{"id":773,"date":"2016-07-15T22:56:36","date_gmt":"2016-07-15T22:56:36","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/?post_type=chapter&#038;p=773"},"modified":"2017-04-30T19:06:30","modified_gmt":"2017-04-30T19:06:30","slug":"text-verb-types","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/chapter\/text-verb-types\/","title":{"raw":"Verb Types","rendered":"Verb Types"},"content":{"raw":"<h2 class=\"p1\">Active Verbs<\/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\" \/>\r\n\r\nActive verbs are the simplest type of verb: they simply express some sort of action: e.g., <em>contain, <\/em><em>roars, <\/em><em>runs, <\/em><em>sleeps.<\/em>\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><em>Hates<\/em> is also a transitive verb. Without the phrase \"filling out forms,\"\u00a0the phrase \"She hates\" doesn't make any sense.<\/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\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. Here are a few\u00a0examples:\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<\/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? How can you tell?\r\n<ol>\r\n \t<li>Alba 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>Javier 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[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"981308\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"981308\"]\r\n<ol>\r\n \t<li>Alba <strong>fell<\/strong> out of the car.\u00a0<em>Fell<\/em> is intransitive; it doesn't require an object.<\/li>\r\n \t<li>Ian <strong>has written<\/strong> over four hundred articles on the subject.\u00a0<em>Has written<\/em> is transitive; it has an object:\u00a0<em>articles<\/em>.<\/li>\r\n \t<li>Javier <strong>sings<\/strong> really well.\u00a0<em>Sings<\/em> is\u00a0intransitive; it doesn't require an object.\r\n<ul>\r\n \t<li>Note that\u00a0<em>sings<\/em> can also be a transitive verb. In the sentence \"Lorena sang three songs in the show last night,\" the verb <em>sing<\/em> has the object\u00a0<em>songs<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Marton <strong>wondered<\/strong> about a lot of things.\u00a0<em>Wondered<\/em> is\u00a0intransitive; it doesn't require an object.<\/li>\r\n \t<li>Cate <strong>gave<\/strong> great gifts.\u00a0<em>Gave<\/em> is transitive; it has an object:<em>\u00a0gifts<\/em>.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Multi-Word Verbs<\/h3>\r\nMulti-word verbs a subclass of active verbs. They are\u00a0made up of multiple words, as you might have guessed. They include things like\u00a0<em>stirfry<\/em>,\u00a0<em>kickstart<\/em>, and\u00a0<em>turn in<\/em>.\u00a0Multi-word\u00a0verbs often have a slightly different meaning than their base parts. Take a look at the difference between the next two sentences:\r\n<ul>\r\n \t<li>Ben carried the boxes out of the house.<\/li>\r\n \t<li>Ben carried out the task well.<\/li>\r\n<\/ul>\r\nThe first sentence uses a single word verb (<em>carried<\/em>) and the preposition\u00a0<em>out<\/em>. If you remove the preposition (and its object), you get\u00a0\"Ben carried the boxes,\" which makes perfect sense. In the second sentence,\u00a0<em>carried out<\/em> acts as a single entity.\u00a0If you remove <em>out<\/em>, the sentence\u00a0has no meaning: \"Ben carried the task well\" doesn't make sense.\r\n\r\nLet's look at another example:\r\n<ul>\r\n \t<li>She's been shut up in there for years.<\/li>\r\n \t<li>Dude, shut up.<\/li>\r\n<\/ul>\r\nCan you see how the same principles apply here?\u00a0Other multi-word verbs include <em>find out<\/em>,\u00a0<em>make off with<\/em>, <em>turn in<\/em>, and\u00a0<em>put up with<\/em>.\r\n\r\n<\/div>\r\n<h2 class=\"p1\">Linking Verbs<\/h2>\r\nA 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\nWhile <em>to be<\/em> verbs are the most common\u00a0linking verbs (<em>is<\/em>, <em>was<\/em>, <em>were<\/em>, etc.),\u00a0there 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<\/ul>\r\n<h2 class=\"p1\">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>Mariah\u00a0<strong>is<\/strong>\u00a0looking for her keys still.