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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