{"id":935,"date":"2016-04-14T15:58:07","date_gmt":"2016-04-14T15:58:07","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&#038;p=935"},"modified":"2016-08-19T17:46:53","modified_gmt":"2016-08-19T17:46:53","slug":"outcome-verbs-4-3","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-verbs-4-3\/","title":{"raw":"Verbs","rendered":"Verbs"},"content":{"raw":"<h2>Introduction<\/h2>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\">identify functions and categories of verbs<\/li>\r\n \t<li style=\"font-weight: 400;\">identify helping verbs<\/li>\r\n \t<li style=\"font-weight: 400;\">identify verb tenses<\/li>\r\n \t<li style=\"font-weight: 400;\">identify subject and verb agreement<\/li>\r\n \t<li style=\"font-weight: 400;\">identify verb tense consistency<\/li>\r\n \t<li style=\"font-weight: 400;\">identify gerunds<\/li>\r\n \t<li style=\"font-weight: 400;\">identify participles<\/li>\r\n \t<li style=\"font-weight: 400;\">identify infinitives<\/li>\r\n<\/ul>\r\n<\/div>\r\nFrom\u00a02002 to 2006, The Centers for Disease Control (CDC) ran a media campaign entitled\u00a0\"Verb: It's What You Do.\" This campaign was designed to help teens get and stay active, but it also provided a helpful soundbite for defining verbs: \"It's what you do.\"\r\n\r\nVerbs are often called the \"action\" words of language. As we discuss verbs, we will learn that this isn't always the case, but it is a helpful phrase to remember just what verbs are.\r\n\r\n<img class=\"aligncenter size-full wp-image-2183\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/17201944\/bouncing-159517_960_720-e1466194823528.png\" alt=\"a little girl sitting on a ball as it bounces across the floor\" width=\"960\" height=\"223\" \/>\r\n\r\nTraditionally, verbs are divided into three\u00a0groups: active verbs (these are \"action\" words), linking verbs, and helping\u00a0verbs (these two types of verbs are <em>not<\/em> \"action\" words). In this outcome, we'll discuss all\u00a0three of these groups. We'll also learn how\u00a0verbs work and how they change to suit the needs of a speaker or writer.\r\n\r\n<hr \/>\r\n\r\n<h2>Active\u00a0Verbs<\/h2>\r\n<img class=\"alignright wp-image-2324\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21162831\/Screen-Shot-2016-06-21-at-12.28.12-PM-300x234.png\" alt=\"Icon of figure doing flying kick\" width=\"192\" height=\"150\" \/>Active verbs are the simplest type of verb: they simply express some sort of action.\u00a0Watch this video introduction to verbs:\r\n\r\nhttps:\/\/youtu.be\/0T9xMqvjdLk\r\n\r\nLet's look at the example verbs from the video one more time:\r\n<ul>\r\n \t<li><em>contain<\/em><\/li>\r\n \t<li><em>roars<\/em><\/li>\r\n \t<li><em>runs<\/em><\/li>\r\n \t<li><em>sleeps<\/em><\/li>\r\n<\/ul>\r\nAll of these verbs are active verbs: they all express an action.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the active verbs in the following sentences:\r\n<ol>\r\n \t<li>Dominic\u00a0paints the best\u00a0pictures of meerkats.<\/li>\r\n \t<li>Sean's hair curled really well today.<\/li>\r\n \t<li>Elephants\u00a0roam the savanna.<\/li>\r\n \t<li>Billy ate an entire loaf of bread in one sitting.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"365406\"]<strong>Click to Show Answer<\/strong>[\/reveal-answer]\r\n[hidden-answer a=\"365406\"]\r\n<ol>\r\n \t<li>Dominic <strong>paints<\/strong> the best pictures of meerkats.<\/li>\r\n \t<li>Sean's hair <strong>curled<\/strong> really well today.<\/li>\r\n \t<li>Elephants <strong>roam<\/strong> the savanna.<\/li>\r\n \t<li>Billy <strong>ate<\/strong> an entire loaf of bread in one sitting.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h3>Transitive and Intransitive Verbs<\/h3>\r\nActive verbs\u00a0can be divided\u00a0into two categories: transitive and intransitive verbs. A <strong>transitive verb<\/strong> is a verb that requires one or more objects. This contrasts with intransitive verbs, which do not have objects.\r\n\r\nIt might be helpful to think of it this way: transitive verbs have to be <em>done to<\/em>\u00a0something or someone in the sentence. Intransitive verbs only have to be done <em>by<\/em>\u00a0someone.\r\n\r\nLet's look at a few examples of transitive verbs:\r\n<ul>\r\n \t<li>We are going to <strong>need<\/strong> a bigger boat.\r\n<ul>\r\n \t<li>The object in this sentence\u00a0is the phrase \"a bigger boat.\" Consider how incomplete the thought would be if the sentence only said \"We are going to need.\" Despite having a subject and a verb, the sentence is meaningless without the object phrase.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>She hates\u00a0<strong>filling out<\/strong>\u00a0forms.\r\n<ul>\r\n \t<li>Again, leaving out the object would cripple the meaning of the sentence. We have to know that \"forms\" is what she hates filling out.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Sean <strong>hugged<\/strong>\u00a0his brother David.\r\n<ul>\r\n \t<li>You can see the pattern.\u00a0.\u00a0.\u00a0. \"Hugged\" in this sentence is only useful if we know who Sean squeezed. David is the object of the transitive verb.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nIntransitive verbs, on the other do not take\u00a0an object.\r\n<ul>\r\n \t<li>John <strong>sneezed<\/strong> loudly.\r\n<ul>\r\n \t<li>Even though there's another word after <em>sneezed<\/em>, the full meaning of the sentence is available with just the subject <em>John<\/em> and the verb <em>sneezed<\/em>: \"John sneezed.\" Therefore, <em>sneezed<\/em>\u00a0is an intransitive verb. It doesn't have to be done to something or someone.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>My computer completely <strong>died<\/strong>.\r\n<ul>\r\n \t<li>Again, <em>died<\/em> here is enough for the sentence to make sense. We know that the computer (the subject) is what died.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nThis video provides a more in-depth explanation of transitive and intransitive verbs and how they work:\r\n\r\nhttps:\/\/youtu.be\/CFdl1oC1vtQ\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Note:<\/strong> there are some verbs that can act as both transitive and intransitive verbs (the video defined these as bitransitive verbs):\r\n<table>\r\n<thead>\r\n<tr>\r\n<th>Intransitive<\/th>\r\n<th>Transitive<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>The fire has <strong>burned<\/strong> for hundreds of years.<\/td>\r\n<td>Miranda <strong>burned<\/strong> all\u00a0of her old school papers.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Don't let the engine stop <strong>running<\/strong>!<\/td>\r\n<td>Karl <strong>ran<\/strong>\u00a0the best horse track this side of the river.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>The vase <strong>broke<\/strong>.<\/td>\r\n<td>She <strong>broke<\/strong> the toothpick.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Does your dog <strong>bite<\/strong>?<\/td>\r\n<td>The cat <strong>bit<\/strong> him.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Water <strong>evaporates<\/strong> when it's hot.<\/td>\r\n<td>Heat <strong>evaporates<\/strong> water.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nRead the following sentences. Are the verbs in each\u00a0transitive or intransitive?\r\n<ol>\r\n \t<li>Liv fell out of the car.<\/li>\r\n \t<li>Ian has written over four hundred articles on the subject.<\/li>\r\n \t<li>Christopher sings really well.<\/li>\r\n \t<li>Marton wondered about a lot of things.<\/li>\r\n \t<li>Cate gave great gifts.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"682679\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"682679\"]\r\n<ol>\r\n \t<li>Liv <strong>fell<\/strong> out of the car.\u00a0<em>Fell<\/em> is intransitive.<\/li>\r\n \t<li>Ian <strong>has written<\/strong> over four hundred articles on the subject.\u00a0<em>Has written<\/em> is transitive.<\/li>\r\n \t<li>Christopher <strong>sings<\/strong> really well.\u00a0<em>Sings<\/em> is\u00a0intransitive.<\/li>\r\n \t<li>Marton <strong>wondered<\/strong> about a lot of things.\u00a0<em>Wondered<\/em> is\u00a0intransitive.<\/li>\r\n \t<li>Cate <strong>gave<\/strong> great gifts.\u00a0<em>Gave<\/em> is transitive.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Linking Verbs<\/h2>\r\n<img class=\"alignright wp-image-2322\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21162549\/Screen-Shot-2016-06-21-at-12.25.38-PM-300x148.png\" alt=\"Icon of chain\" width=\"203\" height=\"100\" \/>A linking verb is a verb that links a subject to the rest of the sentence. There isn't any \"real\" action happening in the sentence. Sentences with linking verbs become similar to math equations. The verb acts as an equal sign between the items it links.\r\n\r\nhttps:\/\/youtu.be\/4dPbciiZSbo\r\n\r\nAs the video establishes, <em>to be<\/em> verbs are the most common\u00a0linking verbs (<em>is<\/em>, <em>was<\/em>, <em>were<\/em>, etc.). David and the bear establish that there are other linking verbs as well.\u00a0Here are some illustrations of other\u00a0common linking verbs:\r\n<ul>\r\n \t<li>Over the past five days, Charles <strong>has\u00a0become<\/strong> a new man.\r\n<ul>\r\n \t<li>It's easy to reimagine this sentence as \"Over the past five days, Charles <b>=<\/b>\u00a0a new man.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Since the oil spill, the beach <strong>has smelled<\/strong> bad.\r\n<ul>\r\n \t<li>Similarly, one could also read this as \"Since the oil spill, the beach =<strong>\u00a0<\/strong>smelled bad.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>That word processing program <strong>seems<\/strong> adequate for our needs.\r\n<ul>\r\n \t<li>Here, the linking verb is slightly more nuanced than an equals sign, though the sentence construction overall is similar. (This is why we write in words, rather than math symbols, after all!)<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>This calculus problem <strong>looks<\/strong> difficult.<\/li>\r\n \t<li>With every step Jake took, he could\u00a0<strong>feel<\/strong> the weight on his shoulders\u00a0growing.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nRead each sentence and determine whether its verb is a linking verb or not:\r\n<ol>\r\n \t<li>Terry smelled his yogurt to see if it was still good.<\/li>\r\n \t<li>Rosa looks intimidating.<\/li>\r\n \t<li>Amy looked over at the clock to check the time.<\/li>\r\n \t<li>Gina smelled like chrysanthemums and mystery.<\/li>\r\n \t<li>Raymond is a fantastic boss.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"593412\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"593412\"]\r\n<ol>\r\n \t<li>Terry <strong>smelled<\/strong> his yogurt to see if it was still good.\u00a0<em>Smelled<\/em> is an active verb in this sentence.<\/li>\r\n \t<li>Rosa <strong>looks<\/strong> intimidating.\u00a0<em>Looks<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\r\n \t<li>Amy <strong>looked<\/strong> over at the clock to check the time.\u00a0<em>Looked<\/em>\u00a0is an active verb in this sentence.<\/li>\r\n \t<li>Gina <strong>smelled<\/strong> like chrysanthemums and mystery.\u00a0<em>Smelled<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\r\n \t<li>Raymond <strong>is<\/strong> a fantastic boss.\u00a0<em>Is<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Helping Verbs<\/h2>\r\n<img class=\"alignright wp-image-2326\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21163227\/Screen-Shot-2016-06-21-at-12.31.26-PM-300x297.png\" alt=\"Icon of one figure helping another up stairs\" width=\"152\" height=\"150\" \/>Helping\u00a0verbs (sometimes called\u00a0<em>auxiliary\u00a0verbs<\/em>)\u00a0are, as the name suggests, verbs that help another verb. They provide support and add additional meaning.\u00a0Here are some examples of helping\u00a0verbs in sentences:\r\n<ul>\r\n \t<li>By 1967, about 500 U.S. citizens <strong>had<\/strong> received heart transplants.\r\n<ul>\r\n \t<li>While <em>received<\/em>\u00a0could function on its own \u00a0as a complete thought here, the helping verb <em>had<\/em>\u00a0emphasizes the distance in time of the date in the opening phrase.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Better immunosuppression management in transplant operations <strong>has<\/strong> yielded better results.\r\n<ul>\r\n \t<li>This time, the helping verb adds clarity to the main\u00a0verb <em>yielded<\/em>. \u00a0Without it, the sentence would be difficult to understand.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Researchers <strong>are<\/strong>\u00a0finding\u00a0that propranolol is\u00a0effective in the treatment of heartbeat irregularities.\r\n<ul>\r\n \t<li>The helping verb <em>are<\/em>\u00a0adds immediacy to the verb <em>finding<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nLet's look at some more examples to examine exactly what these verbs do. Take a look at the sentence \"I have finished my dinner.\" Here, the main verb is <em>finish<\/em>, and the helping\u00a0verb\u00a0<em>have<\/em> helps to express tense. Let's look at two more examples:\r\n<ul>\r\n \t<li>Do you want tea?\r\n<ul>\r\n \t<li><em>Do<\/em> is a\u00a0helping\u00a0verb accompanying the main verb <em>want<\/em>, used here to form a question.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>He has given his all.\r\n<ul>\r\n \t<li><em>Has<\/em> is a\u00a0helping\u00a0verb used in expressing the tense of\u00a0<em>given<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nA list of verbs that (can) function as helping\u00a0verbs in English is as follows:\r\n<ul>\r\n \t<li><i>be<\/i> (and all its forms)<\/li>\r\n \t<li><i>can<\/i>, <i>could<\/i><\/li>\r\n \t<li><i>dare<\/i><\/li>\r\n \t<li><i>do<\/i> (and all its forms)<\/li>\r\n \t<li><i>have<\/i> (and all its forms)<\/li>\r\n \t<li><i>may<\/i>, <i>might<\/i>, <i>must<\/i><\/li>\r\n \t<li><i>need<\/i><\/li>\r\n \t<li><i>ought<\/i><\/li>\r\n \t<li><i>shall<\/i>, <i>should<\/i><\/li>\r\n \t<li><i>will<\/i>, <i>would<\/i><\/li>\r\n<\/ul>\r\nThe negative forms of these words (<i>can't<\/i>, <i>don't<\/i>, <i>won't<\/i>, etc.) are also helping\u00a0verbs.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the helping\u00a0verbs in the sentences below:\r\n<ol>\r\n \t<li>Do you want\u00a0Tim's shift tonight?<\/li>\r\n \t<li>Cassandra couldn't afford to give up.<\/li>\r\n \t<li>Richard\u00a0was exercising when\u00a0Barbara finally found him.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"893071\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"893071\"]\r\n<ol>\r\n \t<li><strong>Do<\/strong> you want\u00a0Tim's shift tonight? (<em>Do\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.)<\/li>\r\n \t<li>Cassandra <strong>couldn't<\/strong> afford to give up. (<em>Couldn't<\/em> helps\u00a0<em>afford<\/em>. In this sentence, it indicates how possible the verb\u00a0<em>afford<\/em> is.)<\/li>\r\n \t<li>Richard\u00a0<strong>was<\/strong> exercising when\u00a0Barbara finally found him. (<em>Was<\/em> accompanies\u00a0<em>exercising<\/em>. In this sentence, it is used to indicate the tense.)