Dr.JonathanRogers

PublishedbyCompassClassroom605WIrisDriveNashvilleTN37204Copyright©2019CompassClassroom

1

LectureNotesModule1,Lesson1:Introduction

Formanywriters,thekeytobetterwritingisn’tnewskillssomuchasclearingawaytheclutterofbadhabitstogetbacktofundamentalskillsthathavebeenthereallalong.Humanlanguagegivesyoucountlesswaystoinsertmoreandmoreinformationintoasentence—nominativeabsolute,nounclauses,adjectiveclauses,participialphrases.Subordinatingconjunctionsconveyallkindsoflogicalrelationshipsbetweenideas.Ifyou’reolderthanaboutsevenyearsold,youcanalreadyuseallofthesegrammaticalconstructions.Youareprobablyquitegoodatcramminglotsofinformationintoasentence.However,atitsheart,good,vividlanguage—whetherwrittenorspoken—isn’tjustaboutconveyinginformation.Itisn’taboutweedingoutthegrammarandstyleerrorsfromyourprose.It’saboutrenderingexperience.Thatissomethingthatyouunderstoodwhenyouwereatoddler,evenifyouhavesinceforgottenit.Whenyoulearntotalk,youstartwithconcretenouns—thingsyoucanseeandhearandtouch:Mama,Daddy,kitty,milk,car.Prettysoonyouaddverbs:Kittysaysmeow.Milkspilled.Daddyisfunny.Cargoesfast.

Asyougrow,youlearntouseincreasinglycomplicatedgrammaticalstructures.Throughmostofyoureducation,yourparentsandteachersencourageyoutoexpressmoreandmorecomplexideaswithmoreandmorecomplexgrammaticalstructures.Yougetrewardedforshowingthatyoucanthinkinabstractterms.YouDOneedtobeabletothinkabstractly,andyouneedtomasterthegrammaticalcomplexitiesthatallowyoutocommunicateabstractideas.Abstractthinkingisanimportantpartoftheeducationalprocess.

2

Inthiscourse,however,Iamgoingtoworkfromtheassumptionthatyouarealreadyfullycapableofabstractthought—thatyouhavenothingtoproveinthatregard.Good,vividwritingtendstomovetowardtheconcrete,pullingbigideasandconceptsdownfromtherealmoftheabstractandintotheworldwhereweliveandmoveandhaveourbeing.SointhisfirstmoduleofGrammarforWriters,we’regoingtogoallthewaybacktothesimplest,moststraightforwardwaysofrenderingexperience:Subjects.Verbs.Objects.Complements.WHODIDWHAT?Or,WHODIDWHATTOWHOM?Writingthatconnectswithareaderhastobesolidatthatlevel.That’sthewayinformationcomestousintherealworld.Weseewhodidwhattowhom.Writingthatisstrongattheverysimplelevelofsubject,verb,object,andcomplementfeelstruetoyourreader.Sohereinthisfirstmodule,we’restrippingawayallthemodifiers,allthesubordinateclauses,everythingbutthemainactionthatasentencedepicts:whodidwhat?We’regoingtobuildbackallthoseotherconstructionsinthesubsequentmodules,butfornow,we’regoingallthewaybacktosomeofthefirstthingsyoulearnedtodowithlanguagewhenyouwereatoddler.Therearethirteenlessonsremaininginthisfirstmodule.Hereiswhatyoucanexpecttogetfromthoselessons:

• Toolsforidentifyingtheverbandthesubjectofaclause.• Toolsforfindingdirectobjectsandindirectobjects.• Toolsforidentifyingpredicatecomplementsandseeingthedifferencebetween

actionverbsandlinkingverbs.• Thefivepossiblepatternsforthestructureofaclause.• Passivevoice—howtoidentifyit,whytoavoidit,andwhenit’sgoodtouseit.• Nominalization—thepracticeofturningverbsintoabstractnouns(andwhyitisa

dangerouspractice).• Strongverbs—andwhythatadvice“USESTRONGVERBS”canbemisleading.

