This document reviews verb forms, tenses, aspects, and other grammatical concepts through definitions and example questions. It covers the simple and irregular verb forms, past and present tenses, simple, perfect, progressive, and perfect progressive aspects, operators, subjects, objects, transitivity, adverbials, non-finite forms, and the passive voice. The review is tested through multiple choice questions analyzing parts of speech in sentences.
This document provides guidance on summarizing passages that include stories, examples, and details. It explains that writers and speakers use these narrative elements to make their points more interesting, strengthen arguments, and clarify complex topics. When summarizing, one should focus on the writer's purpose and provide enough context for the example without extra unnecessary details. Effective summaries restate the key story or example in the speaker's own words and connect it back to the overall purpose. They use generalizations instead of descriptions and look for common themes when examples are grouped into categories.
The document discusses the use of the passive voice. It states that the passive is commonly used when the agent is unimportant, understood from context, of no consequence, or less important than the action or object. In technical writing, the passive is often used. An example from a scientific article on climate change contains both active and passive constructions, and the reasons for using each are discussed. The appropriate use of the passive depends on the context.
This document discusses the basics of sources, references, and citations. It outlines several key steps: choosing reliable sources, extracting relevant information from sources, selecting a reference format, carefully following the chosen format, and linking sources to references. The document emphasizes properly paraphrasing sources and including accurate citations that lead to full references for each source. Readers are advised to check that paraphrases are properly cited and that citations are completely linked to referenced sources.
This document discusses non-finite verbs, which do not show tense or agreement with a subject. There are three main categories of non-finite verbs: infinitives, gerunds, and participles. Infinitives can be full or bare forms, gerunds act as nouns, and participles can be in the -ing or past form. The document provides examples for each non-finite verb category and discusses differences between gerunds and participles. It also covers possessive pronouns and identifies dangling participles.
The document discusses transitive verbs and the passive voice in English grammar. It defines transitive verbs as verbs that take direct objects and describes the three steps to form a passive sentence: (1) identify the subject, verb, and object in the active sentence, (2) insert a form of "to be" and change the main verb to the past participle, and (3) reverse the subject and object. The document also notes that only sentences with transitive verbs can be changed to the passive voice and that the "by-phrase" does not always indicate who performed the action.
This document discusses the passive voice and common misconceptions about it. It notes that the passive voice has two key features: an auxiliary form of the verb "be" and a past participle verb. Many English teachers incorrectly claim all passive constructions should be avoided or that using forms of "be" is always bad writing. However, the passive voice is only problematic when it leads to wordiness or lacks a strong verb. The document provides examples to illustrate proper and improper uses of the passive voice.
This document discusses stative verbs and their usage in different dialects of English. It explains that stative verbs such as be, believe, belong, exist, forget, hate, and have are rarely used in the progressive aspect and describe mental states or possessions. Some verbs can be either stative or non-stative depending on their meaning. The document also notes that Indian English regularly uses stative verbs in the progressive, unlike North American English.
This document discusses different types of adverbials, which modify verb phrases and other structures. It defines adverbials as adverb phrases, prepositional phrases, noun phrases, or clauses. Adverb phrases contain an adverb as the head. Typical adverbs end in -ly or convey time/manner without -ly. Prepositional phrase adverbials use a preposition and noun phrase. Noun phrase adverbials answer the question "when." Adverbials help clarify the tense/aspect when used with modal verbs, which are otherwise ambiguous about time frames.
This document provides guidance on summarizing passages that include stories, examples, and details. It explains that writers and speakers use these narrative elements to make their points more interesting, strengthen arguments, and clarify complex topics. When summarizing, one should focus on the writer's purpose and provide enough context for the example without extra unnecessary details. Effective summaries restate the key story or example in the speaker's own words and connect it back to the overall purpose. They use generalizations instead of descriptions and look for common themes when examples are grouped into categories.
The document discusses the use of the passive voice. It states that the passive is commonly used when the agent is unimportant, understood from context, of no consequence, or less important than the action or object. In technical writing, the passive is often used. An example from a scientific article on climate change contains both active and passive constructions, and the reasons for using each are discussed. The appropriate use of the passive depends on the context.
