DOCSLIB.ORG

The Relationship Between Transitive and Intransitive Verbs in English Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Relationship Between Transitive and Intransitive Verbs in English Language NOTION NOTION Volume 01, Number 02, November 2019 p. 62-67 The Relationship between Transitive and Intransitive Verbs in English Language Teddy Fiktorius SMA Bina Mulia Pontianak, Kalimantan Barat, Indonesia [email protected] Article Info ABSTRACT Article History In the current research, the researcher employs descriptive method (library Article Received research) to elaborate on the relationship and differentiation between the 17th August 2019 English language transitive and intransitive verbs. The first parts explore the Article Reviewed theoretical framework of the relationship and differentiation equipped with 9th September 2019 various sentences samples. The next part discusses the implications for English Article Accepted language teachers in coping with some grammatical confusion. Finally, some 11 October 2019 solutions as well as recommendations are proposed. Keywords transitive verbs intransitive verbs grammatical confusion I. INTRODUCTION misleading sentences that lose its exact meaning. Verbs can be so tricky that even the best grammar Students, particularly the speakers of other languages, students might be often confounded by the difference often have difficulty determining which verbs require between transitive and intransitive verbs. The an object, and which do not. When students confuse confusion with the use of the transitive and transitive and intransitive verbs, the sentences they intransitive verbs can be resolved as a grammar point construct both orally and in written may be becomes clear with an understanding of objects. incomplete. When using a dictionary to look up verbs, we may This current paper is written to provide us with have been puzzled by the abbreviations vi (intransitive better insights into the difference of transitive and verb) and vt (transitive verb). intransitive verbs, which in turn help us comprehend Kline and Demuth[1], Berry[2], Azar and Hagen[3], and master the basics of English grammar. Best of all, Crystal[4], and Francez[5] claim that it is the object of when we understand the underpinnings of our any given sentences that makes the difference, a clear language, learning a language, particularly English grammatical point that may serve as a clue to language, will be fun as it should be. determine if the sentences have a transitive verb or intransitive verb. So, what is the confusion all about? II. LITERATURE REVIEW Why should the students know the difference between a. Transitive and Intransitive Verbs transitive and intransitive verbs? Why is it important to know the difference between transitive and An action verb which has an object, either direct or intransitive verbs? indirect, is called a transitive verb, while an action verb which does not have an object is called an intransitive Understanding the different functions of those two verb. The differences between the transitive and verbs can help any students dealing with the use of intransitive verbs are presented in the following those two types of verbs avoid grammatical mistakes, sections. such as incomplete sentences that may result into 62 Fiktorius, Teddy The Relationship between Transitive and Intransitive Verbs in English Language Transitive Verbs Suminem sent from Canada. (Incomplete) The word “transitive” sounds complex, but in Suminem sent a parcel from Canada. (Complete) reality identifying transitive verbs is really not that Sukiyem left on the floor. (Incomplete) difficult (more details on how to determine which verb is transitive or intransitive are presented in section Sukiyem left the bag on the floor. (Complete) “Transitive or intransitive: Which is it?”). Transitive Sujoko took to the mall. (Incomplete) verbs express an action and are followed by an object. Sujoko took his son to the mall. (Complete) The grammatical term object means a noun, pronoun or noun phrase that are impacted by the Intransitive Verbs action of the verb in a given sentence[5]. This An intransitive verb is simply defined as a verb that circularity causes problems for some people. It is does not take a direct object. There is no word in the perhaps easier to think of what a direct object is and sentence that tells who or what receives the action. what it is not. A direct object is a noun phrase that While there may be a word or phrase following an does not function as a subject complement; that is, it intransitive verb, such words and phrases typically does not describe the subject. Compare the following answer the question “how”. In other words, Azar and sentences: Hagen[3], Crystal[4], and Francez[5] note that Sumanto looks tired. intransitive verbs can be followed by adverbs. (Linking, Nominal Subject Complement) Most intransitive verbs are complete without a Sukamto sells cars. direct object. Here are some examples of intransitive (Transitive, Direct Object) verbs