Download double-underline all verbs

EDIT03
EDITING STAGE #03: DOUBLE-UNDERLINE ALL
VERBS (HELPING VERBS, LINKING VERBS, AND
ACTION VERBS).
Almost all major errors involve verbs in one way or another. Consequently, it is
imperative that you learn how to locate and mark all verbs. Being able to locate the
verb hinges on you having located the phrases correctly, so make sure that you do
Editing Stage #02 very carefully before attempting this stage.
There are three types of verbs that you will mark:
 Helping Verbs help other verbs; they come in front of the main verbs they
are helping. Examples of helping verbs are is, were, have, did, will, can. For
a full list, see the Helping Verbs List on page 26.
 Linking Verbs show existence, show equality, or link a descriptive word to
the subject. Examples of linking verbs are is, are, was, were, feel, sounded,
seem, appears, became. For a full list, see the Linking Verbs List on page
30.
 Action Verbs show action. Most of the time, they represent things that
someone can do. There are thousands of action verbs in the dictionary, so a
list is not provided in this document.
Reminder: Don't double-underline any word that is inside the parentheses that you
have drawn around all of the phrases because the verb cannot be inside a phrase.
Also, make sure that you check the whole sentence because a sentence can have
more than one verb. In other words, once you find a verb, don't stop there. Keep
looking through the whole sentence because there may be multiple main verbs.
MKVBS STEPS
MkVbs Step #1: Mark all of the helping verbs in the entire passage.
Find all of the BE-VERB helping verbs, the HAVE-VERB helping verbs, the DOVERB helping verbs, the PAIRS helping verbs, and the M-VERB helping verbs.
See the List of Helping Verbs on page 26.
Editing Checklist (Edit03 MkVbs) Page 25
Follow these sub-steps:
1. Mark all of the BE-VERBS. Go through the passage looking only for the
following verbs:
is, are, am; was, were; be, being, been
Double-underline every instance of those words, except for be, being, been
in a phrase (such as to be..., of being..., from having been...).
2. Mark all of the HAVE-VERBS. Go through the passage looking only for the
following verbs:
has, have; had
Double-underline every instance of those words, except for have in a phrase
(such as to have...).
3. Mark all of the DO-VERBS. Go through the passage looking only for the
following verbs:
does, do; did
Double-underline every instance of those words, except for do in a phrase
(such as to do...).
4. Mark all of the PAIRS helping verbs. Go through the passage looking only
for the following verbs:
can, could; shall, should; will, would
Double-underline every instance of those words, except for can and will
used as nouns instead of as verbs (a coffee can, his last will and testament).
5. Mark all of the M-VERBS helping verbs. Go through the passage looking
only for the following verbs:
may, might, must
Double-underline every instance of those words, except for might used as a
noun instead of as a verb (I lifted with all of my strength and might).
.
LIST OF COMMON HELPING VERBS
THE
THE
THE
BE-VERBS
HAVE-VERBS DO-VERBS
is
was
has
had does did
are
were
have
do
am
be being been
.
THE
PAIRS
can
could
shall should
will
would
Editing Checklist (Edit03 MkVbs) Page 26
THE MVERBS
may
might
must
6. Go back to all of the instances of can, could, shall, should, will, would, may,
might, must that you double-underlined. These verbs generally cannot be
used alone as verbs; they are almost always helping one or more words that
appear somewhere after them. Find the word or words that they are helping,
and double-underline those words, too. Here are some examples of helping
verb + main verb combinations: can finish, could tell, could have eaten,
shall return, should use, should have talked, will go, would begin, would
have grown, may be nominated, might run, must complete, must have seen.
Examples:
I should buy some groceries. I will go (to the store).
I must have forgotten my wallet.
7. Go back to all of the instances of is, are, am, was, were, be, being, been, has,
have, had, does, do, did that you double-underlined. These verbs can be used
in two ways: (1) as main verbs by themselves or (2) as true helping verbs
that are helping one or more words. For each instance of these words, figure
out if the verb is used alone (i.e. as a main verb by itself) or if the verb is
helping another word that comes somewhere after it. If it is helping another
word that is its main verb, then double-underline that other word, too. Watch
out for predicate nouns and predicate adjectives following the BE-verbs.
Watch out for direct objects following the HAVE-verbs and the DO-verbs.