<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\nThe following table shows examples of\u00a0the helping\u00a0verbs in standard English. Some helping\u00a0verbs have more than one example as they can be used in multiple ways.\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>Helping\u00a0Verb<\/th>\r\n<th>Examples<\/th>\r\n<\/tr>\r\n<tr>\r\n<td>be<\/td>\r\n<td>He <b>is<\/b> sleeping.\u00a0They <b>were<\/b> seen.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>can<\/td>\r\n<td>I <b>can<\/b> swim.\u00a0Such things <b>can<\/b> help.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>could<\/td>\r\n<td>I <b>could<\/b> swim.\u00a0That <b>could<\/b> help.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>dare<\/td>\r\n<td>How <b>dare<\/b> you!<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>do<\/td>\r\n<td>You <b>did<\/b> not understand.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>have<\/td>\r\n<td>They <b>have<\/b> understood.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>may<\/td>\r\n<td><b>May<\/b> I stay?\u00a0That <b>may<\/b> take place.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>might<\/td>\r\n<td>We <b>might<\/b> give it a try.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>must<\/td>\r\n<td>You <b>must<\/b> not mock me.\u00a0It <b>must<\/b> have rained.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>need<\/td>\r\n<td>You <b>need<\/b> not water the grass.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>ought<\/td>\r\n<td>You <b>ought<\/b> to play well.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>shall<\/td>\r\n<td>You <b>shall<\/b> not pass.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>should<\/td>\r\n<td>You <b>should<\/b> listen.\u00a0That <b>should<\/b> help.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>will<\/td>\r\n<td>We <b>will<\/b> eat pie.\u00a0The sun <b>will<\/b> rise tomorrow at 6:03.\u00a0He <b>will<\/b> make that mistake every time.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>would<\/td>\r\n<td>Nothing <b>would<\/b> accomplish that.\u00a0After 1990, we <b>would<\/b> do that again.\u00a0Back then we <b>would<\/b> always go there<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n<hr \/>\r\n\r\n<h2>Verb Tenses<\/h2>\r\nWhat is tense? There are three standard tenses in English: past, present and future.\u00a0All three of these tenses have simple and more complex forms. For now we'll just focus on the simple present (things happening now), the simple past (things that happened before), and the simple future (things that will happen later).\r\n<h3>Tenses<\/h3>\r\n<h4>Present Tense<\/h4>\r\nWatch this quick introduction to the present tense:\r\n\r\nhttps:\/\/youtu.be\/gRlrZrDL5QI\r\n<h4>Past Tense<\/h4>\r\nWatch this quick introduction to the past\u00a0tense:\r\n\r\nhttps:\/\/youtu.be\/zS6N5EqXpCY\r\n<h4>Future Tense<\/h4>\r\nWatch this quick introduction to the future\u00a0tense:\r\n\r\nhttps:\/\/youtu.be\/LvlpEPHPhpI\r\n<h4>Other\u00a0Forms of the Past, Present, and Future<\/h4>\r\nYou may have noticed that in\u00a0the present tense video David talked about \"things that are happening right now\" and that he mentioned there were other ways to create the past and future tense. We won't discuss these tenses in too much depth, but it's important to\u00a0recognize them.\r\n\r\nWe already discussed these briefly in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/text-helping-verbs\/\" target=\"_blank\">Text: Helping Verbs<\/a>. These forms are created with\u00a0different forms of\u00a0<em>to be\u00a0<\/em>and\u00a0<em>to have<\/em>:\r\n<ul>\r\n \t<li>He had\u00a0eaten everything by the time we got there.<\/li>\r\n \t<li>She\u00a0is waiting for us to get there!<\/li>\r\n \t<li>He will have broken it by next Thursday, you can be sure.<\/li>\r\n \t<li>She was singing for eight hours.<\/li>\r\n<\/ul>\r\nWhen you combine\u00a0<em>to be<\/em> with the -<em>ing<\/em> form of a verb\u00a0you create a sense of continuity. The subject of the sentence was (or is, or will be) doing that thing for awhile. When you combine\u00a0<em>to have<\/em> with the past participle of a verb, you create a sense of completion. This thing had been done for a while (or has been, or will have been). The sense of past, present, or future comes from the conjugation of\u00a0<em>to be<\/em> or\u00a0<em>to have<\/em>. For further discussion on this topic, look at the \"Participles\" section in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/text-non-finite-verbs\/\" target=\"_blank\">Text: Non-Finite Verbs<\/a>.\r\n<h3>Conjugation<\/h3>\r\nMost verbs will follow the\u00a0pattern that we just learned in the previous videos:\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>Person<\/strong><\/td>\r\n<td><strong>Past<\/strong><\/td>\r\n<td><strong>Present<\/strong><\/td>\r\n<td><strong>Future<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>I<\/td>\r\n<td>verb +\u00a0<em>ed<\/em><\/td>\r\n<td>verb<\/td>\r\n<td>will verb<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>We<\/td>\r\n<td>verb +\u00a0<em>ed<\/em><\/td>\r\n<td>verb<\/td>\r\n<td>will verb<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>You<\/td>\r\n<td>verb +\u00a0<em>ed<\/em><\/td>\r\n<td>verb<\/td>\r\n<td>will verb<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>He, She, It<\/td>\r\n<td>verb +\u00a0<em>ed<\/em><\/td>\r\n<td>verb + <em>s <\/em>(or <em>es<\/em>)<\/td>\r\n<td>will verb<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>They<\/td>\r\n<td>verb +\u00a0<em>ed<\/em><\/td>\r\n<td>verb<\/td>\r\n<td>will verb<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h4><em>To Walk<\/em><\/h4>\r\nLet's look at the verb\u00a0<em>to walk<\/em> for an example:\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>Person<\/strong><\/td>\r\n<td><strong>Past<\/strong><\/td>\r\n<td><strong>Present<\/strong><\/td>\r\n<td><strong>Future<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>I<\/td>\r\n<td>walked<\/td>\r\n<td>walk<\/td>\r\n<td>will walk<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>We<\/td>\r\n<td>walked<\/td>\r\n<td>walk<\/td>\r\n<td>will walk<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>You<\/td>\r\n<td>walked<\/td>\r\n<td>walk<\/td>\r\n<td>will walk<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>He, She, It<\/td>\r\n<td>walked<\/td>\r\n<td>walks<\/td>\r\n<td>will walk<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>They<\/td>\r\n<td>walked<\/td>\r\n<td>walk<\/td>\r\n<td>will walk<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nChange the tense of each sentence as directed below. You can type your answers in the text field below:\r\n<ol>\r\n \t<li>Make this sentence present tense: Alejandra directed a play.<\/li>\r\n \t<li>Make this sentence past tense: Lena will show me\u00a0how to use a microscope.<\/li>\r\n \t<li>Make this sentence future tense: Gabrielly eats a lot of hamburgers.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"474777\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"474777\"]\r\n<ol>\r\n \t<li>Alejandra <strong>directs<\/strong>\u00a0a play.<\/li>\r\n \t<li>Lena\u00a0<strong>showed<\/strong>\u00a0me how to use a microscope.<\/li>\r\n \t<li>Gabrielly <strong>will eat<\/strong>\u00a0a lot of hamburgers.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h4>Irregular Verbs<\/h4>\r\nThere are a lot of irregular verbs. Unfortunately, there's a lot of memorization involved in keeping them straight. This video shows\u00a0a few of the irregular verbs\u00a0you'll have to use the most often (<em>to be<\/em>,\u00a0<em>to have<\/em>, <em>to do<\/em>, and\u00a0<em>to say<\/em>):\r\n\r\nhttps:\/\/youtu.be\/ZKr--3HpP_A\r\n\r\n<hr \/>\r\n\r\n<h2>Subject &amp; Verb Agreement<\/h2>\r\n<img class=\"alignright wp-image-2336\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21184022\/Screen-Shot-2016-06-21-at-2.39.54-PM-300x246.png\" alt=\"Icon of two speech bubbles; one has a thumbs-up sign in it\" width=\"183\" height=\"150\" \/>The basic idea behind sentence agreement is pretty simple: all the parts of your sentence should match (or <strong>agree<\/strong>).\u00a0Verbs need to agree with their subjects in <strong>number<\/strong> (singular or plural) and in <strong>person<\/strong> (first, second, or third). In order to check agreement, you simply\u00a0need to find the verb and ask who or what is doing the action of that verb.\r\n<h3>Person<\/h3>\r\nAgreement based on grammatical person (first, second, or third person) is found mostly between verb and subject.\u00a0For example, you can\u00a0say \"I am\" or \"he is,\" but not \"I is\" or \"he am.\" This is because the grammar of the language requires that the verb and its subject agree in person. The pronouns <em>I<\/em> and <em>he<\/em> are first and third person respectively, as are the verb forms <em>am<\/em> and <em>is<\/em>. The verb form must be selected so that it has the same person as the subject.\r\n<h3>Number<\/h3>\r\nAgreement based on grammatical number can occur between verb and subject, as in the case of grammatical person discussed above. In fact the two categories are often conflated within verb conjugation patterns: there are specific verb forms for first person singular, second person plural and so on. Some examples:\r\n<ul>\r\n \t<li><strong>I<\/strong> really <strong>am<\/strong> (1st pers. singular) vs. <strong>We<\/strong> really <strong>are<\/strong> (1st pers. plural)<\/li>\r\n \t<li>The <strong>boy sings<\/strong> (3rd pers. singular) vs. The <strong>boys sing<\/strong> (3rd pers. plural)<\/li>\r\n<\/ul>\r\n<h4>More\u00a0Examples<\/h4>\r\nCompound subjects are plural, and their verbs should agree. Look at the following sentence for an example:\r\n<blockquote>\r\n<p style=\"padding-left: 30px;\">A pencil, a backpack, and a notebook <b>were<\/b> issued to each student.<\/p>\r\n<\/blockquote>\r\nVerbs will never agree with nouns that are in prepositional phrases. To make verbs agree with their subjects, follow this example:\r\n<blockquote>\r\n<p style=\"padding-left: 30px;\">The direction of the three plays <b>is<\/b> the topic of my talk.<\/p>\r\n<\/blockquote>\r\nThe subject of \"my talk\" is <i>direction,<\/i> not <i>plays<\/i>, so the verb should be singular.\r\n\r\nIn the English language, verbs usually follow subjects. But when this order is reversed, the writer must make the verb agree with the subject, not with a noun that happens to precede it. For example:\r\n<blockquote>\r\n<p style=\"padding-left: 30px;\">Beside the house <b>stand<\/b> sheds filled with tools.<\/p>\r\n<\/blockquote>\r\nThe subject is <i>sheds<\/i>; it is plural, so the verb must be <i>stand<\/i>.\r\n<h3>Agreement<\/h3>\r\nAll regular verbs (and nearly all irregular ones) in English agree in the third-person singular of the present indicative by adding a suffix of either <i>-s<\/i> or <i>-es<\/i>.\r\n\r\nLook at the present tense of <i>to love, <\/i>for example:\r\n<table class=\"wikitable\">\r\n<tbody>\r\n<tr>\r\n<th rowspan=\"2\">Person<\/th>\r\n<th colspan=\"2\">Number<\/th>\r\n<\/tr>\r\n<tr>\r\n<th>Singular<\/th>\r\n<th>Plural<\/th>\r\n<\/tr>\r\n<tr>\r\n<th>First<\/th>\r\n<td><i>I love<\/i><\/td>\r\n<td><i>we love<\/i><\/td>\r\n<\/tr>\r\n<tr>\r\n<th>Second<\/th>\r\n<td><i>you love<\/i><\/td>\r\n<td><i>you love<\/i><\/td>\r\n<\/tr>\r\n<tr>\r\n<th>Third<\/th>\r\n<td><i>he\/she\/it love<b>s<\/b><\/i><\/td>\r\n<td><i>they love<\/i><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe highly irregular verb <i>to be<\/i> is the only verb with more agreement than this in the present tense:\r\n<table class=\"wikitable\">\r\n<tbody>\r\n<tr>\r\n<th rowspan=\"2\">Person<\/th>\r\n<th colspan=\"2\">Number<\/th>\r\n<\/tr>\r\n<tr>\r\n<th>Singular<\/th>\r\n<th>Plural<\/th>\r\n<\/tr>\r\n<tr>\r\n<th>First<\/th>\r\n<td><i>I am<\/i><\/td>\r\n<td><i>we are<\/i><\/td>\r\n<\/tr>\r\n<tr>\r\n<th>Second<\/th>\r\n<td><i>you are<\/i><\/td>\r\n<td><i>you are<\/i><\/td>\r\n<\/tr>\r\n<tr>\r\n<th>Third<\/th>\r\n<td><i>he\/she\/it is<\/i><\/td>\r\n<td><i>they are<\/i><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Irregular_Simple_Past_Tense_Verbs.pdf\" target=\"_blank\">Here's a list of several irregular past tense verbs.<\/a>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nChoose the correct verb to make the sentences agree:\r\n<ol>\r\n \t<li>Ann (walk \/ walks) really slowly.<\/li>\r\n \t<li>You (is \/ am \/ are) dating Tom?<\/li>\r\n \t<li>Donna and April (get \/ gets) along well.<\/li>\r\n \t<li>Chris and Ben (is \/ am \/ are) the best duo\u00a0this company has ever seen.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"813087\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"813087\"]\r\n<ol>\r\n \t<li>Ann <strong>walks<\/strong>\u00a0really slowly.<\/li>\r\n \t<li>You <strong>are<\/strong>\u00a0dating Tom?<\/li>\r\n \t<li>Donna and April <strong>get<\/strong> along well.<\/li>\r\n \t<li>Chris and Ben <strong>are<\/strong>\u00a0the best duo\u00a0this company has ever seen.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Verb Tense Consistency<\/h2>\r\nOne of the most common mistakes in writing is a lack of tense consistency. Writers often start a sentence in one tense but ended up in another. Look back at that sentence. Do you see the error? The first verb\u00a0<em>start<\/em> is in the present tense, but\u00a0<em>ended<\/em> is in the past tense. The correct version of the sentence would be \"Writers often start a sentence in one tense but end up in another.\"\r\n\r\nThese mistakes often occur when writers\u00a0change their\u00a0minds halfway through writing the sentence, or when they\u00a0come back and make changes but only end up changing\u00a0half the sentence. It is very important to maintain a consistent tense, not just in a sentence but across paragraphs and pages.\u00a0Decide if\u00a0something happened, is happening, or will happen and then stick with that choice.\r\n\r\nRead through the following paragraphs. Can you spot the errors in tense?\r\n<p style=\"padding-left: 30px;\"><img class=\"alignright wp-image-2303\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21155244\/hiker-at-the-mountain-top-e1466524403874-1024x740.jpg\" alt=\"A hiker at the top of a mountain. Other mountain peaks can be seen at lower elevations. The hiker is raising their hands in triumph.\" width=\"400\" height=\"289\" \/>If you want to\u00a0pick up a new outdoor activity, hiking is a great option to consider.\u00a0It's a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0depended on the difficulty hikes you choose. However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0if they pace themselves and were\u00a0physically fit.<\/p>\r\n<p style=\"padding-left: 30px;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also will have\u00a0some great payoffs. As you walked through canyons and climbed up mountains, you can\u00a0see things that you wouldn't otherwise. The views are breathtaking, and you will get a great opportunity to meditate on the world and your role\u00a0in it. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\r\nWhat errors did you spot?