This document discusses the basics of sources, references, and citations. It outlines several key steps: choosing reliable sources, extracting relevant information from sources, selecting a reference format, carefully following the chosen format, and linking sources to references. The document emphasizes properly paraphrasing sources and including accurate citations that lead to full references for each source. Readers are advised to check that paraphrases are properly cited and that citations are completely linked to referenced sources.
This document discusses non-finite verbs, which do not show tense or agreement with a subject. There are three main categories of non-finite verbs: infinitives, gerunds, and participles. Infinitives can be full or bare forms, gerunds act as nouns, and participles can be in the -ing or past form. The document provides examples for each non-finite verb category and discusses differences between gerunds and participles. It also covers possessive pronouns and identifies dangling participles.
The document discusses transitive verbs and the passive voice in English grammar. It defines transitive verbs as verbs that take direct objects and describes the three steps to form a passive sentence: (1) identify the subject, verb, and object in the active sentence, (2) insert a form of "to be" and change the main verb to the past participle, and (3) reverse the subject and object. The document also notes that only sentences with transitive verbs can be changed to the passive voice and that the "by-phrase" does not always indicate who performed the action.
This document discusses the passive voice and common misconceptions about it. It notes that the passive voice has two key features: an auxiliary form of the verb "be" and a past participle verb. Many English teachers incorrectly claim all passive constructions should be avoided or that using forms of "be" is always bad writing. However, the passive voice is only problematic when it leads to wordiness or lacks a strong verb. The document provides examples to illustrate proper and improper uses of the passive voice.
This document discusses stative verbs and their usage in different dialects of English. It explains that stative verbs such as be, believe, belong, exist, forget, hate, and have are rarely used in the progressive aspect and describe mental states or possessions. Some verbs can be either stative or non-stative depending on their meaning. The document also notes that Indian English regularly uses stative verbs in the progressive, unlike North American English.
This document discusses different types of adverbials, which modify verb phrases and other structures. It defines adverbials as adverb phrases, prepositional phrases, noun phrases, or clauses. Adverb phrases contain an adverb as the head. Typical adverbs end in -ly or convey time/manner without -ly. Prepositional phrase adverbials use a preposition and noun phrase. Noun phrase adverbials answer the question "when." Adverbials help clarify the tense/aspect when used with modal verbs, which are otherwise ambiguous about time frames.
This document discusses the four aspects of verbs in English: simple, progressive, perfect, and perfect progressive. It explains how each aspect is formed and provides examples of verbs used in sentences with each aspect in both the present and past tense. The key aspects are the simple (unmarked), progressive (formed with a form of "to be" and the -ing participle), perfect (formed with a form of "have" and the past participle), and perfect progressive (formed with "have", the past participle of "be", and the -ing participle).
To find an article on the environmental impact of toilet paper, search for key words like "environmental impact toilet paper" on the WSU Online Library website. After entering the library website and searching, the results can be narrowed down to find a specific article citation.
This document discusses identifying the subject of a verb phrase. It explains that the subject is a grammatical structure, not necessarily the topic of the sentence. The subject generally comes before the verb phrase. Tests for identifying the subject include asking a yes/no question or substituting a subject pronoun. The subject and verb must agree in number and person. Locating the subject properly is important for understanding verb agreement.
This document discusses how to use operators and yes/no questions to identify the subject of a verb phrase. It explains that operators are used to perform operations like negation and that the subject can be found by transforming a statement into a yes/no question that places the operator before the subject. Examples are provided that show how to transform statements like "Whales are mammals" into yes/no questions like "Are whales mammals?" to identify the subject. The subject is identified as the word or words between the operator and the rest of the verb phrase in the yes/no question form.
This document discusses operators and negation in verb phrases. It defines an operator as the first verb in a multi-verb phrase or the lexical verb if it is a form of "to be". Negation is formed by adding "not" after the operator. If there is no operator, one is created using a form of "do". Examples demonstrate how to identify operators and add negation. Common ESL mistakes in negation are explained. The definition of a verb phrase is revised to clarify that negation elements are also part of the verb phrase.
This document discusses verb tense in English. It covers present tense agreement and provides examples of subject-verb agreement errors. It also discusses the past tense, noting that regular verbs add "-ed" while irregular verbs have varying forms. The verb "to be" is an exception, having the forms "was" and "were" depending on the subject. Some modal verbs like "can" also have past tense forms. Finally, it notes that in verb phrases, only the first verb shows tense overtly.
