So me me t i me s ,t h er e ' sab i gdi ff er e nc eb et we enwh atas en t e nc es ho ul dme me ana ndwh ati t a c t u al l ys a y s .On eo ft h emo s tc o mmo mm nc a us e so ft h i spr o bl e mi sk no wna sad an gl i n g modi fi er .I nt hi sl es son,we' l l l ear nho wt os potdangl i ngmodi fi er sandhowt or es ol v et he p r o bl e mst ms h eyc a u s e.
What Is a Dangling Modifer? Bef or ewej umpi nt ot hes ubj ec toft hi sl es s on,weha v et odefi neaf e wk e yt er ms .Fi r s t t hi ngsfi r s t ,amodi fier i sa nywo r dorph r a set h atc ha ng es( o rmod i fi es )t h eme an i n go f anot herwor dorphr as e.I ti si mpor t antt onot et hatadj ec t i v es( s uc has' r ed' )andadv er bs ( s uc has' qui c kl y ' )ar en' tt heonl yki ndsofmodi fi er soutt her e.I nf ac t ,s omemodi fi er sdon' t us eanyadj ec t i v esoradv er bsatal l .Fore xampl e,i nt hephr as e' t hehous eont hehi l l , ' t he wor ds' ont hehi l l ' modi fi est hemeani ngof' t hehous e' bec aus ei tt el l suswher et hehous ei s l oc at ed. Nex t ,l et ' st al kaboutc l a us es.T oputi ts i mpl y , ac l aus ei sapar tofas ent enc e.Some s ent e nc esonl yha v eonecl aus e( s uc has' Iwa l k edt ot hepar k ' ) ,butmor ecompl e x s ent enc escont ai nmu mul t i pl ecl aus es .Fort hepur pos esoft hi sl es son,we' l l bel ook i ngat ho wi nt r oduc t or yc l a us es c anaff ec tt h eme an i n go fawh ol es en t en ce .Ani nt r od uc t or y c l aus ei sac l aus et hatl eadsusi nt ot hemai nc l aus e.Fore xampl e,i nt hes ent enc e' Af t er eat i ngbr eak f as t ,Iwal k edt ot hepar k , ' t hec l aus e' Af t ereat i ngbr eak f as t ' i nt r oduc est her es t oft hes ent enc eb ygi v i n gusas ens eoft i me. No wt hatwe' v ear medour s el v eswi t ht hes et er ms ,l et ' st ur nourat t ent i ont ot hehear toft he mat t er :dangl i ngmo modi fier s.Adangl i ngmodi fi eri ssi mpl yamodi fi ert hati s n' tc l ear l y at t ac hedt oano t herpar toft hes ent enc e( henc et hewor d' dangl i ng' ) .Bec aus edangl i ng mod i fi er smu mu dd l et h eme an i n go fas ent e nc e,t h eyc r e at eamb mbi gui t y ( as i t uat i onwher ea s ent enc ec anber eadasha vi ngs ev er al di ffer entmeani ngs ) .Wi t ht hati nmi nd,l et ' sl ookat t wo( s ome wh ats i l l y )e x ampl e so fda ng l i n gmo di fi er s .
Examples Exampl e#1:Mousei nPaj ama mas Cons i dert hef ol l owi ngs ent enc e: Pu t t i n go nmyp aj a ma ma s ,amo mo us er a na c r o s st h efl o or . T r yt oputy our s el fi nt ot hes cenet hatt hi ssent enc ec r eat es( per hapsy ou' v eal r eadyhada s i mi l are xper i enc e) .Thes peak e roft hes ent enc ei sput t i ngonhi sorherpaj amaswhena mous er unsac r os st hefloor .Si mpl eenough,r i ght ?Ho we v er ,i fy oul ookc l os el yateac h c l aus eoft hes ent enc e,y ou' l l r eal i z et hats omet hi ng' sami s s. Thei nt r oduc t or ycl aus e( ' Put t i ngonmypaj amas ' )br i ngsusi nt ot hes cene,buti tal s oac t s asamodi fi er .Logi c al l y ,weas sumet hatt hi scl aus eex i s t st omodi f y' I ' ( t hes peak eroft he s ent e nc e) ,s ho wi ngust hatt hes peak eri sput t i ngonh i sorherpaj amaswhent heac t i onof t hes ent enc eoc c ur s .Ho we v er ,t her ei sno' I ' t obef oundi nt hemai nc l aus e,s ot h ephr as e ' Put t i ngonmypaj amas ' i st ec hni c al l ymo modi f y i ngt hes ubj ec toft hemai nc l aus e(' amous e' ) .
