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Clauses: the Essential Building-Blocks
Definition
A clause is a group of related words containing a subject and a verb A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "in the morning" or "running down the street" or "having grown used to this harassment." A review of the different kinds of phrases might be helpful.
Words We Use to Talk about Clauses
Learning the various terms used to define and classify clauses can be a vocabulary lesson in itself. This digital handout categorizes clauses into independent and dependent clauses. This simply means that some clauses can stand by themselves, as separate sentences, and some can't. Another term for dependent clause is subordinate clause: this means that the clause is subordinate to another element (the independent clause) and depends on that other element for its meaning. The subordinate clause is created by a subordinating conjunction or dependent word.
An independent clause, "She is older than her brother" (which could be its own sentence), can be turned into a dependent or subordinate clause when the same group of words begins with a dependent word (or a subordinating conjunction in this case): "Because she is older than her brother, she tells him what to do."
Clauses are also classified as restrictive and nonrestrictive clauses. (The words essential and nonessential are sometimes used and mean the same thing as restrictive and nonrestrictive, respectively. British grammarians will make this same distinction by referring to clauses with the terms defining and non-defining.) A nonrestrictive clause is not essential to the meaning of the sentence; it can be removed from the sentence without changing its basic meaning. Nonrestrictive clauses are often set apart from the rest of the sentence by a comma or a pair of commas (if it's in the middle of a sentence).
Professor Villa, who used to be a secretary for the President, can type 132 words a minute.
Review the Notorious Confusables section on the difference between That and Which for additional clarification on the distinction between restrictive and nonrestrictive.
Relative clauses are dependent clauses introduced by a Relative Pronoun (that, which, whichever, who, whoever, whom, whomever, whose, and of which). Relative clauses can be either restrictive or nonrestrictive. Review the section on Comma Usage for additional help in determining whether relative clauses are restrictive or nonrestrictive (parenthetical or not) and whether commas should be used to set them off from the rest of the sentence. In a relative clause, the relative pronoun is the subject of the verb (remember that all clauses contain a subject-verb relationship) and refers to (relates to) something preceding the clause.
Giuseppe said that the plantar wart, which had been bothering him for years, had to be removed.
(In this sentence, the clause in this color is a restrictive [essential] clause [a noun clause see below] and will not be set off by a comma; the underlined relative clause [modifying "wart"] is nonrestrictive [nonessential it can be removed from the sentence without changing the meaning of the sentence] and is set off by commas.)
Some relative clauses will refer to more than a single word in the preceding text; they can modify an entire clause or even a series of clauses.
Charlie didn't get the job in administration, which really surprised his friends.
Charlie didn't get the job in administration, and he didn't even apply for the Dean's position, which really surprised his friends.
A relative clause that refers to or modifies entire clauses in this manner is called a sentential clause. Sometimes the "which" of a sentential clause will get tucked into the clause as the determiner of a noun:
Charlie might very well take a job as headmaster, in which case the school might as well close down.
Elliptical Clauses: see below.
Finally, everybody's favorite clause is the Santa Clause, which needs no further definition:
Independent Clauses
Independent Clauses could stand by themselves as discrete sentences, except that when they do stand by themselves, separated from other clauses, they're normally referred to simply as sentences, not clauses. The ability to recognize a clause and to know when a clause is capable of acting as an independent unit is essential to correct writing and is especially helpful in avoiding sentence fragments and run-on sentences..
Needless to say, it is important to learn how to combine independent clauses into larger units of thought. In the following sentence, for example,
Bob didn't mean to do it, but he did it anyway.
we have two independent clauses "Bob didn't mean to do it" and "he did it anyway" connected by a comma and a coordinating conjunction ("but"). If the word "but" is missing from this sentence, the sentence would be called a comma splice: two independent clauses would be incorrectly connected, smooshed together, with only a comma between them. Furthermore, a long series of clauses of similar structure and length begins to feel monotonous, leading to what is called "Dick and Jane" or primer language (after the kind of prose that we find in first grade textbooks or "primers"). (See the section on Avoiding Primer Language for advice and exercises on combining sentences.) It would also be helpful at this time to review the section on Punctuation Between Two Independent Clauses.
Clauses are combined in three different ways: coordination, subordination, and by means of a semicolon. Coordination involves joining independent clauses with one of the coordinating conjunctions: and, but, or, nor, for, yet, and sometimes* so. Clauses thus connected are usually nicely balanced in length and import.
Ramonita thought about joining the church choir, but she never talked to her friends about it.