This document discusses three important verb inflections in English: tense, person, and number. It explains that verbs are inflected for past and present tense, but not future. The future is expressed using modal auxiliaries. Present tense inflection depends on the person and number of the subject. Only third person singular subjects take the "s" form. Verb inflection also varies by singular and plural forms. The verb "to be" is an exception and has its own inflections for tense, person and number.
This document discusses modal auxiliaries in English grammar. It defines modal auxiliaries as a type of helping verb that includes will, would, shall, should, can, could, may, might, must. Examples of modal auxiliaries being used in sentences are provided. The document also notes that verb phrases can contain both a primary auxiliary like be, do, have as well as a modal auxiliary, like in the examples "You must be joking me!" and "You can't have been drinking that much Sake!"
This document discusses verbs and verb phrases. It explains that verbs can be divided into two categories: lexical verbs and auxiliary verbs. A verb phrase consists of a lexical verb and any auxiliary verbs. The lexical verb is the furthest verb to the right in the phrase. Auxiliary verbs serve grammatical functions and help lexical verbs. There are two types of auxiliary verbs: primary auxiliaries, which are formed from have, do, and be, and modal auxiliaries. The verbs do, be, and have can function as either lexical verbs or auxiliary verbs depending on their use in a phrase. Examples are provided to illustrate lexical verbs, auxiliary verbs, and how do, be, and have can be either.
This document defines and provides examples of the different forms of verbs in English:
1) It discusses the base form, -s form, progressive (-ing) participle form, past tense form, and past participle form of verbs. It notes that verbs are "shapeshifters" that can take on different forms.
2) Examples of regular verbs like "cook" and irregular verbs like "sleep" are provided to demonstrate how the different forms are constructed.
3) Special attention is paid to the irregular verb "to be", which has unusual forms like "is" for the -s form and "been" for the past participle.
The document provides four definitions of verbs from different sources between 1968-present. Definition 1 states a verb shows an action, Definition 2 says a verb is the central unit that expresses action, states of being or occurrences. Definition 3 is more complex, stating a verb expresses an act, occurrence or mode of being and changes form based on subject and tense. Definition 4 focuses on structural and functional properties like verbs marking tense, aspect and agreement. The definitions note verbs can express different ideas and change form, and behave in certain ways like forming questions. Meaning-based definitions are confusing while structure/function definitions provide tests to identify verbs.
This document provides guidance on improving MP3 summaries. It identifies common problems such as lack of attribution, inclusion of personal opinions, and issues with speech. The document recommends avoiding self-introductions and instead beginning with an attribution and clear topic. It stresses the importance of periodically attributing information to the source and restructuring information without conclusions. Well-structured summaries should include a single opinion question connected to the summary and restated in different ways. The document also addresses pronunciation, using dictionaries, and maintaining a slower rate of speech to improve oral summaries.
The document discusses how to form yes/no and wh- questions in English. It explains that yes/no questions are formed by moving the first verb in the verb phrase to the front of the subject. For single verb phrases, an auxiliary "do" verb is added. Wh- questions are formed by first making the sentence into a yes/no question and then replacing the questioned part with a wh- word like who, what, when, where etc. Examples are provided to demonstrate question formation with various sentence structures like coordination and subordination. The key steps of identifying the verb phrase, moving/adding verbs, and replacing parts with wh- words are outlined.
The document provides guidance on conducting interviews for a project. It outlines steps like choosing people with relevant expertise or experience to interview, getting their permission to be recorded, focusing the question to get their opinion on a clear topic, writing the question grammatically, and asking it in a way the interviewee will understand. The document emphasizes being prepared with well-focused questions and properly functioning recording equipment so the interviews gather the intended information.
The document provides instructions for saving sources in 12 steps: 1) Get a Dropbox account; 2) Find a source; 3) Write a reference; 4) Download the source; 5) Upload it to Dropbox; 6) Get the Dropbox link; 7) Copy the link; 8) Shorten the link using TinyURL; 9) Copy the shortened link; 10) Paste it into the reference; 11) Hyperlink the reference; 12) Check links with a friend.
It also discusses problems with vague attributive phrases and provides better alternatives, such as directly quoting the source ("According to Jim Davis") rather than using "It says" or "From the book."