\u00a0Let's take another look at this passage. This time, the tense-shifted\u00a0verbs have been bolded, and\u00a0the phrases they belong to have been underlined:\r\n<p style=\"padding-left: 30px;\">If you want to\u00a0pick up a new outdoor activity, hiking is a great option to consider.\u00a0<span style=\"text-decoration: underline;\">It's a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0<strong>depended<\/strong> on the difficulty hikes you choose.<\/span> However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0<span style=\"text-decoration: underline;\">if they pace themselves and <strong>were<\/strong>\u00a0physically fit<\/span>.<\/p>\r\n<p style=\"padding-left: 30px;\"><span style=\"text-decoration: underline;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also <strong>will have<\/strong>\u00a0some great payoffs<\/span>. <span style=\"text-decoration: underline;\">As you <strong>walked<\/strong> through canyons and <strong>climbed<\/strong> up mountains<\/span>, you can\u00a0see things that you wouldn't otherwise. <span style=\"text-decoration: underline;\">The views are breathtaking, and you <strong>will get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it<\/span>. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\r\nAs we mentioned earlier, you want to make sure your whole passage is consistent in its tense. You may have noticed that the most of the verbs in this passage\u00a0are in present tense\u2014this is especially apparent if you ignore those verbs that have been bolded. Now that we've established that this passage should be\u00a0in the present tense,\u00a0let's address each of the underlined\u00a0segments:\r\n<ul>\r\n \t<li>It's a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0<strong>depended<\/strong> on the difficulty hikes you choose.\r\n<ul>\r\n \t<li><em>depended<\/em> should be the same tense as\u00a0<em>is<\/em>; it just <strong>depends<\/strong> on the difficulty<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>if they pace themselves and <strong>were<\/strong>\u00a0physically fit.\r\n<ul>\r\n \t<li><em>were\u00a0<\/em>should be the same tense as\u00a0<em>pace<\/em>; if they pace themselves\u00a0and <strong>are<\/strong> physically fit.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Not only is hiking\u00a0an easy activity to\u00a0pick up, it also <strong>will have<\/strong>\u00a0some great payoffs.\r\n<ul>\r\n \t<li><em>will have<\/em> should be the same tense as\u00a0<em>is<\/em>;\u00a0it also <strong>has<\/strong> some great pay offs<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>As you <strong>walked<\/strong> through canyons and <strong>climbed<\/strong> up mountains\r\n<ul>\r\n \t<li><em>walked<\/em> and\u00a0<em>climbed<\/em> are both past tense, but this doesn't match the tense of the passage as a whole. They should both be changed to present tense: As you\u00a0<strong>walk<\/strong> through canyons and\u00a0<strong>climb<\/strong> up mountains.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>\u00a0The views are breathtaking, and you <strong>will get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it.\r\n<ul>\r\n \t<li><em>will get<\/em> should be the same\u00a0tense as\u00a0<em>are<\/em>; you <strong>get<\/strong> a great opportunity<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nHere's the corrected passage as a whole; all edited verbs have been bolded:\r\n<p style=\"padding-left: 30px;\">If you want to pick up a new outdoor activity, hiking is a great option to consider.\u00a0It's a sport that can be suited for a beginner or an expert\u2014it just <strong>depends<\/strong> on the difficulty hikes you choose. However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0if they pace themselves and <strong>are<\/strong> physically fit.<\/p>\r\n<p style=\"padding-left: 30px;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also\u00a0<strong>has<\/strong> some great payoffs. As you <strong>walk<\/strong> through canyons and <strong>climb<\/strong> up mountains, you can\u00a0see things that you wouldn't otherwise. The views are breathtaking, and you <strong>get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\r\n\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nRead the following sentences and identify any errors in verb tense:\r\n<ol>\r\n \t<li>Whenever you go to the store,\u00a0you should have\u00a0made\u00a0a list and stick to it.<\/li>\r\n \t<li>This experiment turned out to be much more complicated than I thought it would be. I ended up with a procedure that was seventeen steps long, instead of the original eight that I planned.<\/li>\r\n \t<li>I applied to some of the most prestigious medical schools. I hope the essays I write get me in!<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"615298\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"615298\"]\r\n<ol>\r\n \t<li><em>have\u00a0made<\/em>\u00a0and <em>stick<\/em>\u00a0do not match tense. The sentence should read, \"Whenever you go to the store, you should <strong>make<\/strong> a list and stick to it.\"<\/li>\r\n \t<li>This sentence is correct.<\/li>\r\n \t<li><em>applied<\/em> and\u00a0<em>write<\/em> do not match tense. If you've already applied, hopefully you've already written your essays as well! The\u00a0sentences should read, \"I applied to some of the most prestigious medical schools. I hope the essays I <strong>wrote<\/strong> get me in!\"<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Non-Finite Verbs<\/h2>\r\nJust when we thought we had verbs figured out, we're brought face-to-face\u00a0with a new animal:\u00a0the non-finite verbs. These words <em>look<\/em> similar to verbs we've already been talking about, but they <em>act<\/em> quite different than those other verbs.\r\n\r\nBy definition, a non-finite verb cannot serve as the root of an independent clause. In practical terms, this\u00a0means that they don't serve as the action of a sentence. They also don't have a tense. While the sentence around them may be past, present, or future tense, the non-finite verbs themselves are neutral. There are three types of non-finite verbs: gerunds, participles, and infinitives.\r\n<h3>Gerunds<\/h3>\r\nGerunds all end in\u00a0<i>-ing<\/i>: <em>skiing<\/em>, <em>reading<\/em>, <em>dancing<\/em>, <em>singing<\/em>, etc.\u00a0Gerunds <strong>act like nouns<\/strong> and can serve as subjects or objects of sentences. Let's take a look at a few examples:\r\n\r\nThe following sentences illustrate some uses of gerunds:\r\n<ul>\r\n \t<li><b>Swimming<\/b> is fun.\r\n<ul>\r\n \t<li>Here, the subject is <em>swimming<\/em>, the gerund.<\/li>\r\n \t<li>The verb is the linking verb\u00a0<em>is<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>I like <b>swimming<\/b>.\r\n<ul>\r\n \t<li>This time, the subject of this sentence is the pronoun <em>I<\/em>.<\/li>\r\n \t<li>The verb is <em>like<\/em>.<\/li>\r\n \t<li>The gerund <em>swimming<\/em> becomes the direct object.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>I never gave <b>swimming<\/b> all that much effort.<\/li>\r\n \t<li>Do you fancy <b>going out<\/b>?<\/li>\r\n \t<li>After\u00a0<b>being elected president<\/b>, he moved with his family to the capital.<\/li>\r\n<\/ul>\r\nGerunds\u00a0can be created using helping\u00a0verbs as well:\r\n<ul>\r\n \t<li><b>Being deceived<\/b> can make someone feel angry.<\/li>\r\n \t<li><b>Having read the book once before<\/b> makes me more prepared.<\/li>\r\n<\/ul>\r\nOften the \"doer\" of the gerund is clearly signaled:\r\n<ul>\r\n \t<li>We enjoyed <strong>singing<\/strong> yesterday (we ourselves sang)<\/li>\r\n \t<li>The cat responded by <strong>licking<\/strong> the cream (the cat licked the cream)<\/li>\r\n \t<li>His heart is set on <strong>being<\/strong> awarded the prize (he hopes that he himself will be awarded the prize)<\/li>\r\n \t<li>Tom\u00e1s likes <strong>eating<\/strong> apricots (Tom\u00e1s himself\u00a0eats apricots)<\/li>\r\n<\/ul>\r\nHowever, sometimes the \"doer\" must be overtly specified, typically in a position immediately before the non-finite verb:\r\n<ul>\r\n \t<li>We enjoyed their\u00a0<strong>singing.<\/strong><\/li>\r\n \t<li>We were delighted at Bianca <strong>being<\/strong> awarded the prize.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the gerunds and their roles in the following sentences:\r\n<ol>\r\n \t<li>Sam\u00a0was really bad at gardening.<\/li>\r\n \t<li>Studying is one of Jazz's favorite things to do.<\/li>\r\n \t<li>Danny just wanted to go skateboarding.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"274304\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"274304\"]\r\n<ol>\r\n \t<li>Sam\u00a0was really bad at <strong>gardening<\/strong>.\u00a0<em>Gardening<\/em> is the object of the prepositional phrase \"bad at gardening.\"<\/li>\r\n \t<li><strong>Studying<\/strong> is one of Jazz's favorite things to do. <em>Studying<\/em> is the subject of the sentence.<\/li>\r\n \t<li>Danny just wanted to go <strong>skateboarding<\/strong>.\u00a0<em>Skateboarding<\/em> is the direct object of the sentence.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h3>Participles<\/h3>\r\nA <b>participle<\/b> is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb, or verb phrase, and then plays a role similar to an adjective or adverb.\u00a0It is one of the types of nonfinite verb forms.\r\n\r\nThe two types of participle in English are traditionally called the <b>present participle<\/b> (forms such as <i>writing<\/i>, <i>singing<\/i> and <i>raising<\/i>) and the <b>past participle<\/b> (forms such as <i>written<\/i>, <i>sung<\/i> and <i>raised<\/i>).\r\n<h4>The Present Participle<\/h4>\r\nEven though they look exactly the same, gerunds and present participles do different things. As we just learned, the gerund acts as a noun: e.g., \"I like <i>sleeping<\/i>\"; \"<i>Sleeping\u00a0<\/i>is not allowed.\" Present participles, on the other hand, act similarly to\u00a0an adjective or adverb: e.g., \"The\u00a0<em>sleeping<\/em> girl\u00a0over there is my sister\"; \"<em>Breathing<\/em> heavily, she finished the race in first place.\"\r\n\r\nThe present participle, or participial phrases (clauses) formed from it, are used as follows:\r\n<ul>\r\n \t<li>as an adjective phrase modifying a noun phrase: <i>The man <b>sitting<\/b> over there is my uncle.<\/i><\/li>\r\n \t<li>adverbially, the subject being understood to be the same as that of the main clause: <i><b>Looking<\/b> at the plans, I gradually came to see where the problem lay.<\/i> <i>He shot the man, <b>killing<\/b> him.<\/i><\/li>\r\n \t<li>more generally as a clause or sentence modifier: <i>Broadly <b>speaking<\/b>, the project was successful.<\/i><\/li>\r\n<\/ul>\r\nThe present participle can also be used\u00a0with the helping verb <em>to be<\/em>\u00a0to<span class=\"s1\">\u00a0form a type of present tense: <i>Jim was <\/i><b><i>sleeping<\/i><\/b><i>.\u00a0<\/i>This is something we learned a little bit about in helping verbs and tense.\u00a0<\/span>\r\n<h4>The Past Participle<\/h4>\r\nPast participles often look very similar to the simple past tense of a verb:\u00a0<em>finished,\u00a0danced<\/em>,\u00a0etc. However, some verbs have different forms. Reference lists will be your best help in finding the correct past participle.\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Irregular_Past_Participles.pdf\" target=\"_blank\">Here is one such list of\u00a0participles<\/a>. Here's a short list of some of the most common irregular past participles you'll use:\r\n<table>\r\n<thead>\r\n<tr>\r\n<th>Verb<\/th>\r\n<th>Simple Past<\/th>\r\n<th>Past Participle<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>to be<\/td>\r\n<td>was\/were<\/td>\r\n<td>been<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to become<\/td>\r\n<td>became<\/td>\r\n<td>become<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to begin<\/td>\r\n<td>began<\/td>\r\n<td>begun<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to come<\/td>\r\n<td>came<\/td>\r\n<td>come<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to do<\/td>\r\n<td>did<\/td>\r\n<td>done<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to drink<\/td>\r\n<td>drank<\/td>\r\n<td>drunk<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to eat<\/td>\r\n<td>ate<\/td>\r\n<td>eaten<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to get<\/td>\r\n<td>got<\/td>\r\n<td>gotten<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to give<\/td>\r\n<td>gave<\/td>\r\n<td>given<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to go<\/td>\r\n<td>went<\/td>\r\n<td>gone<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to know<\/td>\r\n<td>knew<\/td>\r\n<td>know<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to run<\/td>\r\n<td>ran<\/td>\r\n<td>run<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to see<\/td>\r\n<td>saw<\/td>\r\n<td>seen<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to show<\/td>\r\n<td>showed<\/td>\r\n<td>shown<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to speak<\/td>\r\n<td>spoke<\/td>\r\n<td>spoken<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to take<\/td>\r\n<td>took<\/td>\r\n<td>taken<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to throw<\/td>\r\n<td>threw<\/td>\r\n<td>thrown<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>to write<\/td>\r\n<td>wrote<\/td>\r\n<td>written<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox shaded\"><strong>Note:<\/strong> Words\u00a0like\u00a0<em>bought<\/em> and\u00a0<em>caught<\/em> are the correct past participles\u2014not\u00a0<em>boughten<\/em> or\u00a0<em>caughten<\/em>.<\/div>\r\nPast participles are used\u00a0in a couple of different ways:\r\n<ul>\r\n \t<li>as an adjective phrase: <i>The chicken <b>eaten<\/b> by the children was contaminated.<\/i><\/li>\r\n \t<li>adverbially: <i><b>Seen<\/b> from this perspective, the problem presents no easy solution.<\/i><\/li>\r\n \t<li>in a nominative absolute construction, with a subject: <i>The task <b>finished<\/b>, we returned home.<\/i><\/li>\r\n<\/ul>\r\nThe past participle can also be used with the helping verb <em>to have<\/em>\u00a0to form a type of past tense: <i>The chicken has <b>eaten<\/b>. <\/i>This is something we learned about in helping verbs and tense.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the participles in the following sentences, as well as the functions they perform:\r\n<ol>\r\n \t<li>Tucker had always wanted a pet dog.<\/li>\r\n \t<li>Having been born in the 1990s, Amber often found herself surrounded by nostalgia.<\/li>\r\n \t<li>Rayssa was practicing her flute when everything suddenly went wrong.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"397305\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"397305\"]\r\n<ol>\r\n \t<li>The past participle is\u00a0<em>wanted<\/em>. In this case, it is used alongside the helping verb\u00a0<em>had<\/em> to form the past tense.<\/li>\r\n \t<li><em>Having been born in the 1990s<\/em> is a present participle phrase. It is used adverbially, and the subject is the same as the subject of the main phrase: Amber. Additionally,\u00a0<em>been<\/em> is the past participle. It is used alongside the helping verb\u00a0<em>having<\/em> to give a sense of the past tense.