in sentences: Let us first look at a couple of examples of transitive Sujanah grew up. verbs in sentences as in: Sukirman slept soundly. Suminem sent (transitive verb) a letter (direct Sumaimun shouted inside the hall. object) from Canada. In the sentences above, “Sujanah”, “Sukirman” Sukiyem left (intransitive verb) the bag (direct and “Sumaimun” are the subjects, and “grew up”, object) on the floor. “slept”, and “shouted” are the intransitive verbs, while Sujoko took (intransitive verb) his son (direct “soundly” is an adverb of manner and “inside the hall” object) to the mall. is a prepositional phrase of place. In each of the example above, the subject performs Let us take a look at another couple of examples of an action and there is an object that receives the intransitive verbs in the following sentences. action. Followed by the verb, the direct object answers It rained. the question What? or Whom? [3] [4] [5]. It snowed. What does Suminem send? A postcard. The sentences above are complete. The subject “it” is What did Sukiyem leave? The keys. followed by the intransitive verb “rained” and Whom did Sujoko take? His son. “snowed”. What is wrong with the sentences below? Examples: Intransitive verbs can be followed by a prepositional phrase or an adverb to add to the Suminem sent from Canada. thought being expressed, but they can never be Sukiyem left on the floor. followed by a noun, which would act as the object of the sentence. Sujoko took to the mall. Examples of intransitive verbs followed by Without the use of a direct object the sentences prepositions include: above make no sense. The meaning of a transitive verb is incomplete without a direct object, as in the Sujanah grew up to be a singer. following examples: Sukirman slept on the sofa. 63 NOTION NOTION Volume 01, Number 02, November 2019 p. 62-67 Sumaimun shouted behind the door. Particularly, intransitive verbs can stand alone as “On the sofa” and “behind the door” are the whole predicate, although they may also have prepositional phrases, not direct objects. The word adverbial modifiers. Examples are the verbs in: “on” and “behind” are prepositions that introduce the The fish swam. prepositional phrase. The same can be said of “to be The fish swam gracefully. a singer”, which is yet another phrase. The fish swam in the tank. It rained across the region. We can perform the following tests to determine if It snows in Alaska. a verb is intransitive: “Across the region” and “in Alaska” are 1. Divide the predicate into phrases and see if it prepositional phrases adding to the sentences’ contains only a VP (verbal phrase) or a VP + an meanings by answering the questions: “where did it adverbial phrase. rain?” and “where does it snow?”. 2. If we are not sure if the phrase modifying the VP There are two kinds of intransitive verbs, namely is adverbial, try replacing it with a prototypical linking verbs and action verbs. The sentences above adverb like there or then. If this works, the phrase use action verbs. Linking verbs do not express action. is functioning adverbially. Like their name suggests, they simply link the sentence subject to the predicate. The most common linking Some verbs may be transitive in one sentence and verbs are all versions of the verb to be: am, is, are, was, intransitive in another, but there are some verbs which were, has been, will be, etc[3]. are always one or the other. A good dictionary will tell us if a verb can be either or if it is always one or the Here are several examples of linking verbs that are other (the the usual abbreviation is v.i. for intransitive intransitive verbs, followed by the appropriate verb and v.t. for transitive verb). descriptors. “What?” or Type of The dogs are friendly. Sentences “whom?” verb The guests have been late. Sumaimum eats cake Transitive Suminah will be 17 in July. cake. (what) She phoned her her mom Transitive Even though the sentences, “The dogs are friendly”, mom. (whom) “The guests have been late”, and “Suminah will be 17 in We waited for the no answer Intransitive July” seem as if they should have a direct object, there taxi. really is no receiver of the action. The subjects “the They slept for a no answer Intransitive dogs”, “the guests”, and “Suminah” are followed by while. the linking intransitive verb “to be”, modified by the I drew that that picture Transitive age 17 and the prepositional phrase “in July” (sentence picture. (what) 3). The results are three complete, grammatically They drew so no answer Intransitive correct sentences as seen in the above table. slowly. b. Transitive or Intransitive: Which Is It? Table 1. Transitive and Intransitive Verb Samples Comparison “How can we know the difference between As seen in the table above, the transitive and transitive and intransitive verbs?” appears to be a very intransitive verbs refer to “action verbs”. We can, common question asked by whoever dealing with the therefore, easily provide the answer to the question of study of English grammar, particularly the verb.