Ther ef or e,t hes i t uat i oni nt hi ss ent enc ei spr et t yst r ange…t hemous ei sput t i ngont he s p ea k er ' spa j a ma s ! Co mmo ns en set e l l sust oi n t e r pr e tt h es en t e nc eo newa y ,b utt h eme an i n gi sv er ydi ff er e nt i fwer eadt hes ent enc el i t er al l y .Thi si sanex cel l entex ampl eoft heambi gui t yt hatdangl i ng mod i fi er sc r e at e .So ,ho wd ower e so l v et h i sambi g ui t y ?Wer e wr i t et hes ent e nc es ot h at t her ei sac l earc onnec t i onbet weent hemodi fi erandt hei nt endeds ubj ec t( ' I ' )oft he s en t e nc e.Th i sc anb ed on ei na tl e as tt wowa y s . Thefi r s tme t hodofr es ol v i ngadang l i ngmodi fi eri st omak et heac t ual s ubj ec tapar toft he i nt r oduc t or ycl aus e.Let ' sseewhathappenswhenwebr i ng' I ' i nt ot hei nt r oduc t or ycl aus eof o ure x a mp l e : Wh i l eIwa spu t t i n go nmyp aj a ma s ,amo us er a na c r o s st h efl o or . Obv i ous l y ,t hemeani ngoft hi ssent enc ei smuc hc l ear er ,buti thasas l i ght l ydi ffer entf eel t o i t .Thi si sbec aus et hei nt r oduc t or yc l aus ehasbec omemor el i k ean i ndependent c l a us e ( ac l aus et hatc ans t andoni t sown) .T oputi tanot herwa y ,i fwec utt hewor d ' Whi l e, ' t hec l aus ewoul dr eadasac omp l e t es ent enc e( ' Iwasput t i ngonmypaj amas ' ) . No w,l e t ' smo v eont ot hesec ondwa yofr es ol v i ngdangl i ngmod i fi er s ,whi c hi n vol v esaddi ng mor ei nf or mat i ont ot h emai nc l aus eoft hesent enc e: Pu t t i n go nmyp aj a ma s ,Is a wamo us er u na c r o s st h efl o or . Thi ssent enc ehasaf eel t hat ' smuc hc l os ert ot heor i gi nal e xampl e,butt her ei sno ambi gui t yt obef ound.Thi si sbec aus et heor i gi nal modi fi er( ' Put t i ngonmypaj amas ' )has n' t c ha nge da ta l l .Ra t he r ,no wt h atwe ' v emad ea dj u st me nt st ot h ema i nc l au seo ft h e s ent e nc e,t hes ubj ec t o ft h emo di fi erha sbee nmad ec l ea r e r .Ofc ou r s e,e ac ho ft h es e me t hodsofr es ol v i ngdangl i ngmodi fi er swor k sequal l ywel l .I t ' sj us tamat t erofhowc l os e y ouwantt hef eel oft her ev i s eds ent enc et obet ot heor i gi nal . Ex a mp l e# 2:Cl o ud sont h eSt r e et Now,l et ' sputwhatwe' v el ear nedi nt opr ac t i c e.Her ei sanot her( s l i ght l ysur r eal )ex ampl e: Wal k i ngdownt hes t r eet ,t hec l oudsbur s ti nt or ai n. On c ea ga i n ,t h er e ' sac on s i d er a bl ega pb et we enwh att h es e nt e nc es ho ul dme anan dwh at i tac t ual l ysa ys .Unl es st heaut horoft hi ssent enc ei sdes cr i bi nghowr ai nc l oudswal kdown t hes t r eet ,i t ' sv er yl i k el yt hatwe' r ef ac i nganot herdangl i ngmodi fi er( ' Wal k i ngdownt he s t r eet ' ) .So,l et ' st r yr ev i s i ngt hes ent enc eus i ngbot hoft hemet hodswel ear nedi nt he pr e vi ouss ec t i on. Her e' st hefi r s tme t hod( addi ngt ot hei nt r oduc t or ycl aus e) : Whi l eSt e vewaswal k i ngdownt hest r ee t ,t hec l oudsbur s ti nt or ai n.