Wewilldevotealotofattentiontoaligningtheactionofasentencewiththegrammarofthesentencebymakingsurethatactionsgetexpressedasverbs,andtheactorsarethesubjectsofthoseverbs.That,really,isthecentralideaofthiswholemodule.Everythingelseinthismoduleisjustaspecificand/ortechnicaloutworkingofthatideaofturningactorsandactionsintosubjectsandverbs.Onceyougraspandapplythatidea,yourwritingwillbetransformedimmediately.

3

LectureNotesModule1,Lesson2:UnderstandingtheMainLine

Everysentencehasamainclause.Itmayhavealotofotherthingstoo,butitalwayshasamainclause.Themainclauseanswersthequestion,WHODIDWHAT?Eachofthesesentencesconsistsofonemainclause.

• Thebearslept.• Lindakickedaball.• Persimmonsgivemeabellyache.• Thatcakesmellsdelicious.• TerencecalledRosariaagenius.

Insentencediagramming,themainclauseisrepresentedonthemainline.Ineachofthesediagrams,thereisonlyamainline,withnothing(exceptonearticlepersentence)branchingfromtheline.

ThefivepatternsrepresentedinthesefivediagramsaretheonlypossibleclausepatternsintheEnglishlanguage.WewilllookmuchmorecloselyatthesepatternsinLesson5ofthismodule.

4

Many(ifnotmost)sentencesyouwritewillbeconsiderablymorecomplicatedthanthesamplesentencesabove.Thediagramsforthosesentenceswillhavelinessproutingoffthemainlineandbranchingindifferentdirections,asinthissentence:

Unconcernedbytheraucousactivityjustoutsidehiscave,thebearsleptlikeababy.

Everythingthatbranchesoffthemainlineisamodifier.Modifiersinclude(butarenotlimitedto)adjectives,adverbs,prepositionalphrases,participles,infinitives,andadverbialandadjectivalclauses.Adverbialmodifiersanswerquestionsabouttheaction:

• How?• When?• Where?• Why?

Adjectivalmodifiersanswerquestionsaboutnouns:

• Whatkind?• Whichone?• Howmany?

Thismoduleofthecourseisallaboutthemainline—themainclause,thatmainquestion:WHODIDWHAT?Mostoftherestofthecourseisabouteverythingthatbranchesoffthemainline.SkillstoworkoninthislessonareidentifyingthatmainlineandSEPARATINGitfromallthemodifiers.Considerthissentence:Theraccoonrattledthetrashcan.

5

Thisisastraightforwardclausewithasubject(raccoon),averb(rattled),andadirectobject(trashcan).Whodidwhattowhom?Theraccoonrattledthetrashcan.Here’sthediagram:

Now,considerthissentence:

TheraccoonthatIwastellingyouabout,withthemissingearandtheunusuallybushytail,rattledthetrashcanbehindmygaragewithaninsistencethatborderedonobsession.

Ifweweretodiagramthissentence,itwouldlooklikethis:

Comparedtothefirstraccoonsentence,thisoneisimpressivelycomplicated.Butperhapsthemostimpressivethingaboutthesetwodiagramsistherealizationthatthemainlineisexactlythesame.Whodidwhat?Theracoonrattledthetrashcan.Thisistrueforthefirst,simpleraccoonsentence,anditistrueforthesecond,complicatedraccoonsentence.Themainlineisfivewords(ifyoucountthetwothe’s).Inthesecondsentence,theother25wordssproutingoffthemainlineareallmodifiers.Theytelluswhichraccoon.Theytellwhichtrashcan.Noticealsothatsomepartsofthemodifiershavetheirownmodifiers.Onceyougetoffthemainline,languageallowsforinfinitecomplexity.Butonthemainline,theoptionsareNOTinfinite.Infact,thereareonlyfivepatterns,andtheyareeasytomemorize,andwithalittlepractice,youcangetgoodatrecognizingthem.

