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Taryn Schnugh

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  1. Hi, Has anyone used this program? How did you use it with your kids? Looking for ideas...
  2. "in depth" for some one like me, I need her to explain why it was diagrammed and how each word is classified, etc. I really need a lot of hand holding, clearly this is a major area of weakness. Thanks for all your replies!
  3. Thank you, I will look at those pages...
  4. Yes, I have the key 😉 Thanks I will check those pages out...
  5. Hello again... Please could one of you lovely ladies let me know if I have understood this sentence diagramming correctly. It's from the WTMG, lesson 68. Both his wife and his brothers were delighted to see the coming of the dawn. The only thing I am unsure of is the last part, "to see the coming of the dawn" were delighted is the verb phrase I ask, "were delighted why?" and the answer is, "to see the coming of the dawn" which in my thinking means it is an adverb phrase, so it is diagrammed below the verb phrase "were delighted". "to see" is also a verb so I ask, "to see what?", "the coming of the dawn" which makes that phrase the direct object of "to see". Is this right? Can a verb act as an adverb as well? I'm sorry that my questions are so base. Another thing, assuming my thinking is right, what part of speech is "to" in "to see". Please forgive my ignorance... I wouldn't be surprised if I completely messed this one up...
  6. Hello Hive, We are working our way through WTM Grammar. We are on lesson 68 (conjunctions). My DS (12years) and I are STRUGGLING!!! I did not enjoy grammar at school, made sure I forgot it the instant I graduated, vowing to NEVER do it again. Here I sit with 5 babies, all in need of grammar! Ugh! Do you have any recommendations for something like "grammar for dummies"? I struggle to follow the WTMG. I don't want to give it up though, I want us to carry on and move through all four years. I trust the material, I just don't trust the teacher, she needs a bit of help (actually a LOT). Any suggestions? I would even be willing to have an online tutor to work through the WTMG material with us. Maybe you have a grown child who could give online lessons using WTMG?!?! I am so desperate... Thanks so much!
  7. Thank you for replying. I really appreciate your time! I hated grammar at school and I hate it now! I am so frustrated and I am struggling to understand all this. My son and I usually end the lesson confused, scratching our heads and me in tears because I just don't get it... I still don't understand how this sentence is classified and we haven't even finished diagramming the other sentences... sob
  8. Hello Hive, Could one of you lovely people please help me to understand why the following sentence is diagrammed as it is in the student answer key. It's the first sentence in Exercise 68C. The King of Persia planned to destroy both him and his tribe. Here is how we classified the sentence. King of Persia: Subject Noun the: article adjective (diagrammed under SN) planned: verb (diagrammed after SN) to destroy: direct object (infinitive, diagrammed on the little stalks in the DO spot) here is where I get lost. "both him and his tribe" are diagrammed after "to destroy" in the direct object spot. Is it a direct object in a direct object?!? Please help, I am so confused... Thanks
  9. Thank you! Treating sentences joined by conjunctions as individual sentences makes a whole lot of sense to me. I almost feel like Shurley crippled us in a way, but helpful in other ways. Thank you for taking time to reply. I know mommies are super busy! Blessings
  10. Hey Patty, I purchased the pack, so I teach from the instructor's manual. I have seen both those videos. Thank you so much for taking time to reply to me!
  11. Hi, We are working through the exercises in Lesson 58 of Grammar for the Well Trained Mind. Demonstrative Pronouns and Adjectives. To date, we have used Shurley Grammar and I feel like I cannot understand grammar without some question and answer flow. I am sorry if my questions here are stupid, my grammar studies are basically non-existent. Exercise A: Sentence 2: Medgar Evers was effective, and that made him a target of hate. "that" is the demonstrative pronoun and the answer key has labelled it "S" as subject. Am I right int saying "effective" is a predicate adjective because it describes Medgar Evers and that is why it's labelled as subject?!?!? Sentence 9: She was apparently calm, but those of us who knew her were aware of the great perturbation beneath her serene exterior. So the answer key labels "those" as DP S. I have no idea why. Could you explain? If the demonstrative acts as an adjective, DO, IO or OP it seems obvious, but I don't really understand how to figure out if it's acting as the subject or referring to the subject. Exercise C : Diagramming, sentence 1: There must be no hesitation and no compromise with our purpose. I have no idea how to classify this so that we can diagram it. This is what I can get: There must be no what with out purpose? Compromise and purpose, compound subject nouns What is being said about compromise and hesitation? must (hv) be verb with: preposition, with what? purpose: object of the preposition, whose purpose? our: possessive pronoun adjective what kind of compromise? no - adjective what kind of hesitation? no - adjective no clue about there. I think "hesitation and compromise" are the subject nouns and from the diagram I assume "there" is an adverb, but not sure that that makes sense in my mind. Would the question be "must be to what extent? There" That makes no sense... Sentence 3: All of this is on account of us. I go through a question and answer flow. What is on account of us? All - subject noun What is being said about All? All is - verb of preposition, of what this, object of the preposition (and follow the same Q&A flow for the other two prepositional phrases). I can classify but I have no idea why "on account of us" is diagrammed the way SWB did in the answer key. I don't know what job the last two prepositional phrases are doing. If you have questions and answers I could add to help us figure out who is who in the zoo and what job each part of speech is doing, I would be most appreciative! Thanks in advance! Taryn
  12. Your explanation made perfect sense! Thanks so much!
  13. Hello, As my son and I move through the Grammar for the WTM, I find I have a number of questions. Some mommies said I should just go ahead and post my questions here because someone out there would be able to answer. Am I correct in thinking that the direct object/predicate nominative/predicate adjective/object complement come after the verb/linking verb/ direct object when diagramming (behind the slanted line)? So in other words, anything that comes after the slanted line is either a DO, Pr. Nom., Pr. Adj., or Obj. Comp.? We're only on week 8 so we haven't learned if there are other parts that could come after this line. Thanks so much
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