Examples:
Mr. Jones is my teacher. He is very kind.
+
He is writing a book (about reptiles).
In the first sentence and the second sentence, the word is is used by
itself; it's a main verb, in this case, a linking verb. In the first
sentence, the word group my teacher is a predicate noun and is not
part of the verb. In the second sentence, the word group very kind
is a predicate adjective describing the subject He, which means
that it is not part of the verb. In the third sentence, the word is is a
helping verb for the main verb writing, so both verbs must be
marked.
Editing Checklist (Edit03 MkVbs) Page 27
Examples:
I did my homework. I did complete my homework.
In the first sentence, the word did is used by itself; it's a main verb,
in this case, an action verb. The word group my homework is a
direct object and is not part of the verb. In the second sentence, the
word did is a helping verb for the main verb complete, so both
verbs must be marked. Again, my homework is a direct object and
not part of the verb.
Examples:
Maxine will be here soon. She will be the next president.
+
Maxine will be running track (in the spring).
In all three sentences, be is not used alone; it has its own helping
verb, will. So in all three sentences, will be must be marked. In the
first sentence and second sentence, be is the last verb in the verb
unit. In other words, be is not helping another word; be is the
actual main verb, a linking verb in both cases. The word group
here soon is a pair of adverbs telling where and when. The word
group the next president is a predicate noun. Neither of these word
groups should be marked as part of the verb. In the third sentence,
be is not the last verb in the verb unit; be is helping the main verb
running. In the third sentence, the whole verb is will be running.
Examples:
We will have turkey tonight. We have cooked the turkey.
In the first sentence, have is not used alone; it has its own helping
verb, will. So will have must be marked. The have is the last verb
in the verb unit because turkey is a direct object and tonight is an
adverb. Thus, have is the main verb, in this case an action verb. In
the second sentence, have is helping another word, cooked. So
have is a helping verb and cooked is its main verb. The word group
the turkey is a direct object; it should not be marked as part of the
verb.
Editing Checklist (Edit03 MkVbs) Page 28
MkVbs Step #2: Mark any Non-BE linking verbs that may be present in the
passage.
Find all of the FIVE-SENSES linking verbs and the MISCELLANEOUS linking
verbs. See the List of Helping Verbs on page 30.
Follow these sub-steps:
1. Mark all of the FIVE-SENSES linking verbs. Go through the passage
looking only for the following verbs:
feel, look, sound, smell, taste
Double-underline every instance of the above words, except for those in
phrases and those used in ways other than verbs. Also mark their other
principal parts as long as they are actually being used as verbs: feels,
felt, feeling; looks, looked, looking; sounds,
sounded, sounding; smells, smelled, smelling;
tastes, tasted, tasting.
NOT A
Examples:
VERB
VERB
That sauce smells good. Does it taste good? I want a taste.
Notice that the word taste is a verb in its first use, but not a verb
in its second use. In its second use, it’s a noun. The article a is a
clue that taste is a noun.
2. Mark all of the MISCELLANEOUS linking verbs. Go through the passage
looking only for the following verbs:
seem, appear, become, remain, stay, get
Double-underline every instance of the above words, except for those in
phrases and those used in ways other than verbs. Also mark their other
principal parts as long as they are actually being used as verbs: seems,
seemed, seeming; appears, appeared, appearing;
becomes, became, becoming; remains, remained,
remaining; stays, stayed, staying; gets, got,
gotten, getting.
NOT A
Examples:
VERB
- VERB
Bridges often become icy. Tonight they are going (to become
+
quite dangerous). A winter warning remains (in effect).
Notice that the verb become is a verb in its first use, but not a
verb in its second use. In its second use, it’s inside a phrase,
which means it does not get the double-underlining.
Editing Checklist (Edit03 MkVbs) Page 29
.
3. You will notice in the Linking Verbs List below that the first column
contains the BE-VERBS. These are the same BE-VERBS that were given in
the Helping Verbs List. Since you have already looked for the BE-VERBS
in MkVbs Step #1, you don't have to look for them again in MkVbs Step #2.
.
LIST OF COMMON LINKING VERBS
THE BE-VERBS
THE FIVE SENSES *
MISCELLANEOUS *
is
was
feel
smell
seem
remain
are
were
look
taste
appear
stay
am
sound
become
get
be
being been
* Note: Only the base form of the Non-BE-verbs is listed here. This means that seem
can be a linking verb, but so can seems, seemed, and seeming. Any form of these NonBE-verbs can be a linking verb.
