{"id":776,"date":"2016-07-15T22:56:39","date_gmt":"2016-07-15T22:56:39","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/?post_type=chapter&#038;p=776"},"modified":"2019-02-22T05:36:03","modified_gmt":"2019-02-22T05:36:03","slug":"text-non-finite-verbs","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-englishcomposition1\/chapter\/text-non-finite-verbs\/","title":{"raw":"Non-Finite Verbs","rendered":"Non-Finite Verbs"},"content":{"raw":"Just when we thought we had verbs figured out, we're brought face-to-face\u00a0with a new animal: non-finite verbs. These words <em>look<\/em> similar to verbs we've already discussed, but they <em>act<\/em> quite differently.\r\n\r\nBy definition, non-finite verbs cannot serve as the main verb in\u00a0an independent clause. In practical terms, this\u00a0means that they don't provide the action of a sentence. They also lack 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<h2>Gerunds<\/h2>\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. They can be created using active or helping verbs:\r\n<ul>\r\n \t<li>I like <b>swimming<\/b>.<\/li>\r\n \t<li><strong>Being loved<\/strong>\u00a0can make someone feel safe.<\/li>\r\n \t<li>Do you fancy <b>going out<\/b>?<\/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>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\u00a0<strong>being<\/strong> <strong>awarded<\/strong> the prize.<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\n<iframe src=\"https:\/\/lumenlearning.h5p.com\/content\/1290622387642917758\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\r\n[reveal-answer q=\"274304\"]Explain Answers[\/reveal-answer]\r\n[hidden-answer a=\"274304\"]\r\n<ol>\r\n \t<li>Sam\u00a0was really bad at <strong>gardening<\/strong>.\r\n<ul>\r\n \t<li><em>Gardening<\/em> is the object of the prepositional phrase \"at gardening.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Studying<\/strong> is one of Jazz's favorite things to do.\r\n<ul>\r\n \t<li><em>Studying<\/em> is the subject of the sentence. It is the part of the sentence that is doing or being something (in this case, being one of Jazz's favorite things to do).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\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 was really bad at gardening.<\/li>\r\n \t<li>Studying is one of Jazz's favorite things to do.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"274304\"]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>.\r\n<ul>\r\n \t<li><em>Gardening<\/em> is the object of the prepositional phrase \"at gardening.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Studying<\/strong> is one of Jazz's favorite things to do.\r\n<ul>\r\n \t<li><em>Studying<\/em> is the subject of the sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h2>Participles<\/h2>\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<h3>The Present Participle<\/h3>\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, behave like an 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: <em>Marta<\/em> <i>was <\/i><b><i>sleeping<\/i><\/b><i>. <\/i>(We'll discuss this further in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\" rel=\"noopener\">Complex Verb Tenses<\/a>.)\u00a0This is something we learned a little bit about in helping verbs and tense.\u00a0<\/span>\r\n<h3>The Past Participle<\/h3>\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\" rel=\"noopener\">Here is one such list of\u00a0participles<\/a>. Below is a short list of some of the most common irregular past participles:\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 do<\/td>\r\n<td>did<\/td>\r\n<td>done<\/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>known<\/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 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 write<\/td>\r\n<td>wrote<\/td>\r\n<td>written<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\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 (which we'll talk about in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\" rel=\"noopener\">Complex Verb Tenses<\/a>): <i>The chicken has <b>eaten<\/b>.