The document discusses transitional bridges, which smoothly move the reader between different parts of a paper. A transitional bridge does the thinking for the reader by building on a pre-transitional support that focuses the reader on a relevant topic. An example is provided of a pre-transitional support focusing the listener on why they should care about a topic, followed by a transitional bridge connecting to that topic and focusing the listener on what should be done. Grammar structures for transitional bridges like indirect questions and restatement are also outlined.
Lester R. Brown discusses several environmental challenges facing global food security in his book, including soil erosion, aquifer depletion, and rising temperatures. In chapters 1 through 9, he notes that soil erosion from deforestation and overfarming is leading to dust bowls and dust storms, degrading the land's ability to grow food. Additionally, overpumping of groundwater aquifers to irrigate crops is causing their decline and eventual depletion in many regions. Climate change is also a looming threat, as rising temperatures melt ice sheets and glaciers, potentially disrupting food production and raising sea levels to inundate low-lying agricultural lands.
This document provides instructions for editing sentences by focusing on verb phrases. It outlines a 4-step process: 1) Isolate and mark all verb phrases, 2) Check the verb form based on 3 "AFTER" rules, 3) Check that each verb phrase has a clear subject, and 4) Check subject-verb agreement. Examples are given to illustrate common verb phrase errors and how to fix them according to the rules. The goal is to teach how to identify and correct issues with verb phrases, subjects, and agreement in sentences.
This document provides guidance on writing an effective thesis sentence. It defines a thesis sentence as one that directly answers the research question being explored in a paper. A good thesis appears near the beginning and the rest of the paper supports it with evidence. The document also discusses how to write a clear research question and provides examples of both good and bad thesis sentences. It emphasizes that a strong introduction will present the question and necessary context before ending with the thesis statement.
The document discusses noun phrases and how to properly use articles (a/an, the) with nouns. It explains that a noun phrase contains a head noun and modifying words. It then covers 4 steps to determine what article to use with a noun: 1) Check if it's a proper or common noun. 2) Check if the common noun is specific or non-specific. 3) Check if a non-specific common noun is countable or uncountable. 4) Check if a countable common noun is singular or plural. Examples are provided to demonstrate applying the steps to select the correct article.
This document discusses the four aspects of verbs in English: simple, progressive, perfect, and perfect progressive. It explains how each aspect is formed and provides examples of verbs used in sentences with each aspect in both the present and past tense. The key aspects are the simple (unmarked), progressive (formed with a form of "to be" and the -ing participle), perfect (formed with a form of "have" and the past participle), and perfect progressive (formed with "have", the past participle of "be", and the -ing participle).
To find an article on the environmental impact of toilet paper, search for key words like "environmental impact toilet paper" on the WSU Online Library website. After entering the library website and searching, the results can be narrowed down to find a specific article citation.
This document discusses identifying the subject of a verb phrase. It explains that the subject is a grammatical structure, not necessarily the topic of the sentence. The subject generally comes before the verb phrase. Tests for identifying the subject include asking a yes/no question or substituting a subject pronoun. The subject and verb must agree in number and person. Locating the subject properly is important for understanding verb agreement.
This document discusses how to use operators and yes/no questions to identify the subject of a verb phrase. It explains that operators are used to perform operations like negation and that the subject can be found by transforming a statement into a yes/no question that places the operator before the subject. Examples are provided that show how to transform statements like "Whales are mammals" into yes/no questions like "Are whales mammals?" to identify the subject. The subject is identified as the word or words between the operator and the rest of the verb phrase in the yes/no question form.
This document discusses operators and negation in verb phrases. It defines an operator as the first verb in a multi-verb phrase or the lexical verb if it is a form of "to be". Negation is formed by adding "not" after the operator. If there is no operator, one is created using a form of "do". Examples demonstrate how to identify operators and add negation. Common ESL mistakes in negation are explained. The definition of a verb phrase is revised to clarify that negation elements are also part of the verb phrase.
This document discusses verb tense in English. It covers present tense agreement and provides examples of subject-verb agreement errors. It also discusses the past tense, noting that regular verbs add "-ed" while irregular verbs have varying forms. The verb "to be" is an exception, having the forms "was" and "were" depending on the subject. Some modal verbs like "can" also have past tense forms. Finally, it notes that in verb phrases, only the first verb shows tense overtly.
