual speech. Thus, this "you see" can even be equated with the interjection "Well." "Well, I'm that kind . . . ."
2. Speech is highly elliptical, and that poses problems for analysis. "What?" could be explained  in at least two ways here. For one, it could be considered an interjection. It does, after all, reflect the writer's emotional response to what she found. We could also consider it, as I have, the predicate noun in an ellipsed question -- "What is this?" 
3. This is another example of the ellipsis that occurs in speech. It obviously means "*That's a* great prize. *Isn't that* right?" Such constructions cause no problems for students, but they do raise questions regarding  how they should be counted in a statistical analysis.
4. Most linguists call this construction a "tag question," and grammar textbooks even give students exercises in which the students are asked to change a list of statments into questions by adding tag questions. These exercises seem silly to me since every student is perfectly capable of forming such questions. One could add the "tag question" as a separate grammatical construction to the students' analytical toolbox, but to do so is simply to add another term for students to memorize. KISS, therefore, simply counts these as interjections.
5. Here again we have a grammatical construction that every student can use competently but that poses challenges for analysis. From the latter perspective, the question is Is "what" part of the subordinate clause? Or is "what" the primary direct object of "saw" and "I had to do" an adjectival clause that modifies "what"? It is difficult to find answers to questions such as this in grammar textbooks, but my bet is that grammarians will disagree here. Thus KISS keeps it simple and accepts either explanation. 
6. This is an acceptable fragment, obviously meaning "*Can you believe* me *to be* the World's greatest writer?" In the full context, "me" is the subject, and "writer" is the predicate noun of the infinitive "to be." The infinitive phrase functions as the direct object of "believe."
7. This is another construction that is difficult to find in most grammar textbooks. Although it is punctuated as a separate sentence, most students who have studied appositives would probably see it as a repetitive appositive that emphasizes and shows astonishment as the idea of education. It is not, by the way, an error.
8. This is still another case in which multiple explanations should be accepted. In the first place, the construction is almost certainly idiomatic and learned as a formula -- a string of words in which various substitutions can be made:
Who does he think he is? / Who do they think they are?
What do you think you are doing? / What does your brother think he is doing?
Where do you think you are? / Where do they think they are?
Children, in other words, hear these strings of words often, and they pick them up as strings. Transformational grammarians would have a great time explaining the various transformations of the underlying strings that go into the generation of "What do they think I am anyway!!!?" But transformational grammar requires a great deal of conceptual knowledge and specialized terminology. Students will find it incomprehensible. Thus, within the KISS context, simpler explanations should be accepted. In the text, I considered "do they think" as an interjection. Other people may prefer to view the "do they think" as the main S/V pattern and the other clause as subordinate, based on "They do think I am what? My primary suggestion here is to accept almost anything that students give you and move on. 

Notes for KISS Levels Four and Five

9. "Pasted" is a gerundive that modifies "rules."
10. Some grammarians would consider "interesting" here to be a gerundive (although they would call it a "participle"). Others would consider it to be part of the finite verb phrase. This type of construction, however, like so much in this passage, is not usually discussed in grammar books.
11. "Prize" here can be considered a fragment, or it can be considered as an appositive for the following "prize." Note that this is reported speech, and we do not talk in sentences. Thus the typical concepts of analytical grammar do not always easily or neatly apply.
12. "Done" is a gerundive that modifies "entry." There is a problem with it in that it implies that the entry came back done in the wrong way, rather than that it came back because it was submitted (done) in the wrong way. This error suggests that even very literate fifth graders, like the writer of this essay, have problems with gerundives. [Kellogg Hunt suggested that the gerundive develops as late as tenth or eleventh grade. See his "Late Blooming."]
13. "Wrong" here is the ellipsed form of "the wrong way," in which "way" would be a noun used as an adverb.
14. At KISS Level Four, when they study verbals, students could consider "hyped up" as a gerundive to "myself." At Level Five, they have the option of explaining it as part of a noun absolute "myself hyped up," that functions as the direct object of "was getting." Another alternative would be to explain "hyped up" as a predicate adjective to an ellipsed infinitive, "to be." In this explanation, "myself" would be the subject of the infinitive, and the infinitive phrase would be the direct object of "getting myself." Note that "getting" here means "making." Thus, I was making myself *to be* all hyped up.
15 "Thinking" is a gerundive to "I."
16. "Getting" is a gerund that functions as the object of the preposition "about"; "job" is the direct object of "getting."
17. "To get" is an infinitive that functions as an adverb to "called," explaining why she called; "reservations" and "stuff" are direct objects of the infinitive.
18. "Chatting" is a gerund. The best explanation is probably to consider it as the direct object of "were done," but I would not argue with a student who wanted to explain it as a gerund that functions as a noun used as an adverb.