M



  

M
` „
 


` In this lesson, you will learn the elements of a sentence. There are 5 basic sentence
patterns in English. Before we start this lesson (or after class in the lab) go to these 5
websites. Click the buttons on the screen at each site to see sentences with these
patterns.
` The 5 Basic Patterns
` Subject + Verb
` I swim. Joe swims. They swam.
` Subject + Verb + Object
` I drive a car. Joe plays the guitar. They ate dinner.
` Subject + Verb + Complement
` I am busy. Joe became a doctor. They look sick.
` Subject + Verb + Indirect Object + Direct Object
` I gave her a gift. She teaches us English.
` The last pattern is for level 5 and grammar, and you will not see it in your level 4 classes,
but you can look at it now if you want.
` Subject + Verb + Object + Complement
` I left the door open. We elected him president. They named her Jane.
`
M
 !"#"$
` The sentence is the basis for intelligible communication in the English language. It may be defined several
ways, but, essentially, it is a group of words that, by nature of the words used and the order in which they
appear, expresses a complete thought. Consider this example:
`
` NON-SENTENCE: Hortense kicking the ball out of the stadium.
`
` NON-SENTENCE: Because Hortense kicked the ball out of the stadium.
`
` These two examples are non-sentences because of the nature of at least one of the words in each of them.
In the first example, ¦
¦ is a verbal, not a verb, and the group of words is incomplete as a meaningful
thought because ¦
¦ cannot establish a meaningful relationship between the subject,  
and the
direct object, ball. The progressive forms,
¦
¦ 
¦
¦ would make that relationship, however.
` In the second example the word 3

by its nature, subordinates the entire group of words to some
other thought not expressed here. For instance, the statement, ". . . she was signed by the Washington
Redskins." could complete the thought of our example. Now consider this non-sentence:
`
` The ball stadium kicked Hortense of out.
`
` This group of words is composed of words which by nature can make a sentence (or complete thought), but
their order is such that they make little sense without the reader or listener mentally sifting through the
words and rearranging them. There are several ways to sort these words out into a meaningful sentence:
"Hortense kicked the ball out of the stadium." would probably be the most likely order to put them in. Notice
that, "Out of the stadium, Hortense kicked the ball." means something entirely different from our original
sentence. So, you can see the importance of order as well as the nature of the words used in making
sentences meaningful.
` Sentences (all clauses, for that matter) are made up of at least two of these four basic parts: subjects,
verbs, complements, and modifiers. The sentence (and the independent and dependent clause as well)
must have an explicit or implicit subject and verb. In most standard written English sentences, the subject
and verb are explicitly stated, and you are certainly encouraged to favor that practice in your writing for
academic or career situations.
` In conversational English, however, you will frequently encounter the  3


 
that is a complete
thought without an explicitly stated verb: [Bring me] "Three cokes, please." [I was] "Glad to help!" "What a
test!" [that was.] In imperative sentences, on the other hand, it is the subject that is implied rather than the
verb. The subject is usually the unstated second person personal pronoun Many of the directions in
this book, for example, use an implicit subject: [You] "Work exercises I through 10; then [you] check your
answers on page 57."
` The typical sentence that you will write for college or career writing situations will have explicitly stated
subjects and verbs and will most often also have complements and modifiers. We will be examining the
distinguishing characteristics of each of the parts as well as their relationship to each other in this chapter.
However, since all subjects and most complements are nouns or noun equivalents, a few words 3



are appropriate at this point.
`
` Ú



`
` ‰ll subjects and most complements are nouns or noun equivalents (that is, pronouns, certain verbals and
verbal phrases, and noun clauses). You will remember from the chapter on M 

that nouns and
noun equivalents fall into three cases according to their use in the sentence:
3

  3

  


 
`
` Subjects are always in the
3

  case, and most complements (all except the subjective complement)
are in the 3

  case. With nouns, distinguishing between
3

   3

  presents no
problems--they look exactly the same in either case. In the sentence, "Mulroy lost his shirt,"  is in the
subjective case;
 is in the objective. In the sentence, "The shirt belonged to Mulroy,"
 is subjective,
and  is objective.
` Only in the 

 

do we see a distinction: "Mulroy's shirt was lost."  
is possessive;
 
is subjective. In "Mulroy liked the shirt's color,"  is subjective while
 
is possessive. Nouns in the
possessive case, such as the two above, usually function as adjectives modifying the thing possessed.
Occasionally, however, you will see a noun in the possessive case used as a subject or an object when the
thing possessed is clearly understood:  
was purple!" "Did you see Mulroy's?" (Mulroy's shirt).
` ‰lthough nouns present no problems in choosing between subjective and objective case forms, pronouns
do present some problems. 