<\/i>\u00a0It is also used to form\u00a0the passive voice: <em>Tianna<\/em><i>\u00a0was<\/i>\u00a0<strong>voted<\/strong>\u00a0<em>most likely to succeed. <\/em>When the passive voice is used following a relative pronoun (like\u00a0<em>that<\/em> or\u00a0<em>which<\/em>) we sometimes leave out parts of the phrase:\r\n<ul>\r\n \t<li>He had three things <strong>that were<\/strong> taken away from him<\/li>\r\n \t<li>He had three things taken away from him<\/li>\r\n<\/ul>\r\nIn the second sentence, we removed the words <em>that were<\/em>. However, we still use the past participle\u00a0<em>taken<\/em>. The removal of these words is called\u00a0<em>elision<\/em>. Elision is used with a lot of different constructions in English; we use it to shorten sentences when things are understood. However, we can only use elision in certain situations, so be careful when removing words!\u00a0(We'll discuss this further in\u00a0<a href=\".\/chapter\/text-using-the-passive-voice\/\" target=\"_blank\" rel=\"noopener\">Using the Passive Voice<\/a>.)\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>Rayssa was practicing her flute when everything suddenly went wrong.<\/li>\r\n \t<li>Having been born in the 1990s, Amber often found herself filled with nostalgia.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"397305\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"397305\"]\r\n<ol>\r\n \t<li>The past participle is <em>wanted<\/em>. In this case, it is used alongside the helping verb <em>had<\/em> to form 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 \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<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h2>Infinitives<\/h2>\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<h3>With\u00a0Other Verbs<\/h3>\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 are\u00a0<em>want<\/em>, <em>convince<\/em>, <em>try<\/em>, <em>able<\/em>, and\u00a0<em>like<\/em>.\r\n<h3>As a Noun Phrase<\/h3>\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 <\/b>me.\" 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<h3>As a Modifier<\/h3>\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<h3>In Questions<\/h3>\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 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 when referring to verbs or 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 as\u00a0<em>will<\/em>,\u00a0<em>can<\/em>,\u00a0and<i> <i>may<\/i><\/i>.\r\n\r\n<\/div>\r\n<h3>Split Infinitives?<\/h3>\r\nHistorically, 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 \"to <em>boldly<\/em> go\" (vs. \"to go boldly\"). Despite what a\u00a0lot of people have\u00a0asserted over the years, there is absolutely nothing wrong with this construction. It is 100 percent grammatically sound.\r\n\r\nPart 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.\r\n<div class=\"textbox exercises\">\r\n<h3><i>Try to<\/i>\u00a0versus<em> Try\u00a0and<\/em><\/h3>\r\nOne common error people make is saying <em>try and<\/em> instead of <em>try to<\/em>, as in \"I'll try and be there by ten o'clock tomorrow.\" However,\u00a0<em>try<\/em> requires a\u00a0<em>to<\/em>-infinitive after it, so using\u00a0<em>and<\/em> is incorrect. While this construction is acceptable in casual conversation, it is not grammatically correct and should not be used in formal situations.\r\n\r\n<\/div>\r\n<h3>The Bare Infinitive<\/h3>\r\nAs we mentioned, 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 be considered infinitives:\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\nSome 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 as \"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. Consider the following\u00a0sentences:\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 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 whether 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\n<iframe src=\"https:\/\/lumenlearning.h5p.com\/content\/1290622569784428998\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" allow=\"geolocation *; microphone *; camera *; midi *; encrypted-media *\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\r\n[reveal-answer q=\"875706\"]Explain Answers[\/reveal-answer]\r\n[hidden-answer a=\"875706\"]\r\n<ol>\r\n \t<li>Paulina will <strong>be<\/strong> the girl <strong>to beat<\/strong>.\r\n<ul>\r\n \t<li>There are two infinitives in this sentence: <em>be<\/em>\u00a0and <em>to beat<\/em>.\u00a0<em>Be<\/em> works with the verb\u00a0<em>will<\/em>. The infinitive <em>to beat<\/em>\u00a0acts as an adjective, describing what kind of girl Paulina is.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>What you should <strong>do<\/strong> is <strong>stop<\/strong> talking for a moment and <strong>listen<\/strong>.