7

Quiz1.2:UnderstandingtheMainLine

I.Ionceworkedataplumbingcompany.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?II.Ihavegreatadmirationforplumbers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?III.Plumbersconfrontproblemsthatmostofusrunawayfrom.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?

8

IV.Icannotimagineacivilsocietywithoutindoorplumbing.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?V.Nevertheless,myplumberfriendswerenotalwayssocivil.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VI.Plumbersconductanongoing,oftenbitterfeudwithroofers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VII.Ifyouseeaplumber,youshouldhughisorherneck.Whatisthemainlineofthemainclauseinthissentence?Inotherwords,whodidwhat,withoutanymodifiers?

9

LectureNotesModule1,Lesson3:SubjectsandVerbs

Aclauseisaunitofgrammarthatdescribesabitofaction.AclauseALWAYSincludesasubjectandaverb.Itmayalsoincludeotherthings,likeadirectobject,anindirectobject,apredicatenominative,apredicateadjective,oranobjectivecomplement.Thisistrueofeveryclause,whetherit’samainclause(independentclause)orasubordinateclause(dependentclause).Whenyouanalyzethegrammarofasentence,startbyfindingtheverb(orverbs).Verbsexpressactionorastateofbeing.TheVerbFinderprovidesaruleofthumbthatwillhelpyoufindtheverb(s)inanyclause.Theverbofanyclausewillfitintooneormoreoftheseblanksandformagrammaticallycorrectsentence:

I__________.YOU________.HE/SHE/IT__________.

Inthesentence,Lindakickedtheball,onlyonewordfitsintheVerbFinder:

ILinda.Ikicked.Ithe.Iball.

Ikickedisasentence.Theotherthreecombinationsarenonsensical.

10

NotethatifI_________doesn’tyieldaverb,YOU________orHE/SHE/IT_________should,asinthisexample:

Thecakesmellsdelicious.Ithe. YOUthe. HE/SHE/ITthe.Icake. YOUcake. HE/SHE/ITcake.Ismells. YOUsmells. HE/SHE/ITsmells.Idelicious. YOUdelicious. HE/SHE/ITdelicious.

TheVerbFinderworksforalltenses,includingthemorecomplextenses,likepast-,present-,andfuture-progressiveandpast-,present-,andfuture-perfect.TheVerbFinder,however,isnotfool-proofifyoudon’tapplysomecommonsense.EveryverbwillfitintheblankoftheVerbFinder,butsometimesnon-verbswillalsofitintheblank.Consideroursentencefromthelastlesson:

Theracoonrattledthetrashcan.WhenyouapplytheVerbFinder,youquicklyseethatrattledisaverb:

Irattled.YOUrattled.HE/SHE/ITrattled.

Butthewordcanalsofitsintheverbfinder:

Ican.YOUcan.HE/SHE/ITcan.

Itonlytakesalittlecommonsensetoseethat,althoughcansometimesservesasaverb,itisnotservingasaverbinthissentence.Here’sasomewhatharderexample:

Rattledbymyexperiencewiththealligator,Igaveupwaterskiing.Rattledlooksverymuchlikeaverb(indeed,itwasourverbinthepreviousexample),anditfitsintheVerbFinder,buthereit’sactuallyaparticiple,averbthathasbeenturnedintoamodifier.Theactualverbhereisgaveup,which,ofcourse,alsofitsintheVerbFinder.

11

AWordAbouttheToBeVerbThemostcommonverbinanylanguageisthetobeverb.It’sagoodideatomemorizetheformsoftobe:

AM WAS BEARE WERE BEINGIS BEEN

Anytimeyouseeoneofthesewords,youhavefoundtheverb.Itmaybethewholeverb,asin

Fernandoisadeepseadiver.Oratobeverbmaybeahelpingverb,asin

Fernandowasswimmingwiththesharks(partofthepastpresentformwasswimming).