<\/li>\r\n \t<li><i>Practicing<\/i>\u00a0is the present participle. It, along with the helping verb\u00a0<em>was<\/em>, create a sense of continuity or process.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox shaded\"><strong>Note:<\/strong> The past participle\u00a0can also be used to form the passive voice: <i>The chicken was <b>eaten<\/b>. <\/i>We'll discuss the passive voice more in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/active-and-passive-voice\/\" target=\"_blank\">Text: Active and Passive Voice<\/a>.<\/div>\r\n<h3>Infinitives<\/h3>\r\n<blockquote>To be or not to be, that is the question.\r\n\r\n\u2014Hamlet<\/blockquote>\r\n<b><\/b>The infinitive is the basic dictionary form of a verb, usually preceded by\u00a0<i>to<\/i> (when it's not, it's called the\u00a0<strong>bare infinitive<\/strong>, which we'll discuss more later). Thus <i>to go<\/i> is an infinitive.\u00a0There are several different uses of the infinitive. They can be used alongside verbs, as a noun phrase, as a modifier, or in a question.\r\n<h4>With\u00a0Other Verbs<\/h4>\r\nThe <i>to<\/i>-infinitive is used with other verbs (we'll discuss exceptions when we talk about the bare infinitive):\r\n<ul>\r\n \t<li>I aim <strong>to convince<\/strong> him of our plan's\u00a0ingenuity.<\/li>\r\n \t<li>You already know that he'll fail <strong>to complete<\/strong> the task.<\/li>\r\n<\/ul>\r\nYou can also use multiple infinitives in a single sentence: \"Today, I plan\u00a0<strong>to run<\/strong> three miles, <strong>to clean<\/strong> my room, and <strong>to update<\/strong> my budget.\" All three of these infinitives follow the verb\u00a0<em>plan<\/em>. Other verbs that often come before infinitives include\u00a0<em>want<\/em>, <em>convince<\/em>, <em>try<\/em>, <em>able<\/em>, and\u00a0<em>like<\/em>.\r\n<h4>As a Noun Phrase<\/h4>\r\nThe infinitive can also be used to express an\u00a0action in an abstract, general way:\u00a0\"<b>To err<\/b> is human\"; \"<b>To know\u00a0<\/b>me is <b>to love me<\/b>.\" No one in particular is completing these actions. In these sentences, the infinitives act as the subjects.\r\n\r\nInfinitives can also serve as the object of a sentence. One\u00a0common construction\u00a0involves a dummy subject (<i>it<\/i>): \"It was nice <b>to meet<\/b> you.\"\r\n<h4>As a Modifier<\/h4>\r\nInfinitives can be\u00a0used as an adjective (e.g., \"A\u00a0request <b>to see<\/b> someone\" or \"The man <b>to save<\/b> us\")\u00a0or as an adverb (e.g., \"Keen <strong>to get<\/strong> on,\" \"Nice <b>to listen<\/b> to,\" or \"In order <strong>to\u00a0win<\/strong>\").\r\n<h4>In Questions<\/h4>\r\nInfinitives can be\u00a0used in elliptical questions as well, as in \"I don't know where <b>to go<\/b>.\"\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Note:<\/strong> The infinitive is also the usual dictionary form or citation form of a verb. The form listed in dictionaries is the bare infinitive, although the <i>to<\/i>-infinitive is often used in referring to verbs or in defining other verbs: \"The word <em>amble<\/em> means 'to walk slowly'\"; \"How do we conjugate the verb <i>to go<\/i>?\"\r\n\r\nCertain helping\u00a0verbs\u00a0do not have infinitives, such <em>will<\/em>,\u00a0<em>can<\/em>,\u00a0and<i> <i>may<\/i><\/i>.\r\n\r\n<\/div>\r\n<h4>Split Infinitives?<\/h4>\r\nOne of the biggest\u00a0controversies among grammarians and style writers has been the appropriateness of separating the two words of the <i>to<\/i>-infinitive as in \"to <em>boldly<\/em> go.\" Despite what a\u00a0lot of people have\u00a0declared\u00a0over the years, there is absolutely nothing wrong with this construction. It is 100 percent grammatically sound.\r\n<div class=\"textbox shaded\"><strong>Note:<\/strong>\u00a0Part of the reason so many authorities have been against this construction is likely the fact that in languages such as Latin, the infinitive is a single word, and cannot be split. However, in English the infinitive (or at least the\u00a0<em>to<\/em>-infinitive) is two words, and a split infinitive is a perfectly natural construction.<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the infinitives in the following sentences:\r\n<ol>\r\n \t<li>Paulina is\u00a0the girl to beat.<\/li>\r\n \t<li>It was really nice to hear from you again.<\/li>\r\n \t<li>It looks like Dash wants to fail.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"875706\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"875706\"]\r\n<ol>\r\n \t<li>The infinitive<em> to beat<\/em> is used in this instance. It acts as an adjective, describing what kind of girl Paulina is.<\/li>\r\n \t<li>The infinitive<em> hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\r\n \t<li>The infinitive\u00a0<em>to fail is used in this instance.<\/em>\u00a0It\u00a0works along with the verb\u00a0<em>want<\/em>.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h4>The Bare Infinitive<\/h4>\r\nAs we mentioned previously, the infinitive can sometimes occur without the word <em>to<\/em>.\u00a0The form without <i>to<\/i> is called the <b>bare infinitive<\/b>\u00a0(the form with <i>to<\/i> is called the\u00a0<b><i>to<\/i>-infinitive<\/b>). In the following sentences both <em>sit<\/em> and\u00a0<em>to sit<\/em>\u00a0would each be considered an infinitive:\r\n<ul>\r\n \t<li>I want <b>to sit<\/b> on the other chair.<\/li>\r\n \t<li>I can <b>sit<\/b> here all day.<\/li>\r\n<\/ul>\r\nInfinitives have a variety of uses in English. Certain contexts call for the <em>to<\/em>-infinitive form, and certain contexts call for the bare infinitive; they are not normally interchangeable, except in occasional instances like after the verb <i>help<\/i>, where either can be used.\r\n\r\nAs we mentioned earlier, some verbs require the bare infinitive instead of the\u00a0<em>to<\/em>-infinitive:\r\n<ul>\r\n \t<li>The helping verb\u00a0<i>do<\/i>\r\n<ul>\r\n \t<li>Does she <strong>dance<\/strong>?<\/li>\r\n \t<li>Zi doesn't <strong>sing<\/strong>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Helping\u00a0verbs that express tense, possibility, or ability like\u00a0<em>will<\/em>,\u00a0<em>can, could, should, would,<\/em>\u00a0and<em>\u00a0might<\/em>\r\n<ul>\r\n \t<li>The bears will <strong>eat<\/strong> you if they catch you.<\/li>\r\n \t<li>Lucas and Gerardo might <strong>go<\/strong> to the dance.<\/li>\r\n \t<li>You should <strong>give<\/strong> it a try.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Verbs of perception, permission, or causation, such as\u00a0<i>see<\/i>, <i>watch<\/i>,\u00a0<i>hear,\u00a0<i>make<\/i>, <i>let<\/i>, and <i>have<\/i><\/i>\u00a0(after a direct object)\r\n<ul>\r\n \t<li>Look at Caroline <strong>go<\/strong>!<\/li>\r\n \t<li>You can't make me <strong>talk<\/strong>.<\/li>\r\n \t<li>It's so hard to let someone else <strong>finish<\/strong> my work.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nThe bare infinitive can be used as the object in such sentences like \"What you should do is <b>make<\/b> a list.\"\u00a0It can also be used after the word\u00a0<em>why<\/em>\u00a0to ask a question: \"Why <strong>reveal<\/strong> it?\"\r\n\r\nThe bare infinitive can be tricky, because it often looks exactly like the present tense of a verb. Look at the following\u00a0sentences for an example:\r\n<ul>\r\n \t<li>You <strong>lose<\/strong> things so often.<\/li>\r\n \t<li>You\u00a0can <strong>lose<\/strong> things at the drop of a hat.<\/li>\r\n<\/ul>\r\nIn both of these sentences, we have the word\u00a0<em>lose<\/em>, but in the first sentence it's a present tense verb, while in the second it's a bare infinitive. So how can you tell which is which? The easiest way is to try changing the subject of the sentence and seeing if the verb should change:\r\n<ul>\r\n \t<li>She <strong>loses<\/strong> things so often.<\/li>\r\n \t<li>She\u00a0can <strong>lose<\/strong> things at the drop of a hat.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the infinitives in the following sentences:\r\n<ol>\r\n \t<li>What you should do is stop talking for a moment and listen.<\/li>\r\n \t<li>Oh, that must be\u00a0Lebo at the door.<\/li>\r\n \t<li>Why walk when I could run?<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"875787\"]Click to Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"875787\"]\r\n<ol>\r\n \t<li>What you should do is <strong>stop<\/strong> talking for a moment and <strong>listen<\/strong>.\r\n<ul>\r\n \t<li>There are two infinitives in this sentence:\u00a0<em>stop<\/em> and\u00a0<em>listen. <\/em>They are both the objects of the sentence. This sentence also includes the gerund\u00a0<em>talking<\/em>, which the object in the phrase \"stop talking.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Oh, that must <strong>be<\/strong>\u00a0Lebo at the door.\r\n<ul>\r\n \t<li>The infinitive <em>be<\/em> works with the helping verb\u00a0<em>must.<\/em><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Why\u00a0<strong>walk<\/strong> when I could <strong>run<\/strong>?\r\n<ul>\r\n \t<li>There are two infinitives in this sentence:\u00a0<em>walk<\/em> and\u00a0<em>run<\/em>.\u00a0<em>Walk<\/em> follows the word\u00a0<em>why,<\/em> and it is asking a question.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>could<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Self-Check<\/h2>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/1274","rendered":"<h2>Introduction<\/h2>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li style=\"font-weight: 400;\">identify functions and categories of verbs<\/li>\n<li style=\"font-weight: 400;\">identify helping verbs<\/li>\n<li style=\"font-weight: 400;\">identify verb tenses<\/li>\n<li style=\"font-weight: 400;\">identify subject and verb agreement<\/li>\n<li style=\"font-weight: 400;\">identify verb tense consistency<\/li>\n<li style=\"font-weight: 400;\">identify gerunds<\/li>\n<li style=\"font-weight: 400;\">identify participles<\/li>\n<li style=\"font-weight: 400;\">identify infinitives<\/li>\n<\/ul>\n<\/div>\n<p>From\u00a02002 to 2006, The Centers for Disease Control (CDC) ran a media campaign entitled\u00a0&#8220;Verb: It&#8217;s What You Do.&#8221; This campaign was designed to help teens get and stay active, but it also provided a helpful soundbite for defining verbs: &#8220;It&#8217;s what you do.&#8221;<\/p>\n<p>Verbs are often called the &#8220;action&#8221; words of language. As we discuss verbs, we will learn that this isn&#8217;t always the case, but it is a helpful phrase to remember just what verbs are.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-2183\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/17201944\/bouncing-159517_960_720-e1466194823528.png\" alt=\"a little girl sitting on a ball as it bounces across the floor\" width=\"960\" height=\"223\" \/><\/p>\n<p>Traditionally, verbs are divided into three\u00a0groups: active verbs (these are &#8220;action&#8221; words), linking verbs, and helping\u00a0verbs (these two types of verbs are <em>not<\/em> &#8220;action&#8221; words). In this outcome, we&#8217;ll discuss all\u00a0three of these groups. We&#8217;ll also learn how\u00a0verbs work and how they change to suit the needs of a speaker or writer.<\/p>\n<hr \/>\n<h2>Active\u00a0Verbs<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2324\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21162831\/Screen-Shot-2016-06-21-at-12.28.12-PM-300x234.png\" alt=\"Icon of figure doing flying kick\" width=\"192\" height=\"150\" \/>Active verbs are the simplest type of verb: they simply express some sort of action.\u00a0Watch this video introduction to verbs:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Introduction to verbs | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/0T9xMqvjdLk?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Let&#8217;s look at the example verbs from the video one more time:<\/p>\n<ul>\n<li><em>contain<\/em><\/li>\n<li><em>roars<\/em><\/li>\n<li><em>runs<\/em><\/li>\n<li><em>sleeps<\/em><\/li>\n<\/ul>\n<p>All of these verbs are active verbs: they all express an action.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the active verbs in the following sentences:<\/p>\n<ol>\n<li>Dominic\u00a0paints the best\u00a0pictures of meerkats.<\/li>\n<li>Sean&#8217;s hair curled really well today.<\/li>\n<li>Elephants\u00a0roam the savanna.<\/li>\n<li>Billy ate an entire loaf of bread in one sitting.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q365406\"><strong>Click to Show Answer<\/strong><\/span><\/p>\n<div id=\"q365406\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Dominic <strong>paints<\/strong> the best pictures of meerkats.<\/li>\n<li>Sean&#8217;s hair <strong>curled<\/strong> really well today.<\/li>\n<li>Elephants <strong>roam<\/strong> the savanna.<\/li>\n<li>Billy <strong>ate<\/strong> an entire loaf of bread in one sitting.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h3>Transitive and Intransitive Verbs<\/h3>\n<p>Active verbs\u00a0can be divided\u00a0into two categories: transitive and intransitive verbs. A <strong>transitive verb<\/strong> is a verb that requires one or more objects. This contrasts with intransitive verbs, which do not have objects.<\/p>\n<p>It might be helpful to think of it this way: transitive verbs have to be <em>done to<\/em>\u00a0something or someone in the sentence. Intransitive verbs only have to be done <em>by<\/em>\u00a0someone.<\/p>\n<p>Let&#8217;s look at a few examples of transitive verbs:<\/p>\n<ul>\n<li>We are going to <strong>need<\/strong> a bigger boat.\n<ul>\n<li>The object in this sentence\u00a0is the phrase &#8220;a bigger boat.&#8221; Consider how incomplete the thought would be if the sentence only said &#8220;We are going to need.&#8221; Despite having a subject and a verb, the sentence is meaningless without the object phrase.<\/li>\n<\/ul>\n<\/li>\n<li>She hates\u00a0<strong>filling out<\/strong>\u00a0forms.\n<ul>\n<li>Again, leaving out the object would cripple the meaning of the sentence. We have to know that &#8220;forms&#8221; is what she hates filling out.<\/li>\n<\/ul>\n<\/li>\n<li>Sean <strong>hugged<\/strong>\u00a0his brother David.\n<ul>\n<li>You can see the pattern.\u00a0.\u00a0.\u00a0. &#8220;Hugged&#8221; in this sentence is only useful if we know who Sean squeezed. David is the object of the transitive verb.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Intransitive verbs, on the other do not take\u00a0an object.<\/p>\n<ul>\n<li>John <strong>sneezed<\/strong> loudly.\n<ul>\n<li>Even though there&#8217;s another word after <em>sneezed<\/em>, the full meaning of the sentence is available with just the subject <em>John<\/em> and the verb <em>sneezed<\/em>: &#8220;John sneezed.&#8221; Therefore, <em>sneezed<\/em>\u00a0is an intransitive verb. It doesn&#8217;t have to be done to something or someone.<\/li>\n<\/ul>\n<\/li>\n<li>My computer completely <strong>died<\/strong>.\n<ul>\n<li>Again, <em>died<\/em> here is enough for the sentence to make sense. We know that the computer (the subject) is what died.