Parallelism
A Parallelism
Attention--Non-native speakers of English: Martha Ruszkowski has kindly made a Belorussian translation of the material elow availale for your use!
"o get a#ross ideas of e$ual value or to #reate snazzy senten#es% use parallel s enten#e stru#ture! &ood senten#es attempt to form parallel patterns! 'ithout this parallel stru#ture% they #an sound stilted and awkward! (or instan#e% whi#h senten#e sounds etter elow)
*+, ing Alfred tried to make the law #lear% pre#ise% and e$uitale!
*., ing Alfred tried to make #lear laws that had pre#ision and were e$uitale!
Most people would argue that the first senten#e somehow /sounds etter/ than the se#ond! "he first senten#e uses parallel stru#ture in its ad0e#tives! "he se#ond doesn1t! 2f we lael the parts of spee#h% the first senten#e has this grammati#al stru#ture after the word law: 3Ad0e#tive--Ad0e#tive- Ad0e#tive4! "he se#ond senten#e has this grammati#al stru#ture after the word laws: 3Relative Pronoun--5er-- 6ire#t 70e#t--8on0un#tion--5er--Ad0e#tiv
Parallelism Attention--Non-native speakers of English: Martha Ruszkowski has kindly made a Belorussian translation of the material elow availale for your use!
To get across ideas of equal value or to create snazzy sentences, use parallel sentence structure . Good sentences attempt to form parallel patterns. Without this parallel structure, they can sound stilted and awkward. For instance, which sentence sounds better below
!"# $ing %lfred tried to make the law clear, precise, and equitable. !&# $ing %lfred tried to make clear laws that had precision and were equitable. 'ost people would argue that the first sentence somehow (sounds better( than the second. The first sentence uses parallel structure in its ad)ectives. The second doesn*t. +f we label the parts of speech, the first sentence has this grammatical structure after the word law-%d)ective%d)ective %d)ective/. The second sentence has this grammatical structure after the word laws -0elative 1ronoun2erb 3irect 4b)ect5on)unction2erb %d)ective/. The first sentence has a clear pattern of ad)ective, ad)ective, ad)ective. The second sentence has no pattern at all6 To hear the difference between a parallel and nonparallel sentence, read aloud the sentences below. The red sentences are e7amples of (bad( or faulty parallelism. The blue sentences use parallel structure. faulty parallelism: 9he revels in #ho#olate% walking under the moonlight% and songs from the +;
3o you hear the difference What causes that distinction between (good( and (bad( sentences %gain, the difference appears in the pattern of grammar. +f we dissect the sentence, the faulty sentence on top has a grammatical pattern that looks like this /9he revels in ! ! ! / / #ho#olate %/ -4b)ect of 1reposition,/ / walking under the moonlight %/ -Gerund1reposition3efinite %rticle 4b)ect of 1reposition/ / and songs from the +;
/and #lassi# 0azz musi#!/ -%d)ective%d)ective4b)ect/ The same pattern !ad)ective, ad)ective ob)ect# reoccurs in the same way. +t is parallel in its structure, and thus musical and rhythmical to read and to hear spoken aloud. The second e7ample is also parallel, )ust in a different pattern. /9he revels in/ /eating #ho#olate e#lairs/ -Gerund%d)ective4b)ect of Gerund/ /taking moonlit walks/ -Gerund%d)ective4b)ect of Gerund/ /and singing #lassi# 0azz!/ -Gerund%d)ective4b)ect of Gerund/ Good writers attempt to form these good sentences. 8ere are some more e7amples culled from $aren Gordon*s "he "ransitive 5ampire •
faulty parallelism: 2 like to eat ri#h deserts% playing fast #ard-games% and riddles!
•
good parallelism: 2 like eating ri#h deserts% playing fast #ard-games% and solving diffi#ult riddles!
•
more good parallelism: 2 like to eat ri#h desserts% to play fast #ard games% and to solve diffi#ult riddles!
•
more good parallelism: 2 like ri#h desserts% fast #ard-games% and diffi#ult riddles!
•
bad 9he is unfathomale% with a head of strawerry lond hair% and has a sedu#tive manner!
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good: 9he is an unfathomale% sedu#tive strawerry lond!
•
bad: =e is #ute% wears a pinstriped suit% and has a dashing way aout him!