  
 
 




%

M

` I{we me, us my, mine,
` our, ours
` you you your, yours
` he, she, him, her, his, her, hers,
` it, they it, them its, their, theirs
` who whom whose
` whoever whomever whosever
` whosoever whomsoever whosesoever
`
` It is important, then, to know the proper case forms for
3




  
and sometimes, even,   
when
using pronoun forms for these parts of the sentence.
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£"&'
` The verb is most often defined as the word or words that express action or state of being.
The trouble with this definition is that it is so broad that it is difficult to pin down just when a
word expresses action" or "being." Verbals seem to express action, and even some nouns
seem to convey a sense of action (the race, his answer, my worry, for example).
` Maybe a better way to pin down the
 
 3is to find the word or words in the
sentence that express action or state of being but
display some of the formal
characteristics of verbs, those characteristics which have to do with the different spellings of
the word in question, that is, the different 
of the word.
` With the possible exception of the personal pronoun, verbs have more different forms (or
spellings) than any other part of speech. To find the sentence verb, then, look for the
"action" or "being" word or words that have the 
potential for change while still retaining
the original sense of the sentence. Only the "time reference" or "tense" of the sentence
changes. Consider this sentence:
`
` Magruder expressed the losing team's worries.
`
` In this example several words are candidates for "action" words: 

 


You would probably eliminate 
right away on the basis of what you have learned
about nouns in Chapter One because it is modified by a noun in the possessive case,
 
(This possessive noun functions as an adjective; therefore, 
has to be a
noun.)
` In addition to the fact that 
is clearly a noun being modified by  
it has only
limited potential for change in this sentence. the noun singular form, makes sense in
this sentence, but 
 or
 (verb forms) makes no sense.
` Of the two candidates left, 

  
only 

has the
potential of a number of different forms without drastically altering or destroying
the meaning of the sentence.
` p
changed to any other form will not make any sense: "Magruder
expressed the 
team's
` worries.p

 
  
makes as little sense in this context.
` Õ

on the other hand, can be changed several ways without sacrifice to
meaning except that associated with time or "tense."
`
` PRESENT: Magruder 

the losing team's worries.
`
` PRESENT
` PROGRESSIVE: Magruder
 

the losing team's worries

`
` FUTURE: Magruder will 

the losing team's worries.

`
` PRESENT PERFECT: Magruder 
 

the losing team's worries.

`
` There are any number of other tense forms that we could use here to show  
  
    displayed by the sentence verb
£"&' !
` The term
  refers to the word or words of a sentence (or clause) that

  the verb or, more specifically, that complete the subject-verb
relationship when such a "completing" idea is
` necessary to the sense of the sentence or clause. "‰da turnips," for example is
not complete. Neither is "Grows turnips," for that matter. But "‰da grows turnips"
is a completed idea.  
completes the subject and verb, "‰da grows."
(Now, "‰da grows" is a complete thought, too, but it means something entirely
different from "‰da grows turnips.")
` In some sentences and clauses we have an "actor" (such as ‰da) and an
"action" (such as grows), and that is all that is necessary to the meaning of the
sentence. In other sentences and clauses there are an "actor," an "action," and
something "acted upon," such as  
in our example above.
` There are several ways by which the subject and verb of a sentence or clause
can be completed, depending largely on the nature of the verb. In relation to
their ability to take complements in a subject-verb combination, verbs may be
divided into three categories:  
  (those which require noun objects to
complete them),  
  (those which do not require noun objects), and
¦ (those which establish a notion of "equality" between the subject and a
noun or adjective complement.
` ‰ fourth category might be added: 