<\/li>\r\n \t<li>Kai <strong>had<\/strong> checked the weather three times already.<\/li>\r\n<\/ul>\r\nAs you just saw, helping verbs include things like <em>is<\/em> and\u00a0<em>had<\/em><em>\u00a0<\/em>(we'll look at a more complete list later). Let'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>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><strong>Do<\/strong> 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>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>\u00a0indicates the present tense, and adds a sense of continuity\u00a0to the verb <em>finding<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nThe following table provides a short list of some verbs that can function as helping\u00a0verbs, along with examples of\u00a0the way they function. <a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Helping_Verbs.pdf\" target=\"_blank\">A\u00a0full list of\u00a0helping verbs can be found here.<\/a>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th width=\"10%\">Helping\u00a0Verb<\/th>\r\n<th width=\"45%\">Function<\/th>\r\n<th width=\"45%\">Examples<\/th>\r\n<\/tr>\r\n<tr>\r\n<td rowspan=\"2\">be<\/td>\r\n<td>Express tense\u00a0and a sense of continuity.<\/td>\r\n<td>He <b>is<\/b> sleeping.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Express\u00a0tense\u00a0and indicate the passive voice<\/td>\r\n<td>They <b>were<\/b> seen.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>can<\/td>\r\n<td>Express ability<\/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>Express possibility<\/td>\r\n<td>That <b>could<\/b> help.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td rowspan=\"2\">do<\/td>\r\n<td>Express negation (requires the word\u00a0<em>not<\/em>)<\/td>\r\n<td>You <b>do<\/b>\u00a0not understand.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Ask a question<\/td>\r\n<td><strong>Do<\/strong> you want to go?<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>have<\/td>\r\n<td>Express tense\u00a0and a sense of completion<\/td>\r\n<td>They <b>have<\/b> understood.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>might<\/td>\r\n<td>Express possibility<\/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>Express confidence in a fact<\/td>\r\n<td>It <b>must<\/b> have rained.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td rowspan=\"2\">should<\/td>\r\n<td>Express a\u00a0request<\/td>\r\n<td>You <b>should<\/b> listen.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Express likelihood<\/td>\r\n<td>That <b>should<\/b> help.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>will<\/td>\r\n<td>Express future tense<\/td>\r\n<td>We <b>will<\/b> eat pie.\u00a0The sun <b>will<\/b> rise tomorrow at 6:03.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>would<\/td>\r\n<td>Express future likelihood<\/td>\r\n<td>Nothing <b>would<\/b> accomplish that.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\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 shaded\"><strong>Note:<\/strong> The helping verbs\u00a0<em>to be<\/em>,\u00a0<em>to have<\/em>, and\u00a0<em>would<\/em> are used to indicate tense. We'll discuss exactly how they function in more depth in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\">Text: Complex Verb Tenses<\/a>.<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nRead the following sentences. In each sentence, identify the active, linking, and helping verbs.\r\n<ol>\r\n \t<li>Guilherme should arrive in the next three minutes.<\/li>\r\n \t<li>Raymond is a fantastic boss.<\/li>\r\n \t<li>Gina had smelled like chrysanthemums and mystery.<\/li>\r\n \t<li>Damian can't work tonight.\u00a0Do you want his\u00a0shift?<\/li>\r\n \t<li>Tim exercises a lot. His standard work out has three different circuits.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"400700\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"400700\"]\r\n<ol>\r\n \t<li>Guilherme <strong>should<\/strong> <strong>arrive<\/strong> in the next three minutes.