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VERBS
The verb is KING in English. Why? Our choice of verb enriches and enlivens our writing. Using
precise verbs lends energy and clarity to our work. The shortest sentence contains a verb. You
can make a one-word sentence with a verb, for example: "Stop!" A verb tells us something
about the subject of a sentence.
A verb depicts actions, events, or states of being.
Why do we have to learn about verbs?
You must be able to identify the verb(s) in sentences in order to write effective sentences.
Without correctly identifying the verb(s) in sentences, it is likely you will use run-ons, comma
splices, and/or fragments in your writing instead of complete sentences.
What is a run-on? It is when two independent clauses (sentences) are run together (or
“fused”) in one sentence without an appropriate conjunction or punctuation mark separating
them.
Example: I have tasted salsa I did not like its spicy taste.
What is a comma splice? It is the joining of two independent clauses (sentences) with a
comma, but without a coordinating conjunction (and, or, nor, for, so, yet, but) or subordinating
conjunction (because, though, etc) where appropriate. A comma splice also occurs when two
independent clauses are separated by a comma instead of a period or semicolon.
Example: I have tasted salsa, I did not like its spicy taste.
Complete & Correct Sentence:
I have tasted salsa, but I did not like its spicy taste.
I have tasted salsa; I did not like its spicy taste.
I have tasted salsa. I did not like its spicy taste.
You must be able to identify the verbs in sentences in order to replace the “dead” verbs in your
writing with vivid verbs.
Dead Verb: I sat on the couch.
Vivid Verb: I collapsed on the couch.
So, what’s the big deal? Identifying verbs seems pretty
easy. Why the fuss?
Most students can identify verbs that express action, but they have a far more difficult time
identifying helping (auxiliary) verbs and linking verbs or when another word or words
separates the helping verb(s) from the main verb.
Helping Verbs – have no real meaning on their own. They are necessary for the
grammatical structure of a sentence. Helping verbs "help" out the main verb; it is the main
verb which has the real meaning. Helping verbs are also known as auxiliary verbs.
My parents are teaching my brother to read. – Are is “helping” the main
verb teaching.
That dog must have been chasing the cat. – Must have been is “helping” the
main verb chasing.
There are 23 helping verbs. For those of you who like holiday music, the following
lines are set to the tune of “Jingle Bells”:
Helping Verbs, Helping Verbs
There are 23
Am is are was and were
Being been and be
Have has had
Do does did
Shall will should and would
There are five more helping verbs
May might must can could
When another word or words separates the helping verb(s) from the main verb,
it is sometimes difficult to pick out the actual verb phrase in a sentence.
I will not be in class on time.
I want to boldly go where no man has gone before.
I certainly should not have become a sailor.
Linking Verbs - connect the subject of the sentence to either a noun or adjective that gives
additional information about the subject. Common linking verbs may include: forms of the verb
to be, look, appear, become, grow, smell, remain, seem, sound, taste, feel, and stay.
My drink tastes good.
Tastes is the linking verb which connects the
subject (drink) to the adjective which describes it
(good).
My brother is a beast. - Is is the linking verb which connects the subject
(brother) to the noun which gives more
information about the subject ( beast).
How do you tell when a verb is an action verb and when it is a linking
verb?
If you can substitute am, is, or are for the verb and the sentence still sounds
logical, you have a linking verb on your hands. If, after the substitution, the
sentence makes no sense, you are dealing with an action verb.
Verb Practice
DIRECTIONS: For each sentence, find and underline the verb(s) or verb phrase(s). Remember,
some words can be used as nouns, verbs, or adjectives, etc. It is the word’s function in a
sentence that determines which part of speech it is. Make sure the FUNCTION of the word you
are underlining is that of a verb.
1. Angie wrapped the package with beautiful gift wrap.
2. At the last moment, Sean remembered his friend’s birthday.
3. Tyler appeared nervous, but Noah demonstrated confidence.
4. Melissa’s book may not have been stolen after all.
5. Katie and Jillian grew bored with the clown’s silly antics.
6. When you went to the Louvre, did you see the Mona Lisa?
7. I gave my extra sandwich to Mandy because she is always hungry.
8. Susan had to wait for Ms. Fallon to open the classroom door because it was locked.
9. That unbelievably daring move won Kiran the chess tournament.
10. Has this person communicated anything to you?
11. Defeated teams should congratulate the winners.
12. The students protested the noise ordinance with a peaceful demonstration.
DIRECTIONS: For each sentence, underline only the verb that describes or is related to the
subject of the sentence. (The subject of a sentence describes who or what the sentence is
about.) Then decide whether that verb is used as an action verb or a linking verb. Remember, if
a verb is used as a linking verb, it connects (links) the subject of the verb to a noun or adjective
that gives us additional information about the subject. Write AV or LV above the underlined
verb.
EX:
The roast beef smells good. (Good is an adjective that tells us more about the roast
beef. Therefore, smells is a linking verb.)
EX: She smelled the beautiful flowers. (Smell is used as an action verb telling us what the
subject did.)
1. He remained calm when the earthquake hit.
2. He remained in the building when the earthquake hit.
3. I grew tired waiting for my aunt’s plane to arrive.
4. I grew three inches over the summer.
5. John looked for his missing contact lens.
6. John looked refreshed after taking a shower.
7. The soup tasted delicious.
8. Colleen tasted the carefully prepared soup.
9. Peter, please remain in your seat until the end of class.
10. The principal remained calm when the police came into the building.
DIRECTIONS: For each sentence, underline the helping verb(s) once and the main verb(s) twice.
Some sentences may have no helping verbs, while other sentences may contain two helping
and/or main verbs. Remember, sometimes the parts of a verb phrase are separated by other
parts of speech.
1. Ozzie could jump higher than anyone else on the team.
2. Laura would have remained in the building if her teacher had asked.
3. Mr. Sanchez always sweeps the floor outside of the gym first.
4. Because we had always lived in the South, we had never seen snow before.
5. All morning the barometer was dropping rapidly.