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>This video provides a more in-depth explanation of transitive and intransitive verbs and how they work:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Transitive and Intransitive Verbs | Natural English Grammar\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/CFdl1oC1vtQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<div class=\"textbox shaded\">\n<p><strong>Note:<\/strong> there are some verbs that can act as both transitive and intransitive verbs (the video defined these as bitransitive verbs):<\/p>\n<table>\n<thead>\n<tr>\n<th>Intransitive<\/th>\n<th>Transitive<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>The fire has <strong>burned<\/strong> for hundreds of years.<\/td>\n<td>Miranda <strong>burned<\/strong> all\u00a0of her old school papers.<\/td>\n<\/tr>\n<tr>\n<td>Don&#8217;t let the engine stop <strong>running<\/strong>!<\/td>\n<td>Karl <strong>ran<\/strong>\u00a0the best horse track this side of the river.<\/td>\n<\/tr>\n<tr>\n<td>The vase <strong>broke<\/strong>.<\/td>\n<td>She <strong>broke<\/strong> the toothpick.<\/td>\n<\/tr>\n<tr>\n<td>Does your dog <strong>bite<\/strong>?<\/td>\n<td>The cat <strong>bit<\/strong> him.<\/td>\n<\/tr>\n<tr>\n<td>Water <strong>evaporates<\/strong> when it&#8217;s hot.<\/td>\n<td>Heat <strong>evaporates<\/strong> water.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Read the following sentences. Are the verbs in each\u00a0transitive or intransitive?<\/p>\n<ol>\n<li>Liv fell out of the car.<\/li>\n<li>Ian has written over four hundred articles on the subject.<\/li>\n<li>Christopher sings really well.<\/li>\n<li>Marton wondered about a lot of things.<\/li>\n<li>Cate gave great gifts.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q682679\">Click to Show Answer<\/span><\/p>\n<div id=\"q682679\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Liv <strong>fell<\/strong> out of the car.\u00a0<em>Fell<\/em> is intransitive.<\/li>\n<li>Ian <strong>has written<\/strong> over four hundred articles on the subject.\u00a0<em>Has written<\/em> is transitive.<\/li>\n<li>Christopher <strong>sings<\/strong> really well.\u00a0<em>Sings<\/em> is\u00a0intransitive.<\/li>\n<li>Marton <strong>wondered<\/strong> about a lot of things.\u00a0<em>Wondered<\/em> is\u00a0intransitive.<\/li>\n<li>Cate <strong>gave<\/strong> great gifts.\u00a0<em>Gave<\/em> is transitive.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Linking Verbs<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2322\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21162549\/Screen-Shot-2016-06-21-at-12.25.38-PM-300x148.png\" alt=\"Icon of chain\" width=\"203\" height=\"100\" \/>A linking verb is a verb that links a subject to the rest of the sentence. There isn&#8217;t any &#8220;real&#8221; action happening in the sentence. Sentences with linking verbs become similar to math equations. The verb acts as an equal sign between the items it links.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Linking verbs | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/4dPbciiZSbo?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>As the video establishes, <em>to be<\/em> verbs are the most common\u00a0linking verbs (<em>is<\/em>, <em>was<\/em>, <em>were<\/em>, etc.). David and the bear establish that there are other linking verbs as well.\u00a0Here are some illustrations of other\u00a0common linking verbs:<\/p>\n<ul>\n<li>Over the past five days, Charles <strong>has\u00a0become<\/strong> a new man.\n<ul>\n<li>It&#8217;s easy to reimagine this sentence as &#8220;Over the past five days, Charles <b>=<\/b>\u00a0a new man.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Since the oil spill, the beach <strong>has smelled<\/strong> bad.\n<ul>\n<li>Similarly, one could also read this as &#8220;Since the oil spill, the beach =<strong>\u00a0<\/strong>smelled bad.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>That word processing program <strong>seems<\/strong> adequate for our needs.\n<ul>\n<li>Here, the linking verb is slightly more nuanced than an equals sign, though the sentence construction overall is similar. (This is why we write in words, rather than math symbols, after all!)<\/li>\n<\/ul>\n<\/li>\n<li>This calculus problem <strong>looks<\/strong> difficult.<\/li>\n<li>With every step Jake took, he could\u00a0<strong>feel<\/strong> the weight on his shoulders\u00a0growing.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Read each sentence and determine whether its verb is a linking verb or not:<\/p>\n<ol>\n<li>Terry smelled his yogurt to see if it was still good.<\/li>\n<li>Rosa looks intimidating.<\/li>\n<li>Amy looked over at the clock to check the time.<\/li>\n<li>Gina smelled like chrysanthemums and mystery.<\/li>\n<li>Raymond is a fantastic boss.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q593412\">Click to Show Answer<\/span><\/p>\n<div id=\"q593412\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Terry <strong>smelled<\/strong> his yogurt to see if it was still good.\u00a0<em>Smelled<\/em> is an active verb in this sentence.<\/li>\n<li>Rosa <strong>looks<\/strong> intimidating.\u00a0<em>Looks<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\n<li>Amy <strong>looked<\/strong> over at the clock to check the time.\u00a0<em>Looked<\/em>\u00a0is an active verb in this sentence.<\/li>\n<li>Gina <strong>smelled<\/strong> like chrysanthemums and mystery.\u00a0<em>Smelled<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\n<li>Raymond <strong>is<\/strong> a fantastic boss.\u00a0<em>Is<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Helping Verbs<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2326\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21163227\/Screen-Shot-2016-06-21-at-12.31.26-PM-300x297.png\" alt=\"Icon of one figure helping another up stairs\" width=\"152\" height=\"150\" \/>Helping\u00a0verbs (sometimes called\u00a0<em>auxiliary\u00a0verbs<\/em>)\u00a0are, as the name suggests, verbs that help another verb. They provide support and add additional meaning.\u00a0Here are some examples of helping\u00a0verbs in sentences:<\/p>\n<ul>\n<li>By 1967, about 500 U.S. citizens <strong>had<\/strong> received heart transplants.\n<ul>\n<li>While <em>received<\/em>\u00a0could function on its own \u00a0as a complete thought here, the helping verb <em>had<\/em>\u00a0emphasizes the distance in time of the date in the opening phrase.<\/li>\n<\/ul>\n<\/li>\n<li>Better immunosuppression management in transplant operations <strong>has<\/strong> yielded better results.\n<ul>\n<li>This time, the helping verb adds clarity to the main\u00a0verb <em>yielded<\/em>. \u00a0Without it, the sentence would be difficult to understand.<\/li>\n<\/ul>\n<\/li>\n<li>Researchers <strong>are<\/strong>\u00a0finding\u00a0that propranolol is\u00a0effective in the treatment of heartbeat irregularities.\n<ul>\n<li>The helping verb <em>are<\/em>\u00a0adds immediacy to the verb <em>finding<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Let&#8217;s look at some more examples to examine exactly what these verbs do. Take a look at the sentence &#8220;I have finished my dinner.&#8221; Here, the main verb is <em>finish<\/em>, and the helping\u00a0verb\u00a0<em>have<\/em> helps to express tense. Let&#8217;s look at two more examples:<\/p>\n<ul>\n<li>Do you want tea?\n<ul>\n<li><em>Do<\/em> is a\u00a0helping\u00a0verb accompanying the main verb <em>want<\/em>, used here to form a question.<\/li>\n<\/ul>\n<\/li>\n<li>He has given his all.\n<ul>\n<li><em>Has<\/em> is a\u00a0helping\u00a0verb used in expressing the tense of\u00a0<em>given<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>A list of verbs that (can) function as helping\u00a0verbs in English is as follows:<\/p>\n<ul>\n<li><i>be<\/i> (and all its forms)<\/li>\n<li><i>can<\/i>, <i>could<\/i><\/li>\n<li><i>dare<\/i><\/li>\n<li><i>do<\/i> (and all its forms)<\/li>\n<li><i>have<\/i> (and all its forms)<\/li>\n<li><i>may<\/i>, <i>might<\/i>, <i>must<\/i><\/li>\n<li><i>need<\/i><\/li>\n<li><i>ought<\/i><\/li>\n<li><i>shall<\/i>, <i>should<\/i><\/li>\n<li><i>will<\/i>, <i>would<\/i><\/li>\n<\/ul>\n<p>The negative forms of these words (<i>can&#8217;t<\/i>, <i>don&#8217;t<\/i>, <i>won&#8217;t<\/i>, etc.) are also helping\u00a0verbs.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the helping\u00a0verbs in the sentences below:<\/p>\n<ol>\n<li>Do you want\u00a0Tim&#8217;s shift tonight?<\/li>\n<li>Cassandra couldn&#8217;t afford to give up.<\/li>\n<li>Richard\u00a0was exercising when\u00a0Barbara finally found him.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q893071\">Click to Show Answer<\/span><\/p>\n<div id=\"q893071\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li><strong>Do<\/strong> you want\u00a0Tim&#8217;s shift tonight? (<em>Do\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.)<\/li>\n<li>Cassandra <strong>couldn&#8217;t<\/strong> afford to give up. (<em>Couldn&#8217;t<\/em> helps\u00a0<em>afford<\/em>. In this sentence, it indicates how possible the verb\u00a0<em>afford<\/em> is.)<\/li>\n<li>Richard\u00a0<strong>was<\/strong> exercising when\u00a0Barbara finally found him. (<em>Was<\/em> accompanies\u00a0<em>exercising<\/em>. In this sentence, it is used to indicate the tense.)<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<p>The following table shows examples of\u00a0the helping\u00a0verbs in standard English. Some helping\u00a0verbs have more than one example as they can be used in multiple ways.<\/p>\n<table>\n<tbody>\n<tr>\n<th>Helping\u00a0Verb<\/th>\n<th>Examples<\/th>\n<\/tr>\n<tr>\n<td>be<\/td>\n<td>He <b>is<\/b> sleeping.\u00a0They <b>were<\/b> seen.<\/td>\n<\/tr>\n<tr>\n<td>can<\/td>\n<td>I <b>can<\/b> swim.\u00a0Such things <b>can<\/b> help.<\/td>\n<\/tr>\n<tr>\n<td>could<\/td>\n<td>I <b>could<\/b> swim.\u00a0That <b>could<\/b> help.<\/td>\n<\/tr>\n<tr>\n<td>dare<\/td>\n<td>How <b>dare<\/b> you!<\/td>\n<\/tr>\n<tr>\n<td>do<\/td>\n<td>You <b>did<\/b> not understand.<\/td>\n<\/tr>\n<tr>\n<td>have<\/td>\n<td>They <b>have<\/b> understood.<\/td>\n<\/tr>\n<tr>\n<td>may<\/td>\n<td><b>May<\/b> I stay?\u00a0That <b>may<\/b> take place.<\/td>\n<\/tr>\n<tr>\n<td>might<\/td>\n<td>We <b>might<\/b> give it a try.<\/td>\n<\/tr>\n<tr>\n<td>must<\/td>\n<td>You <b>must<\/b> not mock me.\u00a0It <b>must<\/b> have rained.<\/td>\n<\/tr>\n<tr>\n<td>need<\/td>\n<td>You <b>need<\/b> not water the grass.<\/td>\n<\/tr>\n<tr>\n<td>ought<\/td>\n<td>You <b>ought<\/b> to play well.<\/td>\n<\/tr>\n<tr>\n<td>shall<\/td>\n<td>You <b>shall<\/b> not pass.<\/td>\n<\/tr>\n<tr>\n<td>should<\/td>\n<td>You <b>should<\/b> listen.\u00a0That <b>should<\/b> help.<\/td>\n<\/tr>\n<tr>\n<td>will<\/td>\n<td>We <b>will<\/b> eat pie.\u00a0The sun <b>will<\/b> rise tomorrow at 6:03.\u00a0He <b>will<\/b> make that mistake every time.<\/td>\n<\/tr>\n<tr>\n<td>would<\/td>\n<td>Nothing <b>would<\/b> accomplish that.\u00a0After 1990, we <b>would<\/b> do that again.\u00a0Back then we <b>would<\/b> always go there<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<h2>Verb Tenses<\/h2>\n<p>What is tense? There are three standard tenses in English: past, present and future.\u00a0All three of these tenses have simple and more complex forms. For now we&#8217;ll just focus on the simple present (things happening now), the simple past (things that happened before), and the simple future (things that will happen later).<\/p>\n<h3>Tenses<\/h3>\n<h4>Present Tense<\/h4>\n<p>Watch this quick introduction to the present tense:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"The present tense | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/gRlrZrDL5QI?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h4>Past Tense<\/h4>\n<p>Watch this quick introduction to the past\u00a0tense:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-5\" title=\"The past tense | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/zS6N5EqXpCY?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h4>Future Tense<\/h4>\n<p>Watch this quick introduction to the future\u00a0tense:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-6\" title=\"The future tense | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/LvlpEPHPhpI?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h4>Other\u00a0Forms of the Past, Present, and Future<\/h4>\n<p>You may have noticed that in\u00a0the present tense video David talked about &#8220;things that are happening right now&#8221; and that he mentioned there were other ways to create the past and future tense. We won&#8217;t discuss these tenses in too much depth, but it&#8217;s important to\u00a0recognize them.<\/p>\n<p>We already discussed these briefly in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/text-helping-verbs\/\" target=\"_blank\">Text: Helping Verbs<\/a>. These forms are created with\u00a0different forms of\u00a0<em>to be\u00a0<\/em>and\u00a0<em>to have<\/em>:<\/p>\n<ul>\n<li>He had\u00a0eaten everything by the time we got there.<\/li>\n<li>She\u00a0is waiting for us to get there!<\/li>\n<li>He will have broken it by next Thursday, you can be sure.<\/li>\n<li>She was singing for eight hours.<\/li>\n<\/ul>\n<p>When you combine\u00a0<em>to be<\/em> with the &#8211;<em>ing<\/em> form of a verb\u00a0you create a sense of continuity. The subject of the sentence was (or is, or will be) doing that thing for awhile. When you combine\u00a0<em>to have<\/em> with the past participle of a verb, you create a sense of completion. This thing had been done for a while (or has been, or will have been). The sense of past, present, or future comes from the conjugation of\u00a0<em>to be<\/em> or\u00a0<em>to have<\/em>. For further discussion on this topic, look at the &#8220;Participles&#8221; section in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/text-non-finite-verbs\/\" target=\"_blank\">Text: Non-Finite Verbs<\/a>.<\/p>\n<h3>Conjugation<\/h3>\n<p>Most verbs will follow the\u00a0pattern that we just learned in the previous videos:<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>Person<\/strong><\/td>\n<td><strong>Past<\/strong><\/td>\n<td><strong>Present<\/strong><\/td>\n<td><strong>Future<\/strong><\/td>\n<\/tr>\n<tr>\n<td>I<\/td>\n<td>verb +\u00a0<em>ed<\/em><\/td>\n<td>verb<\/td>\n<td>will verb<\/td>\n<\/tr>\n<tr>\n<td>We<\/td>\n<td>verb +\u00a0<em>ed<\/em><\/td>\n<td>verb<\/td>\n<td>will verb<\/td>\n<\/tr>\n<tr>\n<td>You<\/td>\n<td>verb +\u00a0<em>ed<\/em><\/td>\n<td>verb<\/td>\n<td>will verb<\/td>\n<\/tr>\n<tr>\n<td>He, She, It<\/td>\n<td>verb +\u00a0<em>ed<\/em><\/td>\n<td>verb + <em>s <\/em>(or <em>es<\/em>)<\/td>\n<td>will verb<\/td>\n<\/tr>\n<tr>\n<td>They<\/td>\n<td>verb +\u00a0<em>ed<\/em><\/td>\n<td>verb<\/td>\n<td>will verb<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4><em>To Walk<\/em><\/h4>\n<p>Let&#8217;s look at the verb\u00a0<em>to walk<\/em> for an example:<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>Person<\/strong><\/td>\n<td><strong>Past<\/strong><\/td>\n<td><strong>Present<\/strong><\/td>\n<td><strong>Future<\/strong><\/td>\n<\/tr>\n<tr>\n<td>I<\/td>\n<td>walked<\/td>\n<td>walk<\/td>\n<td>will walk<\/td>\n<\/tr>\n<tr>\n<td>We<\/td>\n<td>walked<\/td>\n<td>walk<\/td>\n<td>will walk<\/td>\n<\/tr>\n<tr>\n<td>You<\/td>\n<td>walked<\/td>\n<td>walk<\/td>\n<td>will walk<\/td>\n<\/tr>\n<tr>\n<td>He, She, It<\/td>\n<td>walked<\/td>\n<td>walks<\/td>\n<td>will walk<\/td>\n<\/tr>\n<tr>\n<td>They<\/td>\n<td>walked<\/td>\n<td>walk<\/td>\n<td>will walk<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Change the tense of each sentence as directed below. You can type your answers in the text field below:<\/p>\n<ol>\n<li>Make this sentence present tense: Alejandra directed a play.