\r\n<ul>\r\n \t<li>There are three infinitives in this sentence:\u00a0<em>do,\u00a0<\/em><em>stop,<\/em> and\u00a0<em>listen. Do<\/em> works with the verb <em>should<\/em>.\u00a0<em>Stop<\/em> and\u00a0<em>listen\u00a0<\/em>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>It was really nice <strong>to hear<\/strong> from you again.\r\n<ul>\r\n \t<li>The infinitive <em>to\u00a0hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Why\u00a0<strong>walk<\/strong> when I can\u00a0<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>\u00a0so a question is being asked.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>can<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nIdentify the infinitives in the following sentences, as well as their functions:\r\n<ol>\r\n \t<li>Paulina will be the girl to beat.<\/li>\r\n \t<li>What you should do is stop talking for a moment and listen.<\/li>\r\n \t<li>It was really nice to hear from you again.<\/li>\r\n \t<li>Why walk when I can run?<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"875706\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"875706\"]\r\n<ol>\r\n \t<li>Paulina will <strong>be<\/strong> the girl <strong>to beat<\/strong>.\r\n<ul>\r\n \t<li>There are two infinitives in this sentence: <em>be<\/em>\u00a0and <em>to beat<\/em>.<em>Be<\/em> works with the verb\u00a0<em>will<\/em>. The infinitive <em>to beat<\/em>\u00a0acts as an adjective, describing what kind of girl Paulina is.<\/li>\r\n<\/ul>\r\n<\/li>\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>It was really nice <strong>to hear<\/strong> from you again.\r\n<ul>\r\n \t<li>The infinitive <em>to\u00a0hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Why\u00a0<strong>walk<\/strong> when I can\u00a0<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>\u00a0so a question is being asked.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>can<\/em>.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\nNow that we've learned how to use each of the different non-finite verbs, let's take a look at how they're used together. The following practice will help you\u00a0distinguish non-finite verbs from one another (and also distinguish them from the \"normal\" verbs we learned about earlier).\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nThe Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a common practice among households around the country, and there is generally a peaceful co-existence. However, in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, being unexpectedly swooped can result in loss of control of the bicycle, which may cause injury. Attaching a long pole with a flag to the bike can deter attack. Using cable ties on helmets has become common, as well, and it appears to be an effective deterrent.\r\n\r\n[reveal-answer q=\"306830\"]Show Gerunds[\/reveal-answer]\r\n[hidden-answer a=\"306830\"]Here is the passage\u00a0with all the gerunds in bold:\r\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. <strong>Feeding<\/strong> magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, <strong>being<\/strong> unexpectedly <span style=\"color: #333333;\">swooped<\/span>\u00a0can result in loss of control, which may cause injury. <strong>Attaching<\/strong> a long pole with a flag to a bike can deter attack.\u00a0<strong>Using<\/strong> cable ties on helmets has become common as well, and it appears to be\u00a0an effective deterrent.<\/p>\r\n\r\n<ol>\r\n \t<li><em>Feeding magpies<\/em> is the subject of this sentence.<\/li>\r\n \t<li><em>Being unexpectedly swooped<\/em> is the subject of this sentence.<span style=\"color: #ff6600;\">\u00a0<\/span><\/li>\r\n \t<li><span style=\"color: #333333;\"><em>Attaching a long pole\u00a0<\/em>is the subject of this sentence.<\/span><\/li>\r\n \t<li><em>Using cable ties <\/em>is the subject of this sentence.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n[reveal-answer q=\"306880\"]Show Participles[\/reveal-answer]\r\n[hidden-answer a=\"306880\"]Here is the passage with all the participles\u00a0bolded. Past\u00a0particles have also been italicized.\r\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of <strong>breeding<\/strong> magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, being unexpectedly <em><strong>swooped<\/strong><\/em>\u00a0can result in loss of control, which may cause injury. Attaching a long pole with a flag to a bike can deter attack. Using cable ties on helmets has become common as well, and it appears to be\u00a0an effective deterrent.