MkVbs Step #3: Look for words with common verb endings (-ED, -ING, -S),
and determine if those words are verbs. Don't look for those endings in phrases
or in words that have already been marked as verbs or in words used as something
else. And remember: Just because a word ends in -ED, -ING, or -S does NOT
mean it's automatically always a verb; it means it might be; look closer and see.
Follow these sub-steps:
1. Look for words that end in -ED, and determine if they are verbs.
a. If they are, then double-underline them.
Examples:
The teacher educated the students.
The students completed their tests.
b. If not, then don't double-underline them.
i. -ED words can also be adjectives, in which case they are not
double-underlined.
Example:
He is an educated man.
The teacher lost the completed tests.
The words educated and completed are not verbs. They
are adjectives describing the nouns man and tests.
Editing Checklist (Edit03 MkVbs) Page 30
ii. -ED words can also be used in verbal phrases functioning as
adjectives or adverbs, in which case they are not doubleunderlined.
Example:
+
+
Dr. Duggan, educated (in New York), was hired (as the
new director).
The word educated is not a verb. It is part of the verbal
phrase educated in New York, which is functioning as an
adjective describing the subject Dr. Duggan. The actual
verb for Dr. Duggan is the word group was hired.
2. Look for words that end in -ING, and determine if they are verbs.
a. If they are, then double-underline them. (Remember: For an -ING
word to be double-underlined as a verb, it must have an appropriate
helping verb before it.)
Examples:
+
+
I was swimming (in the pool). A snake was swimming (towards
me).
b. If not, then don't double-underline them.
i. -ING words can also be used as adjectives or nouns, in which
case they are not verbs.
Example:
+
I like swimming (in the swimming pool).
The first swimming is a noun object; the second
swimming is an adjective for pool. The actual verb is like.
3. Look for words that end in -S, and determine if they are being used as verbs.
a. If they are, then double-underline them.
Examples:
+
He often arrives early. She never completes papers (on time).
The -S on arrives and completes is a verb ending. The -S on
papers is not a verb ending, which is why papers is not doubleunderlined. The -S on papers is a noun plural ending.
b. If not, then don't double-underline them.
i. The -S ending can also be a noun ending showing plural, in
which case it should not be double-underlined.
Example:
+ +
I made nine free throws (out (of ten).
While the word throws may seem like an action verb, it’s
actually a plural noun. The -S on throws is not a verb
ending, which is why throws is not double-underlined.
The -S on throws is there to show plural.
Editing Checklist (Edit03 MkVbs) Page 31
ii. The -'S can be a possessive form showing ownership, in case it
should not be double-underlined.
Example:
+
Terry's basketball has no air (in it).
The -'S ending is not a contraction for is; therefore, the
-'S ending cannot be double-underlined. The -'S ending
on Terry’s here is showing possession, meaning the
basketball "belonging to Terry."
iii. An -'S used in a contraction, however, usually IS a verb and
must be double-underlined.
Example:
Terry's not going (to the game).
Terry's is a contraction for Terry is, so the -'S does stand
for is and must be marked.
MkVbs Step #4: Assuming that you've already located the helping verbs and
linking verbs and looked for common verb endings (-ED, -ING, -S), now look
for action words, and determine if they are being used as main verbs. Any
word that is definitely a verb but is not in the helping verb list or the linking verb
list can be considered to be an action verb.
Follow these sub-steps:
1. Look for words that represent things people can do, but don't pick any words
that are inside phrases that you have already marked. Use this verb test to
help you decide whether a word can be a verb or not:
a. If you are trying to determine if a word can possibly be a verb, try
placing that word into the following fill-in-the-blank sentences:
I can _____. In fact, I _____ every day. I _____ last week. I have
_____ many times before.
b. If the word makes sense in AT LEAST ONE of the fill-in-the-blank
sentences, then that word MAY be a verb. You should investigate
further to see if the word really is a verb.
c. If the word makes sense in NONE of the fill-in-the-blank sentences,
then that word is probably not a verb.
d. Keep in mind that this verb test is not perfect. It may not always
reveal every verb. Plus, it hinges on you having already found all of
the helping verbs and linking verbs and words with common verb
endings.