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good: =e is #ute and dashing in his pinstriped suit!
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bad: "he faun has shyness% with rough hooves% and ehaves in a sylvan fashion!
•
good: "he faun is shy% rough-footed% and sylvan!
•
good: "he rough-hoofed faun is shy and sylvan!
9ote that faulty parallelism isn*t really a grammatical mistake. +t*s actuall y a stylistic problem. When editors are marking up a paper for revisions, you may note they place a pair of slanting lines in the marginlike this //. Those two slanting lines !::# indicate the editor has spotted faulty parallelism in that line of te7t, and the editor wants the author to fi7 it.
e4! "he first senten#e has a #lear pattern of ad0e#tive% ad0e#tive% ad0e#tive! "he se#ond senten#e has no pattern at all>
"o hear the differen#e etween a parallel and non-parallel senten#e% read aloud the senten#es elow! "he red senten#es are e?amples of /ad/ or faulty parallelism! "he lue senten#es use parallel stru#ture!
faulty parallelism: 9he revels in #ho#olate% walking under the moonlight% and songs from the +;
6o you hear the differen#e) 'hat #auses that distin#tion etween /good/ and /ad/ senten#es) Again% the differen#e appears in the pattern of grammar! 2f we disse#t the senten#e% the faulty senten#e on top has a grammati#al pattern that looks like this:
/9he revels in ! ! ! /
/#ho#olate%/ 370e#t of P reposition%4
/walking under the moonlight%/ 3&erund--Preposition--6efinite Arti#le--70e#t of P reposition4
/and songs from the +;
2t1s all a 0umled mess of different parts of spee#h eing used in different ways! 7n the other hand%
the se#ond senten#e has a #lear parallel pattern:
/9he revels in/
/sweet #ho#olate e#lairs%/ 3Ad0e#tive--Ad0e#tive--70e#t4
/long moonlit walks%/ 3Ad0e#tive--Ad0e#tive--70e#t4
/and #lassi# 0azz musi#!/ 3Ad0e#tive--Ad0e#tive--70e#t4
"he same pattern *ad0e#tive% ad0e#tive o0e#t, reo##urs in the same way! 2t is parallel in its stru#ture% and thus musi#al and rhythmi#al to read and to hear spoken aloud! "he se#ond e?ample is also parallel% 0ust in a different pattern!
/9he revels in/
/eating #ho#olate e#lairs/ 3&erund--Ad0e#tive--70e#t of &erund4
/taking moonlit walks/ 3&erund--Ad0e#tive--70e#t of &erund4
/and singing #lassi# 0azz!/ 3&erund--Ad0e#tive--70e#t of &erund4
&ood writers attempt to form these good senten#es! =ere are some more e?amples #ulled from aren &ordon1s "he "ransitive 5ampire:
faulty parallelism: 2 like to eat ri#h deserts% playing fast #ard-games% and riddles! good parallelism: 2 like eating ri#h deserts% playing fast #ard-games% and solving diffi#ult riddles! more good parallelism: 2 like to eat ri#h desserts% to play fast #ard-games% and to solve diffi#ult
riddles! more good parallelism: 2 like ri#h desserts% fast #ard-games% and diffi#ult riddles! ad: 9he is unfathomale% with a head of strawerry lond hair% and has a sedu#tive manner! good: 9he is an unfathomale% sedu#tive strawerry lond! ad: =e is #ute% wears a pinstriped suit% and has a dashing way aout him! good: =e is #ute and dashing in his pinstriped suit! ad: "he faun has shyness% with rough hooves% and ehaves in a sylvan fashion! good: "he faun is shy% rough-footed% and sylvan! good: "he rough-hoofed faun is shy and sylvan! Note that faulty parallelism isn1t really a grammati#al mistake! 2t1s a#tually a stylisti# prolem! 'hen editors are marking up a paper for revisions% you may note they pla#e a pair of slanting lines in the margin--like this @@! "hose two slanting lines *@@, indi#ate the editor has spotted faulty parallelism in that line of te?t% and the editor wants the author to fi? it!ttention--Non-native speakers of English: Martha Ruszkowski has kindly made a Belorussian translation of the material elow availale for your use!