 ‰lthough passive voice verbs are always formed

from transitive verbs, a passive voice verb may take a complement that is either a noun or
an adjective. Here are all of the complements that are possible with their respective subject-
verb combinations:
`
` ,„"-Ú.(/‰(0-0-/„(S iV) (NO COMPLEMENT)
`
` ,„"-Ú.1(2(30-/„ (S LV) + SUBJECTIVE COMPLEMENT (SC)
`
` ,„"-Ú./‰(0-0-/„ (S tV) + DIRECT OBJECT (DO)
`
` ,„"-Ú./‰(0-0-/„ (S tV) + INDIRECT OBJECT (IO) &
` DIRECT OBJECT (DO)
`
` ,„"-Ú./‰(0-0-/„ (S tV) + DIRECT OBJECT (DO) &
` OBJECTIVE COMPLEMENT (OC)
`
` ,„"-Ú. ‰0-0-/„ (S pV) + RET‰INED OBJECT (RO)
` These patterns may be simply expressed in the following way:
` S V S V I O DO
` S V SC S V DO OC
` S V DO S V RO
` "Linking" verbs are actually intransitive
verbs, that category being divided into
 
  
  and  
  
¦ For the sake of simplicity, we
simply refer to them as "intransitive" for
 
  
  and "linking" for
 
   ¦ 
` Let's look at these complements one by
one:
`
( !
`  
3

  
  (sometimes called a  
 
    when it is a noun or  
  

  when it is an
adjective) does just what its name implies--it
 
the

3

There exists the idea of "equality" between the
3


and the
3

  
  established by the nature of the
linking verb. (‰nd of course that is why it is called a  ¦ 
verb.) The verb 3 in all of its forms    

 
  along with the various progressive and perfect tense
combinations of these) is the most frequently used linking verb.
In sentences or clauses using this verb, and other linking verbs,
you can substitute the idea of "equals" (=) between the subject
and its subjective complement.
`
` Melroy
a poet.
` Melroy = a poet.
` When the complement is an adjective, it modifies the
subject, but the idea of "equals" is still there; you
simply have to supply the noun in the usual
appositive position with its adjective to see the
relationship:
`
` Melroy
poetic.
` Melroy = [a] poetic [person].
`
` The sunset
lovely.
` The sunset = [a] lovely [sight].
` Many other verbs other than the verb 3 can establish this
relationship of "equality" between a subject and its subjective
complement:
3
  ¦ 
to name a few.
Consider these examples:
`
` Penroy
 the best candidate.
` Penroy = the candidate.
`
` Harriet
 the fool.
` Harriet = a fool.
`
` Iago ¦
sneaky.
` Iago = [a] sneaky [person].
` You need to exercise great care in your writing when using subjective
complements that are  
 or    
because, unlike all
other complements, they are always in the subjective case form. With
nouns this case distinction presents no problem because the objective
and subjective case forms look exactly alike. But many pronouns, you
will remember, differ sharply in form from case to case. Here are some
sentences with pronouns used in the subjective complement function:
`
` The

 
   and I. (co-captains = Beth, I)
` S LV SC SC
` 
  (it = who)
` SC LV S
` 
   (it = Bert, I)
` S LV SC SC
0

` ‰ direct object is a noun or noun equivalent that is the receiver of the action of a subject-verb combination.
It answers the question who? or what? in relation to the subject-transitive verb combination. The direct
object is always in the objective case.
`
` Pennystint hoarded trading stamps.
` (Pennystint hoarded what? Trading stamps.)
` DO (noun)
`
` Prunella loved singing in the rain.
` (Prunella loved what? Singing in the rain.)
` DO (gerund verbal phrase)
`
` Singing in the rain irked Irvin.
` (Singing in the rain irked whom? Irvin.)
` DO (noun)
`
` He didn't know what he wanted.
` (He didn't know what? What he wanted.)
` DO (noun clause)
`
` Because she loved children, she spoiled them.
` (She loved what? Children; she spoiled whom? Them.)
` DO (noun) DO (pronoun)
"

` ‰  
3

is a noun or noun equivalent that, whenever it is used, always precedes a direct object and answers the
question or  or   in relation to a subject-transitive verb-direct object combination. It is always in the objective
case and helps to complete verb ideas such as,      etc., where something is done to or for someone or
something else.
`
` Pruneheart gave them trouble.
` (Pruneheart gave   !  3 "
` I 0 DO
`
`
` Pearl read Mortimer a poem.
` (Pearl read    !  M "
` I 0 DO
`
`
` Snodgrass paid the detective a fee.
` (Snodgrass paid  # 
  !  $ "
` I 0 DO
`
`
` Grandmother bought Sweetpea a toy.
` (Grandmother bought    !  "
` I 0 DO
`
` Sweetpea gave the toy a kick.
` (Sweetpea gave   !  %
¦"
` I 0 DO