Load more

Recommended publications
  • Chapter Ii the Types of Phrasal Verbs in Movie Snow White and the Huntsman by Rupert Sanders
    33 CHAPTER II THE TYPES OF PHRASAL VERBS IN MOVIE SNOW WHITE AND THE HUNTSMAN BY RUPERT SANDERS In this chapter, the researcher will analyzed the types of phrasal verbs. It is to complete the first question in this research. The researcher had been categorizing the types of phrasal verbs and form that divided into verb and adverb, also sometimes prepositions. 2.1. Types of Phrasal Verbs in movie Snow White and the Huntsman According to Heaton (1985:103) considers that phrasal verbs are compound verbs that result from combining a verb with an adverb or a preposition, the resulting compound verb being idiomatic. Phrasal verb is one of important part of grammar that almost found in English language. Based on Andrea Rosalia in her book “A Holistic Approach to Phrasal Verb”, Phrasal verbs are considered to be a very important and frequently occurring feature of the English language. First of all, they are so common in every day conversation, and non-native speakers who wish to sound natural when speaking this language need to learn their grammar in order to know how to produce them correctly. Secondly, the habit of inventing phrasal verbs has been the source of great enrichment of the language (Andrea Rosalia, 2012:16). A grammarian such as Eduard, Vlad (1998:93) describes phrasal verbs as "combinations of a lexical verb and adverbial particle". It means that the verb if wants to be a phrasal verb always followed by particle. It can be one particle or two particles in one verb. If the case is like that, it called as multi word verbs.
    [Show full text]
  • Ling 130 Notes: Predicate Logic and English Syntax
    Ling 130 Notes: Predicate Logic and English Syntax Sophia A. Malamud February 15, 2011 1 Characteristic functions The characteristic function of a set: (1) Let A be a set. The, charA, the characteristic function of A, is the function F such that, for any x∈ A, F(x)=1, and for any x ∉ A, F(x)=0. Schönfinkelization: (2) U = {a,b,c} (3) The relation "fond of": Rfond-of = {<a,b>, <b,c>, <c,c>} (4) The characteristic function of Rfond-of (takes all combinations of two elements, gives 0/1): <a,a> →0 <a,b> →1 <a,c> →0 <b,a> →0 CharRfond-of = <b,b> →0 <b,c> →1 <c,a> →0 <c,b> →0 <c,c> →1 (5) Turning n-ary functions into multiple embedded 1-ary functions: Schönfinkelization. a → 0 left-to-right schönfinkelization a →b → 1 c → 0 a → 0 b →b → 0 c → 1 a → 0 c →b → 0 c → 1 EXERCISE 1: Given the following Universe, spell out the characteristic function of the set in (6) and schönfinkelize it left-to-right. 1 (6) U = {d, e} (7) R = { <d,d,d>, <d,e,d>, <e,d,d>, <e,e,e>, <e,e,d> } 2 Syntactic composition A formal language is a set of strings - finite sequences of minimal units (words/morphemes, for natural languages) - with meaning. The "machine" that generates those strings and their corresponding meanings is its grammar. A grammar must specify the following three components: • A lexicon which contains every minimal unit with meaning (= every word, for this course) and its grammatical category; • a syntax, that is, a set of rules that tells you how the minimal units combine to form longer units, how this longer units combine to form yet longer units, and so forth until we form full complex sentences; and • a semantics, which determines what semantic operation or function corresponds to each syntactic rule and combines the “atomic” word meanings to build the meaning of the complete sentence.