This document discusses three important verb inflections in English: tense, person, and number. It explains that verbs are inflected for past and present tense, but not future. The future is expressed using modal auxiliaries. Present tense inflection depends on the person and number of the subject. Only third person singular subjects take the "s" form. Verb inflection also varies by singular and plural forms. The verb "to be" is an exception and has its own inflections for tense, person and number.
This document discusses modal auxiliaries in English grammar. It defines modal auxiliaries as a type of helping verb that includes will, would, shall, should, can, could, may, might, must. Examples of modal auxiliaries being used in sentences are provided. The document also notes that verb phrases can contain both a primary auxiliary like be, do, have as well as a modal auxiliary, like in the examples "You must be joking me!" and "You can't have been drinking that much Sake!"
This document discusses verbs and verb phrases. It explains that verbs can be divided into two categories: lexical verbs and auxiliary verbs. A verb phrase consists of a lexical verb and any auxiliary verbs. The lexical verb is the furthest verb to the right in the phrase. Auxiliary verbs serve grammatical functions and help lexical verbs. There are two types of auxiliary verbs: primary auxiliaries, which are formed from have, do, and be, and modal auxiliaries. The verbs do, be, and have can function as either lexical verbs or auxiliary verbs depending on their use in a phrase. Examples are provided to illustrate lexical verbs, auxiliary verbs, and how do, be, and have can be either.
This document defines and provides examples of the different forms of verbs in English:
1) It discusses the base form, -s form, progressive (-ing) participle form, past tense form, and past participle form of verbs. It notes that verbs are "shapeshifters" that can take on different forms.
2) Examples of regular verbs like "cook" and irregular verbs like "sleep" are provided to demonstrate how the different forms are constructed.
3) Special attention is paid to the irregular verb "to be", which has unusual forms like "is" for the -s form and "been" for the past participle.
The document provides four definitions of verbs from different sources between 1968-present. Definition 1 states a verb shows an action, Definition 2 says a verb is the central unit that expresses action, states of being or occurrences. Definition 3 is more complex, stating a verb expresses an act, occurrence or mode of being and changes form based on subject and tense. Definition 4 focuses on structural and functional properties like verbs marking tense, aspect and agreement. The definitions note verbs can express different ideas and change form, and behave in certain ways like forming questions. Meaning-based definitions are confusing while structure/function definitions provide tests to identify verbs.
This document provides guidance on improving MP3 summaries. It identifies common problems such as lack of attribution, inclusion of personal opinions, and issues with speech. The document recommends avoiding self-introductions and instead beginning with an attribution and clear topic. It stresses the importance of periodically attributing information to the source and restructuring information without conclusions. Well-structured summaries should include a single opinion question connected to the summary and restated in different ways. The document also addresses pronunciation, using dictionaries, and maintaining a slower rate of speech to improve oral summaries.
The document discusses how to form yes/no and wh- questions in English. It explains that yes/no questions are formed by moving the first verb in the verb phrase to the front of the subject. For single verb phrases, an auxiliary "do" verb is added. Wh- questions are formed by first making the sentence into a yes/no question and then replacing the questioned part with a wh- word like who, what, when, where etc. Examples are provided to demonstrate question formation with various sentence structures like coordination and subordination. The key steps of identifying the verb phrase, moving/adding verbs, and replacing parts with wh- words are outlined.
The document provides guidance on conducting interviews for a project. It outlines steps like choosing people with relevant expertise or experience to interview, getting their permission to be recorded, focusing the question to get their opinion on a clear topic, writing the question grammatically, and asking it in a way the interviewee will understand. The document emphasizes being prepared with well-focused questions and properly functioning recording equipment so the interviews gather the intended information.
The document provides instructions for saving sources in 12 steps: 1) Get a Dropbox account; 2) Find a source; 3) Write a reference; 4) Download the source; 5) Upload it to Dropbox; 6) Get the Dropbox link; 7) Copy the link; 8) Shorten the link using TinyURL; 9) Copy the shortened link; 10) Paste it into the reference; 11) Hyperlink the reference; 12) Check links with a friend.
It also discusses problems with vague attributive phrases and provides better alternatives, such as directly quoting the source ("According to Jim Davis") rather than using "It says" or "From the book."
