Download CHAl"TERll LITERATURE fufmitive llll!d gerund C!lllnot be used as

CHAl"TERll
LITERATURE
fufmitive llll!d gerund C!lllnot be used as writer plea es in writing. There
l!l"e mllll!y ruleij fuat enable them to appel!l" as certrun phrnses complement. The
rules
lll"e
atruclnre in English Liternture. The atructure of al!llllgullge is used to
perform a good sentence so fu!!l: readers c!llll ea ily ahl!orb i:he main idea
Infmitive llll!d gerund lll"e used to combine 2 (two) oc more sentences bellome l
(one) wifuout ch!llllging the true me!lllling. The purposlll is to mroid readers :from
llomplitated l!!iructure. BlmitaUy, infmitive llll!d gerund hmre i:he same functions
(!i!! subject, subject complement mull object). However, i:hey h!We different
melll.ling vmen they
lll"e
applied in sentences. Characteril!!iic of infmitive is
inclined to fooe future ootion 'Where! !! gerund is progressive ootion.
2.1
Defill!iti; n
2..1.1 Infilllitive
Splll.lkie (1989) defmes i:h!!l: infmitive is a verb form ordinarily introduced
by to. The pmtiele to if followed by i:he b!l.l!e form of verb gives us the fuU
infmitive (e.g. to talk, to play, to !llllderstmtd) (p.263). Then, other scientists,
PT!llllinskas (1977) !!lso adds thllt although infmitive is made :from a verb form, m
infmitive could never be the mrun verb of a sentence. U melll.ls m infmitive
!!lways oots
!ill
fue second verb in a sentence
Ill!
nooo phrase. Us functions as
verbal in sentences are various such m: m subject, object or ofuer complements
but not m mllin verb. Celce md L!lfsen (1983) l!!i!!l:e thllt infinitive very often
expresses somei:hing hypothetical, future, md !llllfulfiUed (p.434).
Iii.g.
She wants to 11/t:e you today.
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1.2
Genuui
Sp!mkie (1989) stmes thm gerund is a verb ending in ing (e.g. singing,
smoking, b!mking). The ing form of any verbs can be either th"' ing pllrticiple.
But elll)h has sepllnll:e fooction for p!lliticiple in ing
'Was
originally
1111
!ldjective
(p.293). The position or fl.lllction of gerund as verbal in a sentence is equal to
infinitive but different in the me1111ing. Celee 1111dL!in!en (1983) stme thm gernnd
typically expresses something J:?al, vivid, md fulfilled (p.434).
e.g.
2
Plora likes dtm.dng.
Types lifhdlmtive
.l
Irdhdtive as subject
Aecol'ding to Thomson ood Mllrtinet (1980), infmitive coo be asnbject of
a verb in my sentence >'l'hen
e.g. To keep
WI!IIM costs
W>.;
'Wish to refer to one pllrtim lsr llclion (p.lZZ).
quite a lot of money, nowadays
2.1 bdimllive •m"llject collllllplem•t
Illfmitive as subject complement identifies or describes the subject ofthe
2.2.1After tinkbtg verb (to be)
According to Raimes (1998}, illfmitive 'Which is foWid after linking verb
frequently shows thm the subject of the verb is a nooo like: goal, dream, aim,
fear, rnotive, plan, object, need, desire, wish, method, job, or purpose. And ilie
infinitive is called as sui:J:jed complement (p.209-210}.
6
Cmme (15147) suggests fuat verb that takes as p!lllsive form in a cloose,
shooldl be W'WI!YS foUo'Wed by infinitive asth.e complement cilmse (p.273).
e.g. He was made to.'Jiut tile door.
This type mostly h!ippens in writing. Immtive's role oo m object besides
completing fue main clause of one sentence, it !ilso bounds with some phrases
tllst are stsnding before it
Pallem:
Example:
Verb+ infinitive
I am jus!trying to get !!Way ea!ly.
Verb + (pro)noun + inftni!ive
II enables !he farmer to mailltlin uniform and
near ccnatant condition In ti-M llou1e.
I am indebted fer her hard work to datail at
Verb +fer+ (pro)noun +infinitive
Will'if 11tige of the project.