<\/p>\r\n\r\n<ol>\r\n \t<li><em>Breeding<\/em> is a present participle serving as an adjective. It modifies the noun\u00a0<em>magpies<\/em>.<\/li>\r\n \t<li><em>Swooped<\/em> is a past participle. It works with the gerund\u00a0<em>being<\/em>\u00a0as a part of the subject of the sentence: <em>Being unexpectedly swooped while cycling<\/em>. \"Being swooped\" is\u00a0a\u00a0passive voice construction,\u00a0so it requires the past participle.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n[reveal-answer q=\"306835\"]Show Infinitives[\/reveal-answer]\r\n[hidden-answer a=\"306835\"]Here is the passage with all the infinitives\u00a0bolded:\r\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby.\u00a0If someone is on a bike, being unexpectedly swooped can <strong>result<\/strong> in loss of control, which may <strong>cause<\/strong> injury. Attaching a long pole with a flag to a bike can <strong>deter<\/strong> attack. Using cable ties on helmets has become common as well, and it appears <strong>to be<\/strong>\u00a0an effective deterrent.<\/p>\r\n\r\n<ol>\r\n \t<li><em>Result<\/em> is the bare infinitive. It works with the verb\u00a0<em>can<\/em>.\u00a0<em>Can<\/em> indicates a possibility in this sentence.<\/li>\r\n \t<li><em>Cause<\/em>\u00a0is the bare infinitive. It works with the verb <em>may<\/em>. <em>May<\/em>\u00a0indicates a possibility in this sentence.<\/li>\r\n \t<li><em>Deter<\/em>\u00a0is the bare infinitive. It works with the verb <em>can<\/em>. <em>Can<\/em>\u00a0indicates a possibility in this sentence.<\/li>\r\n \t<li><em>To be<\/em> is the <em>to<\/em>-infinitive. It works with the verb\u00a0<em>appears<\/em>.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>","rendered":"<p>Just when we thought we had verbs figured out, we&#8217;re brought face-to-face\u00a0with a new animal: non-finite verbs. These words <em>look<\/em> similar to verbs we&#8217;ve already discussed, but they <em>act<\/em> quite differently.<\/p>\n<p>By definition, non-finite verbs cannot serve as the main verb in\u00a0an independent clause. In practical terms, this\u00a0means that they don&#8217;t provide the action of a sentence. They also lack 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<h2>Gerunds<\/h2>\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. They can be created using active or helping verbs:<\/p>\n<ul>\n<li>I like <b>swimming<\/b>.<\/li>\n<li><strong>Being loved<\/strong>\u00a0can make someone feel safe.<\/li>\n<li>Do you fancy <b>going out<\/b>?<\/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>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\u00a0<strong>being<\/strong> <strong>awarded<\/strong> the prize.<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p><iframe loading=\"lazy\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1290622387642917758\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q274304\">Explain Answers<\/span><\/p>\n<div id=\"q274304\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Sam\u00a0was really bad at <strong>gardening<\/strong>.\n<ul>\n<li><em>Gardening<\/em> is the object of the prepositional phrase &#8220;at gardening.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li><strong>Studying<\/strong> is one of Jazz&#8217;s favorite things to do.\n<ul>\n<li><em>Studying<\/em> is the subject of the sentence. It is the part of the sentence that is doing or being something (in this case, being one of Jazz&#8217;s favorite things to do).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\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 was really bad at gardening.<\/li>\n<li>Studying is one of Jazz&#8217;s favorite things to do.<\/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=\"q274304\">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>.\n<ul>\n<li><em>Gardening<\/em> is the object of the prepositional phrase &#8220;at gardening.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li><strong>Studying<\/strong> is one of Jazz&#8217;s favorite things to do.\n<ul>\n<li><em>Studying<\/em> is the subject of the sentence.