Editing Checklist (Edit03 MkVbs) Page 32
First Example of the Fill-in-the-Blank Verb Test:
Initial Marking:
David should pay attention more.
The word should is a helping verb and was already identified as a
verb. But what about the words pay and attention?
pay ==>
I can pay. [OK]
In fact, I pay every day. [OK]
I pay last week. [NOT OK]
I have pay many times before. [NOT OK]
==> pay MAY BE A VERB
attention ==> I can attention. [NOT OK]
In fact, I attention every day. [NOT OK]
I attention last week. [NOT OK]
I have attention many times before.
==> attention IS NOT A VERB
The word pay did pass the verb test, and in this particular sentence, it
is a verb. In fact, it's the main verb that should is helping; therefore,
pay is double-underlined with should.
The word attention, however, did not pass the verb test. Even though
it follows a verb in this sentence, it is not a verb. It's actually a noun
and should not be double-underlined.
Revised Marking: David should pay attention more.
Editing Checklist (Edit03 MkVbs) Page 33
Second Example of the Fill-in-the-Blank Verb Test:
Initial Marking:
The trip took us four hours.
No verbs were initially identified because there are no helping verbs,
no linking verbs, and no words with common verb endings that
turned out to be verbs (hours was a noun plural). Two words that
might turn out to be verbs are trip and took, so let's test them.
trip ==>
I can trip. [OK]
In fact, I trip every day. [OK]
I trip last week. [NOT OK]
I have trip many times before. [NOT OK]
==> trip MAY BE A VERB
took ==>
I can took. [NOT OK]
In fact, I took every day. [NOT OK]
I took last week. [OK]
I have took many times before. [NOT OK]
==> took MAY BE A VERB
The word took passed the verb test, and it does turn out to be a verb;
in fact, it's the main verb of the sentence.
The word trip also passed the verb test. However, in this particular
sentence, it is not a verb; it's a noun. The word the before it is the clue
that trip is a noun. Trip is actually the subject for the main verb took.
Even though trip passed the verb test, it's not a verb in this particular
sentence. That's why you need to be careful using the verb test. It
doesn't determine that a word absolutely positively is a verb; it
determines that a word MAY be a verb. You will have to look closer
to see if it is a verb or not.
Revised Marking: The trip took us four hours.
Editing Checklist (Edit03 MkVbs) Page 34
Third Example of the Fill-in-the-Blank Verb Test:
Initial Marking:
+
+
She was very happy (with the results)(of her test).
The word was is a helping verb and was already identified as a verb.
But what about the words very and happy?
very ==>
I can very. [NOT OK]
In fact, I very every day. [NOT OK]
I very last week. [NOT OK]
I have very many times before. [NOT OK]
==>very IS NOT A VERB
happy ==> I can happy. [NOT OK]
In fact, I happy every day. [NOT OK]
I happy last week. [NOT OK]
I have happy many times before. [NOT OK]
==> happy IS NOT A VERB
Neither very nor happy passed the verb test; consequently, they should
not be double-underlined. The word happy is a predicate adjective,
and the word very is an adverb describing happy.
Revised Marking (which actually remained unchanged):
+
+
She was very happy (with the results)(of her test).
2. Keep in mind that many words in English can be more than one part of
speech. A word may be a verb in one sentence and then be a noun or
adjective in another sentence.
Example:
I work hard every day. I haven't finished my work yet. My work
clothes need (to be) ironed).
In the first sentence, work is a verb. In the second sentence, work is a
noun. In the third sentence, work is an adjective describing the noun
clothes.
Editing Checklist (Edit03 MkVbs) Page 35
3. Remember, too, that some action verbs are not obvious, such as occur and
makes and indicated. Keep a running list of action verbs that are new to
you. These are verbs that you encountered in exercises and tests that you
didn't realize were verbs but learned later that they were. Every time you
complete an exercise or test, refer to this list and make sure you don't miss
them again if they are in fact used as verbs in their new sentences.
.
ACTION VERBS THAT YOU'VE MISSED
IN EXERCISES AND TESTS
X
Editing Checklist (Edit03 MkVbs) Page 36
MkVbs Step #5: Double-check your work to make sure that you haven't
missed any verbs.