( !
` ‰3

  
  is a noun or noun equivalent or an adjective that completes a
direct object. It has the same relationship to the direct object that the subjective complement
has to the subject. The idea of "to be" can always be inserted between the  
3

and
the 3

  
  This kind of complement can occur only after the direct object
and is usually found in sentences containing verbs such as,  ¦ 

 

etc.,
where someone or something causes someone or something 3 something else.
`
` Murgatroid painted the Mercedes purple.
` (Murgatoid

  

 "
` DO O C
`
` Hortense made Homer happy.
` (Hortense

  "
` DO OC
`
` They elected Bullwhipple president.
`  

   
 "
` DO OC
` ‰nother way to test these direct object-objective complement relationships is to put them
into
` subject-subjective complement combinations:
`
` 0 4) )Ú+
` 04)+
`
` 10Ú+
`
`
` Murgatrold painted the  



` Murgatroid painted the  


`   

is 

`
` So, you can see here that the sentence combination of two simpler forms-
3

 
  
 3 
3

plus
3

 ¦  3
3

  
  --join together to make the
 
3

3

  
  pattern. ‰n understanding of this kind of "sentence
combining" technique will help you to maintain more control over your writing and to write
more effective sentences.
 "

`     3

is the complement of a 

 
 3The simplest way to

recognize a passive verb is by the fact that it always consists of at least two words, the last
of which is a 
 
 and the next-to-last is some form of the verb 3 
   

  3 3 3 "The retained object occurs when an
  
expression
containing a transitive verb and two complements (I 0 + DO or DO + OC) is rearranged
making one of the objects into a subject and    the other in the complement position.
Consider these sentence alternatives:
`
` ‰Ú0-+ Horace gave M  
` I0 DO
`
` ‰0-+ Prunella was given by Horace.
` RO
`
` ‰Ú0-+ The committee elected 
  
` DO OC
`
` ‰0-+ Murphy was elected
  by the committee. *
` RO
` M  y, both objects (one indirect, the other direct)
in the active voice constructions, become subjects in the
passive sentences while  and
  direct object and
objective complement in their respective active sentence
patterns, become    3


Notice that in these two
examples the subjects of the active sentences become
prepositional phrases modifying the passive verb.
`
`
`
` *. More precisely, &  is the subjective complement
renaming !however, it is easier to identify the
complement following a passive voice verb as    
#"$

` Modifiers are all of those adjective or

adverb words, phrases, or clauses that
change (modify) the meaning of other
words, phrases or clauses. ‰lthough
they take many forms, there are only
two kinds of modifiers 

   
 3
 )"(#"$
`
` ‰djective modifiers always and only modify nouns or
noun equivalents: noun words, pronouns, certain
verbals and verbal phrases, and noun clauses. They
may be "pure" adjectives (e.g.  
  
etc.); they may be verbal adjectives (certain infinitives
and all participles); they may be adjective phrases
(certain prepositional phrases, some infinitive
phrases, and all participial phrases); or
` they may be adjective clauses.
`
` º ,/-º‰4"-Ú0-+ Mortimer met his match.
`
` /)()@(‰1
match was Homer Turtle.
` ‰4"-Ú0-+
`
` )-0-  
defeat stunned us all.
` ‰4"-Ú0-+
`
` 0-/„‰1‰4"-Ú0-+    champ asked for a rematch.
`  
 "
`
` 0-/„‰1‰4"-Ú0-+Homer had a new race  
`      "
`
` ‰4"-Ú0- #/‰-+The winner  
is the new champ.
`  
  "
`
` ‰4"-Ú0- #/‰-+The contestant   
 
usually wins.
`  
 "
`
` ‰4"-Ú0- #/‰-+Homer's plan   
succeeded
`      "
`
` ‰4"-Ú0-Ú1‰,-+Mortimer Rabbit, 
  


¦lost again.
` | Õ
Special kinds of adjective modifiers were discussed
under the topics,
3

  
  (predicate adjective)
and 3

  
  ‰djectives in these functions modify
their respective subjects or direct objects.
`
`
`
` ,„"-Ú0- (PREDIC‰TE ‰DJECTIVE): Magruder is