Or,

Fernandowasstungbyjellyfish(partofthepassiveverbwasstung).IdentifyingSubjectsOnceyouhaveusedtheVerbFindertoidentifytheverbs,youcanusetheSubjectFindertoidentifythesubject.TheSubjectFinderisasimplequestion.HavingusedtheVerbFindertoidentifytheverb,droptheverbintotheblankofthisquestion:

WHOORWHAT__________?Theanswertothatquestionisyoursubject.Considerthefollowingsentence:

Lindakickedtheball.Theverbiskicked,sotheSubjectFinderisthequestion“Whokicked?”Lindakicked.Lindaisthesubject.

Thatcakesmellsdelicious.Whatsmells?Cakesmells.

Youareasweetheart.Whoare?Youare.

OneofthebonusfeaturesoftheSubjectFinderisthatitcanhelpyoudiscoverifyouhavemistakenlyidentifiedaverb.If,inthesentenceTheraccoonrattledthetrashcanyouweretomistakenlysaythatcanisaverb,youwillseeyourproblemonceyouapplytheSubjectFinder.Whocan?Well,nobodycan.That’snotwhatthesentenceisabout.

12

Toreview:

• EveryclausehasBOTHasubjectandaverb.• YoucanidentifytheverbusingtheVerbFinder:

I_______.You_______.He/She/It_________.

• Theverbofaclausewillalwaysfitinthatblank.• Unfortunately,someotherwordsmayfitintheblanktoo,soyouhavetobecareful.• Onceyou’vefoundyourverb,youcanplugthatverbintotheSubjectFinderto

identifythesubject:Whoorwhat______________.

• Aclausealwayshasaverbandsubject,anditmayhaveanobjectoracomplement.Identifyingtheseelementswillbethesubjectofournextlesson.

13

Quiz1.3:SubjectsandVerbs

I.Theangrymobchasedthepirate.WhatistheVERBinthissentence? A.angry B.mob C.chased D.pirateII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheVERBinthissentence? A.years’ B.rough C.wisdom D.shone E.good F.eyeIII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheSUBJECTinthissentence? A.many B.years’ C.rough D.wisdom E.shone F.good G.eye

14

IV.JohnBarber,frightenedbythepossuminhisdriveway,criedlikeasmallchild.WhatistheVERBinthissentence? A.frightened B.possum C.criedV.Thepiratewaschasedbytheangrymob.WhatistheVERBinthissentence? A.pirate B.was C.chased D.waschased E.angry F.mobVI.Thepiratewaschasedbytheangrymob.WhatistheSUBJECTinthissentence? A.pirate B.angry C.mobVII.Chasingcarsismydog'sfavoriteactivity.WhatistheVERBinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activityVIII.Chasingcarsismydog'sfavoriteactivity.WhatistheSUBJECTinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activity

15

IX.Iarrangemymashedpotatoesjustso,andyoudestroyitallwithyourspoon.Acompoundsentencewillhaveatleasttwomainsubjectsandtwomainverbs.Whatarethetwomainsubject/verbcombinationsinthesentenceabove? A.Imashed,youdestroy B.Iarrange,youdestroy C.Iarrange,destroyitall D.mashedpotatoes,withyourspoon

17

LectureNotesModule1,Lesson4:ObjectsandComplements

Grammarisaboutrelativelysimpleunitsorganizedininfinitelycomplexways.Aclauseisoneofthoserelativelysimpleunits.(Iamspeakinghereofthemainlineofaclause,notitsmodifiers.)Aclausetellswhodidwhat.Ithasasubjectandaverb.AnditmayhaveTWO(andonlytwo)otherthings:OBJECTSandCOMPLEMENTS.AnOBJECTisaNOUN—aperson,placeorthingthatRECEIVEStheactionofaverb.ThesubjectPERFORMStheaction,theobjectRECEIVEStheaction(atleastinanactiveconstruction;passiveconstructions,aswewillsee,areadifferentmatter).

Lindakickedtheball.

Lindaisthesubject—shedidthekicking.Theballistheobject.Itgotkicked.ItRECEIVEDthekick.FindingDirectObjectsJustaswehadaVerbFinderandaSubjectFinder,thereisalsoaDirectObjectFinder.Onceyouhavefoundyourverbandyoursubject,youplugthemintothisquestion:

SUBJECTVERBwhoorwhat?