Follow these sub-steps:
1. Scan the passage for the pronouns I, he, she, we, they, and who. These
pronouns are always subjects, so they should have verbs that go with them
(unless there's a simple fragment). See if those personal pronouns have verbs
that go with them that you can double-underline.
Example Initial Marking:
+
Thelma is a professional golfer; she competes (on the national
circuit).
The word is is definitely a verb, but there's another verb after the
semicolon. If you scan for the personal pronouns above, you see that
she is in the sentence. She is always a subject. If she is a subject, then
what is its verb? It must be competes, which should be doubleunderlined.
Example Revised Marking:
+
Thelma is a professional golfer; she competes (on the national
circuit).
2. Scan the passage for the connecting words and, but, or, and then. See if they
are connecting compound verbs. A compound verb is two or more main
verbs, with the same subject, joined by a coordinating conjunction such as
and, but, or, or in some cases, by the transitional expression then.
Example Initial Marking:
CC
My secretary types well but files badly.
+
TE
+
I slipped (into the driver's seat) then placed the key (in the ignition).
When you look after the words but and then, you see that there are
other verbs: files in the first sentence and placed in the second
sentence. The word groups types but files and slipped then placed are
compound verbs.
Example Revised Marking:
CC
My secretary types well but files badly.
+
TE
+
I slipped (into the driver's seat) then placed the key (in the ignition).
Editing Checklist (Edit03 MkVbs) Page 37
3. Scan the paragraph for contractions--words that contain apostrophes but
aren't possessive forms.
a. Most contractions have at least one verb in them (such as I'm, she's,
can't, there's, he'd, we'll, you're). A few have more than one verb in
them (such as should've). Double-underline only the part of the
contraction that stands for the verb.
b. Make sure that you haven't double-underlined the n't in any
contraction (shouldn't, didn't, can't). The word not is never a verb.
Examples:
+ We're going out (to eat). Don't you want (to join) us)?
MkVbs Step #6: Double-check your work to make sure that you haven't
marked anything as a verb that really isn't a verb.
Follow these sub-steps:
1. Go back to each phrase that you marked with parentheses. Make sure that
you haven't double-underlined any word that is inside any of those
parentheses.
Examples Incorrectly Marked:
+
+ +
I need (to call the client)(before signing off)(on the finished product).
Examples Correctly Marked:
+
+ +
I need (to call the client)(before signing off)(on the finished product).
2. Go back to each verb unit that you double-underlined. Make sure that you
haven't included any adverbs that may be modifying the verb. Remember:
Adverbs are words that answer the questions "When? Where? How?" Some
common adverbs are not, never, ever, always, often, just, still, sometimes,
already, very, and most words ending in -LY (suddenly, completely, quickly,
incredibly, apparently, etc.).
Examples Incorrectly Marked:
The car has always worked perfectly; now it will not even start.
Examples Correctly Marked:
ADV
ADV
ADV ADV
The car has always worked perfectly; now it will not even start.
Note: You don't have to put the ADV over adverbs; just don't doubleunderline them.
Editing Checklist (Edit03 MkVbs) Page 38
3. Go back to each verb unit that you double-underlined. Make sure that you
haven't included any predicate adjectives: adjectives that follow a linking
verb and describe the subject. Watch out, too, for adverbs, like very, that
may be modifying those predicate adjectives.
Examples Incorrectly Marked:
+
He will be able (to go far)(in life). She is very happy (to be here).
Examples Correctly Marked:
ADJ +
ADV ADJ He will be able (to go far)(in life). She is very happy (to be here).
Note: You don't have to put the ADV over adverbs or the ADJ over
adjectives; just don't double-underline them.
4. Go back to each Present Participle/-ING Form (talking, writing) and each
Past Participle (talked, written). Make sure that you haven't doubleunderlined any that are being used in ways other than as main verbs. For a
participle to be double-underlined as a verb, it must have an appropriate
helping verb somewhere in front of it that completes it.
Examples of Present Participles:
I am running the vacuum right now.
I started running it hours ago.
I hate running the vacuum.
In the first sentence, running is a main verb. It can be doubleunderlined because it has the appropriate helping verb am to go with it
(somewhere in front of it). In the second sentence and the third
sentence, running does not have an appropriate helping verb to go
with it. Both started and hate are not helping verbs; they are verbs,
but they are not helping verbs. The Present Participle/-ING Form must
have an appropriate BE-verb (am, is, are, was, were, can be, has been,
etc.) to go with it.