<\/li>\n<li>Make this sentence past tense: Lena will show me\u00a0how to use a microscope.<\/li>\n<li>Make this sentence future tense: Gabrielly eats a lot of hamburgers.<\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q474777\">Click to Show Answer<\/span><\/p>\n<div id=\"q474777\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Alejandra <strong>directs<\/strong>\u00a0a play.<\/li>\n<li>Lena\u00a0<strong>showed<\/strong>\u00a0me how to use a microscope.<\/li>\n<li>Gabrielly <strong>will eat<\/strong>\u00a0a lot of hamburgers.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h4>Irregular Verbs<\/h4>\n<p>There are a lot of irregular verbs. Unfortunately, there&#8217;s a lot of memorization involved in keeping them straight. This video shows\u00a0a few of the irregular verbs\u00a0you&#8217;ll have to use the most often (<em>to be<\/em>,\u00a0<em>to have<\/em>, <em>to do<\/em>, and\u00a0<em>to say<\/em>):<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-7\" title=\"Introduction to irregular verbs | The parts of speech | Grammar | Khan Academy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ZKr--3HpP_A?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<h2>Subject &amp; Verb Agreement<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2336\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21184022\/Screen-Shot-2016-06-21-at-2.39.54-PM-300x246.png\" alt=\"Icon of two speech bubbles; one has a thumbs-up sign in it\" width=\"183\" height=\"150\" \/>The basic idea behind sentence agreement is pretty simple: all the parts of your sentence should match (or <strong>agree<\/strong>).\u00a0Verbs need to agree with their subjects in <strong>number<\/strong> (singular or plural) and in <strong>person<\/strong> (first, second, or third). In order to check agreement, you simply\u00a0need to find the verb and ask who or what is doing the action of that verb.<\/p>\n<h3>Person<\/h3>\n<p>Agreement based on grammatical person (first, second, or third person) is found mostly between verb and subject.\u00a0For example, you can\u00a0say &#8220;I am&#8221; or &#8220;he is,&#8221; but not &#8220;I is&#8221; or &#8220;he am.&#8221; This is because the grammar of the language requires that the verb and its subject agree in person. The pronouns <em>I<\/em> and <em>he<\/em> are first and third person respectively, as are the verb forms <em>am<\/em> and <em>is<\/em>. The verb form must be selected so that it has the same person as the subject.<\/p>\n<h3>Number<\/h3>\n<p>Agreement based on grammatical number can occur between verb and subject, as in the case of grammatical person discussed above. In fact the two categories are often conflated within verb conjugation patterns: there are specific verb forms for first person singular, second person plural and so on. Some examples:<\/p>\n<ul>\n<li><strong>I<\/strong> really <strong>am<\/strong> (1st pers. singular) vs. <strong>We<\/strong> really <strong>are<\/strong> (1st pers. plural)<\/li>\n<li>The <strong>boy sings<\/strong> (3rd pers. singular) vs. The <strong>boys sing<\/strong> (3rd pers. plural)<\/li>\n<\/ul>\n<h4>More\u00a0Examples<\/h4>\n<p>Compound subjects are plural, and their verbs should agree. Look at the following sentence for an example:<\/p>\n<blockquote>\n<p style=\"padding-left: 30px;\">A pencil, a backpack, and a notebook <b>were<\/b> issued to each student.<\/p>\n<\/blockquote>\n<p>Verbs will never agree with nouns that are in prepositional phrases. To make verbs agree with their subjects, follow this example:<\/p>\n<blockquote>\n<p style=\"padding-left: 30px;\">The direction of the three plays <b>is<\/b> the topic of my talk.<\/p>\n<\/blockquote>\n<p>The subject of &#8220;my talk&#8221; is <i>direction,<\/i> not <i>plays<\/i>, so the verb should be singular.<\/p>\n<p>In the English language, verbs usually follow subjects. But when this order is reversed, the writer must make the verb agree with the subject, not with a noun that happens to precede it. For example:<\/p>\n<blockquote>\n<p style=\"padding-left: 30px;\">Beside the house <b>stand<\/b> sheds filled with tools.<\/p>\n<\/blockquote>\n<p>The subject is <i>sheds<\/i>; it is plural, so the verb must be <i>stand<\/i>.<\/p>\n<h3>Agreement<\/h3>\n<p>All regular verbs (and nearly all irregular ones) in English agree in the third-person singular of the present indicative by adding a suffix of either <i>-s<\/i> or <i>-es<\/i>.<\/p>\n<p>Look at the present tense of <i>to love, <\/i>for example:<\/p>\n<table class=\"wikitable\">\n<tbody>\n<tr>\n<th rowspan=\"2\">Person<\/th>\n<th colspan=\"2\">Number<\/th>\n<\/tr>\n<tr>\n<th>Singular<\/th>\n<th>Plural<\/th>\n<\/tr>\n<tr>\n<th>First<\/th>\n<td><i>I love<\/i><\/td>\n<td><i>we love<\/i><\/td>\n<\/tr>\n<tr>\n<th>Second<\/th>\n<td><i>you love<\/i><\/td>\n<td><i>you love<\/i><\/td>\n<\/tr>\n<tr>\n<th>Third<\/th>\n<td><i>he\/she\/it love<b>s<\/b><\/i><\/td>\n<td><i>they love<\/i><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The highly irregular verb <i>to be<\/i> is the only verb with more agreement than this in the present tense:<\/p>\n<table class=\"wikitable\">\n<tbody>\n<tr>\n<th rowspan=\"2\">Person<\/th>\n<th colspan=\"2\">Number<\/th>\n<\/tr>\n<tr>\n<th>Singular<\/th>\n<th>Plural<\/th>\n<\/tr>\n<tr>\n<th>First<\/th>\n<td><i>I am<\/i><\/td>\n<td><i>we are<\/i><\/td>\n<\/tr>\n<tr>\n<th>Second<\/th>\n<td><i>you are<\/i><\/td>\n<td><i>you are<\/i><\/td>\n<\/tr>\n<tr>\n<th>Third<\/th>\n<td><i>he\/she\/it is<\/i><\/td>\n<td><i>they are<\/i><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Irregular_Simple_Past_Tense_Verbs.pdf\" target=\"_blank\">Here&#8217;s a list of several irregular past tense verbs.<\/a><\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Choose the correct verb to make the sentences agree:<\/p>\n<ol>\n<li>Ann (walk \/ walks) really slowly.<\/li>\n<li>You (is \/ am \/ are) dating Tom?<\/li>\n<li>Donna and April (get \/ gets) along well.<\/li>\n<li>Chris and Ben (is \/ am \/ are) the best duo\u00a0this company has ever seen.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q813087\">Click to Show Answer<\/span><\/p>\n<div id=\"q813087\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Ann <strong>walks<\/strong>\u00a0really slowly.<\/li>\n<li>You <strong>are<\/strong>\u00a0dating Tom?<\/li>\n<li>Donna and April <strong>get<\/strong> along well.<\/li>\n<li>Chris and Ben <strong>are<\/strong>\u00a0the best duo\u00a0this company has ever seen.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Verb Tense Consistency<\/h2>\n<p>One of the most common mistakes in writing is a lack of tense consistency. Writers often start a sentence in one tense but ended up in another. Look back at that sentence. Do you see the error? The first verb\u00a0<em>start<\/em> is in the present tense, but\u00a0<em>ended<\/em> is in the past tense. The correct version of the sentence would be &#8220;Writers often start a sentence in one tense but end up in another.&#8221;<\/p>\n<p>These mistakes often occur when writers\u00a0change their\u00a0minds halfway through writing the sentence, or when they\u00a0come back and make changes but only end up changing\u00a0half the sentence. It is very important to maintain a consistent tense, not just in a sentence but across paragraphs and pages.\u00a0Decide if\u00a0something happened, is happening, or will happen and then stick with that choice.<\/p>\n<p>Read through the following paragraphs. Can you spot the errors in tense?<\/p>\n<p style=\"padding-left: 30px;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2303\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/06\/21155244\/hiker-at-the-mountain-top-e1466524403874-1024x740.jpg\" alt=\"A hiker at the top of a mountain. Other mountain peaks can be seen at lower elevations. The hiker is raising their hands in triumph.\" width=\"400\" height=\"289\" \/>If you want to\u00a0pick up a new outdoor activity, hiking is a great option to consider.\u00a0It&#8217;s a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0depended on the difficulty hikes you choose. However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0if they pace themselves and were\u00a0physically fit.<\/p>\n<p style=\"padding-left: 30px;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also will have\u00a0some great payoffs. As you walked through canyons and climbed up mountains, you can\u00a0see things that you wouldn&#8217;t otherwise. The views are breathtaking, and you will get a great opportunity to meditate on the world and your role\u00a0in it. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\n<p>What errors did you spot?\u00a0Let&#8217;s take another look at this passage. This time, the tense-shifted\u00a0verbs have been bolded, and\u00a0the phrases they belong to have been underlined:<\/p>\n<p style=\"padding-left: 30px;\">If you want to\u00a0pick up a new outdoor activity, hiking is a great option to consider.\u00a0<span style=\"text-decoration: underline;\">It&#8217;s a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0<strong>depended<\/strong> on the difficulty hikes you choose.<\/span> However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0<span style=\"text-decoration: underline;\">if they pace themselves and <strong>were<\/strong>\u00a0physically fit<\/span>.<\/p>\n<p style=\"padding-left: 30px;\"><span style=\"text-decoration: underline;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also <strong>will have<\/strong>\u00a0some great payoffs<\/span>. <span style=\"text-decoration: underline;\">As you <strong>walked<\/strong> through canyons and <strong>climbed<\/strong> up mountains<\/span>, you can\u00a0see things that you wouldn&#8217;t otherwise. <span style=\"text-decoration: underline;\">The views are breathtaking, and you <strong>will get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it<\/span>. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\n<p>As we mentioned earlier, you want to make sure your whole passage is consistent in its tense. You may have noticed that the most of the verbs in this passage\u00a0are in present tense\u2014this is especially apparent if you ignore those verbs that have been bolded. Now that we&#8217;ve established that this passage should be\u00a0in the present tense,\u00a0let&#8217;s address each of the underlined\u00a0segments:<\/p>\n<ul>\n<li>It&#8217;s a sport that is\u00a0suited for a beginner or an expert\u2014it just\u00a0<strong>depended<\/strong> on the difficulty hikes you choose.\n<ul>\n<li><em>depended<\/em> should be the same tense as\u00a0<em>is<\/em>; it just <strong>depends<\/strong> on the difficulty<\/li>\n<\/ul>\n<\/li>\n<li>if they pace themselves and <strong>were<\/strong>\u00a0physically fit.\n<ul>\n<li><em>were\u00a0<\/em>should be the same tense as\u00a0<em>pace<\/em>; if they pace themselves\u00a0and <strong>are<\/strong> physically fit.<\/li>\n<\/ul>\n<\/li>\n<li>Not only is hiking\u00a0an easy activity to\u00a0pick up, it also <strong>will have<\/strong>\u00a0some great payoffs.\n<ul>\n<li><em>will have<\/em> should be the same tense as\u00a0<em>is<\/em>;\u00a0it also <strong>has<\/strong> some great pay offs<\/li>\n<\/ul>\n<\/li>\n<li>As you <strong>walked<\/strong> through canyons and <strong>climbed<\/strong> up mountains\n<ul>\n<li><em>walked<\/em> and\u00a0<em>climbed<\/em> are both past tense, but this doesn&#8217;t match the tense of the passage as a whole. They should both be changed to present tense: As you\u00a0<strong>walk<\/strong> through canyons and\u00a0<strong>climb<\/strong> up mountains.<\/li>\n<\/ul>\n<\/li>\n<li>\u00a0The views are breathtaking, and you <strong>will get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it.\n<ul>\n<li><em>will get<\/em> should be the same\u00a0tense as\u00a0<em>are<\/em>; you <strong>get<\/strong> a great opportunity<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Here&#8217;s the corrected passage as a whole; all edited verbs have been bolded:<\/p>\n<p style=\"padding-left: 30px;\">If you want to pick up a new outdoor activity, hiking is a great option to consider.\u00a0It&#8217;s a sport that can be suited for a beginner or an expert\u2014it just <strong>depends<\/strong> on the difficulty hikes you choose. However,\u00a0even the earliest beginners can complete\u00a0difficult hikes\u00a0if they pace themselves and <strong>are<\/strong> physically fit.<\/p>\n<p style=\"padding-left: 30px;\">Not only is hiking\u00a0an easy activity to\u00a0pick up, it also\u00a0<strong>has<\/strong> some great payoffs. As you <strong>walk<\/strong> through canyons and <strong>climb<\/strong> up mountains, you can\u00a0see things that you wouldn&#8217;t otherwise. The views are breathtaking, and you <strong>get<\/strong> a great opportunity to meditate on the world and your role\u00a0in it. The summit\u00a0of a mountain is unlike any other place in the world.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Read the following sentences and identify any errors in verb tense:<\/p>\n<ol>\n<li>Whenever you go to the store,\u00a0you should have\u00a0made\u00a0a list and stick to it.<\/li>\n<li>This experiment turned out to be much more complicated than I thought it would be. I ended up with a procedure that was seventeen steps long, instead of the original eight that I planned.<\/li>\n<li>I applied to some of the most prestigious medical schools. I hope the essays I write get me in!<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q615298\">Click to Show Answer<\/span><\/p>\n<div id=\"q615298\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li><em>have\u00a0made<\/em>\u00a0and <em>stick<\/em>\u00a0do not match tense. The sentence should read, &#8220;Whenever you go to the store, you should <strong>make<\/strong> a list and stick to it.&#8221;<\/li>\n<li>This sentence is correct.<\/li>\n<li><em>applied<\/em> and\u00a0<em>write<\/em> do not match tense. If you&#8217;ve already applied, hopefully you&#8217;ve already written your essays as well! The\u00a0sentences should read, &#8220;I applied to some of the most prestigious medical schools. I hope the essays I <strong>wrote<\/strong> get me in!&#8221;<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Non-Finite Verbs<\/h2>\n<p>Just when we thought we had verbs figured out, we&#8217;re brought face-to-face\u00a0with a new animal:\u00a0the non-finite verbs. These words <em>look<\/em> similar to verbs we&#8217;ve already been talking about, but they <em>act<\/em> quite different than those other verbs.<\/p>\n<p>By definition, a non-finite verb cannot serve as the root of an independent clause. In practical terms, this\u00a0means that they don&#8217;t serve as the action of a sentence. They also don&#8217;t have a tense. While the sentence around them may be past, present, or future tense, the non-finite verbs themselves are neutral. There are three types of non-finite verbs: gerunds, participles, and infinitives.