According to Biber, Johsnsson, Leech, Corn:ad, and Finegoo (1999,
p.705-709), pattern (1) and! (2) csn oooor 'l'l'hile the mem ing >filie sentences
7
1. Speedlll!d
Speech ad veros give indirect reports of directives. The reports re more
likely a command to someone to do the directive's order. (e.g. m;k, tell,
'IWI"Il,
enable)
e.g.I.I should have told Walter to Ia him go.
2.1asked the telephone operators to conned me wi.t/1 his friend
2.. C< pitioD
Cognition veros represent artirodes, often indicming the epistemological
(origin) l!i:!iil:lls of the inf01mation. Alld the event in the infmitive cloose thm is
described hss not a :roally occ
rred. (e.g. m;smne, consider, expect, find,
believe, Wlderi!i:;md, remember)
e.g. L We expect to fmd adequate specification methodN and tedrmifUC/!1!,
2.1mu.st remember to tell hu ltewas SOI"'"J.
l. Per :eptioa
Perception verbs represent sense perceptions. These verbs ocwr with
imre·infmitive, because they indicate psst ootion. (feel, see, he r)
e.g.J heard him lock tk11 door.
4. MpKt alld Mallfta'
These verbs
clun.cterize
the
st!ll:e of completion (the process of
completing something) of one event or activity, whether the action is in
beginning, ending
01"
progressing. These verbs indic!ll:e intention to begin an
action, b!Jt the action itself in infmitive phrase, still, does not definitely
h ppen. (e.g. start, continue, c ?ase)
e.g. L Moscow continues to wmzu: tTu: Warsaw Pact as a military buffer.
2. He started to
amm"I!T,
then shrugged.
5. Affedive stante (verb of deW-e)
Affective stooce verbs represent oo sttitl.ldinal stance to'WIITds the
envisioned (vision) action (e.g. wish,lmpe, like, love) or negative stance (e.g.
dread, hste). These verbs typically co-occur with the modal would for verbs
like ood love, ood used in the conditional.
e.g. L liVe WO?.<ld love to come.
2. They lwpe to lu:igktm tluir <1{J1'redat.itm ofni!Jiare.
6. Other c!!mmui;;:llltion
Other commMication verbs serve to report f"mdings, should be w:cepted
aslmoV\'11 infoxmation. (e.g. show, prove, coovince, teru:l:!)
e.g. My parents teach me never to tell lies.
7. Eff®rt
Effort verbs usu!illy present a sp >cific action that a pl'r!!oo sttempts to do.
And the action is in processing. (e.g. try, !llttempt, menage, Mdfail)
>.g. 1.1 am just trying to get m} bearings.
2. Somehow he managed to tdand at an angel.
IJI. Intsdi11n ®I!' docirion
mtention md decision v >rbs involve a resolve, plllll, or decision to cany
out some action. (e.g. decide, d:wose, plan, ne >d, prefer, wmlt)
e.g. 1. Fronce has: decided to wJ: off old to the ComoruIs!mulllf.
2. Jverson de:rigned the APL language to ducribl!lluud-ruvl!l at thiilf J evel.
!1. Modallity ad :asllltion
Modality m d cm sation mvolve 2 (two) pmticipm ts 'With l (one}
pmticipm t permitti11g, facilitatmg, requiring, or <!lmlsing tile
other to
ooderiake tile action. (e.g. belp, persuade, allow, dare, enoournge, force,
order, permit, require)
e;.g. L 1persuaded Hawkbit to join M.S.
2. 1 would allow the Press Council to pi(JI] Its proper role.
Ui.
Probability
Probability verbs indicate a certam degree of likeliliood The event oftile
mf'mitive clmlse is still m question, whether it bas happened or not (e.g.
seem, sppe!!r, happen,
rum out)
e.g. 1. Recent theories tend to be Ne@-Laplacian.
2. Miss Meane appeared to km e become ratk er deaf.
.1.3.2 A.fta- varb expressing pnrp11se (e.g.hdp, nelld, gilt, wat, ek)
Verbs expressmg purpose while takmg
lll!l
main verb m-e ai'Weys
controlled by infinitive. Infinitive introduces a purpose cl mse md states tile
wbjeet's purpose or mtention. (Spllllkie, 1989, p.274)
e.g. l. My cousins helped me to m,/1)'/J e: into m.y new apartment.
2.The students got the teacher to illsm.Jn dl!lSif early,
(simple form of verb without to). In ceasative, a pemon does not perform ea
to do it Cansative let h!!ppeus ..Wile tile pemon gives permission for W other
pemon to do it (SI!mpe, 1997, p.61-64).
e.g. L Mr. Lee made her zon dean lkis r«Hnn..
