A Present Participle Is the –Ing Form of a Verb When It Is Used As an Adjective
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Verbs Followed by Gerunds & Infinitives
Verbs Followed by Gerunds & Infinitives In English, if you want to follow a verb with another action, you must use a gerund or infinitive. EXAMPLE: We resumed talking. (gerund – verb + ing) I want to see a movie. (infinitive – to + base verb) There are certain verbs that can only be followed by one or the other, and these verbs must be memorized. Many of these verbs are listed below. Verbs commonly followed by a gerund Verbs commonly followed by an infinitive EXAMPLE: “He misses playing with his friends.” EXAMPLE: “She threatened to quit if she didn’t get a raise.” abhor give up (stop) agree mean acknowledge keep (continue) appear need admit keep on arrange neglect advise mention ask offer allow mind (object to) attempt pay anticipate miss beg plan appreciate necessitate can/can’t afford prepare avoid omit can/can’t wait pretend be worth permit care profess can’t help picture chance promise celebrate postpone choose prove confess practice claim refuse consider prevent come remain defend put off consent request delay recall dare resolve detest recollect decide say discontinue recommend demand seek discuss report deserve seem dislike resent determine shudder dispute resist elect strive dread resume endeavor struggle endure risk expect swear enjoy shirk fail tend escape shun get threaten evade suggest grow (up) turn out explain support guarantee venture fancy tolerate hesitate volunteer fear understand hope wait feel like urge hurry want feign warrant incline wish finish learn would like forgive manage yearn 1 • Verbs Followed by Gerunds & Infinitives more free resources, lessons, and quizzes at by Alex © LangVid Language Training, 2013 www.engVid.com Verbs followed by a gerund or infinitive with little to no change in meaning: EXAMPLES: “It started to rain.” ~OR~ “It started raining.” begin like can’t bear love can’t stand prefer continue propose hate start Verbs followed by a gerund or infinitive with a change in meaning: I forgot to meet him. -
Animacy and Alienability: a Reconsideration of English
Running head: ANIMACY AND ALIENABILITY 1 Animacy and Alienability A Reconsideration of English Possession Jaimee Jones A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2016 ANIMACY AND ALIENABILITY 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ Jaeshil Kim, Ph.D. Thesis Chair ______________________________ Paul Müller, Ph.D. Committee Member ______________________________ Jeffrey Ritchey, Ph.D. Committee Member ______________________________ Brenda Ayres, Ph.D. Honors Director ______________________________ Date ANIMACY AND ALIENABILITY 3 Abstract Current scholarship on English possessive constructions, the s-genitive and the of- construction, largely ignores the possessive relationships inherent in certain English compound nouns. Scholars agree that, in general, an animate possessor predicts the s- genitive while an inanimate possessor predicts the of-construction. However, the current literature rarely discusses noun compounds, such as the table leg, which also express possessive relationships. However, pragmatically and syntactically, a compound cannot be considered as a true possessive construction. Thus, this paper will examine why some compounds still display possessive semantics epiphenomenally. The noun compounds that imply possession seem to exhibit relationships prototypical of inalienable possession such as body part, part whole, and spatial relationships. Additionally, the juxtaposition of the possessor and possessum in the compound construction is reminiscent of inalienable possession in other languages. Therefore, this paper proposes that inalienability, a phenomenon not thought to be relevant in English, actually imbues noun compounds whose components exhibit an inalienable relationship with possessive semantics. -
The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience. -
The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e. -
Classifiers: a Typology of Noun Categorization Edward J
Western Washington University Western CEDAR Modern & Classical Languages Humanities 3-2002 Review of: Classifiers: A Typology of Noun Categorization Edward J. Vajda Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/mcl_facpubs Part of the Modern Languages Commons Recommended Citation Vajda, Edward J., "Review of: Classifiers: A Typology of Noun Categorization" (2002). Modern & Classical Languages. 35. https://cedar.wwu.edu/mcl_facpubs/35 This Book Review is brought to you for free and open access by the Humanities at Western CEDAR. It has been accepted for inclusion in Modern & Classical Languages by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. J. Linguistics38 (2002), I37-172. ? 2002 CambridgeUniversity Press Printedin the United Kingdom REVIEWS J. Linguistics 38 (2002). DOI: Io.IOI7/So022226702211378 ? 2002 Cambridge University Press Alexandra Y. Aikhenvald, Classifiers: a typology of noun categorization devices.Oxford: OxfordUniversity Press, 2000. Pp. xxvi+ 535. Reviewedby EDWARDJ. VAJDA,Western Washington University This book offers a multifaceted,cross-linguistic survey of all types of grammaticaldevices used to categorizenouns. It representsan ambitious expansion beyond earlier studies dealing with individual aspects of this phenomenon, notably Corbett's (I99I) landmark monograph on noun classes(genders), Dixon's importantessay (I982) distinguishingnoun classes fromclassifiers, and Greenberg's(I972) seminalpaper on numeralclassifiers. Aikhenvald'sClassifiers exceeds them all in the number of languages it examines and in its breadth of typological inquiry. The full gamut of morphologicalpatterns used to classify nouns (or, more accurately,the referentsof nouns)is consideredholistically, with an eye towardcategorizing the categorizationdevices themselvesin terms of a comprehensiveframe- work. -