Subordination involves turning one of the clauses into a subordinate element (one that cannot stand on its own) through the use of a Subordinating Conjunction (sometimes called a dependent word) or a Relative Pronoun. When the clause begins with a subordinating word, it is no longer an independent clause; it is called a dependent or subordinate clause because it depends on something else (the independent clause) for its meaning. There are other ways of combining ideas by turning independent clauses into various kinds of modifying phrases. Again, see the section on Avoiding Primer Language.
Although Ramonita often thought about joining the choir, she never talked to her friends about it.
Ramonita never talked to her friends about joining the choir, because she was afraid they would make fun of her.
Yasmin is Ramonita's sister. Yasmin told Ramonita to join the choir no matter what her friends said.
Joining these with the use of a relative clause:
Yasmin, [who is] Ramonita's sister, told Ramonita to join the choir. . . .
Semicolons can connect two independent clauses with or without the help of a conjunctive adverb (transitional expression). Semicolons should be used sparingly and only when the two independent clauses involved are closely related and nicely balanced in terms of length and import.
Ramonita has such a beautiful voice; many couples have asked her to sing at their wedding.
Ramonita's voice has a clear, angelic quality; furthermore, she clearly enjoys using it.
(Click on the words semicolons and conjunctive adverb above for further help with their use.)
Take these two quizzes on recognizing independent clauses before proceeding to the section on dependent clauses
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Punctuation Between Two Independent Clauses
Independent clauses can be connected (or separated, depending on your point of view) in a variety of ways. When two ideas come together and either one of them can stand by itself as its own, independent sentence the following kinds of punctuation are possible. (Review, also, the sections on Coherence: Transitions Between Ideas and on avoiding Run-on Sentences.)
Period + start a new sentence
My grandmother refuses to go to bed early. She thinks she's going to miss out on some of the action.
Comma + a cute little conjunction (and, but, for, nor, yet, or, so)
My grandmother refuses to go to bed early, and I'm afraid she's going to catch a bad cold.
Semicolon by itself. Where you have used a semicolon, you could have used a period, but the semicolon, you felt, is better (probably because the independent clauses are so closely related and nicely balanced).
In spite of her cold, my grandmother refuses to go to bed early; she is afraid she will miss something.
Semicolon + big ugly conjunction or other transitional expression
(however, moreover, nevertheless, therefore, as a result, consequently . . . )
followed by a comma.
My grandmother has stayed up late four nights in a row; as a result, she cannot seem to get well.
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Articles, Determiners, and Quantifiers
Definition
Jump to
Articles
Articles, determiners, and quantifiers are those little words that precede and modify nouns:
the teacher, a college, a bit of honey, that person, those people, whatever purpose, either way, your choice
Sometimes these words will tell the reader or listener whether we're referring to a specific or general thing (the garage out back; A horse! A horse! My kingdom for a horse!); sometimes they tell how much or how many (lots of trees, several books, a great deal of confusion). The choice of the proper article or determiner to precede a noun or noun phrase is usually not a problem for writers who have grown up speaking English, nor is it a serious problem for non-native writers whose first language is a romance language such as Spanish. For other writers, though, this can be a considerable obstacle on the way to their mastery of English. In fact, some students from eastern European countries where their native language has either no articles or an altogether different system of choosing articles and determiners find that these "little words" can create problems long after every other aspect of English has been mastered.
Determiners are said to "mark" nouns. That is to say, you know a determiner will be followed by a noun. Some categories of determiners are limited (there are only three articles, a handful of possessive pronouns, etc.), but the possessive nouns are as limitless as nouns themselves. This limited nature of most determiner categories, however, explains why determiners are grouped apart from adjectives even though both serve a modifying function. We can imagine that the language will never tire of inventing new adjectives; the determiners (except for those possessive nouns), on the other hand, are well established, and this class of words is not going to grow in number. These categories of determiners are as follows: the articles (an, a, the see below; possessive nouns (Joe's, the priest's, my mother's); possessive pronouns, (his, your, their, whose, etc.); numbers (one, two, etc.); indefinite pronouns (few, more, each, every, either, all, both, some, any, etc.); and demonstrative pronouns. The demonstratives (this, that, these, those, such) are discussed in the section on Demonstrative Pronouns. Notice that the possessive nouns differ from the other determiners in that they, themselves, are often accompanied by other determiners: "my mother's rug," "the priests's collar," "a dog's life."
This categorization of determiners is based on Understanding English Grammar by Martha Kolln. 4rth Edition. MacMillan Publishing Company: New York. 1994.