<\/p>\n<h3>Gerunds<\/h3>\n<p>Gerunds all end in\u00a0<i>-ing<\/i>: <em>skiing<\/em>, <em>reading<\/em>, <em>dancing<\/em>, <em>singing<\/em>, etc.\u00a0Gerunds <strong>act like nouns<\/strong> and can serve as subjects or objects of sentences. Let&#8217;s take a look at a few examples:<\/p>\n<p>The following sentences illustrate some uses of gerunds:<\/p>\n<ul>\n<li><b>Swimming<\/b> is fun.\n<ul>\n<li>Here, the subject is <em>swimming<\/em>, the gerund.<\/li>\n<li>The verb is the linking verb\u00a0<em>is<\/em>.<\/li>\n<\/ul>\n<\/li>\n<li>I like <b>swimming<\/b>.\n<ul>\n<li>This time, the subject of this sentence is the pronoun <em>I<\/em>.<\/li>\n<li>The verb is <em>like<\/em>.<\/li>\n<li>The gerund <em>swimming<\/em> becomes the direct object.<\/li>\n<\/ul>\n<\/li>\n<li>I never gave <b>swimming<\/b> all that much effort.<\/li>\n<li>Do you fancy <b>going out<\/b>?<\/li>\n<li>After\u00a0<b>being elected president<\/b>, he moved with his family to the capital.<\/li>\n<\/ul>\n<p>Gerunds\u00a0can be created using helping\u00a0verbs as well:<\/p>\n<ul>\n<li><b>Being deceived<\/b> can make someone feel angry.<\/li>\n<li><b>Having read the book once before<\/b> makes me more prepared.<\/li>\n<\/ul>\n<p>Often the &#8220;doer&#8221; of the gerund is clearly signaled:<\/p>\n<ul>\n<li>We enjoyed <strong>singing<\/strong> yesterday (we ourselves sang)<\/li>\n<li>The cat responded by <strong>licking<\/strong> the cream (the cat licked the cream)<\/li>\n<li>His heart is set on <strong>being<\/strong> awarded the prize (he hopes that he himself will be awarded the prize)<\/li>\n<li>Tom\u00e1s likes <strong>eating<\/strong> apricots (Tom\u00e1s himself\u00a0eats apricots)<\/li>\n<\/ul>\n<p>However, sometimes the &#8220;doer&#8221; must be overtly specified, typically in a position immediately before the non-finite verb:<\/p>\n<ul>\n<li>We enjoyed their\u00a0<strong>singing.<\/strong><\/li>\n<li>We were delighted at Bianca <strong>being<\/strong> awarded the prize.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the gerunds and their roles in the following sentences:<\/p>\n<ol>\n<li>Sam\u00a0was really bad at gardening.<\/li>\n<li>Studying is one of Jazz&#8217;s favorite things to do.<\/li>\n<li>Danny just wanted to go skateboarding.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q274304\">Click to Show Answer<\/span><\/p>\n<div id=\"q274304\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Sam\u00a0was really bad at <strong>gardening<\/strong>.\u00a0<em>Gardening<\/em> is the object of the prepositional phrase &#8220;bad at gardening.&#8221;<\/li>\n<li><strong>Studying<\/strong> is one of Jazz&#8217;s favorite things to do. <em>Studying<\/em> is the subject of the sentence.<\/li>\n<li>Danny just wanted to go <strong>skateboarding<\/strong>.\u00a0<em>Skateboarding<\/em> is the direct object of the sentence.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h3>Participles<\/h3>\n<p>A <b>participle<\/b> is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb, or verb phrase, and then plays a role similar to an adjective or adverb.\u00a0It is one of the types of nonfinite verb forms.<\/p>\n<p>The two types of participle in English are traditionally called the <b>present participle<\/b> (forms such as <i>writing<\/i>, <i>singing<\/i> and <i>raising<\/i>) and the <b>past participle<\/b> (forms such as <i>written<\/i>, <i>sung<\/i> and <i>raised<\/i>).<\/p>\n<h4>The Present Participle<\/h4>\n<p>Even though they look exactly the same, gerunds and present participles do different things. As we just learned, the gerund acts as a noun: e.g., &#8220;I like <i>sleeping<\/i>&#8220;; &#8220;<i>Sleeping\u00a0<\/i>is not allowed.&#8221; Present participles, on the other hand, act similarly to\u00a0an adjective or adverb: e.g., &#8220;The\u00a0<em>sleeping<\/em> girl\u00a0over there is my sister&#8221;; &#8220;<em>Breathing<\/em> heavily, she finished the race in first place.&#8221;<\/p>\n<p>The present participle, or participial phrases (clauses) formed from it, are used as follows:<\/p>\n<ul>\n<li>as an adjective phrase modifying a noun phrase: <i>The man <b>sitting<\/b> over there is my uncle.<\/i><\/li>\n<li>adverbially, the subject being understood to be the same as that of the main clause: <i><b>Looking<\/b> at the plans, I gradually came to see where the problem lay.<\/i> <i>He shot the man, <b>killing<\/b> him.<\/i><\/li>\n<li>more generally as a clause or sentence modifier: <i>Broadly <b>speaking<\/b>, the project was successful.<\/i><\/li>\n<\/ul>\n<p>The present participle can also be used\u00a0with the helping verb <em>to be<\/em>\u00a0to<span class=\"s1\">\u00a0form a type of present tense: <i>Jim was <\/i><b><i>sleeping<\/i><\/b><i>.\u00a0<\/i>This is something we learned a little bit about in helping verbs and tense.\u00a0<\/span><\/p>\n<h4>The Past Participle<\/h4>\n<p>Past participles often look very similar to the simple past tense of a verb:\u00a0<em>finished,\u00a0danced<\/em>,\u00a0etc. However, some verbs have different forms. Reference lists will be your best help in finding the correct past participle.\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Irregular_Past_Participles.pdf\" target=\"_blank\">Here is one such list of\u00a0participles<\/a>. Here&#8217;s a short list of some of the most common irregular past participles you&#8217;ll use:<\/p>\n<table>\n<thead>\n<tr>\n<th>Verb<\/th>\n<th>Simple Past<\/th>\n<th>Past Participle<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>to be<\/td>\n<td>was\/were<\/td>\n<td>been<\/td>\n<\/tr>\n<tr>\n<td>to become<\/td>\n<td>became<\/td>\n<td>become<\/td>\n<\/tr>\n<tr>\n<td>to begin<\/td>\n<td>began<\/td>\n<td>begun<\/td>\n<\/tr>\n<tr>\n<td>to come<\/td>\n<td>came<\/td>\n<td>come<\/td>\n<\/tr>\n<tr>\n<td>to do<\/td>\n<td>did<\/td>\n<td>done<\/td>\n<\/tr>\n<tr>\n<td>to drink<\/td>\n<td>drank<\/td>\n<td>drunk<\/td>\n<\/tr>\n<tr>\n<td>to eat<\/td>\n<td>ate<\/td>\n<td>eaten<\/td>\n<\/tr>\n<tr>\n<td>to get<\/td>\n<td>got<\/td>\n<td>gotten<\/td>\n<\/tr>\n<tr>\n<td>to give<\/td>\n<td>gave<\/td>\n<td>given<\/td>\n<\/tr>\n<tr>\n<td>to go<\/td>\n<td>went<\/td>\n<td>gone<\/td>\n<\/tr>\n<tr>\n<td>to know<\/td>\n<td>knew<\/td>\n<td>know<\/td>\n<\/tr>\n<tr>\n<td>to run<\/td>\n<td>ran<\/td>\n<td>run<\/td>\n<\/tr>\n<tr>\n<td>to see<\/td>\n<td>saw<\/td>\n<td>seen<\/td>\n<\/tr>\n<tr>\n<td>to show<\/td>\n<td>showed<\/td>\n<td>shown<\/td>\n<\/tr>\n<tr>\n<td>to speak<\/td>\n<td>spoke<\/td>\n<td>spoken<\/td>\n<\/tr>\n<tr>\n<td>to take<\/td>\n<td>took<\/td>\n<td>taken<\/td>\n<\/tr>\n<tr>\n<td>to throw<\/td>\n<td>threw<\/td>\n<td>thrown<\/td>\n<\/tr>\n<tr>\n<td>to write<\/td>\n<td>wrote<\/td>\n<td>written<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox shaded\"><strong>Note:<\/strong> Words\u00a0like\u00a0<em>bought<\/em> and\u00a0<em>caught<\/em> are the correct past participles\u2014not\u00a0<em>boughten<\/em> or\u00a0<em>caughten<\/em>.<\/div>\n<p>Past participles are used\u00a0in a couple of different ways:<\/p>\n<ul>\n<li>as an adjective phrase: <i>The chicken <b>eaten<\/b> by the children was contaminated.<\/i><\/li>\n<li>adverbially: <i><b>Seen<\/b> from this perspective, the problem presents no easy solution.<\/i><\/li>\n<li>in a nominative absolute construction, with a subject: <i>The task <b>finished<\/b>, we returned home.<\/i><\/li>\n<\/ul>\n<p>The past participle can also be used with the helping verb <em>to have<\/em>\u00a0to form a type of past tense: <i>The chicken has <b>eaten<\/b>. <\/i>This is something we learned about in helping verbs and tense.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the participles in the following sentences, as well as the functions they perform:<\/p>\n<ol>\n<li>Tucker had always wanted a pet dog.<\/li>\n<li>Having been born in the 1990s, Amber often found herself surrounded by nostalgia.<\/li>\n<li>Rayssa was practicing her flute when everything suddenly went wrong.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q397305\">Click to Show Answer<\/span><\/p>\n<div id=\"q397305\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>The past participle is\u00a0<em>wanted<\/em>. In this case, it is used alongside the helping verb\u00a0<em>had<\/em> to form the past tense.<\/li>\n<li><em>Having been born in the 1990s<\/em> is a present participle phrase. It is used adverbially, and the subject is the same as the subject of the main phrase: Amber. Additionally,\u00a0<em>been<\/em> is the past participle. It is used alongside the helping verb\u00a0<em>having<\/em> to give a sense of the past tense.<\/li>\n<li><i>Practicing<\/i>\u00a0is the present participle. It, along with the helping verb\u00a0<em>was<\/em>, create a sense of continuity or process.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox shaded\"><strong>Note:<\/strong> The past participle\u00a0can also be used to form the passive voice: <i>The chicken was <b>eaten<\/b>. <\/i>We&#8217;ll discuss the passive voice more in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/chapter\/active-and-passive-voice\/\" target=\"_blank\">Text: Active and Passive Voice<\/a>.<\/div>\n<h3>Infinitives<\/h3>\n<blockquote><p>To be or not to be, that is the question.<\/p>\n<p>\u2014Hamlet<\/p><\/blockquote>\n<p><b><\/b>The infinitive is the basic dictionary form of a verb, usually preceded by\u00a0<i>to<\/i> (when it&#8217;s not, it&#8217;s called the\u00a0<strong>bare infinitive<\/strong>, which we&#8217;ll discuss more later). Thus <i>to go<\/i> is an infinitive.\u00a0There are several different uses of the infinitive. They can be used alongside verbs, as a noun phrase, as a modifier, or in a question.<\/p>\n<h4>With\u00a0Other Verbs<\/h4>\n<p>The <i>to<\/i>-infinitive is used with other verbs (we&#8217;ll discuss exceptions when we talk about the bare infinitive):<\/p>\n<ul>\n<li>I aim <strong>to convince<\/strong> him of our plan&#8217;s\u00a0ingenuity.<\/li>\n<li>You already know that he&#8217;ll fail <strong>to complete<\/strong> the task.<\/li>\n<\/ul>\n<p>You can also use multiple infinitives in a single sentence: &#8220;Today, I plan\u00a0<strong>to run<\/strong> three miles, <strong>to clean<\/strong> my room, and <strong>to update<\/strong> my budget.&#8221; All three of these infinitives follow the verb\u00a0<em>plan<\/em>. Other verbs that often come before infinitives include\u00a0<em>want<\/em>, <em>convince<\/em>, <em>try<\/em>, <em>able<\/em>, and\u00a0<em>like<\/em>.<\/p>\n<h4>As a Noun Phrase<\/h4>\n<p>The infinitive can also be used to express an\u00a0action in an abstract, general way:\u00a0&#8220;<b>To err<\/b> is human&#8221;; &#8220;<b>To know\u00a0<\/b>me is <b>to love me<\/b>.&#8221; No one in particular is completing these actions. In these sentences, the infinitives act as the subjects.<\/p>\n<p>Infinitives can also serve as the object of a sentence. One\u00a0common construction\u00a0involves a dummy subject (<i>it<\/i>): &#8220;It was nice <b>to meet<\/b> you.&#8221;<\/p>\n<h4>As a Modifier<\/h4>\n<p>Infinitives can be\u00a0used as an adjective (e.g., &#8220;A\u00a0request <b>to see<\/b> someone&#8221; or &#8220;The man <b>to save<\/b> us&#8221;)\u00a0or as an adverb (e.g., &#8220;Keen <strong>to get<\/strong> on,&#8221; &#8220;Nice <b>to listen<\/b> to,&#8221; or &#8220;In order <strong>to\u00a0win<\/strong>&#8220;).<\/p>\n<h4>In Questions<\/h4>\n<p>Infinitives can be\u00a0used in elliptical questions as well, as in &#8220;I don&#8217;t know where <b>to go<\/b>.&#8221;<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Note:<\/strong> The infinitive is also the usual dictionary form or citation form of a verb. The form listed in dictionaries is the bare infinitive, although the <i>to<\/i>-infinitive is often used in referring to verbs or in defining other verbs: &#8220;The word <em>amble<\/em> means &#8216;to walk slowly'&#8221;; &#8220;How do we conjugate the verb <i>to go<\/i>?&#8221;<\/p>\n<p>Certain helping\u00a0verbs\u00a0do not have infinitives, such <em>will<\/em>,\u00a0<em>can<\/em>,\u00a0and<i> <i>may<\/i><\/i>.<\/p>\n<\/div>\n<h4>Split Infinitives?<\/h4>\n<p>One of the biggest\u00a0controversies among grammarians and style writers has been the appropriateness of separating the two words of the <i>to<\/i>-infinitive as in &#8220;to <em>boldly<\/em> go.&#8221; Despite what a\u00a0lot of people have\u00a0declared\u00a0over the years, there is absolutely nothing wrong with this construction. It is 100 percent grammatically sound.<\/p>\n<div class=\"textbox shaded\"><strong>Note:<\/strong>\u00a0Part of the reason so many authorities have been against this construction is likely the fact that in languages such as Latin, the infinitive is a single word, and cannot be split. However, in English the infinitive (or at least the\u00a0<em>to<\/em>-infinitive) is two words, and a split infinitive is a perfectly natural construction.<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the infinitives in the following sentences:<\/p>\n<ol>\n<li>Paulina is\u00a0the girl to beat.<\/li>\n<li>It was really nice to hear from you again.<\/li>\n<li>It looks like Dash wants to fail.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q875706\">Click to Show Answer<\/span><\/p>\n<div id=\"q875706\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>The infinitive<em> to beat<\/em> is used in this instance. It acts as an adjective, describing what kind of girl Paulina is.<\/li>\n<li>The infinitive<em> hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\n<li>The infinitive\u00a0<em>to fail is used in this instance.<\/em>\u00a0It\u00a0works along with the verb\u00a0<em>want<\/em>.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h4>The Bare Infinitive<\/h4>\n<p>As we mentioned previously, the infinitive can sometimes occur without the word <em>to<\/em>.\u00a0The form without <i>to<\/i> is called the <b>bare infinitive<\/b>\u00a0(the form with <i>to<\/i> is called the\u00a0<b><i>to<\/i>-infinitive<\/b>). In the following sentences both <em>sit<\/em> and\u00a0<em>to sit<\/em>\u00a0would each be considered an infinitive:<\/p>\n<ul>\n<li>I want <b>to sit<\/b> on the other chair.<\/li>\n<li>I can <b>sit<\/b> here all day.<\/li>\n<\/ul>\n<p>Infinitives have a variety of uses in English. Certain contexts call for the <em>to<\/em>-infinitive form, and certain contexts call for the bare infinitive; they are not normally interchangeable, except in occasional instances like after the verb <i>help<\/i>, where either can be used.<\/p>\n<p>As we mentioned earlier, some verbs require the bare infinitive instead of the\u00a0<em>to<\/em>-infinitive:<\/p>\n<ul>\n<li>The helping verb\u00a0<i>do<\/i>\n<ul>\n<li>Does she <strong>dance<\/strong>?<\/li>\n<li>Zi doesn&#8217;t <strong>sing<\/strong>.<\/li>\n<\/ul>\n<\/li>\n<li>Helping\u00a0verbs that express tense, possibility, or ability like\u00a0<em>will<\/em>,\u00a0<em>can, could, should, would,<\/em>\u00a0and<em>\u00a0might<\/em>\n<ul>\n<li>The bears will <strong>eat<\/strong> you if they catch you.