    [Show full text]
  • Serial Verb Constructions Revisited: a Case Study from Koro
    Serial Verb Constructions Revisited: A Case Study from Koro By Jessica Cleary-Kemp A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate Division of the University of California, Berkeley Committee in charge: Associate Professor Lev D. Michael, Chair Assistant Professor Peter S. Jenks Professor William F. Hanks Summer 2015 © Copyright by Jessica Cleary-Kemp All Rights Reserved Abstract Serial Verb Constructions Revisited: A Case Study from Koro by Jessica Cleary-Kemp Doctor of Philosophy in Linguistics University of California, Berkeley Associate Professor Lev D. Michael, Chair In this dissertation a methodology for identifying and analyzing serial verb constructions (SVCs) is developed, and its application is exemplified through an analysis of SVCs in Koro, an Oceanic language of Papua New Guinea. SVCs involve two main verbs that form a single predicate and share at least one of their arguments. In addition, they have shared values for tense, aspect, and mood, and they denote a single event. The unique syntactic and semantic properties of SVCs present a number of theoretical challenges, and thus they have invited great interest from syntacticians and typologists alike. But characterizing the nature of SVCs and making generalizations about the typology of serializing languages has proven difficult. There is still debate about both the surface properties of SVCs and their underlying syntactic structure. The current work addresses some of these issues by approaching serialization from two angles: the typological and the language-specific. On the typological front, it refines the definition of ‘SVC’ and develops a principled set of cross-linguistically applicable diagnostics.
    [Show full text]
  • Verbs in Relation to Verb Complementation 11-69
    1168 Complementation of verbs and adjectives Verbs in relation to verb complementation 11-69 They may be either copular (clause pattern SVC), or complex transitive verbs, or monotransitive verbs with a noun phrase object), we can give only (clause pattern SVOC): a sample of common verbs. In any case, it should be borne in mind that the list of verbs conforming to a given pattern is difficult to specífy exactly: there SVC: break even, plead guilty, Iie 101V are many differences between one variety of English and another in respect SVOC: cut N short, work N loose, rub N dry of individual verbs, and many cases of marginal acceptability. Sometimes the idiom contains additional elements, such as an infinitive (play hard to gel) or a preposition (ride roughshod over ...). Note The term 'valency' (or 'valencc') is sometimes used, instead of complementation, ror the way in (The 'N' aboye indicates a direct object in the case oftransitive examples.) which a verb determines the kinds and number of elements that can accompany it in the clause. Valency, however, incIudes the subject 01' the clause, which is excluded (unless extraposed) from (b) VERB-VERB COMBINATIONS complementation. In these idiomatic constructions (ef 3.49-51, 16.52), the second verb is nonfinite, and may be either an infinitive: Verbs in intransitive function 16.19 Where no eomplementation oecurs, the verb is said to have an INTRANSITIVE make do with, make (N) do, let (N) go, let (N) be use. Three types of verb may be mentioned in this category: or a participle, with or without a following preposition: (l) 'PURE' INTRANSITIVE VERas, which do not take an object at aH (or at put paid to, get rid oJ, have done with least do so only very rarely): leave N standing, send N paeking, knock N fiying, get going John has arrived.