2. Her father let him ge team eel.
l.1 had the plumber rep<iib' tke leak
Spm:llde (1989) states that adjective pi!!IYS the role for infinitive because it
illlmitive pln'lllle (p.267-268). Common patterns for adjective with :infmitive:
I Pa!tem:
. Example:
adjective+ infinitive
I aqec!lve
Helen was ready to take part in ihl
I
dillllll.lllllilll'l.
+ (pro)noun +infinitive
l adjeciive + for + (pro)noon + infinitive
IIis s!upid of him tc look aft11r 01.1r gsrdm.
!!is good for him to look ll!'l:er our garden.
L
Too lllll.d enough are lllso followed by illfinitive becooe both occur in
Too lllll.d enough with adjectives mem sufficiently (Shmpe, 1997, p.l38).
n
Sp:mkie (1989) writes thllt too me:ms to :m excessive degree, more th:m
ooequ.me(ly), Sllfficient(ly) (p.217). Too com"s ill front of an adjective. EnO'.t.gh
comes ill front of anoan. Enough folloW!! an ruljective also.
I Pallern:
Example:
I
Too + aclj eoliveladverb + (noun) + The shelf was too high (for her) to re11el!.
infinitive
1 enough +noun +infinitive
I have enough mo.<ey to pay ihlll hi!! in
!
I!!I!>h.
acljeotiveladverb +enough+ infinitive They play !ennis well enough to mke p11rt in
!
11111!11 tl!umnent
Passive infinitive sometimes sppellnl in a clm se. As passive phrnse, ihe
infinitive is commonly nsed with: (3hllflle, 1997, p.83)
1
i
Pal!em:
Example:
to+ be+ pas!participle
I di dr!'l expeo! to be I!Wited to hie party.
Generally, gen.md is foood ill mbject position more :frequently ihllll
illfmitive form. Thomson md Mmtillet (1980) convey that genmd cm:act as
subject, wium the w::tion is beillg considered as general sense (p.222).
e.g. Rel!lting in tl-1 e qftentuJon is a custom in miJny countries.
12
c!illed as ru.bjed complem<>nt (p.221-222). Gli'nmd as subject compl001oot is used
to indicate general sense.
e.g. One of the healthte;;t sports is qding
Genmd's role as object in sentences is quite similar with inf"mitive,
.3.1After verb
I Pa!!em:
l Example:
!---,----;---b7-;-----: ---;--;-;-------!
' verb+ gerund
He began p11g!ng thrlliugh lllid newtpa rt.
verb + (pro)noun +gerund
I
When you see a g11ek walking d : wn the et, give i!a
,
good lhrO'il/.
According to Biber, Jolumsson, Leech, Conmd, ood Finegoo (1999,
p.740-746), the llbo'ire patterns coo occm- while the meooing of the sentem:es
indicate to the 7 (seven) classes oftbe llctions in the following:
Speech 11ct verbs give imlirect reports of stat001ents that are made by
either the speaker or others on someone's report. (e.g. ruggest, truk ooont,
report, mention)
e.g. L She complained of feeling few uisll and went early ta bed.
2. They talk about f:milding more.
Z. C11pition
Ccgnition ved:>s represent prccess. The event thst is described in gerund
cloose hM actulllly occwrred. (e.g. consider, decide about, remember)
e.g. L 1don 't even remember i.e/ling J(lU that.
2. 1 waz thinking of doing a ted4'.
Pa-ception
Perception verbs present sense perception. They !ll"e commonly used to
m:nk/identify the activity described in gerund pbnmes. (e.g. see + nooo,
lmllJ!l;ine, hell!")
e.g. t 1 could almost see the !!lap ril!ling to n(}Uril!li it.
2. I hear it g Jing beep beep.
4.
Aspect ad mana'
These verbs convey something oftb.e meaning oftb.e progressive aspect
(i.e. the idea of an activity
progress for a limited time.). Aspectulll verbs
are common with. gerund danses becanse their meanings concern llie
delimination of actions that go on over time -relating to the starting point
(e.g. simi:, postpone), the end point (e.g. stop, quit), or their progress (e.g.
keep on, continue, resnme). These verbs generlllly indicate that llie event in
question hM truly begnn to happen.