Some Notes on Quantifiers
Like articles, quantifiers are words that precede and modify nouns. They tell us how many or how much. Selecting the correct quantifier depends on your understanding the distinction between Count and Non-Count Nouns. For our purposes, we will choose the count noun trees and the non-count noun dancing:
The following quantifiers will work with count nouns:
many trees
a few trees
few trees
several trees
a couple of trees
none of the trees
The following quantifiers will work with non-count nouns:
not much dancing
a little dancing
little dancing
a bit of dancing
a good deal of dancing
a great deal of dancing
no dancing
The following quantifiers will work with both count and non-count nouns:
all of the trees/dancing
some trees/dancing
most of the trees/dancing
enough trees/dancing
a lot of trees/dancing
lots of trees/dancing
plenty of trees/dancing
a lack of trees/dancing
In formal academic writing, it is usually better to use many and much rather than phrases such as a lot of, lots of and plenty of.
There is an important difference between "a little" and "little" (used with non-count words) and between "a few" and "few" (used with count words). If I say that Tashonda has a little experience in management that means that although Tashonda is no great expert she does have some experience and that experience might well be enough for our purposes. If I say that Tashonda has little experience in management that means that she doesn't have enough experience. If I say that Charlie owns a few books on Latin American literature that means that he has some some books not a lot of books, but probably enough for our purposes. If I say that Charlie owns few books on Latin American literature, that means he doesn't have enough for our purposes and we'd better go to the library.
Unless it is combined with of, the quantifier "much" is reserved for questions and negative statements:
Much of the snow has already melted.
How much snow fell yesterday?
Not much.
Note that the quantifier "most of the" must include the definite article the when it modifies a specific noun, whether it's a count or a non-count noun: "most of the instructors at this college have a doctorate"; "most of the water has evaporated." With a general plural noun, however (when you are not referring to a specific entity), the "of the" is dropped:
Most colleges have their own admissions policy.
Most students apply to several colleges.
Authority for this last paragraph: The Scott, Foresman Handbook for Writers by Maxine Hairston and John J. Ruszkiewicz. 4th ed. HarperCollins: New York. 1996. Examples our own.
An indefinite article is sometimes used in conjunction with the quantifier many, thus joining a plural quantifier with a singular noun (which then takes a singular verb):
Many a young man has fallen in love with her golden hair.
Many an apple has fallen by October.
This construction lends itself to a somewhat literary effect (some would say a stuffy or archaic effect) and is best used sparingly, if at all.
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Abbreviations
If you are frequently confronted with decisions regarding abbreviations, get hold of a copy of either The Chicago Manual of Style or The Gregg Reference Manual. Both these books contain extensive chapters on proper form in using abbreviations, as well as the possessive and plural forms of abbreviations.
Abbreviate the following:
Titles before names:
Mrs., Mr., Ms., Prof., Dr., Gen., Rep., Sen., St. (for Saint)
Notice that Miss is not an abbreviation, so we don't put a period after it. Ms. is not an abbreviation, either, but we do use a period after it probably to keep it consistent with Mr. and Mrs.
The plural of Mr. is Messrs. (We invited Messrs. Carter, Lincoln, and Ford.) The plural of Dr. is Drs. (We consulted Drs. Carter, Lincoln, and Ford.) The plural of Mrs. is Mmes or Mmes. (with or without the period).
In most formal prose, we do not use titles, abbreviated or otherwise, with individuals. Ms. Emily Dickinson is simply Emily Dickinson, and after the first use of her full name, Dickinson will do (unless we need Emily to avoid confusion with other Dickinsons).
The abbreviations Rev. and Hon. (for Reverend and Honorable) are not, strictly speaking, titles; they are adjectives. In informal language or when we're trying to save space or make a list, we can write Rev. Alan B. Darling and Hon. Francisco Gonzales. In formal text, we would write "the Reverend Alan B. Darling" and "the Honorable Francisco Gonzales" (i.e., it's not a good idea to abbreviate either Reverend or Honorable when these words are preceded by "the"). Incidentally, we cannot say "We invited the reverend to dinner" and only a cad would invite "the rev."
Titles after names:
Sr., Jr., Ph.D., M.D., B.A., M.A., D.D.S.
These are standard abbreviations, with periods. The APA Publication Manual recommends not using periods with degrees; other reference manuals do recommend using periods, so use your own judgment on this issue. All sources advise against using titles before and after a name at the same time (i.e., she can be Dr. Juanita Espinoza or Juanita Espinoza, PhD, but she cannot be Dr. Juanita Espinoza, PhD). And we do not abbreviate a title that isn't attached to a name: "We went to see the doctor (not dr.) yesterday."
