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Grammar help needed


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In the sentence:

 

An old man sat quietly on a bench in the park.

 

How do I know if (in the park) modifies bench or sat?  The answer key diagrams it one way, but I am having trouble making a convincing argument because I could see either one.  This came up with a different sentence earlier this week, so the pack has sensed a weak point in my grammar shield and is circling for the kill. Is there a rule for this situation?

 

 

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In the sentence:

 

An old man sat quietly on a bench in the park.

 

How do I know if (in the park) modifies bench or sat?  The answer key diagrams it one way, but I am having trouble making a convincing argument because I could see either one.  This came up with a different sentence earlier this week, so the pack has sensed a weak point in my grammar shield and is circling for the kill. Is there a rule for this situation?

 

It modifies "sat." ITA that it could go either way, but I think it makes more sense for it to modify "sat." Where did he sit? In the park.

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I would say it modifies bench.  When I was doing SAT tutoring the rule was always to put the modifier as close as possible to the word it modifies.

 

This page seems to agree:

"Like adjectives or adverbs, modifying phrases must accompany or go as close as possible to the thing they are modifying. If they don't, a misplaced modifier occurs."

 

and their example

 

"Misplaced modifier:

She served sandwiches to the children on paper plates.

 

Correction:

She served the children sandwiches on paper plates."

 

So:

An old man sat quietly on a bench in the park. - "in the park" modifies bench

 

An old man sat in the park quietly on a bench. - "in the park" modifies sat

 

Wendy

Edited by wendyroo
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Nice! I think the three of you split it exactly 50/50. :-)

 

All of your responses are very appreciated. I'm glad to hear consensus that it is ambiguous, and Bluegoat, thanks for the reality check that diagrams are not the final goal of writing. I had list sought of that standing there slack-jawed.

 

Elle, I explained it your way, then flipped to the answer page and had to back off a bit.

 

Wendyroo, thanks for the link and the detailed explanation. I feel like I can use that as a rule of thumb going forward.

Edited by SusanC
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I had a bit of a revelation about diagramming after reading a history of it - I think it was called Sister Bernadette's Barking Dog.  It was really interesting and fun with some great and mind-boggling diagrams, but it became clear to me that they really came out of a particular time and place and actually aren't especially traditional, aren't the only way to teach grammar, and have limits in what they can do for us.

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I run into this a lot with CLE. I am simply sure it modifies word X because it answers the proper question, but the answer key says it modifies Y. I agree with a poster above that often it is ambiguous and diagramming isn't the end all of grammar.

 

I do my best, but oftentimes the answer key and I disagree.

 

That doesn't help you, does it. Sorry.

Edited by Garga
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