14
e.g. L AU the polls stopped int Ni.rwing t!ll?!J on Wednesdaftwtu)on.
2. 1 started mn&king when I
Vri<U' thirteen
years old.
5. Affe :tive !itac:e (v.-b of desire)
Affective stence 'lterbs present either positive stoooe (e.g. enjoy, love,
like, prefer, v.relcome) m: negstive stilllce (e.g. detest, endure, hste, losthe,
regret, resent) to:n >'!inls the pmposition in the gernnd clooses. These verbs
11re
used in present and p11.'St.
e.g. l. !love going tlu:re.
2. I hate doing that.
6. Desaiption
Description verbs m-e used to report previous f'mdillgs or simple
descriptions. (e.g. be used for, describe, :fmd +noun)
e.g. A harr.mer is used for dming innmis.
7. Em rt, fllldlltatiion or hhukmu:e
Effort, facilitation or hindrance verbs chm-acterize attempts to facilitate or
him:ier completion of the action. The cloose that showed up in a sentence
usmdly proposes a genernl solution to a problem. (e.g. tly, p!revent +noun,
assist in)
e.g. L You ought to try taking smnt of them.
l.Italso assists young people in making tllldr WliiiJ in the world.
2.3.3.2 Afta- need; wmtt, hdp, go, mtd mind
Azm- (1993) nobs that verbs need :md vmnt foUo'Wed by genmd witll the
sense in poosive voic, fm·thsituation i.nvolv?s improving somi'thing (p.l8J.).
15
Verb go is foilo'V>>ed by gerund becoose it expresses !lcl:ivil:y (Azar, 1992, p.250).
Verb help is follo'IWd by gerund ill negmive cloose. And verb mind is used
chiefly in the mtm-ogmive Ed negmive (Thomson and Martinet, 1980, p.232).
e.g. l. The house needs painting, (means: need to be painted)
2. Those shelves want dullling. (rneans: need to be dusted)
J. 1 can't help tforrymg ab J Ut it.
4.1 went IS'Wimmi.ng last week.
5. I don l mind lilting here.
3.3.3 After preposition (in, after, as, mce, wit"lunu, etc)
A verb fum follo'W!! either a :free preposition (verb thm c!lll be follovred by
ooy preposition) or boll!'ld preposition (verb tbm coo only be followed by one
preposition) is al'Ways ill the fonn of gerund, bec!lnse gerund is the object of the
preposition {Spookie, 1989, p.297).
e.g. She has given up U,ing to mab kim into a pufect grmtteman..
Note: The \'1/CM to is also a preposition. Preposition to coo be either the to
of infinitive. Hovrever, they have different :functions. The distinction betvreen
preposition to wd mfmitive to according to Bib<'r, Johoosson, Leech, Co!lnid,
!lll.d Fmegllll (1999, p.77) is,
Prepositioo is follovred by nol.lll pllrnse or gerund:
e.g. l. She goes to sell ool.
2. We shall look forward to seeing JI!NU" N!pM't
Iufmitive is mm:k?d by inf'mitive pllm!le:
e.g. He really needs to get i:t sorled IJIUt tlli.:wJ ear.
16
Fo1ms of verb +prepositional-to
re: adjust to, admit to, aJ?wunt to,
confoss to, look fo!'14>ard to, object to, take to, be averse to, be committed to, be
tantamount to, be used to, be accustomed to, attend to, face up to, refor to, resign
oneself to, resort to.
.4
Genmd as passive
Plll!sive phrase for genmd rarely appearn in a dmse.In plll!sive,genmd is
commonly used with: (Az!lr, 199:1, p.l?S)
I Pa!!em:
Example:
Being + pas!partioiple
Ad!ltitien f11r infinitive ad genmd f11rms
A sentence em have more th!Wi one d!lllse inside. While it happens, one
and another is joined by conjllllction m.wh
Ill!
and and or. In:fmtive and genmd
also l!ave their own rules for this paltem. Thomson and Martinet (1986) stale thai
•Aben 2 (t'!l!t"O) in:fmitives/genmds !Ire joined by and or or, the in:fmitive/genmd is
l!onnally dropped (p.215):
e.g. 1 intend to sit in the garden and write letters.
There are also fm· numbering oocll
Ill! first:-second:-third:,
or, 1.-2.-3., and
pllllctualion marks such as comma, semicolon, etc.
e.g. 1 enjoyed listening music, reading novel and going shopping.