The Chicago Manual of Style recommends not using a comma to separate the Jr./Sr./III from the last name, but you should follow the preferences of the indivdual if you know those preferences. If you list a "junior" with his spouse, the "Jr." can go after both names, as in "Mr. and Mrs. Arthur C. Banks Jr." or "Mr. Arthur C. Banks Jr. and Gloria Banks but not Arthur C. and Gloria Banks Jr. You should avoid using a "Jr." or "Sr." when you have only the last name Mr. Banks Jr.
Have you ever run across an acronym or abbreviation and not known what it means? Try using the Acronym Finder. Just type in the letters and click on Search. Out of a database of over 190,000 abbreviations and acronyms, the Finder will probably discover what you're looking for.
Names of
familiar institutions UConn, MIT, UCLA, CIA, FBI, NATO
countries U.S.A., U.K.
corporations IBM, CBS, NPR, CNN, ITT
famous people LBJ, FDR, JFK, MLK
very familiar objects TV, VCR, CD-ROM.
Notice that U.S.A. can also be written USA, but U.S. is better with the periods. Also, we can use U.S. as a modifier (the U.S. policy on immigration) but not as a noun (He left the U.S. U.S.A.).
Terms of mathematical units: 15 in., 15 ft, 15 kg, 15 m, 15 lb
Generally, you would use these abbreviations only in technical writing. There is a space between the number and the abbreviation. Notice that we do not put an s after such abbreviations even when the plural is indicated. Also, we do not use a period with such abbreviations except for in. when it might be confused with the preposition in.
When the term of measurement is used as a modifier, we put a hyphen between the number and the term of measurement: a 15-ft board, a 6-lb line, etc.
Long, common phrases, such as IQ (Intelligence Quotient), rpm (revolutions per minute), mph (miles per hour), and mpg (miles per gallon).
Such abbreviations are acceptable even in formal academic text and may be used without periods.
Words used with numbers: He left at 2:00 a.m. She was born in 1520 B.C.
Either lower or upper case letters can be used with A.M., a.m., P.M., p.m. The abbreviation B.C. (before Christ) is used after the date; A.D. (anno domini, "in the year of the Lord") appears before the date. The abbreviations B.C. and A.D. are sometimes replaced with B.C.E. (before the common era) and C.E. (common era), both used after the date (although one must add that those abbreviations are neither widely used nor commonly understood). Sometimes you will see 790 BC and AD 78 written without periods and written in SMALL CAPS. Note that many style books are now recommending SMALL CAPS for all appearances of acronyms, such as NAACP or NCAA. The effect of this practice is to allow the acronym to blend more smoothly with the rest of the text.
It is considered bad form to use these abbreviations without a specific number attached to them: "We'll do this in the a.m." or "We'll do this tomorrow a.m."
Common Latin terms: etc. (et cetera and so forth), i.e. (id est that is), e.g. (exempli gratia for example), et al. (et alii and others).
The abbreviation i.e. (i.e., that is) is often confused with other abbreviations (e.g., e.g.). The i.e. generally is used to introduce matter that is explanatory as opposed to being the name of an example or list of examples. If you can say for example as a substitute for the abbreviation, you want to use e.g., not i.e. Do not italicize or underline these abbreviations. Most sources recommend avoiding the use of Latin abbreviations except within parenthetical notes and some sources say not to use Latin abbreviations at all (use the English terms instead) except within citations or reference lists. Good advice.
The Chicago Manual of Style recommends using a comma after i.e. or e.g. in order to set off those abbreviations as introductory modifiers. Other resources say not to bother with the comma, but the comma makes good sense.
Except in the business of formally citing material you've used in research, it's a good idea not to use et al. when you mean "and others." And don't use etc. as a lazy person's way of getting out of work. Spell out the word versus unless you're reporting game scores, when you would use vs.; when you're citing legal documents, use the abbreviation v.
Names of states and territories in references and addresses, but not in normal text. Abbreviations accepted by the U.S. Postal Service (including abbreviations for words like Boulevard and Alley) are listed online. Do not use state abbreviations simply to save time or space except in an address on an envelope or list. We do not use periods with state abbreviations: CT, NY, NJ. We use D.C. after the name of the city within the District of Columbia: Washington, D.C.; the APA Manual does not use periods with DC. The U.S. postal service, incidentally, does not insert a comma between the city and the abbreviated state name: Hartford CT, Portland OR at least not in the addresses on envelopes.
