A crash-course in linguistic syntax and word function

 located after adjectives,  but before a verb.  To expand your thinking; nouns…  are often found after determinants (the, a, an, my, his, her, our, their, your) [ yes, some of these are also called articles ],  and demonstratives (this, that, those, these) [ which can act as a noun in a prepositional phrase ],  and quantifiers (few, several, three…)  Suffixes that apply to nouns: -ment, -ness, -tion, -ism, -ist (etc.)  Find the nouns (despite the nonsense words):  The very fleebish gnaves were flooging those gerbins in my sherf.

 located after first noun,  and after auxiliary verbs (am, is, be, do, does, have, has…).  To expand your thinking:  May follow modals (can, could, shall, should, may, might, will, would, must), which…  Show mood (real or not—think subjunctive).  Verbs also…  Show tense (location on a timeline) [ past, present, future ]  Show aspect (whether the action is completed or ongoing) [ Spanish students, this is preterit vs. imperfect ]  Suffixes that apply to verbs: -s, -en, -(i)fy, -ize, -ate

 Adjectives & adverbs are found after intensifiers (very, really, somewhat, quite, etc.)  Comparative forms: _ x _-er; more _x__  Superlative forms: _x_ -est; most _x_  Adjectives are found:  inside noun phrases  after linking verbs  Suffixes that apply to adjectives: -ish, -ous, -ful, -less, -y, -ive, -al  Adverbs are found:  inside verb phrases

 S = sentence  N= noun  NP= noun phrase  Det= determinant  Q= quantifier  Int= intensifier  Adj= adjective  AdjP= adjective phrase  V= verb  VG= verb group  May contain linking/auxiliary verbs  VP= verb phrase  Adv= adverb  AdvP= adverb phrase  Prep= preposition  PrepP= prepositional phrase  Dem= demonstrative

 What are the parts of speech for each of these words?  Label above the words using the abbreviations we just covered: The very fleebish gnaves were flooging those gerbins in my sherf. Det Int Adj NVVDemN Prep Det N

 Again, use the abbreviations and label above the words: Several extremely salty pirates casually sauntered across the docks looking to avoid arrest. QIntAdjNAdvVPrep Det N V V V N

 S = NP + VP  NP = (Det) + (Q) + (AdjP) + N  AdjP = (Int) n + Adj  VP = VG + (NP) + (AdvP) + (PrepP)...or…  VP = VG + (NP) + (AdjP) + (PrepP)  AdvP = (Int) n + Adv + (PrepP)  PrepP = Prep + (Det) + NP *Items in parenthesis are not essential, but may be part of the given phrase. **(Det) is interchangeable with (Dem) in this context

Several students are sleepy at Renaissance. Q N V Adj Prep N NP = (Det) + (Q) + (AdjP) + N

Several students are sleepy at Renaissance. Q N V Adj Prep N NP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP = Prep + NP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP = (Int) n + Adj

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP VG

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP VG VP = {VG + (NP) + (AdjP)}

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP VG VP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP VG VP S= NP + VP

Several students are sleepy at Renaissance. Q N V Adj Prep N PrepP AdjP VG VP S

The very fleebish gnaves were flooging those gerbins in my sherf. Det Int Adj NVVDemN Prep Det N AdjP VG NP VP S NP PrepP NP

Several extremely salty pirates casually sauntered across the docks looking to avoid arrest. AdjP NP PrepP AdvP VG VP S

 Diagram the following sentences (pro-tip: turn your paper landscape-style):  Those several really huge frenetic hyenas devoured our crooked politicians quite enthusiastically during the night.  An extremely offended uninvited guest has been making very unfriendly plans at her sinister castle over the weekend.

 Shakespeare (and many other authors and playwrights) messes with syntax.  This is done to create rhyme, rhythm, and add to the poetic nature of the writing.  AND IT MAKES YOUR BRAIN HURT!  The goal is to understand the individual pieces of the puzzle  As well as the sections (corner and edge pieces first, right?)  So when Shakespeare scrambles it up, you can flip over the pieces and realize the sky is still up, so to speak.

Okay, you asked for it…

How I have thought of this, and of these times, I shall recount hereafter. Adv N V V Prep Dem Conj* Prep Dem N N V V Adv My speech pattern, you must learn.

How I have thought of this, and of these times, I shall recount hereafter. Adv N V V Prep Dem Conj* Prep Dem N N V V Adv PrepP NP PrepPVG AdvP NP VP S S = VP + NP + VP ???

 If S = NP + VP, then “How I have thought of this, and of these times, I shall recount hereafter,” must be re-arranged to state: I shall recount hereafter how I have thought of this, and of these times. N V V Adv Adv N V V Prep Dem Conj* Prep Dem N PrepP NP PrepP NP VG AdvP NP VP S

 Diagram the Shakespearean sentences listed below, then re- arrange them into a modern syntax pattern:  “Round about the caldron go: in the poisoned entrails throw.” (from Macbeth )  “Mother, you have my father much offended.” (from Hamlet )

Making modern language a Shakespearean “masterpiece”