To get across ideas of equal value or to create snazzy sentences, use parallel sentence structure . Good sentences attempt to form parallel patterns. Without this parallel structure, they can sound stilted and awkward. For instance, which sentence sounds better below
!"# $ing %lfred tried to make the law clear, precise, and equitable. !&# $ing %lfred tried to make clear laws that had precision and were equitable. 'ost people would argue that the first sentence somehow (sounds better( than the second. The first sentence uses parallel structure in its ad)ectives. The second doesn*t. +f we label the parts of speech, the first sentence has this grammatical structure after the word law-%d)ective%d)ective%d)ective/. The second sentence has this grammatical structure after the word laws -0elative 1ronoun 2erb 3irect 4b)ect5on)unction2erb%d)ective/. The first sentence has a clear pattern of ad)ective, ad)ective, ad)ective. The second sentence has no pattern at all6 To hear the difference between a parallel and nonparallel sentence, read aloud the sentences below. The red sentences are e7amples of (bad( or faulty parallelism. The blue sentences use parallel structure. faulty parallelism: 9he revels in #ho#olate% walking under the moonlight% and
songs from the +;
faulty parallelism: 2 like to eat ri#h deserts% playing fast #ard-games% and
riddles! •
good parallelism: 2 like eating ri#h deserts% playing fast #ard-games% and solving diffi#ult riddles!
•
more good parallelism: 2 like to eat ri#h desserts% to play fast #ard-games% and to solve diffi#ult riddles!
•
more good parallelism: 2 like ri#h desserts% fast #ard-games% and diffi#ult riddles!
•
bad 9he is unfathomale% with a head of strawerry lond hair% and has a sedu#tive manner!
•
good: 9he is an unfathomale% sedu#tive strawerry lond!
•
bad: =e is #ute% wears a pinstriped suit% and has a dashing way aout him!
•
good: =e is #ute and dashing in his pinstriped suit!
•
bad: "he faun has shyness% with rough hooves% and ehaves in a sylvan fashion!
•
good: "he faun is shy% rough-footed% and sylvan!
•
good: "he rough-hoofed faun is shy and sylvan!
9ote that faulty parallelism isn*t really a grammatical mistake. +t*s actuall y a stylistic problem. When editors are marking up a paper for revisions, you may note they place a pair of slanting lines in the marginlike this //. Those two slanting lines !::# indicate the editor has spotted faulty parallelism in that line of te7t, and the editor wants the author to fi7 it. A dangling modifier [1] is an ambiguous grammatical construct, whereby a grammatical modifier could be misinterpreted as being associated with a word other than the one intended or with no particular word at all. For example, a writer may have meant to modify the subject, but word order maes the modifier seem to modify an object instead. !uch ambiguities can lead to unintentional humor or difficulty in understanding a sentence in formal contexts. A typical example of a dangling modifier is illustrated in Turning the corner, a handsome school building appeared.["] #he modifying clauseTurning the corner is clearly supposed to describe the behavior of the narrator $or other observer%, but grammatically it appears to apply to nothing in particular or to the school building. !imilarly, in At the age of eight, my family finally bought a dog ,[&] the modifier At the age of eight 'dangles', not attaching to the subject of the main clause $and possibly implying that the family was eight years old when it bought the dog, or even that the dog was eight when it was bought, rather than the intended meaning of giving the narrator's age at the time%.
Dangling Modifiers and How To Correct Them Summary: This resource explains what a dangling modifier is and how to correct the problem. Contributors:Chris Berry, Karl Stolley Last Edited: 20!"0"0# 2$0%$2! & dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. & modifier describes, clarifies, or gi'es more detail about a concept. Having finished the assignment , Jill turned on the TV.
()a'ing finished( states an action but does not name the doer of that action. *n +nglish sentences, the doer must be the subect of the main clause that follows. *n this sentence, it is -ill. She seems logically to be the one doing the action (ha'ing finished(/, and this sentence therefore does not ha'e a dangling modifier. The following sentence has an incorrect usage$ Having finished the assignment , the TV was turned on.
()a'ing finished( is a participle expressing action, but the doer is not the T set the subect of the main clause/$ T sets don1t finish assignments. Since the doer of the action expressed in the participle has not been clearly stated, the participial phrase is said to be a dangling modifier. Strategies for revising dangling modifiers: . ame the appropriate or logical doer of the action as the subect of the main clause$ Having arrived late for practice , a written excuse was needed.