\r\n<ul>\r\n \t<li><em>Should<\/em> is a helping verb. It\u00a0expresses likelihood.<\/li>\r\n \t<li><em>Arrive<\/em> is the active (main) verb in this sentence. It is intransitive.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Raymond <strong>is<\/strong> a fantastic boss.\r\n<ul>\r\n \t<li><em>Is<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence: Raymond = a fantastic boss.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Gina <strong>smelled<\/strong> like chrysanthemums and mystery.\r\n<ul>\r\n \t<li><em>Smelled<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence. There is no active action occurring in the sentence; the sentence is simply stating the way Gina smells.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Damian <strong>can't<\/strong> <strong>work<\/strong> tonight. <strong>Do<\/strong> you <strong>want<\/strong>\u00a0his shift?\r\n<ul>\r\n \t<li><em>Can't<\/em> accompanies <em>work<\/em>. In this sentence it is used to express ability (in this case, the <em>not<\/em> turns it into\u00a0a lack of ability).<\/li>\r\n \t<li><em>Work<\/em> is an active verb. It is intransitive.<\/li>\r\n \t<li><em>D<\/em><em>o\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.<\/li>\r\n \t<li><em>Want<\/em> is an active verb. It is transitive: its object is \"his shift.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Tim <strong>exercises<\/strong> a lot. His standard work out <strong>has<\/strong> three different circuits.\r\n<ul>\r\n \t<li><em>Exercises<\/em> is an active verb. It is also intransitive.<\/li>\r\n \t<li><em>Has<\/em> is an active verb. It is transitive: its object is \"three different circuits.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>","rendered":"<h2 class=\"p1\">Active Verbs<\/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\" \/><\/p>\n<p>Active verbs are the simplest type of verb: they simply express some sort of action: e.g., <em>contain, <\/em><em>roars, <\/em><em>runs, <\/em><em>sleeps.<\/em><\/p>\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><em>Hates<\/em> is also a transitive verb. Without the phrase &#8220;filling out forms,&#8221;\u00a0the phrase &#8220;She hates&#8221; doesn&#8217;t make any sense.<\/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<div class=\"textbox shaded\">\n<p><strong>Note:<\/strong> there are some verbs that can act as both transitive and intransitive verbs. Here are a few\u00a0examples:<\/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<\/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? How can you tell?<\/p>\n<ol>\n<li>Alba fell out of the car.<\/li>\n<li>Ian has written over four hundred articles on the subject.<\/li>\n<li>Javier sings really well.<\/li>\n<li>Marton wondered about a lot of things.<\/li>\n<li>Cate gave great gifts.<\/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=\"q981308\">Show Answer<\/span><\/p>\n<div id=\"q981308\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Alba <strong>fell<\/strong> out of the car.\u00a0<em>Fell<\/em> is intransitive; it doesn&#8217;t require an object.<\/li>\n<li>Ian <strong>has written<\/strong> over four hundred articles on the subject.\u00a0<em>Has written<\/em> is transitive; it has an object:\u00a0<em>articles<\/em>.<\/li>\n<li>Javier <strong>sings<\/strong> really well.\u00a0<em>Sings<\/em> is\u00a0intransitive; it doesn&#8217;t require an object.\n<ul>\n<li>Note that\u00a0<em>sings<\/em> can also be a transitive verb. In the sentence &#8220;Lorena sang three songs in the show last night,&#8221; the verb <em>sing<\/em> has the object\u00a0<em>songs<\/em>.<\/li>\n<\/ul>\n<\/li>\n<li>Marton <strong>wondered<\/strong> about a lot of things.\u00a0<em>Wondered<\/em> is\u00a0intransitive; it doesn&#8217;t require an object.<\/li>\n<li>Cate <strong>gave<\/strong> great gifts.\u00a0<em>Gave<\/em> is transitive; it has an object:<em>\u00a0gifts<\/em>.