` Ú)@ 1-@-( (Magruder is a 

 
"
`
` )„"-Ú0- Everyone considers Magruder 


` Ú)@ 1-@-(+ (Everyone considers Magruder to be a


 
"
` In brief, adjective modifiers modify only
the parts of a sentence (subjects,
some complements, objects of
prepositions, and appositives). ‰dverb
modifiers modify the other parts (verbs
and other modifiers).
å )"(#"$
` ‰dverb modifiers modify verbs, adjectives, other adverbs, and
adjective and adverb phrases and clauses. They may be "pure"
adverbs (e.g.
  etc.); they may be verbal
adverbs (some infinitives); they may be adverb phrases (some
prepositional phrases and some infinitive phrases), or they
` may be adverb clauses.
`
` º ,/-º‰40-/„+ Melrose sank  
 out of sight.
` ' modifies the  3
 !
 modifies the verb

¦"
`
` 0-/„‰1‰40-/„: Hortense plays  
` (Modifies the verb  
"
`
` ‰40-/„ #/‰-+ Penelope was tired  


` M 
  " (Modifies the adjective   "
`
` ‰40-/„ #/‰-+ Prunella lied 
  $  
`     " (modifies the verb "
`
` ‰40-/„Ú1‰,-+ Bullwhipple lost the election 3

  
` (modifies the verb 
"
`
` More will be said about some of these modifiers (modifying phrases
and clauses) in the next chapter.
%##) 
` Here are some of the key points to remember in recognizing sentence
parts:
`
` 

`
` Subjects are always nouns or noun equivalents that control the action
of the verb. They tell or  
or
in relation to the verb.
`
` 0


`
` To find the sentence verb, look for the "action" or "being" word that
indicates what a subject 
o
It will be a word or words that have
a great deal of potential for change in form to indicate change  

or "time."
` Ú  

`
` Complements complete the verb when a "completing" idea is necessary. Some verbs
(intransitive) need no complement. Others (transitive and linking) require some "object" to
receive or complete the idea expressed in the verb.
` There are several complements that require nouns or noun equivalents: the  
3

is
the noun (or noun equivalent) that answers the question who? or   in relation to a
transitive verb. The  
3

is the noun (or noun equivalent) that answers the
question or   or whom? in relation to certain transitive verbs. Indirect objects
always precede the direct object.
` Two of the other complements--subjective complement and objective complement--can be
filled by either nouns or adjectives. When a noun is used, it (
the subject or object
being completed; when an adjective is used, it modifies the subject or object that it
completes. The
3

  
  completes the subject of a linking verb (one that
means "equals"); the objective complement completes  
3

# = OC).
` The retained object (which may also be a noun or an adjective) is the complement of a
passive voice verb (a verb consisting of a 
 
 as the last word in the verb phrase
and a form of the verb 3 as the next to last word).
`
` -//)/)‰0)4
`
`  Ú  
(Marking Symbol Ú
`
` ‰ faulty complement occurs when a word or group of words is used incorrectly in the complement
position. This error usually occurs when an adverb clause is placed where a noun clause should be used.
Most often these errors occur when clauses beginning with     3

(subordinating
conjunctions that frequently introduce adverb clauses) are used as complements of the linking verb

`
`
`
` ‰,15+ ‰ good citizen is  
  3  
` (‰dverb clauses should not be used as subjective complements.)
`
` Ú)//-Ú+ You are a 
 ) when you care about people. (Revise the main clause to provide a

3

  
  "
`
` ‰1)Ú)//-Ú+ ‰ good citizen cares about people.
` (Combine both clauses into one.)
`
` ‰1)Ú)//-Ú+ Y
 ) 
 

  3  
` (Revise to provide a true noun complement; in this case a  
"
`
` ‰,15+ ‰pathy is     
 
` (Here we have two problems: the faulty complement and the subordinating conjunction where.)
`
` Ú)//-Ú+ ‰pathy exists in a      
 
` (Revise the main clause and make the dependent clause into an 

  

by giving it a to
modify.)
` ‰1)Ú)//-Ú+ People are   
when they don't care.
` (Revise the main clause to provide an 

  for the adverb clause to modify; change    if
necessary.)
`
` ‰1)Ú)//-Ú+ ‰pathy is not caring.
` (Revise to provide a noun complement for the linking verb: here a gerund is used.)
`
` ‰1)Ú)//-Ú+ ‰pathetic people do not care.
` (Revise the sentence entirely.)
`
` ‰,15+ The reason for apathy is 3