Examples of Past Participles:
We have written three papers so far.
+
Papers written (in pencil) were discarded.
In the first sentence, written is a main verb. It can be doubleunderlined because it has the appropriate helping verb have to go with
it (somewhere in front of it). In the second sentence, written does not
have an appropriate helping verb to go with it. The only word in front
of written is Papers, which is a noun. The Past Participle must have
an appropriate BE-verb (am, is, are, was, were, can be, has been, is
being, etc.) or an appropriate HAVE-verb (has, have, had, will have,
should have, etc.) to go with it.
Editing Checklist (Edit03 MkVbs) Page 39
NOTES ON MARKING VERBS:
1. There is no rule about how many verbs a sentence can have. It might have
just one, or it might have two, three, four, or more. There is no rule about
how many words can make up a single verb unit. It might have just one
word, or it might have as many as four depending on how many helping
verbs a main verb has. As seen in MkVbs Step #5 Sub-Step #2, a sentence
can also have a compound verb. If a sentence contains more than one clause,
then each clause will have its own subject-verb sequence, resulting in
multiple verb units to be double-underlined.
Example of Long Multi-Word Verb:
+
The application should have been submitted (by last Friday).
Example of Compound Verb:
+
+
You can email it (to the office) or send it (by fax).
Example of Two Clauses, Each With Its Own Verb:
+SW
+
(Since your application) did not arrive) (on time),
+
it won't be considered (for the scholarship).
2. Verbs can appear just about anywhere in a sentence, but they are usually
somewhere in the middle (in other words, they are not usually the first word
of a sentence or the last word of a sentence). It is possible for a verb to begin
a sentence or end a sentence, but those exceptions are rare.
Rare Exception Example--Verb as First Word (Direct Question):
+
Have you considered the possibility (of changing majors)?
Rare Exception Example--Verb as Last Word in Sentence:
+SW
Certain majors require less math (than other majors) do).
Editing Checklist (Edit03 MkVbs) Page 40
NOTES ON SIMPLE FRAGMENTS 2
MISSING-MAIN-VERB FRAGMENTS
Don't "force" the marking of verbs; in other words, don't make there be a verb if
there really isn't one. If you find a sentence that truly doesn't have a verb to mark
(or is missing a main verb where it clearly needs one), then that sentence is a
Simple Fragment and must be corrected. Label the sentence with SimFrag, and see
below for correction options.
Example A (fragment not corrected yet):
+
SimFrag
[01] Greg rushed straight (down the field). [02] Then he quickly
+
(to his left).
The verb in Sentence #01 is rushed. Sentence #02, however, is
missing a main verb. It has a potential subject, he, but that subject
does not have a main verb to go with it. #02 is a Simple Fragment.
Example A (fragment now corrected):
+
SimFrag
he quickly ran
[01] Greg rushed straight (down the field). [02] Then he quickly
+
(to his left).
Sentence #02 cannot be corrected by "connecting." Even if you
connected #02 to #01, the subject he would still be missing a verb to
go with it. Therefore, you should not use the correction option of
"connecting." Instead, you should use the correction option of "adding
what is missing." In this case, you should add the verb that was
intended to go with the subject he, such as ran or cut.
NOTE: If a sentence is missing just a helping verb to go with a main verb that is
already present, then that sentence will not be categorized as a Simple Fragment;
instead, it will be categorized as an Incomplete Verb (IV), which is a type of verb
error in the Other Verb Error category (OVE) (see the Correcting Major Errors
Quick Reference for details).
Editing Checklist (Edit03 MkVbs) Page 41
IMPORTANT NOTE ABOUT MARKING PHRASES
IN HARD COPY VS. CANVAS
On the hard copy of study sheets, handout exercises, chapter
tests, and final exam grammar test practices, you should always
double-underline all verbs. However, in the online quizzes and
tests, I can't double-underline because that formatting tool is not
available in Canvas. Instead of double-underlining, I must use
italics to mark verbs. Compare the following examples:
Marked as in the handouts:
I don't always watch that show, but I do like it.
Marked as in the Canvas online quizzes and tests:
I don't always watch that show, but I do like it.
Editing Checklist (Edit03 MkVbs) Page 42