{"id":267,"date":"2016-05-19T20:41:31","date_gmt":"2016-05-19T20:41:31","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/?post_type=chapter&#038;p=267"},"modified":"2016-11-08T00:28:34","modified_gmt":"2016-11-08T00:28:34","slug":"text-verb-types","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-introtocollegecomp\/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\" \/>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\"]Show Answer[\/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 <em>forms<\/em> is what she hates filling out.<\/li>\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 \t<li>Sean <strong>hugged<\/strong>\u00a0his brother David.\r\n<ul>\r\n \t<li>You can see the pattern.\u00a0.\u00a0.\u00a0. <em>Hugged<\/em>\u00a0in this sentence is only useful if we know who Sean hugged. 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? 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[reveal-answer q=\"682679\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"682679\"]\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<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\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\"]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<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, but he looked one more time to see if the forecast <strong>had<\/strong> changed.<\/li>\r\n \t<li>What ever happens, <strong>do<\/strong> <em>not<\/em> let the water level drop below this line.<\/li>\r\n<\/ul>\r\nAs you just saw, helping verbs are usually pretty short, and they include things like <em>is<\/em>,\u00a0<em>had<\/em>, and <em>do\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 \t<li>He <strong>has<\/strong> 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\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 (the tense depends on the conjugation of <em>to be<\/em>;\u00a0<em>is<\/em> is present, <em>was<\/em>\u00a0is past, <em>will be<\/em> is future, etc.)\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 (the tense depends on the conjugation of <em>to be<\/em>;\u00a0<em>are<\/em>\u00a0is present, <em>were<\/em>\u00a0is past, <em>will be<\/em> is future, etc.)\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 (the tense depends on the conjugation of <em>to be<\/em>; <em>are<\/em> is present, <em>were<\/em> is past, <em>will be<\/em> is future, etc.)\u00a0and indicate 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=\".\/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\nIdentify the helping\u00a0verbs in the sentences below. What main verb to they accompany and what role do they play in each sentence?\r\n<ol>\r\n \t<li>Damian can't work tonight.\u00a0Do you want to take his\u00a0shift?<\/li>\r\n \t<li>Harper\u00a0couldn't afford to give up.<\/li>\r\n \t<li>Tim\u00a0was exercising when Cassie\u00a0finally found him. He had completed three circuits of his work out.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"893071\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"893071\"]\r\n<ol>\r\n \t<li>Damian <strong>can't<\/strong> work tonight. <strong>Do<\/strong> you want to take his 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>Do\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Harper\u00a0<strong>couldn't<\/strong> afford to give up.\r\n<ul>\r\n \t<li><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<\/ul>\r\n<\/li>\r\n \t<li>Tim\u00a0<strong>was<\/strong> exercising when Cassie\u00a0finally found him.\u00a0He <strong>had<\/strong> completed three circuits of his work out.\r\n<ul>\r\n \t<li><em>Was<\/em> accompanies\u00a0<em>exercising<\/em>. In this sentence, it is used to indicate the past tense, along with a sense of continuity.<\/li>\r\n \t<li><em>Had<\/em> accompanies <em>completed. <\/em>In this sentence, it is used to indicate the past tense, along with a sense of completion.<\/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\" \/>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\">Show Answer<\/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 <em>forms<\/em> is what she hates filling out.<\/li>\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<li>Sean <strong>hugged<\/strong>\u00a0his brother David.\n<ul>\n<li>You can see the pattern.\u00a0.\u00a0.\u00a0. <em>Hugged<\/em>\u00a0in this sentence is only useful if we know who Sean hugged. 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? 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<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q682679\">Show Answer<\/span><\/p>\n<div id=\"q682679\" 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<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><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\">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<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, but he looked one more time to see if the forecast <strong>had<\/strong> changed.<\/li>\n<li>What ever happens, <strong>do<\/strong> <em>not<\/em> let the water level drop below this line.<\/li>\n<\/ul>\n<p>As you just saw, helping verbs are usually pretty short, and they include things like <em>is<\/em>,\u00a0<em>had<\/em>, and <em>do\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<li>He <strong>has<\/strong> 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>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 (the tense depends on the conjugation of <em>to be<\/em>;\u00a0<em>is<\/em> is present, <em>was<\/em>\u00a0is past, <em>will be<\/em> is future, etc.)\u00a0and a sense of continuity.<\/td>\n<td>He <b>is<\/b> sleeping.<\/td>\n<\/tr>\n<tr>\n<td>Express\u00a0tense (the tense depends on the conjugation of <em>to be<\/em>;\u00a0<em>are<\/em>\u00a0is present, <em>were<\/em>\u00a0is past, <em>will be<\/em> is future, etc.)\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 (the tense depends on the conjugation of <em>to be<\/em>; <em>are<\/em> is present, <em>were<\/em> is past, <em>will be<\/em> is future, etc.)\u00a0and indicate 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=\".\/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>Identify the helping\u00a0verbs in the sentences below. What main verb to they accompany and what role do they play in each sentence?<\/p>\n<ol>\n<li>Damian can&#8217;t work tonight.\u00a0Do you want to take his\u00a0shift?<\/li>\n<li>Harper\u00a0couldn&#8217;t afford to give up.<\/li>\n<li>Tim\u00a0was exercising when Cassie\u00a0finally found him. He had completed three circuits of his work out.<\/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=\"q893071\">Show Answer<\/span><\/p>\n<div id=\"q893071\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Damian <strong>can&#8217;t<\/strong> work tonight. <strong>Do<\/strong> you want to take his 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>Do\u00a0<\/em>accompanies\u00a0<em>want<\/em>. In this sentence, it is used to make a question.<\/li>\n<\/ul>\n<\/li>\n<li>Harper\u00a0<strong>couldn&#8217;t<\/strong> afford to give up.\n<ul>\n<li><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<\/ul>\n<\/li>\n<li>Tim\u00a0<strong>was<\/strong> exercising when Cassie\u00a0finally found him.\u00a0He <strong>had<\/strong> completed three circuits of his work out.\n<ul>\n<li><em>Was<\/em> accompanies\u00a0<em>exercising<\/em>. In this sentence, it is used to indicate the past tense, along with a sense of continuity.<\/li>\n<li><em>Had<\/em> accompanies <em>completed. <\/em>In this sentence, it is used to indicate the past tense, along with a sense of completion.<\/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-267\">\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: Active 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>Practice Exercises. <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>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-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/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-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-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>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>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 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>\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\":\"cc\",\"description\":\"Introduction to Verbs\",\"author\":\"David Rheinstrom\",\"organization\":\"Khan 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