   
  



3 
` (‰gain, an adverb clause should not function as a subjective complement.)
`
` Ú)//-Ú+ The reason for apathy is     
  



3 
` (Change the adverb clause to a noun clause by replacing 3

  "
`
` ‰1)Ú)//-Ú+ ‰pathy occurs 3

   
  



3 
` (Replace the linking verb with an intransitive verb.)
`
` ‰1)Ú)//-Ú+ ‰pathetic people don't understand their civic responsibility. (Revise the sentence
entirely.)
` ‰)



0(Marking Symbol ‰
` In order to express the same action or state of being, passive voice
verbs require at least one more word per verb phrase than do their
active voice counterparts. Thus, to reduce wordiness, avoid the
overuse of passive voice verbs.
` Because the most effective passive voice constructions are variations
of active constructions containing two complements (I 0 DO or DO OC),
passive voice sentences made from potential single complement active
constructions are often weak in that the actor (active subject) is
generally cast in a prepositional phrase.
`
` Î
`
` ‰Ú0-64)+ The team gave Hortense the game ball.
` ‰0-/)+ Hortense 
  
` the game ball.
`    
receives the sentence emphasis. This is an acceptable use of the passive
voice.)
`
` ‰Ú0-4){)Ú+ They also   her offensive co-captain.
` ‰0-/)+ ‰lso, she 

 offensive co-captain.
` (This is an acceptable passive form.)
`
` ‰Ú0-4)+ Hortense won the game.
` -‰2 ‰0-+ The game 
by Hortense.
`  
loses its emphatic position as subject.)
`
` ‰Ú0-4)+ Hortense threw a 70 yard "bomb."
` -‰2 ‰0-+ ‰ 70 yard "bomb" 
by Hortense.
` (Weak and wordy structure.)
`
` The passive voice sentence also provides more potential for grammatical error than its
active counterpart, especially for dangling modifiers.
` ‰Ú0-+ Cheering wildly, the fans  Hortense.
`
` ‰0-+ Cheering wildly, Hortense 
by the fans.
`     "
` ‰Ú0-+ To celebrate victory, her teammates 

champagne over
` her head.
`
` ‰0-+ To celebrate victory, champagne 

over
her head by her teammates.
`     "
(("
` Dogs chew bones.
Mary sings ballads.
People like his voice.
` The verbs in this pattern are always action
words, i.e., they are TR‰NSITIVE VERBS:
they pass their action along to OBJECTS.
The object is always a noun, a pronoun, or a
group of words acting as a noun
 !
` Verbs can be tricky things, and the difference
between transitive and intransitive verbs often
confounds even the best grammar students and
writers. ‰n intransitive verb is simple defined as a
verb that does not take a direct object. There¶s no
word in the sentence that tells who or what received
the action. While there may be a word or phrase
following an intransitive verb, such words and
phrases typically answer the question ³how´. Most
intransitive verbs are complete without a direct
object.
* !
` 1. Carl bakes cookies.
''Carl" is your subject, "bakes" is your
verb, while "cookies" is your direct
object.
2. Cathleen brought flowers yesterday.
"Cathleen" is your subject, "brought" is
your verb, and "flowers" is your direct
object.
*
` 0
)7 -&


` I Pick out the sentences from the following:
` 1. She gave me a book to read.
` 2. Into the well
` 3. From the building
` 4. I received a huge amount as salary
` 5. The boy who is standing under the tree is my brother
` II . Pick out the transitive and the intransitive verbs:
` 1. The child fell into the well.
` 2. The men ran helter-skelter.
` 3. The fox could not eat the bunch of grapes.
` 4. The bear sniffed the ground.
` 5. The men roared with laughter.
` 6. The flowers look beautiful.
` 0
)7&


` III . Supply suitable subjects for the following:
` 1. -----------swim in water.
` 2. -----------is sitting under the tree.
` 3. ------------refused to attend the meeting.
` IV . Supply suitable objects
` 1. The carpenter --------------
` 2. The book I received yesterday---------------
` 3. The Principal of the school ---------------
` V . Use suitable words in the following sentences
` 1. The children -----------to their mother to greet her.
` 2. I ---------- gifts on my birthday.
` 3. My father -----------by flight tomorrow.
("

