谓语还是伴随状语？选V1，V2-ing还是V1-ing，V2？几道题目引出的迷思

蟹黄味蚕豆

不知道大家有没有这种迷思，反正我是被绕的不行，借着这两道题目，顺带梳理了分词做伴随状语、分词做结果状语，也希望牛牛们拍砖！

不知道怎么形容这种题目，先上两道题目吧：
题目1：
Emily Dickinson’s letters to Susan Huntington Dickinson were written over a period beginning a few years before Susan’s marriage to Emily’s brother and ending shortly before Emily’s death in 1886, outnumbering her letters to anyone else.

A. Dickinson were written over a period beginning a few years before Susan’s marriage to Emily’s brother and ending shortly before Emily’s death in 1886, outnumbering

B. Dickinson were written over a period that begins a few years before Susan’s marriage to Emily’s brother and ended shortly before Emily’s death in 1886, outnumber

C. Dickinson, written over a period beginning a few years before Susan’s marriage to Emily’s brother and that ends shortly before Emily’s death in 1886 and outnumbering

D. Dickinson, which were written over a period beginning a few years before Susan’s marriage to Emily’s brother, ending shortly before Emily’s death in 1886, and outnumbering

E. Dickinson, which were written over a period beginning a few years before Susan’s marriage to Emily’s brother and ending shortly before Emily’s death in 1886, outnumber

答案选E

题目2：

Neuroscientists, having amassed a wealth ofknowledge over the past twenty years about the brain and its development frombirth to adulthood, are now drawing solid conclusions about how the human brain grows and howbabies acquire language.

A.    Neuroscientists, having amassed a wealth of knowledge over the pasttwenty years about the brain and its development from birth to adulthood, are

B.    Neuroscientists, having amassed a wealth of knowledge about the brainand its development from birth to adulthood over the past twenty years, and are

C.    Neuroscientists amassing a wealth of knowledge about the brain and itsdevelopment from birth to adulthood over the past twenty years, and are

D.    Neuroscientists have amassed a wealth of knowledge over the past twentyyears about the brain and its development from birth to adulthood,     (A)

E.    Neuroscientists have amassed, over the past twenty years, a wealth ofknowledge about the brain and its development from birth to adulthood,

答案选A

做这两道题的时候都纠结了相当一段时间，第一题，选A行不行呢？第二题，我选D行不行呢？好像都没有什么语法错误。（由于OG我是后看的，所以我是先在PREP08碰到这两道题）

prep 08中对这两道题为什么不分别选A和D，给了解释：
第一题，A选项没有语法错误，但是逻辑上不正确，因为两件事情没有因果关系，所以outnumbering不能作为结果状语。
第二题，D选项，drawing并不是 have amassed的直接结果


虽然认为不是很完全，毕竟ving不做结果状语还可以做伴随状语。但是当时明显被说服了，于是就带着小疙瘩 move on了。
重点强调：（没有diss语法笔记的意思，毕竟收益良多，而且我在这瞎BB也不一定正确，各位牛牛们都来拍砖）


今天下午看OG的题目，又看到了上述两道题目，以及另外一道使用ving做伴随状语的题目（见下），这个小疙瘩又被挖出来了。
这道题目中covering也不会是is the largest的结果，但是这里用了covering，不是作为结果状语，而是作为伴随状语，补充说明了Caspian Sea的状态进行了补充说明（当然，如果要把covering当成定语修饰CS也可以，但是个人觉得太远了，并且前面还隔earth和largest lake）
第三题：
It is called a sea, but the landlocked Caspian is actually the largest lake on Earth, which covers more than four times the surface area of its closest rival in size, North America’s Lake Superior.
A. It is called a sea, but the landlocked Caspian is actually the largest lake on Earth, which covers

