How I would treat this is to pick a column and try to read through it, seeing how many I could understand the gist of. Work through the column a second time, and then pick maybe 1-2 examples from the ones I struggled with to look up (i.e. the analytical form if I didn't understand it, or the verse if I wanted more context). Then don't worry about the rest I didn't understand, but go to the next column and try to see what I could read of them, etc. My goal would be to become more familiar with participles in general, not to understand every example in the booklet exactly. I know that's not the easiest conceptual shift to make, but in language learning, I get more mileage from 'get the gist, then study something else, then later come back & see how much more sense it makes...' I think of this booklet like the "for more practice" section of a math workbook. There's more there than you need, so work through examples carefully, but stop when you feel you've accomplished your goal.Eeli Kaikkonen wrote:I doubt many students would be willing to systematically go through so many examples anyway.
I agree that this method of automated selection does result in some phrases that feel like they need more context. This is where a good teacher or tutor definitely adds value in the 'curation' they do.
Jonathan - I'd be interested to see what criteria you're using to categorize. It's easy to select arthrous vs anarthrous and to sort by tense. But I haven't thought too much about distinguishing adverbial vs anarthrous adjectival.