3ho arri'ed late4 This sentence says that the written excuse arri'ed late. To re'ise, decide who actually arri'ed late. The possible re'ision might loo5 li5e this$ Having arrived late for practice , the team captain needed a written excuse.
The main clause now names the person the captain/ who did the action in the modifying phrase arri'ed late/. 2. Change the phrase that dangles into a complete introductory clause by naming the doer of the action in that clause$ Without knowing his name, it was difficult to introduce him.
3ho didn1t 5now his name4 This sentence says that (it( didn1t 5now his name. To re'ise, decide who was trying to introduce him. The re'ision might loo5 something li5e this$ Because Maria did not know his name , it was difficult to introduce him.
The phrase is now a complete introductory clause6 it does not modify any other part of the sentence, so is not considered (dangling.( !. Combine the phrase and main clause into one$ To improve his results , the experiment was done again.
3ho wanted to impro'e results4 This sentence says that the experiment was trying to impro'e its own results. To re'ise, combine the phrase and the main clause into one sentence. The re'ision might loo5 something li5e this$ He improved his results by doing the experiment again
More examples of dangling modifiers and their revisions:
*C788+CT$ After reading the original study, the article remains uncon'incing. 8+*S+9$ After reading the original study, I find the article uncon'incing. *C788+CT$ Relieved of your responsibilities at your job, your home should be a place to relax. 8+*S+9$ Relieved of your responsibilities at your job, you should be able to relax at home. *C788+CT$ The eperiment was a failure, not having studied the lab manual carefully. 8+*S+9$ They failed the experiment, not having studied the lab manual carefully. Be l o w ar es ugg es t e da ns wer st ot h ee x er c i s ei nCor r ec t i ngSqui nt i ngModi fi er s . I nmos tc as es ,t hemor el i k el yar r angementappear sfi r s t ,but dependi ngont he c ont ex t t hev er s i oni npar ent hes i smi ghtal s obec or r ec t . y 1. J uanwal k edonl hal fami l e. On l y ( J uanwal k edhal fami l e. ) 2. Thel ect ur enot eshewasr eadi ngt ot hecl assputt hest udent st o c k l y s l eepqui . c k l y ( Thel ec t ur eno t eshewasqui r eadi ngt ot hec l as sputt hes t udent st o s l eep. ) t erh err eel ec t i on. 1. Themay orpr omi s edt ol owerc i t yt ax esaf A t erherr eel ec t i on,t (f hemay orpr omi s edt ol owerc i t yt ax es . ) or ewel ef t 2. Ouri ns t r uc t oras k edust ot ur ni noures sa y sbef . Bef or ewel ef t ( ,ouri ns t r uc t oras kedust ot ur ni noures say s. ) ons t ant l y 3. Peopl ei nt heofficewhoc t al kaboutt hei ro wnpr obl emsanno y e v er y o neel s e. ( Peo pl ei nt heoffic ewh ot a l ka boutt he i ro wnpr o bl emsa nno yev e r y o ne ons t ant l y el s ec . ) or et he 1. Ri c kwant edt ok nowwhat t heumpi r es ai dt ot hemana ger sbef i nni ngs t ar t ed. Bef or et hei nni ngs t ar t ed,Ri ( c kwa nt e dt ok no w wh att h eu mp i r es ai dt ot he manager s. ) ud denl y 2. Thep os s i bi l i t yof mygr an ts e nd i ngt r oub l esme. u dde nl y ( Thepos s i bi l i t yofmygr antendi ngt r oubl esmes . )
t en 3. St udent swhoof wr i t eont hei rownwi l l i mpr ov et hei rc ompos i t i on s k i l l s . of t en ( St udent swhowr i t eont hei rownwi l l i mpr ov et hei rc ompos i t i ons ki l l s . ) r ul y 4. Foraper s ont obec omet goodi sdi ffic ul t . r ul y ( Fo rape r s o nt obe c omego odi st di ffic ul t . ) wi c e 5. Thedr i v eroft het r uc kt hat hadt l ef ti t sl anehadt obeex t r i c at ed f r om t hev ehi c l eb yfi r efi ght er sandwast ak ent ot hehos pi t al . wi c e ( Thedr i v eroft het r uc kt hathadl ef ti t sl anehadt obeex t r i c at edt f r om t he v ehi c l ebyfir efi ght er sandwast ak ent ot hehos pi t al . )