B. Although it is called a sea, actually the landlocked Caspian is the largest lake on Earth, which covers

C. Though called a sea, the landlocked Caspian is actually the largest lake on Earth, covering

D. Though called a sea but it actually is the largest lake on Earth, the landlocked Caspian covers

E. Despite being called a sea, the largest lake on Earth is actually the landlocked Caspian, covering

答案选C

这道题可以用伴随状语，那么之前题目1和题目2，ving是否可以做伴随状语呢？为什么这个可以做伴随状语，那么前两道题不能有伴随状语呢？（当三第三道题还有其他的错误可以排除）
OG上是这样对这两道题目主要的解释是：
第一题，句子想要传达的信息是the letters outnumber other letters
第二题，句子想要传达的信息是scientist are now drawing conclusion
当遇到这种题的时候，我们应该如何选择谓语？是否这两道题目，句意才是唯一的切入点？个人认为不是的，一直遗漏了一点。OG对第二题的解释还有一个小点，说用drawing去fit in  present perfect，是不对的，理解了这句话，再来理解上面三道题目就很简单了。
伴随状语的逻辑主语一般要求都是主句的主语，这个跟结果状语不太一样。V-ing做修饰语的时候（状语也是修饰语）表示的是主动或者正在进行，表示的是多次，经常性的动作。

第一题，很明显 letter were writen 和 outnumbering明显没有直接的因果关系，所以outnumbering如果要用ving形式的话，那么应该是做伴随状语（这里做定语太远了！）

那么如果用outnumbering做伴随状语，那么imply的就是她一开始写信给另外一个人，她给她的信就超出了给别人的信，并且多次超出，这个很奇怪！

第二题，如果用drawing做伴随状语的话，那么也就是说在过去的二十年里，科学家们多次在drawing conclusion，也是不合理的。

第三题，covering，说的是一个一直在持续的状态，没啥问题。

再如：

Because there are provisions of the new maritimecode that provide that even tiny islets can be the basis for claims to thefisheries and oil fields of large sea areas, they have already stimulated international disputes over uninhabitedislands.

A.    Because there are provisions of the new maritime code that provide thateven tiny islets can be the basis for claims to the fisheries and oil fields oflarge sea areas, they have already stimulated

B.    Because the new maritime code provides that even tiny islets can be thebasis for claims to the fisheries and oil fields of large sea areas, it hasalready stimulated

C.    Even tiny islets can be the basis for claims to the fisheries and oilfields of large sea areas under provisions of the new maritime code, alreadystimulating

D.     Because even tiny islets can be the basis forclaims to the fisheries and oil fields of large sea areas under provisions ofthe new maritime code, this has already stimulated   

  (B)

E.    Because even tiny islets can be the basis for claims to the fisheriesand oil fields of large sea areas under provisions of the new maritime code,which is already stimulating

C选项中的already stimulating（已经一直在刺激）这个语义就是不对的，并且主语是tiny islets也不合理


小结一下：
句子末尾的Ving，看看前后有没有因果关系，有因果关系，直接ving没啥说的；
如果是没有因果关系，如果是作为伴随状语，考虑这个动作是否是多次发生的？是否具能够具有经常性。

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写了这么多，突然发现语法笔记上有！ ，
但是不是在那两道题目下面，权当是自己给自己梳理了

现在分词伴随状语的正反向考法  --  by dxwei2008

GMAT语法中常常考查前一个分句的整体对后面一个对象的作用结果，一般认可的正确答案是使用现在分词做伴随状语。另外还有一种应用情况是，两个动作同时发生。在平时的语法中，我们常常使用连词and来连接两个动作，可是在GMAT语法中常常使用伴随状语。老鱼在它的讲座里举的一个例子就是：

Sheis sitting on the tree and reading a book. (一般语法)

Sheis sitting on the tree, reading a book.(GMAT语法)

所以我们在以下两个情况下要使用伴随状语

1.      前一个分句的整体对后面某一个对象的作用

2.      两个同时发生的动作 ，补充主语的动作

一、        正向考法

正向考法就是要你识别出前一个分句是从整体上对后一个分句的宾语发生作用。例如：

Hescored 100, making him the best student.

这里的making动作的逻辑主语就是前一个分句的整体。既不是前分句的主语也不是前分句的宾语，所以只可以使用伴随状语。

蟹黄味蚕豆

另外贴上之前的一个帖子   https://forum.chasedream.com/for ... amp;highlight=amass

kluivert

Emily Dickinson’s letters to Susan Huntington Dickinson were written over a period beginning a few years before Susan’s marriage to Emily’s brother and ending shortly before Emily’s death in 1886, outnumbering her letters to anyone else.