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h2>Participles<\/h2>\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<h3>The Present Participle<\/h3>\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, behave like an 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: <em>Marta<\/em> <i>was <\/i><b><i>sleeping<\/i><\/b><i>. <\/i>(We&#8217;ll discuss this further in <a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\" rel=\"noopener\">Complex Verb Tenses<\/a>.)\u00a0This is something we learned a little bit about in helping verbs and tense.\u00a0<\/span><\/p>\n<h3>The Past Participle<\/h3>\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\" rel=\"noopener\">Here is one such list of\u00a0participles<\/a>. Below is a short list of some of the most common irregular past participles:<\/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 do<\/td>\n<td>did<\/td>\n<td>done<\/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>known<\/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 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 write<\/td>\n<td>wrote<\/td>\n<td>written<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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 (which we&#8217;ll talk about in\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/chapter\/text-complex-verb-tenses\/\" target=\"_blank\" rel=\"noopener\">Complex Verb Tenses<\/a>): <i>The chicken has <b>eaten<\/b>.<\/i>\u00a0It is also used to form\u00a0the passive voice: <em>Tianna<\/em><i>\u00a0was<\/i>\u00a0<strong>voted<\/strong>\u00a0<em>most likely to succeed. <\/em>When the passive voice is used following a relative pronoun (like\u00a0<em>that<\/em> or\u00a0<em>which<\/em>) we sometimes leave out parts of the phrase:<\/p>\n<ul>\n<li>He had three things <strong>that were<\/strong> taken away from him<\/li>\n<li>He had three things taken away from him<\/li>\n<\/ul>\n<p>In the second sentence, we removed the words <em>that were<\/em>. However, we still use the past participle\u00a0<em>taken<\/em>. The removal of these words is called\u00a0<em>elision<\/em>. Elision is used with a lot of different constructions in English; we use it to shorten sentences when things are understood. However, we can only use elision in certain situations, so be careful when removing words!\u00a0(We&#8217;ll discuss this further in\u00a0<a href=\".\/chapter\/text-using-the-passive-voice\/\" target=\"_blank\" rel=\"noopener\">Using the Passive Voice<\/a>.)<\/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>Rayssa was practicing her flute when everything suddenly went wrong.<\/li>\n<li>Having been born in the 1990s, Amber often found herself filled with nostalgia.<\/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=\"q397305\">Show Answer<\/span><\/p>\n<div id=\"q397305\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>The past participle is <em>wanted<\/em>. In this case, it is used alongside the helping verb <em>had<\/em> to form 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<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<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h2>Infinitives<\/h2>\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<h3>With\u00a0Other Verbs<\/h3>\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 are\u00a0<em>want<\/em>, <em>convince<\/em>, <em>try<\/em>, <em>able<\/em>, and\u00a0<em>like<\/em>.<\/p>\n<h3>As a Noun Phrase<\/h3>\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 <\/b>me.&#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<h3>As a Modifier<\/h3>\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<h3>In Questions<\/h3>\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 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 when referring to verbs or 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 as\u00a0<em>will<\/em>,\u00a0<em>can<\/em>,\u00a0and<i> <i>may<\/i><\/i>.<\/p>\n<\/div>\n<h3>Split Infinitives?<\/h3>\n<p>Historically, 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; (vs. &#8220;to go boldly&#8221;). Despite what a\u00a0lot of people have\u00a0asserted over the years, there is absolutely nothing wrong with this construction. It is 100 percent grammatically sound.<\/p>\n<p>Part 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.<\/p>\n<div class=\"textbox exercises\">\n<h3><i>Try to<\/i>\u00a0versus<em> Try\u00a0and<\/em><\/h3>\n<p>One common error people make is saying <em>try and<\/em> instead of <em>try to<\/em>, as in &#8220;I&#8217;ll try and be there by ten o&#8217;clock tomorrow.