The document discusses transitional bridges, which smoothly move the reader between different parts of a paper. A transitional bridge does the thinking for the reader by building on a pre-transitional support that focuses the reader on a relevant topic. An example is provided of a pre-transitional support focusing the listener on why they should care about a topic, followed by a transitional bridge connecting to that topic and focusing the listener on what should be done. Grammar structures for transitional bridges like indirect questions and restatement are also outlined.
Lester R. Brown discusses several environmental challenges facing global food security in his book, including soil erosion, aquifer depletion, and rising temperatures. In chapters 1 through 9, he notes that soil erosion from deforestation and overfarming is leading to dust bowls and dust storms, degrading the land's ability to grow food. Additionally, overpumping of groundwater aquifers to irrigate crops is causing their decline and eventual depletion in many regions. Climate change is also a looming threat, as rising temperatures melt ice sheets and glaciers, potentially disrupting food production and raising sea levels to inundate low-lying agricultural lands.
This document provides instructions for editing sentences by focusing on verb phrases. It outlines a 4-step process: 1) Isolate and mark all verb phrases, 2) Check the verb form based on 3 "AFTER" rules, 3) Check that each verb phrase has a clear subject, and 4) Check subject-verb agreement. Examples are given to illustrate common verb phrase errors and how to fix them according to the rules. The goal is to teach how to identify and correct issues with verb phrases, subjects, and agreement in sentences.
This document provides guidance on writing an effective thesis sentence. It defines a thesis sentence as one that directly answers the research question being explored in a paper. A good thesis appears near the beginning and the rest of the paper supports it with evidence. The document also discusses how to write a clear research question and provides examples of both good and bad thesis sentences. It emphasizes that a strong introduction will present the question and necessary context before ending with the thesis statement.
The document discusses noun phrases and how to properly use articles (a/an, the) with nouns. It explains that a noun phrase contains a head noun and modifying words. It then covers 4 steps to determine what article to use with a noun: 1) Check if it's a proper or common noun. 2) Check if the common noun is specific or non-specific. 3) Check if a non-specific common noun is countable or uncountable. 4) Check if a countable common noun is singular or plural. Examples are provided to demonstrate applying the steps to select the correct article.
2. FORM
• REVIEW YOUR NOTES.
– THERE ARE FIVE BASIC VERB FORMS:
•
•
•
•
•
THE SIMPLE/BASE (COOK; BREAK)
THE –S FORM (COOKS; BREAKS)
THE PAST TENSE FORM (COOKED; BROKE)
THE PAST PARTICIPLE FORM (COOKED; BROKEN)
THE PROGRESSIVE (ING) PARTICIPLE FORM (COOKING;
BREAKING)
– VERBS THAT HAVE ONE OR MORE IRREGULAR
FORMS ARE CALLED IRREGULAR.
3. QUESTIONS ABOUT FORM
• On Tuesday he took the Best in Show award
home at the 133rd Annual Westminster
Kennel Club Show, becoming the oldest to
win the award.
4. TENSE
• REVIEW YOUR NOTES.
– THERE ARE TWO TENSES: PAST AND PRESENT.
THOSE ARE YOUR ONLY CHOICES.
– TENSE IS ALWAYS LOCATED ON THE LEFT-MOST
VERB IN THE VERB PHRASE.
– SOME MODALS SHOW PAST TENSE; OTHERS
SHOW PRESENT TENSE.
– NON-FINITE VERB PHRASES (STAND ALONE
PARTICIPLES, GERUNDS, INFINITIVES) NEVER
SHOW TENSE.
5. QUESTIONS ABOUT TENSE
• At 10 years old, the Sussex spaniel should be
well into his dotage.
• Plodding, elderly Stump might have surprised
aficionados.
• A Sussex spaniel had never won the top prize
before.
• The breed was among the first to be
recognized by the American Kennel Club.
6. ASPECT
• REVIEW YOUR NOTES:
– THERE ARE FOUR ASPECTS: SIMPLE, PERFECT, PROGRESSIVE, AND
PERFECT PROGRESSIVE.
– SIMPLE ASPECT HAPPENS WHEN THE VERB PHRASE HAS ONLY ONE
VERB OR A MODAL AND A VERB OR A FORM OF DO AND A VERB.