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Multi-Word Verbs<\/h3>\n<p>Multi-word verbs a subclass of active verbs. They are\u00a0made up of multiple words, as you might have guessed. They include things like\u00a0<em>stirfry<\/em>,\u00a0<em>kickstart<\/em>, and\u00a0<em>turn in<\/em>.\u00a0Multi-word\u00a0verbs often have a slightly different meaning than their base parts. Take a look at the difference between the next two sentences:<\/p>\n<ul>\n<li>Ben carried the boxes out of the house.<\/li>\n<li>Ben carried out the task well.<\/li>\n<\/ul>\n<p>The first sentence uses a single word verb (<em>carried<\/em>) and the preposition\u00a0<em>out<\/em>. If you remove the preposition (and its object), you get\u00a0&#8220;Ben carried the boxes,&#8221; which makes perfect sense. In the second sentence,\u00a0<em>carried out<\/em> acts as a single entity.\u00a0If you remove <em>out<\/em>, the sentence\u00a0has no meaning: &#8220;Ben carried the task well&#8221; doesn&#8217;t make sense.<\/p>\n<p>Let&#8217;s look at another example:<\/p>\n<ul>\n<li>She&#8217;s been shut up in there for years.<\/li>\n<li>Dude, shut up.<\/li>\n<\/ul>\n<p>Can you see how the same principles apply here?\u00a0Other multi-word verbs include <em>find out<\/em>,\u00a0<em>make off with<\/em>, <em>turn in<\/em>, and\u00a0<em>put up with<\/em>.<\/p>\n<\/div>\n<h2 class=\"p1\">Linking Verbs<\/h2>\n<p>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>While <em>to be<\/em> verbs are the most common\u00a0linking verbs (<em>is<\/em>, <em>was<\/em>, <em>were<\/em>, etc.),\u00a0there 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<\/ul>\n<h2 class=\"p1\">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>Mariah\u00a0<strong>is<\/strong>\u00a0looking for her keys still.<\/li>\n<li>Kai <strong>had<\/strong> checked the weather three times already.<\/li>\n<\/ul>\n<p>As you just saw, helping verbs include things like <em>is<\/em> and\u00a0<em>had<\/em><em>\u00a0<\/em>(we&#8217;ll look at a more complete list later). 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>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><strong>Do<\/strong> 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>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>\u00a0indicates the present tense, and adds a sense of continuity\u00a0to the verb <em>finding<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The following table provides a short list of some verbs that can function as helping\u00a0verbs, along with examples of\u00a0the way they function. <a href=\"https:\/\/s3-us-west-2.amazonaws.com\/textimgs\/Developmental+Reading+and+Writing\/Helping_Verbs.pdf\" target=\"_blank\">A\u00a0full list of\u00a0helping verbs can be found here.<\/a><\/p>\n<table>\n<tbody>\n<tr>\n<th style=\"width: 10%;\">Helping\u00a0Verb<\/th>\n<th style=\"width: 45%;\">Function<\/th>\n<th style=\"width: 45%;\">Examples<\/th>\n<\/tr>\n<tr>\n<td rowspan=\"2\">be<\/td>\n<td>Express tense\u00a0and a sense of continuity.<\/td>\n<td>He <b>is<\/b> sleeping.<\/td>\n<\/tr>\n<tr>\n<td>Express\u00a0tense\u00a0and indicate the passive voice<\/td>\n<td>They <b>were<\/b> seen.<\/td>\n<\/tr>\n<tr>\n<td>can<\/td>\n<td>Express ability<\/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>Express possibility<\/td>\n<td>That <b>could<\/b> help.<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\">do<\/td>\n<td>Express negation (requires the word\u00a0<em>not<\/em>)<\/td>\n<td>You <b>do<\/b>\u00a0not understand.<\/td>\n<\/tr>\n<tr>\n<td>Ask a question<\/td>\n<td><strong>Do<\/strong> you want to go?<\/td>\n<\/tr>\n<tr>\n<td>have<\/td>\n<td>Express tense\u00a0and a sense of completion<\/td>\n<td>They <b>have<\/b> understood.<\/td>\n<\/tr>\n<tr>\n<td>might<\/td>\n<td>Express possibility<\/td>\n<td>We <b>might<\/b> give it a try.<\/td>\n<\/tr>\n<tr>\n<td>must<\/td>\n<td>Express confidence in a fact<\/td>\n<td>It <b>must<\/b> have rained.<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\">should<\/td>\n<td>Express a\u00a0request<\/td>\n<td>You <b>should<\/b> listen.<\/td>\n<\/tr>\n<tr>\n<td>Express likelihood<\/td>\n<td>That <b>should<\/b> help.