&#8221; However,\u00a0<em>try<\/em> requires a\u00a0<em>to<\/em>-infinitive after it, so using\u00a0<em>and<\/em> is incorrect. While this construction is acceptable in casual conversation, it is not grammatically correct and should not be used in formal situations.<\/p>\n<\/div>\n<h3>The Bare Infinitive<\/h3>\n<p>As we mentioned, 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 be considered infinitives:<\/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>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 as &#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. Consider the following\u00a0sentences:<\/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 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 whether 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><iframe loading=\"lazy\" src=\"https:\/\/lumenlearning.h5p.com\/content\/1290622569784428998\/embed\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><script src=\"https:\/\/lumenlearning.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q875706\">Explain Answers<\/span><\/p>\n<div id=\"q875706\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Paulina will <strong>be<\/strong> the girl <strong>to beat<\/strong>.\n<ul>\n<li>There are two infinitives in this sentence: <em>be<\/em>\u00a0and <em>to beat<\/em>.\u00a0<em>Be<\/em> works with the verb\u00a0<em>will<\/em>. The infinitive <em>to beat<\/em>\u00a0acts as an adjective, describing what kind of girl Paulina is.<\/li>\n<\/ul>\n<\/li>\n<li>What you should <strong>do<\/strong> is <strong>stop<\/strong> talking for a moment and <strong>listen<\/strong>.\n<ul>\n<li>There are three infinitives in this sentence:\u00a0<em>do,\u00a0<\/em><em>stop,<\/em> and\u00a0<em>listen. Do<\/em> works with the verb <em>should<\/em>.\u00a0<em>Stop<\/em> and\u00a0<em>listen\u00a0<\/em>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>It was really nice <strong>to hear<\/strong> from you again.\n<ul>\n<li>The infinitive <em>to\u00a0hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\n<\/ul>\n<\/li>\n<li>Why\u00a0<strong>walk<\/strong> when I can\u00a0<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>\u00a0so a question is being asked.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>can<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Identify the infinitives in the following sentences, as well as their functions:<\/p>\n<ol>\n<li>Paulina will be the girl to beat.<\/li>\n<li>What you should do is stop talking for a moment and listen.<\/li>\n<li>It was really nice to hear from you again.<\/li>\n<li>Why walk when I can run?<\/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=\"q875706\">Show Answer<\/span><\/p>\n<div id=\"q875706\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Paulina will <strong>be<\/strong> the girl <strong>to beat<\/strong>.\n<ul>\n<li>There are two infinitives in this sentence: <em>be<\/em>\u00a0and <em>to beat<\/em>.<em>Be<\/em> works with the verb\u00a0<em>will<\/em>. The infinitive <em>to beat<\/em>\u00a0acts as an adjective, describing what kind of girl Paulina is.<\/li>\n<\/ul>\n<\/li>\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>It was really nice <strong>to hear<\/strong> from you again.\n<ul>\n<li>The infinitive <em>to\u00a0hear<\/em> is used in this instance. It acts as the object of the sentence.<\/li>\n<\/ul>\n<\/li>\n<li>Why\u00a0<strong>walk<\/strong> when I can\u00a0<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>\u00a0so a question is being asked.\u00a0<em>Run<\/em> works with the helping verb\u00a0<em>can<\/em>.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<p>Now that we&#8217;ve learned how to use each of the different non-finite verbs, let&#8217;s take a look at how they&#8217;re used together. The following practice will help you\u00a0distinguish non-finite verbs from one another (and also distinguish them from the &#8220;normal&#8221; verbs we learned about earlier).<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>The Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a common practice among households around the country, and there is generally a peaceful co-existence. However, in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, being unexpectedly swooped can result in loss of control of the bicycle, which may cause injury. Attaching a long pole with a flag to the bike can deter attack. Using cable ties on helmets has become common, as well, and it appears to be an effective deterrent.