    [Show full text]
  • Ditransitive Constructions Max Planck Institute for Evolutionary Anthropology, Leipzig (Germany) 23-25 November 2007
    Conference on Ditransitive Constructions Max Planck Institute for Evolutionary Anthropology, Leipzig (Germany) 23-25 November 2007 Abstracts On “Dimonotransitive” Structures in English Carmen Aguilera Carnerero University of Granada Ditransitive structures have been prototypically defined as those combinations of a ditransitive verb with an indirect object and a direct object. However, although in the prototypical ditransitive construction in English, both objects are present, there is often omission of one of the constituentes, usually the indirect object. The absence of the indirect object has been justified on the basis of the irrelevance of its specification or the possibility of recovering it from the context. The absence of the direct object, on the other hand, is not so common and only occur with a restricted number of verbs (e.g. pay, show or tell).This type of sentences have been called “dimonotransitives” by Nelson, Wallis and Aarts (2002) and the sole presence in the syntactic structure arises some interesting questions we want to clarify in this article, such as: (a) the degree of syntactic and semantic obligatoriness of indirect objects and certain ditransitive verbs (b) the syntactic behaviour of indirect objects in absence of the direct object, in other words, does the Oi take over some of the properties of typical direct objects as Huddleston and Pullum suggest? (c) The semantic and pragmatic interpretations of the missing element. To carry out our analysis, we will adopt a corpus –based approach and especifically we will use the International Corpus of English (ICE) for the most frequent ditransitive verbs (Mukherjee 2005) and the British National Corpus (BNC) for the not so frequent verbs.
    [Show full text]
  • Transitive Verb
    Transitive verb This article needs additional citations for verification. Learn more A transitive verb is a verb that accepts one or more objects. This contrasts with intransitive verbs, which do not have objects. Transitivity is traditionally thought a global property of a clause, by which activity is transferred from an agent to a patient.[1] Transitive verbs can be classified by the number of objects they require. Verbs that accept only two arguments, a subject and a single direct object, are monotransitive. Verbs that accept two objects, a direct object and an indirect object, are ditransitive,[2] or less commonly bitransitive.[3] An example of a ditransitive verb in English is the verb to give, which may feature a subject, an indirect object, and a direct object: John gave Mary the book. Verbs that take three objects are tritransitive.[4] In English a tritransitive verb features an indirect object, a direct object, and a prepositional phrase – as in I'll trade you this bicycle for your binoculars – or else a clause that behaves like an argument – as in I bet you a pound that he has forgotten.[5] Not all descriptive grammars recognize tritransitive verbs.[6] A clause with a prepositional phrase that expresses a meaning similar to that usually expressed by an object may be called pseudo-transitive. For example, the Indonesian sentences Dia masuk sekolah ("He attended school") and Dia masuk ke sekolah ("He went into the school") have the same verb (masuk "enter"), but the first sentence has a direct object while the second has a prepositional phrase in its place.[7] A clause with a direct object plus a prepositional phrase may be called pseudo-ditransitive, as in the Lakhota sentence Haŋpíkčeka kiŋ lená wé-čage ("I made those moccasins for him").[8] Such constructions are sometimes called complex transitive.
    [Show full text]
  • Preposition Stranding Vs. Pied-Piping—The Role of Cognitive Complexity in Grammatical Variation
    languages Article Preposition Stranding vs. Pied-Piping—The Role of Cognitive Complexity in Grammatical Variation Christine Günther Faculty of Arts and Humanities, Universität Siegen, 57076 Siegen, Germany; [email protected] Abstract: Grammatical variation has often been said to be determined by cognitive complexity. Whenever they have the choice between two variants, speakers will use that form that is associated with less processing effort on the hearer’s side. The majority of studies putting forth this or similar analyses of grammatical variation are based on corpus data. Analyzing preposition stranding vs. pied-piping in English, this paper sets out to put the processing-based hypotheses to the test. It focuses on discontinuous prepositional phrases as opposed to their continuous counterparts in an online and an offline experiment. While pied-piping, the variant with a continuous PP, facilitates reading at the wh-element in restrictive relative clauses, a stranded preposition facilitates reading at the right boundary of the relative clause. Stranding is the preferred option in the same contexts. The heterogenous results underline the need for research on grammatical variation from various perspectives. Keywords: grammatical variation; complexity; preposition stranding; discontinuous constituents Citation: Günther, Christine. 2021. Preposition Stranding vs. Pied- 1. Introduction Piping—The Role of Cognitive Grammatical variation refers to phenomena where speakers have the choice between Complexity in Grammatical Variation. two (or more) semantically equivalent structural options. Even in English, a language with Languages 6: 89. https://doi.org/ rather rigid word order, some constructions allow for variation, such as the position of a 10.3390/languages6020089 particle, the ordering of post-verbal constituents or the position of a preposition.