<\/td>\n<\/tr>\n<tr>\n<td>will<\/td>\n<td>Express future tense<\/td>\n<td>We <b>will<\/b> eat pie.\u00a0The sun <b>will<\/b> rise tomorrow at 6:03.<\/td>\n<\/tr>\n<tr>\n<td>would<\/td>\n<td>Express future likelihood<\/td>\n<td>Nothing <b>would<\/b> accomplish that.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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 shaded\"><strong>Note:<\/strong> The helping verbs\u00a0<em>to be<\/em>,\u00a0<em>to have<\/em>, and\u00a0<em>would<\/em> are used to indicate tense. We&#8217;ll discuss exactly how they function in more depth in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\">Text: Complex Verb Tenses<\/a>.<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Read the following sentences. In each sentence, identify the active, linking, and helping verbs.<\/p>\n<ol>\n<li>Guilherme should arrive in the next three minutes.<\/li>\n<li>Raymond is a fantastic boss.<\/li>\n<li>Gina had smelled like chrysanthemums and mystery.<\/li>\n<li>Damian can&#8217;t work tonight.\u00a0Do you want his\u00a0shift?<\/li>\n<li>Tim exercises a lot. His standard work out has three different circuits.<\/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=\"q400700\">Show Answer<\/span><\/p>\n<div id=\"q400700\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Guilherme <strong>should<\/strong> <strong>arrive<\/strong> in the next three minutes.\n<ul>\n<li><em>Should<\/em> is a helping verb. It\u00a0expresses likelihood.<\/li>\n<li><em>Arrive<\/em> is the active (main) verb in this sentence. It is intransitive.<\/li>\n<\/ul>\n<\/li>\n<li>Raymond <strong>is<\/strong> a fantastic boss.\n<ul>\n<li><em>Is<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence: Raymond = a fantastic boss.<\/li>\n<\/ul>\n<\/li>\n<li>Gina <strong>smelled<\/strong> like chrysanthemums and mystery.\n<ul>\n<li><em>Smelled<\/em>\u00a0is a\u00a0linking\u00a0verb in this sentence. There is no active action occurring in the sentence; the sentence is simply stating the way Gina smells.<\/li>\n<\/ul>\n<\/li>\n<li>Damian <strong>can&#8217;t<\/strong> <strong>work<\/strong> tonight. <strong>Do<\/strong> you <strong>want<\/strong>\u00a0his shift?\n<ul>\n<li><em>Can&#8217;t<\/em> accompanies <em>work<\/em>. In this sentence it is used to express ability (in this case, the <em>not<\/em> turns it into\u00a0a lack of ability).<\/li>\n<li><em>Work<\/em> is an active verb. It is intransitive.<\/li>\n<li><em>D<\/em><em>o\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.<\/li>\n<li><em>Want<\/em> is an active verb. It is transitive: its object is &#8220;his shift.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Tim <strong>exercises<\/strong> a lot. His standard work out <strong>has<\/strong> three different circuits.\n<ul>\n<li><em>Exercises<\/em> is an active verb. It is also intransitive.<\/li>\n<li><em>Has<\/em> is an active verb. It is transitive: its object is &#8220;three different circuits.&#8221;<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\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-773\">\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>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: Multi-Word 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><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><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>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>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 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>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>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>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><\/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":2,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Revision and Adaptation of Wikipedia Content\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-sa\",\"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\":\"Intransitive 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