这里outnumbering用法不对。 从逻辑判断是Emily ...,s letters outnumbered her letters

而, outnumbering 这种结构只能修饰前面的action ...由was written  引起了 outnumber..显然在这里不合理

,Ving只能修饰preceding clause ...不是能修饰名词 ...
Og的解释也明确说明了你迷惑的两个选项ving不能修饰前面的action ...而用法上它们只能修饰前面的action,所以不正确

kluivert

你在纠结ving的用法
建议你看英语版本的解释
Ving做修饰成分
紧接在名次后的，就直接修饰名词
在逗号后的，只能修饰前面的clause ,并且逻辑主语也要make sense

ving放句首的，即可以修饰名词，也可以修饰clause,根据逻辑判断

kluivert

Gmatclub给出最好解释,希望可以帮到你


We at e-gmat call the present participle the “verb-ing modifiers” and the past participle the “verb-ed modifiers”. So here are the rules for these two types of modifiers:


1: COMMA + verb-ing modifier---> modifies the preceding clause.
Example: The engineer identified the problem, using the latest technology. (as you cited)

2: Verb-ing modifier ONLY ------> modifies the preceding NOUN or NOUN PHRASE only.
Example: John sat in the minivan carrying seven passengers. (“carrying seven passengers” modifies “minivans” and means that the minivan in which John sat had seven passengers)

2 also applies to verb-ed modifiers.

Discouraged by the long hours and low pay, my sister finally quit her job. Correct.

My sister, discouraged by the long hours and low pay, finally quit her job. Correct.

My sister finally quit her job, discouraged by the long hours and low pay. Incorrect as per GMAT rules (Refer to Regular English Vs GMAT section below). Here the verb-ed modifier is modifying the preceding noun “her job” which does not make sense.

RULES PART I: So really speaking these are the rules governing verb-ing & verb-ed modifiers:
Verb-ing modifiers
1: When separated by comma modifies the preceding clause
2: When not separated by comma modifiers the preceding noun or noun phrase

Verb-ed Modifiers
1: Always modify preceding noun or noun phrase.

We have covered this concept in detail in our concept titled "Modifiers - Verb-ing Modifiers". This concept is available in the free preview of the e-GMAT SC course. I suggest you review this concept in the free trial. You will be able to apply the concepts when you take the post assessment quiz in this file. After that definitely review a few OG sentence constructions to understand and apply these concepts on the Official Questions.

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REGULAR ENGLISH Vs. GMAT: The point to be noted here is that in regular English, comma + verb-ed modifiers modify the preceding clause. They behave in similar manner as do comma + verb-ing modifiers. However, GMAT goes against this practice as is evident from OG12#56.
Since Official Guides set up the rules here, we incorporate these rules in our course curriculum and questions. If down the line, OG modifies this question and changes the explanation, reflecting that comma + verb-ed modifiers modify preceding clause, then we will change our curriculum and questions based on this rule accordingly.
Here are a few examples from OG12 for verb-ed modifiers:
Verb-ed modifier modifying preceding noun = OG12#28, OG12#56.

In the light of this understanding, let us now analyze OG12#5

Diabetes ranks as the nation’s third leading cause of death, surpassed only by heart disease and cancer.

In this sentence, it will not make sense for verb-ed modifier to modify the preceding noun “death”. Death cannot be surpassed by anything. Hence, the verb-ed modifier is modifying noun phrase “the nation’s third leading cause of death”. Now the reference makes sense and the modifier establishes the fact this particular cause of death is “surpassed only by heart disease and cancer”.
Notice that “diabetes” is the “the nation’s third leading cause of death”. The verb “ranks” stands as “is” meaning “diabetes” = “the nation’s third leading cause of death”. Hence it is logical for the verb-ed modifier to modify “diabetes” also because it is the “the nation’s third leading cause of death”. Structurally, the verb-ed modifier is modifying the preceding noun phrase “the nation’s third leading cause of death”.