0

` )
 Ú  

` )

` ‰ verb may be followed by an  that completes the verb's meaning. Two kinds of
objects follow verbs: direct objects and indirect objects. To determine if a verb has a 

, isolate the verb and make it into a question by placing "whom?" or "what?" after it.
The answer, if there is one, is the direct object:
` 4
)
` The advertising executive drove 

 

.
` 4
)
` Her secret admirer gave her 

.
` The second sentence above also contains an 
. ‰n indirect object (which, like
a direct object, is always a noun or pronoun) is, in a sense, the recipient of the direct object.
To determine if a verb has an indirect object, isolate the verb and ask  ,   ,
 , or   after it. The answer is the indirect object.
` Not all verbs are followed by objects. Consider the verbs in the following sentences:
` The guest speaker

 from her chair to protest.
` ‰fter work, Randy usually 
around the canal.
` 

 

0


` Verbs that take objects are known as




. Verbs not followed by
objects are called 



.
` Some verbs can be either transitive verbs or
intransitive verbs, depending on the context:
` 4
)
` I hope the Senators win     .
` (4
)
` Did we win?
` Ú  

` In addition to the transitive verb and the intransitive verb, there is a third kind of verb called a
linking verb. The word (or phrase) which follows a linking verb is called not an object, but a

  .
` The most common linking verb is "be." Other linking verbs are "become," "seem," "appear,"
"feel," "grow," "look," "smell," "taste," and "sound," among others. Note that some of these
are sometimes linking verbs, sometimes transitive verbs, or sometimes intransitive verbs,
depending on how you use them:
` 1$

  
` He 
a radiologist before he   a full-time yoga instructor.
` 1$

  
` Your homemade chili

delicious.
` 




` I can't
 anything with this terrible cold.
` 



` The interior of the beautiful new Buick

strongly of fish.
` Note that a subject complement can be either a noun ("radiologist", "instructor") or an
adjective ("delicious").
` )Ú  

` ‰n    is similar to a subject complement, except that
(obviously) it modifies an object rather than a subject. Consider this example of
a subject complement:
` The driver seems 
.
` In this case, as explained above, the adjective "tired" modifies the noun "driver,"
which is the subject of the sentence.
` Sometimes, however, the noun will be the object, as in the following example:
` I consider the driver 
.
` In this case, the noun "driver" is the direct object of the verb "consider," but the
adjective "tired" is still acting as its complement.
` In general, verbs which have to do with perceiving, judging, or changing
something can cause their direct objects to take an object complement:
` Paint it  $.
` The judge ruled her 

.
` I saw the Prime Minister
.
` In every case, you could reconstruct the last part of the sentence into a
sentence of its own using a subject complement: "it is black," "she is out of
order," "the Prime Minister is sleeping."
 !
` When instructors work to improve their student's
sentence structuring skills, one useful idea is to have
students practice grammar, identify objects, and
understand how objects function effectively within the
English language. Objects are a necessary
grammatical component for students to understand if
they are to develop proficiency in constructing
meaning at the sentence level. Objects are a part of
the sentence predicate, so they could be
incorporated into lessons that deal with this sentence
component.
+)#M

` ‰nna gave him flowers.
"‰nna" is the subject, "gave" is the verb,
"him" is the indirect object, and "flowers"
is the direct object.
She bought her mother a cellphone.
''She" is the subject, "bought" is the
verb, "mother" is the indirect object, and
"cellphone" is the direct object.
+ 
` SUBJECT VERB OBJECT SENTENCEEvery language seems intelligible due to
the structure involved in it. Sentence construction heavily depends upon the way
in which the subject, verb and the object are positioned to make sense. English
follows the S- V - O pattern. The arrangement of words to make complete sense
is called a sentence. For e..

` Subject verb object sentence -ExerciseIII . Supply suitable subjects for the
following: 1. -----------swim in water. 2. -----------is sitting under the tree. 3. ---------
---refused to attend the meeting. IV . Supply suitable objects 1. The carpenter ---
----------- 2. The book I received yesterday--------------- ..

` Subject verb object sentence - ExerciseI Pick out the sentences from the
following: 1. She gave me a book to read. 2. Into the well 3. From the building 4.
I received a huge amount as salary 5. The boy who is standing under the tree is
my brother II . Pick out the transitive and the intransitive verbs: 1. The child fel..