    [Show full text]
  • Constructions and Result: English Phrasal Verbs As Analysed in Construction Grammar
    CONSTRUCTIONS AND RESULT: ENGLISH PHRASAL VERBS AS ANALYSED IN CONSTRUCTION GRAMMAR by ANNA L. OLSON A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Linguistics, Analytical Stream We accept this thesis as conforming to the required standard ............................................................................... Dr. Emma Pavey, PhD; Thesis Supervisor ................................................................................ Dr. Sean Allison, Ph.D.; Second Reader ................................................................................ Dr. David Weber, Ph.D.; External Examiner TRINITY WESTERN UNIVERSITY September 2013 © Anna L. Olson i Abstract This thesis explores the difference between separable and non-separable transitive English phrasal verbs, focusing on finding a reason for the non-separable verbs’ lack of compatibility with the word order alternation which is present with the separable phrasal verbs. The analysis is formed from a synthesis of ideas based on the work of Bolinger (1971) and Gorlach (2004). A simplified version of Cognitive Construction Grammar is used to analyse and categorize the phrasal verb constructions. The results indicate that separable and non-separable transitive English phrasal verbs are similar but different constructions with specific syntactic reasons for the incompatibility of the word order alternation with the non-separable verbs. ii Table of Contents Abstract ...........................................................................................................................................
    [Show full text]
  • A Verb Expresses Action Or a State of Being. Verbs Are Classified in 3 Ways
    Verbs A verb expresses action or a state of being. Verbs are classified in 3 ways: As helping or main verbs As action or linking verbs As transitive or intransitive verbs 1. Main Verbs and Helping Verbs A helping verb may be separated from the main verb. A verb phrase consists of one main verb and one or more helping verbs. Examples I am reading Gulliver’s Travels. We should have been listening instead of talking. Did she paint the house? Commonly Used Helping Verbs Forms of BE A modal is an auxiliary am, is, are, was, were, verb that is used to be, being, been express an attitude toward the action or state of being of the Forms of HAVE main verb. have, having, has, had MODALS can, could, may, might, Forms of DO must, ought, shall, do, does, did should, will, would Not and the contraction of n’t are never part of a verb phrase Instead, they are adverbs telling to what extent. We did not hear you. We didn’t hear you. 2. Action Verbs and Linking Verbs An action verb expresses either physical or mental activity. A linking verb connects the subject to a word or word group that identifies or describes the subject. Such a word group is called a subject complement. Commonly Used Linking Verbs Forms of Be be were shall have been should be being shall be will have been would be am will be can be could be is has been may be should have been are have been might be would have been was had been must be could have been Other Linking Verbs appear feel look seem sound taste become grow remain smell stay turn Depending on how these words are used in a sentence, they can be classified as linking or action verbs.