Nouns, Adjectives, Verbs, and Adverbs
Unit 1: The Parts of Speech Noun—a person, place, thing, or idea Name: Person: boy Kate mom Place: house Minnesota ocean Adverbs—describe verbs, adjectives, and other Thing: car desk phone adverbs Idea: freedom prejudice sadness --------------------------------------------------------------- Answers the questions how, when, where, and to Pronoun—a word that takes the place of a noun. what extent Instead of… Kate – she car – it Many words ending in “ly” are adverbs: quickly, smoothly, truly A few other pronouns: he, they, I, you, we, them, who, everyone, anybody, that, many, both, few A few other adverbs: yesterday, ever, rather, quite, earlier --------------------------------------------------------------- --------------------------------------------------------------- Adjective—describes a noun or pronoun Prepositions—show the relationship between a noun or pronoun and another word in the sentence. Answers the questions what kind, which one, how They begin a prepositional phrase, which has a many, and how much noun or pronoun after it, called the object. Articles are a sub category of adjectives and include Think of the box (things you have do to a box). the following three words: a, an, the Some prepositions: over, under, on, from, of, at, old car (what kind) that car (which one) two cars (how many) through, in, next to, against, like --------------------------------------------------------------- Conjunctions—connecting words. --------------------------------------------------------------- Connect ideas and/or sentence parts. Verb—action, condition, or state of being FANBOYS (for, and, nor, but, or, yet, so) Action (things you can do)—think, run, jump, climb, eat, grow A few other conjunctions are found at the beginning of a sentence: however, while, since, because Linking (or helping)—am, is, are, was, were --------------------------------------------------------------- Interjections—show emotion. -
0Gpresentparticiples.Pdf
http://www.ToLearnEnglish.com − Resources to learn/teach English (courses, games, grammar, daily page...) Present Participles > Formation The present participle is formed by adding the ending "−−ing" to the infinitive (dropping any silent "e" at the end of the infinitive): to sing −−> singing to take −−> taking to bake −−> baking to be −−> being to have −−> having > Use A. The present participle may often function as an adjective: That's an interesting book. That tree is a weeping willow. B. The present participle can be used as a noun denoting an activity (this form is also called a gerund): Swimming is good exercise. Traveling is fun. C. The present participle can indicate an action that is taking place, although it cannot stand by itself as a verb. In these cases it generally modifies a noun (or pronoun), an adverb, or a past participle: Thinking myself lost, I gave up all hope. Washing clothes is not my idea of a job. Looking ahead is important. D. The present participle may be used with "while" or "by" to express an idea of simultaneity ("while") or causality ("by") : He finished dinner while watching television. By using a dictionary he could find all the words. While speaking on the phone, she doodled. By calling the police you saved my life! E. The present participle of the auxiliary "have" may be used with the past participle to describe a past condition resulting in another action: Having spent all his money, he returned home. Having told herself that she would be too late, she accelerated. TEST A) Find the gerund: 1. -
A Syntactic Analysis of Copular Sentences*
A SYNTACTIC ANALYSIS OF COPULAR SENTENCES* Masato Niimura Nanzan University 1. Introduction Copular is a verb whose main function is to link subjects with predicate complements. In a limited sense, the copular refers to a verb that does not have any semantic content, but links subjects and predicate complements. In a broad sense, the copular contains a verb that has its own meaning and bears the syntactic function of “the copular.” Higgins (1979) analyses English copular sentences and classifies them into three types. (1) a. predicational sentence b. specificational sentence c. identificational sentence Examples are as follows: (2) a. John is a philosopher. b. The bank robber is John Smith. c. That man is Mary’s brother. (2a) is an example of predicational sentence. This type takes a reference as subject, and states its property in predicate. In (2a), the reference is John, and its property is a philosopher. (2b) is an example of specificational sentence, which expresses what meets a kind of condition. In (2b), what meets the condition of the bank robber is John Smith. (2c) is an example of identificational sentence, which identifies two references. This sentence identifies that man and Mary’s brother. * This paper is part of my MA thesis submitted to Nanzan University in March, 2007. This paper was also presented at the Connecticut-Nanzan-Siena Workshop on Linguistic Theory and Language Acquisition, held at Nanzan University on February 21, 2007. I would like to thank the participants for the discussions and comments on this paper. My thanks go to Keiko Murasugi, Mamoru Saito, Tomohiro Fujii, Masatake Arimoto, Jonah Lin, Yasuaki Abe, William McClure, Keiko Yano and Nobuko Mizushima for the invaluable comments and discussions on the research presented in this paper. -
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague Or Unclear Pronoun References