<\/li>\n<li>Lucas and Gerardo might <strong>go<\/strong> to the dance.<\/li>\n<li>You should <strong>give<\/strong> it a try.<\/li>\n<\/ul>\n<\/li>\n<li>Verbs of perception, permission, or causation, such as\u00a0<i>see<\/i>, <i>watch<\/i>,\u00a0<i>hear,\u00a0<i>make<\/i>, <i>let<\/i>, and <i>have<\/i><\/i>\u00a0(after a direct object)\n<ul>\n<li>Look at Caroline <strong>go<\/strong>!<\/li>\n<li>You can&#8217;t make me <strong>talk<\/strong>.<\/li>\n<li>It&#8217;s so hard to let someone else <strong>finish<\/strong> my work.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The bare infinitive can be used as the object in such sentences like &#8220;What you should do is <b>make<\/b> a list.&#8221;\u00a0It can also be used after the word\u00a0<em>why<\/em>\u00a0to ask a question: &#8220;Why <strong>reveal<\/strong> it?&#8221;<\/p>\n<p>The bare infinitive can be tricky, because it often looks exactly like the present tense of a verb. Look at the following\u00a0sentences for an example:<\/p>\n<ul>\n<li>You <strong>lose<\/strong> things so often.<\/li>\n<li>You\u00a0can <strong>lose<\/strong> things at the drop of a hat.<\/li>\n<\/ul>\n<p>In both of these sentences, we have the word\u00a0<em>lose<\/em>, but in the first sentence it&#8217;s a present tense verb, while in the second it&#8217;s a bare infinitive. So how can you tell which is which? The easiest way is to try changing the subject of the sentence and seeing if the verb should change:<\/p>\n<ul>\n<li>She <strong>loses<\/strong> things so often.<\/li>\n<li>She\u00a0can <strong>lose<\/strong> things at the drop of a hat.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the infinitives in the following sentences:<\/p>\n<ol>\n<li>What you should do is stop talking for a moment and listen.<\/li>\n<li>Oh, that must be\u00a0Lebo at the door.<\/li>\n<li>Why walk when I could run?<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q875787\">Click to Show Answer<\/span><\/p>\n<div id=\"q875787\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>What you should do is <strong>stop<\/strong> talking for a moment and <strong>listen<\/strong>.\n<ul>\n<li>There are two infinitives in this sentence:\u00a0<em>stop<\/em> and\u00a0<em>listen. <\/em>They are both the objects of the sentence. This sentence also includes the gerund\u00a0<em>talking<\/em>, which the object in the phrase &#8220;stop talking.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Oh, that must <strong>be<\/strong>\u00a0Lebo at the door.\n<ul>\n<li>The infinitive <em>be<\/em> works with the helping verb\u00a0<em>must.<\/em><\/li>\n<\/ul>\n<\/li>\n<li>Why\u00a0<strong>walk<\/strong> when I could <strong>run<\/strong>?\n<ul>\n<li>There are two infinitives in this sentence:\u00a0<em>walk<\/em> and\u00a0<em>run<\/em>.\u00a0<em>Walk<\/em> follows the word\u00a0<em>why,<\/em> and it is asking a question.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>could<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Self-Check<\/h2>\n<p>\t<iframe id=\"lumen_assessment_1274\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=1274&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_1274\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-935\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Verbs. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and Adaptation of Wikipedia content. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Text: Verb Tenses. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Text: Verb Tense Consistency. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Self-Check. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Bouncing Girl. <strong>Authored by<\/strong>: OpenClipartVectors. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/en\/bouncing-jump-child-girl-159517\/\">https:\/\/pixabay.com\/en\/bouncing-jump-child-girl-159517\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Transitive verb. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Transitive_verb\">https:\/\/en.wikipedia.org\/wiki\/Transitive_verb<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Introduction to Verbs. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-verbs-the-parts-of-speech-grammar\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-verbs-the-parts-of-speech-grammar<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Intransitive verb. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Intransitive_verb\">https:\/\/en.wikipedia.org\/wiki\/Intransitive_verb<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Image of kicking figure. <strong>Authored by<\/strong>: Samy Menai. <strong>Provided by<\/strong>: The Noun Project. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/thenounproject.com\/search\/?q=karate&#038;i=380644\">https:\/\/thenounproject.com\/search\/?q=karate&#038;i=380644<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Linking Verbs. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/linking-verbs-the-parts-of-speech-grammar\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/linking-verbs-the-parts-of-speech-grammar<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of chain. <strong>Authored by<\/strong>: Martin Chapman Fromm. <strong>Provided by<\/strong>: The Noun Project. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/thenounproject.com\/search\/?q=link&#038;i=15066\">https:\/\/thenounproject.com\/search\/?q=link&#038;i=15066<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Auxiliary verb. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Auxiliary_verb\">https:\/\/en.wikipedia.org\/wiki\/Auxiliary_verb<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Basic Patterns and Elements of the Sentence. <strong>Authored by<\/strong>: David McMurrey. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.prismnet.com\/~hcexres\/textbook\/twsent.html\">https:\/\/www.prismnet.com\/~hcexres\/textbook\/twsent.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of helping figures. <strong>Authored by<\/strong>: BenPixels. <strong>Provided by<\/strong>: The Noun Project. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/thenounproject.com\/search\/?q=help&#038;i=462225\">https:\/\/thenounproject.com\/search\/?q=help&#038;i=462225<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>The present tense. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/present-tense-verbs-the-parts-of-speech\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/present-tense-verbs-the-parts-of-speech<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>The past tense. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-past-tense-verbs-the-parts-of-speech\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-past-tense-verbs-the-parts-of-speech<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>The future tense. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-future-tense-verbs-the-parts-of-speech\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-future-tense-verbs-the-parts-of-speech<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Introduction to irregular verbs. <strong>Authored by<\/strong>: David Rheinstrom. <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-irregular-verbs-the-parts-of-speech-grammar\">https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-irregular-verbs-the-parts-of-speech-grammar<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Rhetoric and Composition\/Parts of Speech. <strong>Provided by<\/strong>: Wikibooks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikibooks.org\/wiki\/Rhetoric_and_Composition\/Parts_of_Speech#Verbs\">https:\/\/en.wikibooks.org\/wiki\/Rhetoric_and_Composition\/Parts_of_Speech#Verbs<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Agreement (linguistics). <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Agreement_(linguistics)\">https:\/\/en.wikipedia.org\/wiki\/Agreement_(linguistics)<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Image of speech bubbles. <strong>Authored by<\/strong>: Gregor Cresnar. <strong>Provided by<\/strong>: The Noun Project. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/thenounproject.com\/search\/?q=agreed&#038;i=441045\">https:\/\/thenounproject.com\/search\/?q=agreed&#038;i=441045<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Nonfinite verb. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Nonfinite_verb\">https:\/\/en.wikipedia.org\/wiki\/Nonfinite_verb<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Gerund. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Gerund\">https:\/\/en.wikipedia.org\/wiki\/Gerund<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Participle. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Participle\">https:\/\/en.wikipedia.org\/wiki\/Participle<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Infinitive. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Infinitive\">https:\/\/en.wikipedia.org\/wiki\/Infinitive<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Transitive and Intransitive Verbs | Natural English Grammar. <strong>Authored by<\/strong>: LikeANativeSpeaker . <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/CFdl1oC1vtQ\">https:\/\/youtu.be\/CFdl1oC1vtQ<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Hiker At The Mountain Top. <strong>Authored by<\/strong>: Jean Beaufort. <strong>Provided by<\/strong>: Public Domain Pictures. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.publicdomainpictures.net\/view-image.php?image=171368&#038;picture=hiker-at-the-mountain-top\">http:\/\/www.publicdomainpictures.net\/view-image.php?image=171368&#038;picture=hiker-at-the-mountain-top<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":17,"menu_order":6,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Outcome: Verbs\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Bouncing Girl\",\"author\":\"OpenClipartVectors\",\"organization\":\"\",\"url\":\"https:\/\/pixabay.com\/en\/bouncing-jump-child-girl-159517\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Transitive verb\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Transitive_verb\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Introduction to Verbs\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-verbs-the-parts-of-speech-grammar\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation of Wikipedia content\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Intransitive verb\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Intransitive_verb\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Transitive and Intransitive Verbs | Natural English Grammar\",\"author\":\"LikeANativeSpeaker \",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/CFdl1oC1vtQ\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Image of kicking figure\",\"author\":\"Samy Menai\",\"organization\":\"The Noun Project\",\"url\":\"https:\/\/thenounproject.com\/search\/?q=karate&i=380644\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Linking Verbs\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/linking-verbs-the-parts-of-speech-grammar\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of chain\",\"author\":\"Martin Chapman Fromm\",\"organization\":\"The Noun Project\",\"url\":\"https:\/\/thenounproject.com\/search\/?q=link&i=15066\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Auxiliary verb\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Auxiliary_verb\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Basic Patterns and Elements of the Sentence\",\"author\":\"David McMurrey\",\"organization\":\"\",\"url\":\"https:\/\/www.prismnet.com\/~hcexres\/textbook\/twsent.html\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of helping figures\",\"author\":\"BenPixels\",\"organization\":\"The Noun Project\",\"url\":\"https:\/\/thenounproject.com\/search\/?q=help&i=462225\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Text: Verb Tenses\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The present tense\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/present-tense-verbs-the-parts-of-speech\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The past tense\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-past-tense-verbs-the-parts-of-speech\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The future tense\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/the-future-tense-verbs-the-parts-of-speech\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Introduction to irregular verbs\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.khanacademy.org\/humanities\/grammar\/partsofspeech\/grammar-verbs\/v\/introduction-to-irregular-verbs-the-parts-of-speech-grammar\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Rhetoric and Composition\/Parts of Speech\",\"author\":\"\",\"organization\":\"Wikibooks\",\"url\":\"https:\/\/en.wikibooks.org\/wiki\/Rhetoric_and_Composition\/Parts_of_Speech#Verbs\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Agreement (linguistics)\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Agreement_(linguistics)\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of speech bubbles\",\"author\":\"Gregor Cresnar\",\"organization\":\"The Noun Project\",\"url\":\"https:\/\/thenounproject.com\/search\/?q=agreed&i=441045\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Text: Verb Tense Consistency\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Hiker At The Mountain Top\",\"author\":\"Jean Beaufort\",\"organization\":\"Public Domain Pictures\",\"url\":\"http:\/\/www.publicdomainpictures.net\/view-image.php?image=171368&picture=hiker-at-the-mountain-top\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Nonfinite verb\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Nonfinite_verb\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Gerund\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Gerund\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Participle\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Participle\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Infinitive\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Infinitive\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Self-Check\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"79f34500-93fe-4bef-a924-153db8f858be","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-935","chapter","type-chapter","status-publish","hentry"],"part":21,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/935","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":28,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/935\/revisions"}],"predecessor-version":[{"id":3085,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/935\/revisions\/3085"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/parts\/21"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/935\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/media?parent=935"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapter-type?post=935"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/contributor?post=935"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/license?post=935"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}