Ifthatquestionhasananswer,theanswerisyourdirectobject.InthecaseofLINDAKICKEDTHEBALL,theDirectObjectFinderisthequestion,

Lindakickedwhat?Theball.Ballisthedirectobject.

18

InthecaseofAgoatatemycellphone,theDirectObjectFinderisthequestion,Goatatewhat?Mycellphone.

Cellphoneisthedirectobject.FindingIndirectObjectsIFyouhaveadirectobject,youmayALSOhaveanindirectobject—anothernounthatdoesn’tdirectlyreceivetheaction,butFORWHOMorTOWHOMtheactionisperformed.Thisindirectobjectalwaysappearsimmediatelybeforethedirectobject.Solet’slookatthissentence:Iwillpouryouaglassofwater.First,usetheDirectObjectFinder:Iwillpourwhat?Becarefulhere:don’tsayYOU.I’mnotpouringYOU.Iwillpouraglassofwater.Nowthatwe’vefoundtheDirectObject,wecanapplytheIndirectObjectFinder.TheIndirectObjectFinder,liketheSubjectFinderandtheDirectObjectFinder,isafill-in-the-blankquestion:

SUBJECTVERBDIRECTOBJECTtoorforwhom?Iwillpouraglassofwatertoorforwhom?You.

Youistheindirectobject.

GrandpareadCindyabook.

Grandpareadabooktoorforwhom?Cindy.

Cindyistheindirectobject.DirectandIndirectObjectReview

• Anobjectisalwaysanounoranounequivalent.• Youcan’thaveanindirectobjectwithoutadirectobject.• Theindirectobject,ifyouhaveone,alwayscomesimmediatelybeforethedirect

object.• Anindirectcanalwaysberephrasedasaprepositionalphrasebeginningwithtoor

for.KengaveBarbieflowers=KengaveflowerstoBarbie.GrandpareadCindyabook=GrandpareadabooktoCindy.

19

PredicateComplementsAcomplementeitherrenamesthesubject,ordescribesthesubject.Thefollowingsentencescontainpredicatecomplements:

• Myheroeshavealwaysbeencowboys.(Heroesrenamescowboys.)• Youareasweetheart.(Sweetheartrenamesyou.)• Mydogislazy.(Lazydescribesmydog.)• Mydogsmellsfunny.(Funnydescribesmydog.)

Apredicatenominativeisanounthatrenamesthesubject.Apredicateadjectiveisanadjectivethatdescribesthesubject.Theverbthatconnectsorlinksthesubjectandthecomplementiscalledalinkingverb.Thinkofalinkingverbasan‘equalsign’:

• Myheroes=cowboys• You=sweetheart• Mydog=lazy• Mydog=funny(asregardsherodor)

Themostcommonlinkingverb(byfar)istobe:AM,IS,ARE,WAS,WERE,BE,BEING,BEENThereareotherlinkingverbs:

• YouLOOKlovely.• LutherSMELLSstrange.• ThattestPROVEDdifficult.

Thereisnoreasontotrytomemorizeallthelinkingverbs.Ifthenounafteraverbrenamesthesubject,orifanadjectiveafteraverbdescribesthesubject,thatverbisservingasalinkingverb.DistinguishingObjectsfromComplementsWhat’sthedifferencebetweenanOBJECTandaCOMPLEMENT?Anobjectisanounthatisseparatefromthesubject.Thesubjectdoessomethingtoorfortheobject.AcomplementISthesubject(or,rather,itISthesubjectifit’sanoun,itDESCRIBESthesubjectifit’sanadjective).

20

Considerthesetwosentences:

• Mydogsmellsfunny.• Mydogsmellsahamburger.