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague or Unclear Pronoun References PERSONAL PRONOUNS Personal pronouns are pronouns that are used to refer to specific individuals or things. Personal pronouns can be singular or plural, and can refer to someone in the first, second, or third person. First person is used when the speaker or narrator is identifying himself or herself. Second person is used when the speaker or narrator is directly addressing another person who is present. Third person is used when the speaker or narrator is referring to a person who is not present or to anything other than a person, e.g., a boat, a university, a theory. First-, second-, and third-person personal pronouns can all be singular or plural. Also, all of them can be nominative (the subject of a verb), objective (the object of a verb or preposition), or possessive. Personal pronouns tend to change form as they change number and function. Singular Plural 1st person I, me, my, mine We, us, our, ours 2nd person you, you, your, yours you, you, your, yours she, her, her, hers 3rd person he, him, his, his they, them, their, theirs it, it, its Most academic writing uses third-person personal pronouns exclusively and avoids first- and second-person personal pronouns. MORE . PRONOUN-ANTECEDENT AGREEMENT A personal pronoun takes the place of a noun. An antecedent is the word, phrase, or clause to which a pronoun refers. In all of the following examples, the antecedent is in bold and the pronoun is italicized: The teacher forgot her book. -
91 Order of Degree Word and Adjective
TWAC091.qxd 28/01/2005 14:38 Page 370 91 Order of Degree Word and Adjective MATTHEW S. DRYER 1 Defining the values Sneddon (1996: 177–81) lists fifteen degree words that precede the noun, four that follow, and one that either precedes or follows, so This map shows the position of degree words with respect to the Indonesian is coded on the map as placing the degree word before adjective that they modify. For the purposes of this map, the term the adjective. Conversely, Wari’ is coded as a language with both adjective should be interpreted in a purely semantic sense, as a word orders where neither order is dominant. denoting a property, since in many languages the words in question In some languages, the order of degree word and adjective do not form a separate word class, but are verbs or nouns. Degree depends on whether the adjective is being used attributively, i.e. words are words with meanings like ‘very’, ‘more’, or ‘a little’ that modifying a noun, or predicatively. This is the case in Ndyuka modify the adjective to indicate the degree to which the property (Creole; Suriname), in which a degree word precedes an adjective denoted by the adjective obtains. Degree words are traditionally used attributively, as in (4a), but follows an adjective used predica- referred to as adverbs, though in many languages the degree words tively, as in (4b). do not belong to the same word class as adverbs; even for English there is little basis for saying that degree words belong to the same (4) Ndyuka (Huttar and Huttar 1994: 173, 175) word class as adverbs which modify verbs. -
The “Person” Category in the Zamuco Languages. a Diachronic Perspective
On rare typological features of the Zamucoan languages, in the framework of the Chaco linguistic area Pier Marco Bertinetto Luca Ciucci Scuola Normale Superiore di Pisa The Zamucoan family Ayoreo ca. 4500 speakers Old Zamuco (a.k.a. Ancient Zamuco) spoken in the XVIII century, extinct Chamacoco (Ɨbɨtoso, Tomarâho) ca. 1800 speakers The Zamucoan family The first stable contact with Zamucoan populations took place in the early 18th century in the reduction of San Ignacio de Samuco. The Jesuit Ignace Chomé wrote a grammar of Old Zamuco (Arte de la lengua zamuca). The Chamacoco established friendly relationships by the end of the 19th century. The Ayoreos surrended rather late (towards the middle of the last century); there are still a few nomadic small bands in Northern Paraguay. The Zamucoan family Main typological features -Fusional structure -Word order features: - SVO - Genitive+Noun - Noun + Adjective Zamucoan typologically rare features Nominal tripartition Radical tenselessness Nominal aspect Affix order in Chamacoco 3 plural Gender + classifiers 1 person ø-marking in Ayoreo realis Traces of conjunct / disjunct system in Old Zamuco Greater plural and clusivity Para-hypotaxis Nominal tripartition Radical tenselessness Nominal aspect Affix order in Chamacoco 3 plural Gender + classifiers 1 person ø-marking in Ayoreo realis Traces of conjunct / disjunct system in Old Zamuco Greater plural and clusivity Para-hypotaxis Nominal tripartition All Zamucoan languages present a morphological tripartition in their nominals. The base-form (BF) is typically used for predication. The singular-BF is (Ayoreo & Old Zamuco) or used to be (Cham.) the basis for any morphological operation. The full-form (FF) occurs in argumental position. -
Verbals: Participle Or Gerund? | Verbals Worksheets
Name: ___________________________Key VErbals: Participle or Gerund? A participle is a verb form that functions as an adjective in a sentence. A gerund is a verb form that functions as a noun in a sentence. Below are sentences using either a participle or a gerund. Read each sentence carefully. Write which verbal form appears in the sentence in the blank. 1. The jumping frog landed in her lap. _______________________________________________________________________________ 2. Lucinda had a calling to help other people. _______________________________________________________________________________ 3. The mother barely caught the crawling baby before he went into the street. _______________________________________________________________________________ 4. The house was filled with a haunting spector. _______________________________________________________________________________ 5. Running in the halls is strictly forbidden. _______________________________________________________________________________ 6. They won the award for caring for sick animals. _______________________________________________________________________________ 7. Paul bought new climbing gear. _______________________________________________________________________________ 8. Escaping was the only thought he had. _______________________________________________________________________________ Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com Name: ___________________________Key VErbals: Participle