– PERFECT REQUIRES AN AUXILIARY FORM OF HAVE AND THE LEXICAL
VERB IN THE PAST PARTICIPLE FORM.
– PROGRESSIVE REQUIRES AN AUXILIARY FORM OF BE AND THE LEXICAL
VERB IS IN THE PROGRESSIVE PARTICIPLE (ING) FORM.
– PERFECT PROGRESSIVE INVOLVES A FORM OF AUXILIARY HAVE AND
THE WORD BEEN AND THE LEXICAL VERB IS IN THE PROGRESSIVE
PARTICIPLE (ING) FORM.
– NON-FINITE –ING PARTICIPLES AND GERUNDS AND INFINITIVES CAN
SHOW PERFECT ASPECT: HAVING READ/ TO HAVE READ
7. QUESTIONS ABOUT ASPECT
• Hedging their bets, most seasoned
Westminster veterans with expertise in the
field had their eye on a giant schnauzer.
• A Sussex spaniel had never won the top prize
before.
• The breed was among the first to be
recognized by the American Kennel Club.
8. OPERATORS
• REVIEW YOUR NOTES.
– IN DECLARATIVE CLAUSES, OPERATORS OCCUR ONLY
IN VERB PHRASES THAT HAVE MORE THAN ONE VERB
IN THE PHRASE. OR
– IN DECLARATIVE CLAUSES WHERE THERE IS ONLY ONE
VERB AND THAT VERB IS A FORM OF BE, THAT BEVERB FORM IS THE OPERATOR.
– THEREFORE, IF A SENTENCE HAS ONLY ONE VERB AND
IT IS NOT A FORM OF BE, THERE IS NO OPERATOR.
– OPERATORS ARE ALWAYS THE LEFT-MOST VERB IN THE
VERB PHRASE.
9. QUESTIONS ABOUT OPERATORS
• At 10 years old, the Sussex spaniel should be
well into his dotage.
• A Sussex spaniel had never won the top prize
before.
10. SUBJECTS
• REVIEW YOUR NOTES:
– SUBJECTS COME TO THE LEFT OF THE VERB PHRASE.
– SUBJECTS OFTEN ANSWER THE QUESTION WHO OR WHAT
PLUS THE VERB.
– SUBJECTS CAN BE REPLACED BY SUBJECT PRONOUNS: I,
YOU, HE/SHE/IT, WE, THEY.
– SUBJECTS OCCUR IN FIRST (I/WE), SECOND (YOU/YOU),
AND THIRD PERSON (HE/SHE/IT, THEY) AND SINGULAR (I,
YOU, HE/SHE/IT) AND PLURAL (WE, YOU, THEY).
– IF THE FIRST VERB IN THE VERB PHRASE IS IN THE PRESENT
TENSE (AND IS NOT A MODAL) OR IS A PAST TENSE FORM
OF THE VERB BE, THAT VERB AGREES IN PERSON AND
NUMBER WITH THE SUBJECT.
11. QUESTIONS ABOUT SUBJECTS
• Hedging their bets, most seasoned
Westminster veterans with expertise in the
field had their eye on a giant schnauzer.
• But the people in the crowd clearly preferred
the jaunty spaniel.
• A Sussex spaniel had never won the top prize
before.
• The breed was among the first to be
recognized by the American Kennel Club.
12. OBJECTS
• REVIEW YOUR NOTES.
– OBJECTS ONLY OCCUR AFTER TRANSITIVE VERBS.
– OBJECTS ARE NOUN PHRASES.
– OBJECTS CAN ANSWER THE QUESTION (SUBJECT +
VERB PHRASE + WHO? OR WHAT?)
– OBJECTS CAN BE REPLACED BY OBJECT
PRONOUNS (ME, US, YOU, YOU, HIM, HER, IT,
THEM)
13. QUESTIONS ABOUT OBJECTS
• On Tuesday he took the Best in Show award
home at the 133rd Annual Westminster
Kennel Club Show, becoming the oldest to
win the award.
• Judge Sari Brewster Tietjen made her
decision about the dog at the last minute.
14. TRANSITIVITY
• REVIEW YOUR NOTES.
– THE PHRASE “IN THIS SENTENCE” IS IMPORTANT BECAUSE
SOME VERBS CAN BE TRANSITIVE OR INTRANSITIVE,
DEPENDING ON THE SENTENCE.