    [Show full text]
  • 1 SENTENCE PATTERNS a Sentence Is the Smallest Grammatical Unit
    1 Figure 1 Logos for the Academic Resource Center and The Writing Center SENTENCE PATTERNS A sentence is the smallest grammatical unit consisting of words that express a complete statement or question. A sentence always contains at least a subject and a verb. Definitions: A verb is the action that is described in the sentence (also called the predicate). A subject is a noun that performs the action (verb) in a sentence. • For a complete sentence, the subject and the verb have to agree. They should be in the same form even if there are other words in between them. Sometimes there might be more than one of these specific grammatical units in one sentence. Refer to Table 1 below for a quick guide of subject verb agreement (See Subject Verb Agreement handout for more details). Table 1 Subject Verb Tense Present/past Present/past Present/past cont. simple perfect I am/was training train/trained have/had trained You are/were training train/trained have/had trained He/She/It is/was training trains/trained has/had trained We/You/They are/were training train/trained have/trained (plural) Simple Sentence patterns In addition to the subject and the verb, sentences may contain other parts of speech. A variety in sentence patterns ensures creative and interesting writing. Note: It is easier to determine the specific part of speech that we are working with if we ask the appropriate question. The answer to the question should be the unknown part of speech itself. 2 The six major simple sentence patterns are as follows.
    [Show full text]
  • Transitive & Intransitive Verbs
    Transitive & Intransitive verbs Name__________________________________________________________________ Period________ There are two kinds of action verbs: transitive and intransitive. A transitive verb has a direct object. EXAMPLE: Columbus discovered America. An intransitive verb does not need an object to complete its meaning. EXAMPLES: The wind howled. He is afraid. Underline the predicate twice, and classify it as transitive or intransitive in the blank space. Find the direct object(s) in each transitive sentence and circle it. 1. Leroy paid the extremely high cellular phone bill as my birthday present. TRANSITIVE_____ 2. Ornithology is the study of various types of birds. ___________________________ 3. Move those big purple blocks that are in my way, now! ___________________________ 4. Everyone listened carefully to the talkative teacher. ___________________________ 5. The tired workers wore special uniforms to work at the concert. ___________________________ 6. We built a barbecue pit in our backyard to celebrate my birthday. ___________________________ 7. What is the name of this hanging picture? ___________________________ 8. He lives in Germany by a beautiful sparkling lake. ___________________________ 9. Who elected the principal of Campbell High School? ___________________________ 10. We walked into the brand new school for the first time. ___________________________ 11. We send many good customers to them to buy weave. ___________________________ 12. London is the foggy capital city of Great Britain. ___________________________ 13. Frank drew many excellent cartoons to make fun of his math teacher. ___________________________ 14. We study hard for the Spanish tests in Mrs. Torres’s class. ___________________________ 15. The frightened children cried loudly when they saw the monster in the closet. ___________________________ 16. Lora made this awesome poster for her project in Mr.
    [Show full text]
  • Parts of Speech Overview Verb, Adverb, Preposition, Conjunction, Interjection
    NL_EOL_SE08_P1_C03_096-123.qxd 8/7/07 9:10 AM Page 96 CHAPTER Parts of Speech Overview Verb, Adverb, Preposition, Conjunction, Interjection Diagnostic Preview A. Identifying Different Parts of Speech Identify each italicized word or word group in the following HELP sentences as a verb, an adverb, a preposition, or a conjunction. For Keep in mind each verb, indicate whether it is an action verb or a linking verb. that correlative EXAMPLE 1. You probably know that Christopher Columbus was a conjunctions can be made famous explorer, but do you know anything of his up of more than one word. personal life? 1. but—conjunction; of—preposition 1. I have discovered some interesting facts about Christopher Columbus. 2. He was born into a hard-working Italian family and learned how to sail as a boy. 3. He became, in fact, not only a master sailor but also a map maker. 4. Although he had barely any formal education, he studied both Portuguese and Spanish. 5. The writings of ancient scholars about astronomy and geog- raphy especially interested him. 96 Chapter 3 Parts of Speech Overview NL_EOL_SE08_P1_C03_096-123.qxd 8/7/07 9:10 AM Page 97 3 6. Columbus apparently also had keen powers of observation. a 7. These served him well on his expeditions. 8. On his voyages to find a sea route to the East Indies, Columbus was a determined, optimistic leader. 9. He let neither doubters nor hardships interfere with his plans. 10. Many people mistakenly think that Columbus was poor when he died in 1506, but he was actually quite wealthy.
    [Show full text]