<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q306830\">Show Gerunds<\/span><\/p>\n<div id=\"q306830\" class=\"hidden-answer\" style=\"display: none\">Here is the passage\u00a0with all the gerunds in bold:<\/p>\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. <strong>Feeding<\/strong> magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, <strong>being<\/strong> unexpectedly <span style=\"color: #333333;\">swooped<\/span>\u00a0can result in loss of control, which may cause injury. <strong>Attaching<\/strong> a long pole with a flag to a bike can deter attack.\u00a0<strong>Using<\/strong> cable ties on helmets has become common as well, and it appears to be\u00a0an effective deterrent.<\/p>\n<ol>\n<li><em>Feeding magpies<\/em> is the subject of this sentence.<\/li>\n<li><em>Being unexpectedly swooped<\/em> is the subject of this sentence.<span style=\"color: #ff6600;\">\u00a0<\/span><\/li>\n<li><span style=\"color: #333333;\"><em>Attaching a long pole\u00a0<\/em>is the subject of this sentence.<\/span><\/li>\n<li><em>Using cable ties <\/em>is the subject of this sentence.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q306880\">Show Participles<\/span><\/p>\n<div id=\"q306880\" class=\"hidden-answer\" style=\"display: none\">Here is the passage with all the participles\u00a0bolded. Past\u00a0particles have also been italicized.<\/p>\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of <strong>breeding<\/strong> magpies (almost always males) becomes aggressive and swoop and attack passersby. If someone is on a bike, being unexpectedly <em><strong>swooped<\/strong><\/em>\u00a0can result in loss of control, which may cause injury. Attaching a long pole with a flag to a bike can deter attack. Using cable ties on helmets has become common as well, and it appears to be\u00a0an effective deterrent.<\/p>\n<ol>\n<li><em>Breeding<\/em> is a present participle serving as an adjective. It modifies the noun\u00a0<em>magpies<\/em>.<\/li>\n<li><em>Swooped<\/em> is a past participle. It works with the gerund\u00a0<em>being<\/em>\u00a0as a part of the subject of the sentence: <em>Being unexpectedly swooped while cycling<\/em>. &#8220;Being swooped&#8221; is\u00a0a\u00a0passive voice construction,\u00a0so it requires the past participle.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q306835\">Show Infinitives<\/span><\/p>\n<div id=\"q306835\" class=\"hidden-answer\" style=\"display: none\">Here is the passage with all the infinitives\u00a0bolded:<\/p>\n<p style=\"padding-left: 30px;\">The Australian magpie is a medium-size black and white bird native to Australia. Feeding magpies is a\u00a0common practice among\u00a0households around the country, and there is generally a peaceful co-existence. However,\u00a0in the spring a small minority of breeding magpies (almost always males) becomes aggressive and swoop and attack passersby.\u00a0If someone is on a bike, being unexpectedly swooped can <strong>result<\/strong> in loss of control, which may <strong>cause<\/strong> injury. Attaching a long pole with a flag to a bike can <strong>deter<\/strong> attack. Using cable ties on helmets has become common as well, and it appears <strong>to be<\/strong>\u00a0an effective deterrent.<\/p>\n<ol>\n<li><em>Result<\/em> is the bare infinitive. It works with the verb\u00a0<em>can<\/em>.\u00a0<em>Can<\/em> indicates a possibility in this sentence.<\/li>\n<li><em>Cause<\/em>\u00a0is the bare infinitive. It works with the verb <em>may<\/em>. <em>May<\/em>\u00a0indicates a possibility in this sentence.<\/li>\n<li><em>Deter<\/em>\u00a0is the bare infinitive. It works with the verb <em>can<\/em>. <em>Can<\/em>\u00a0indicates a possibility in this sentence.<\/li>\n<li><em>To be<\/em> is the <em>to<\/em>-infinitive. It works with the verb\u00a0<em>appears<\/em>.<\/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-776\">\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>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>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><li>Modification of Australian magpie. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Australian_magpie\">https:\/\/en.wikipedia.org\/wiki\/Australian_magpie<\/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>\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":9,"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\":\"Nonfinite 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