– FIND THE PARTS OF THE CLAUSE TO DETERMINE TRANSITIVITY:
VERB PHRASE FIRST, THEN SUBJECT, THEN WHAT COMES AFTER
THE VERB PHRASE.
– TRANSITIVE VERBS ARE FOLLOWED BY OBJECTS. OBJECTS ARE
CREATED BY NOUN PHRASES. SEE PREVIOUS SLIDE.
– INTRANSITIVE VERBS WILL NEVER BE FOLLOWED BY AN OBJECT.
– LINKING VERBS ARE A SMALL SUBSET OF LEXICAL VERBS AND
ARE BEST MEMORIZED: BE, SEEM, APPEAR, ETC. LINKING
VERBS CAN BE CONFIRMED BY CHECKING THE DICTIONARY
WWW.LDOCE.COM.
15. QUESTIONS ABOUT TRANSITIVITY
• The dog had technically retired.
• A Sussex spaniel had never won the top prize
before.
• The breed was among the first to be
recognized by the American Kennel Club.
16. ADVERBIALS
• REVIEW YOUR NOTES.
– THERE ARE THREE TYPES OF ADVERBIALS STUDIED
SO FAR: SINGLE WORD ADVERBS (OFTEN) , NOUN
PHRASES (LAST NIGHT) , PREPOSITIONAL PHRASES
(IN MAY).
– SINGLE WORD ADVERBIALS CAN BE CONFIRMED
BY CONSULTING A DICTIONARY
(WWW.LDOCE.COM). THEY OFTEN END IN –LY.
– ADVERBIALS ANSWER QUESTIONS SUCH AS
“HOW” AND “WHEN” AND “WHERE” AND “WHY”.
17. QUESTIONS ABOUT ADVERBIALS
• The dog had technically retired.
• Stump was enthusiastically greeted by
deafening applause during each tour around
the ring.
• A Sussex spaniel had never won the top prize
before.
18. NON-FINITES
• REVIEW YOUR NOTES.
– THERE ARE THREE TYPES OF NON-FINITES:
INFINITIVES (TO DO), GERUNDS (READING),
PARTICIPLES (REVIEWING, PURCHASED).
– INFINITIVES, PARTICIPLES, AND GERUNDS CAN
ALSO BE PASSIVE (TO BE DONE, BEING READ,
BEING PURCHASED).
– INFINITIVES, PARTICIPLES AND GERUNDS CAN
SHOW PERFECT ASPECT (TO HAVE DONE, TO HAVE
READ, TO HAVE PURCHASED)
19. QUESTIONS ABOUT NON-FINITES
• On Tuesday he took the Best in Show award
home at the 133rd Annual Westminster
Kennel Club Show, becoming the oldest to
win the award.
• Hedging their bets, most seasoned
Westminster veterans with expertise in the
field had their eye on a giant schnauzer.
• The breed was among the first to be
recognized by the American Kennel Club
20. The Passive
• REVIEW YOUR NOTES
– THE PASSIVE IS A REARRANGEMENT OF THE ACTIVE.
– THE PASSIVE CHANGE CAN ONLY HAPPEN TO A TRANSITIVE VERB.
– IF A VERB PHRASE IS PASSIVE IT MUST CONTAIN AN AUXILIARY
FORM OF THE VERB BE AND THE LEXICAL VERB MUST BE IN THE
PAST PARTICIPLE FORM (EX: WAS TAUGHT, HAS BEEN TAUGHT,
HAS BEEN BEING TAUGHT).
– IN REWRITING THE ACTIVE INTO THE PASSIVE YOU MUST
PRESERVE THE ORIGINAL TENSE AND ASPECT OF THE ACTIVE.
– IN WRITING A PASSIVE, THERE IS OFTEN A BY-PHRASE THAT
CONTAINS THE AGENT OF THE CLAUSE.
21. Questions on the Passive
• Plodding, elderly Stump might have surprised
aficionados.
• But the people in the crowd clearly preferred the
jaunty spaniel.
• Stump was enthusiastically greeted by
deafening applause during each tour around the
ring.
• A Sussex spaniel had never won the top prize
before.
• The breed was among the first to be recognized
by the American Kennel Club.