Thesesentenceslookalotalike,butoneofthemhasadirectobject,andoneofthemhasacomplement.Toputitanotherway,inoneofthesesentences,SMELLSisanactionverb,andinoneofthesesentences,smellsisalinkingverb.Inthefirstsentence,funnyisacomplement.Itdescribesthedog.Sosmellsisoperatingasalinkingverb.Inthesecondsentence,hamburgerisaDIRECTOBJECT.Thedogisnotahamburger.Inthiscase,smellsisanactionverb;ittellssomethingthatthedogisdoingTOthehamburger.Toreview:

• Onthemainlineofaclause,youMUSThaveasubjectandaverb,andyouMAYhaveanobject(possiblytwo—directandindirect)oracomplement.

• Therearetwokindsofobjects.Thedirectobjectreceivestheaction.Theindirectobjectistheentitytowhomorforwhomtheactionisperformed.

• Therearetwotypesofcomplements:predicatenominatives(nounsthatrenameasubject)andpredicateadjectives(adjectivesthatdescribeasubject).

• Acomplementrenamesordescribesthesubject,butanobjectisanounthatisseparatefromthesubject.

• Alesscommontypeofcomplement,theobjectivecomplement,renamesordescribesadirectobject,justasapredicatecomplementrenamesordescribesthesubject.Wewillseeexamplesofobjectivecomplementsinthenextlesson.

Incredibly,wehavenowlookedateverythingthatcanhappenonthemainlineofaclause:subjects,verbs,objects,complements.Theseelementscanonlyoccurincertaincombinationsandincertainorders.Thereareonlyfivesuchcombinations—thefiveclausepatternsofthenextlesson.

21

Quiz1.4A:IdentifyingSubjects,Verbs,Objects,andComplements

I.ThemostfascinatingyearofVincent’scareerwasthelastyearofhislife.Identifythesubject,verb,andpredicatecomplementforthissentence.II.Animportantsteptowardrecoveryofhealthyself-esteemisdeeperself-awareness.Thisquestionhastwoparts:a)Whatisthegrammaticalsubject?b)Isself-awarenessadirectobjectorapredicatecomplement?III.Iwonderediftheyweretalkingaboutme.Doesthissentencehaveadirectobject?Ifso,whatisit?(Hint:You'reprobablygoingtoneedtousetheDirectObjectFinderforthisone.)

22

IV.InfrontofherwasanoldmanwhoturnedouttobeGeorgeJones.Whatarethesubjectandverbofthissentence?(You'regoingtoneedtouseyourSubjectFinderonthisone.)

23

Quiz1.4B:ObjectsandComplements(Challenge)

I.Mikeleanedforwardontherailthatseparatedtheporchfromthedescendinghillside.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?II.Hemakeshisslow,gloatingtrotaroundthemisshapendiamondsqueezedintothebackyard.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?III.MyfamilymovedtoPhoenixfromChicagowhenIwasseven.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?

24

IV.Thetruckhasbeensittinginmydrivewayformonths.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?V.Goingwest,myfamilytradedtornadosfortumbleweedsandtheoccasionalaftershockofanearthquake.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VI.TheyhadnottouchedthebirdfeederIhungtwoweeksago.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VII.Asthemistsofmydullnessgraduallycleared,thetruthbrokewithalightthatpiercestothisday.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?

25

VIII.Theworstwaterwasinthemiddleofthechannel,butthatwasalsothesafestplace.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses. IX.Itwasourthirddayout,andwehadcampednearby,severalmilesfromwhereourtripbegan.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses.X.Fiveofthemboundtogetherattheirbasewherethestemholdsthemtogether,overlapping.Anupside-downcup.Likethebackofmygrandmother’shands,thedelicateveinsarevisible.Onethickpurplelineextendingfrombasetotipwithdozensofthinneronesstretchingoutfromcentertoedges.Inthatgroupoffour"sentences,"onlyoneisactuallyasentence,withasubjectandaverb.Whichoneisit?

26

XI.ThetwoofusstandinginhertinykitchenwiththeavocadoandpumpkinhuedaccentsandstainedTupperwarecupsthatmademesqueamisheverytimeIhadtodrinkfromone.Whatisthemainline(subject,verb,andobject(s)orcomplement)ofthissentence?