RULES PART II: So far we discussed the role of the verb-ed and the verb-ing modifiers placed after the clause preceded or not by a comma. Now answer to your second question is that verb-ed modifier is a noun modifier. When placed in the beginning of the sentence followed by a comma, it always modifies the subject of the clause. Again let me cite your example only:
Discouraged by the long hours and low pay, my sister finally quit her job. (If you ask the modifier, who was discouraged, the answer will be “my sister”).
In case of the verb-ing modifiers, when places before the clause separated by a comma they can modify either the subject or the entire clause, depending upon the context of the sentence.

Example: Singing a beautiful song, Mary mesmerized everyone present in the room. (So how did Mary mesmerize everyone? By singing a beautiful song. Here the verb-ing modifier is modifying the entire clause.)
Wearing a blue short, Joe killed the snake. (Here the verb-ing modifier is just giving additional information about how Joe was dressed. His wearing a blue shirt has nothing to do with killing the snake.)

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THE DIFFERENCE: Now let us analyze the difference between these two sentences:
Diabetes ranks as the nation’s third leading cause of the death, surpassed only by heart disease and cancer.

Diabetes ranks as the nation’s third leading cause of the death, surpassing only by heart disease and cancer.
The first sentence is grammatically as well as logically correct. But the second is not grammatically correct. The first sentence can be rewritten as: Diabetes is the nation’s third leading cause of the death that is surpassed only by heart disease and cancer.
Notice that the “that” clause is written in passive voice because diabetes is not the doer of the action “surpass”. It is “heart disease and cancer” that are the doer of this action.
In the second sentence, “surpassing” modifies the preceding clause and hence associates with the subject diabetes. So if we say that Diabetes is X, surpassing only by Y and Z, it will be wrong because it is not the correct grammatical structure. Use of “by” is ungrammatical in this construction. If we remove “by” from here, then the intended meaning of the sentence will change. The sentence will then mean that Diabetes surpasses “heart diseases and cancer” but it is actually the other way round and that is why diabetes is “the nation’s third leading cause of death”.

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1. When verb-ing modifier is separated from the clause using a comma, then this modifier modifies the preceding clause.
2. When verb-ing modifier is not separated from the clause using a comma, then it modifies the preceding noun.
3. When verb-ing modifier is placed in the beginning of the sentence followed by a comma, then it may modify either the subject of the clause or the entire clause, depending upon the context of the sentence.
4. Verb-ed modifier modifies the preceding noun or the noun phrase.
5. When verb-ed modifier is placed in the beginning of the clause followed by a comma, then it modifies the subject of the clause.

蟹黄味蚕豆

kluivert 发表于 2018-9-5 02:57
Emily Dickinson’s letters to Susan Huntington Dickinson were written over a period beginning a few  ...

感谢！但是感觉GMAT-club的解释有一点奇怪，因为如果说comma ving只能是修饰pre clause 那么第三题的covering就非常之奇怪了。
所以，我觉得：
outnumber那道题目没有逻辑前后关系是当然的，所以应该做的是伴随状语，表示的是主句主语的一个状态。但是outnumbering不能一直用来表示letters的伴随状态，；我觉得这个才是不能用outnumbering的原因。

因为如果说comma + ving 只能修饰 pre clause 并且还要求有逻辑关系的话，那么 第三道题好像就不能用covering了，因为明显修饰的不是pre clause 而是补充说明了 caspian sea的一个状态。

差点又被绕晕了

kluivert

英语语法最好还是用英语学习，个人感觉啊
国内的语法弄的名堂太多了，看都看晕了...
我是菜鸟，就是有点语感，都不知道怎么复习...在论坛上看人家发帖子，自己硬着头皮想办法回答，这样也可以提高

C. Though called a sea, the landlocked Caspian is actually the largest lake on Earth, covering
这个想想它不可能修饰earth。。完全不符合逻辑
Caspian is the largest lake..covering  作为地球上最大的湖..covering ....逻辑上没啥毛病撒

互相学习了，我最大问题是不会学习，不会安排计划，乱七八糟   

有啥好东西多分享些..或者你的学习计划？