Abbreviate "Saint" in U.S. place names, as in St. Louis and St. Petersburg, Florida, and the St. Lawrence River. For the same word in other countries, you might have to consult a good dictionary (one that contains place names): St./Saint Martin's in the Fields, Saint Moritz, Saint Lucia, Mont-Saint-Michel, Saint Petersburg (Russia). When the word Saint is used to refer to a holy person, spell out the word Saint Theresa, Saint Francis of Assisi. If an institution is named after a saint, spell out the word Saint unless you have some reason to save space Saint Francis Hospital, Saint Joseph College, Saint Joseph's University. It is wise, as always, to consult the actual institution. Colleges, universities, and hospitals named after Saint Mary are about evenly divided between St. and Saint, but in formal situations, Saint seems to be favored more frequently.
Don't abbreviate the following:
(In formal academic prose it is considered bad form to abbreviate words simply to save space, time, or energy.)
Words such as through (thru), night (nite).
Days of the week or months of the year (in the normal flow of text).
Words at the beginning of a sentence.
People's names such as Chas. (for Charles) or Jas. (for James), unless those abbreviations have come to be accepted as nicknames for those particular individuals.
States' names such as Mass. (for Massachusetts) or Conn. (for Connecticut). When appropriate (as in the addresses for envelopes), use the U.S. postal service's approved two-letter abbreviations: MA, CT (without periods).
Courses such as econ (for economics) or poli sci (for political science).
Spacing and Periods
Abbreviations of units of measure are written without periods (with the exception of "in" when it could be confused with the preposition). We use periods for most lower-case abbreviations such as e.g. and i.e. and c.o.d. For very common abbreviations, leave out the periods, as in rpm and mph. When an abbreviation with a period ends a sentence, that period will suffice to end the sentence: He lives in Washington, D.C. Suffixes for people's names require periods: Joe Smith Jr. lives in Erie. In formal text it is not a good idea to abbreviate military titles Lieutenant Colonel Chester Piascyk but in informal text Lt. Col. Chester Piascyk would be acceptable. (Note the space after "Lt.") Academic degrees can be written with periods or not, but don't insert spaces Ph.D. or PhD, M.B.A. or MBA within the degree.
People's initials are usually followed by a period and a space W. E. B. DuBois but you need to be careful that a line-break doesn't come in the middle of someone's initials. (You can impose what is called a "forced space" or "non-breaking space" by holding down the option key while you hit the space bar.) You will find exceptions to this rule in the way that some companies write their name: JCPenney (no spaces or periods), L.L. Bean (no space in the initials), etc. In normal text, writers can safely ignore corporate aberrations in spacing and capitalization. (Some editors write Harry S Truman without a period after the "S," because the initial didn't really stand for anything, but the Truman Presidential Museum and Library contends that that practice is silly. Still, you will often find Truman's name written sans period in highly regarded places.) When a person's initials stand alone either as a nickname, "Come here, JT!" or as a common shortcut JFK (for John Fitzgerald Kennedy) or LBJ (for Lyndon Baines Johnson) type them without spaces or periods. Professional designations such as CPA (Certified Public Accountant) or CLU (Certified Life Underwriter) are separated from the last name with a comma and are written without spaces or periods, as in Bertha Bigknot, CPA, unless the designation is accompanied by an academic degree, as in Foxy Reynard, Ph.D., C.L.U.
Acronyms
There is a difference between acronyms and abbreviations. An acronym is usually formed by taking the first initials of a phrase or compounded-word and using those initials to form a word that stands for something. Thus NATO, which we pronounce NATOH, is an acronym for North Atlantic Treaty Organization, and LASER (which we pronounce "lazer"), is an acronym for Light Amplification by Stimulated Emission of Radiation. FBI, then, is not really an acronym for the Federal Bureau of Investigation; it is an abbreviation. AIDS is an acronym; HIV is an abbreviation. URL is an abbreviation for Uniform Resource Locator (World Wide Web address), but many people pronounce it as "Earl," making it a true acronym, and others insist on pronouncing it as three separate letters, "U * R * L," thus making it an abbreviation. The jury is still out. (I vote for Uncle Earl.)
It appears that there are no hard and fast rules for using periods in either acronyms or abbreviations. More and more, newspapers and journals seem to drop the periods: NAACP, NCAA, etc. Consistency, obviously, is important.
Using articles with abbreviations and acronyms:
One of the most often asked questions about grammar has to do with the choice of articles a, an, the to precede an abbreviation or acronym. Do we say an FBI agent or a FBI agent? Although "F" is obviously a consonant and we would precede any word that begins with "F" with "a," we precede FBI with "an" because the first sound we make when we say FBI is not an "f-sound," it is an "eff-sound." Thus we say we're going to a PTO meeting where an NCO will address us. We say we saw a UFO because, although the abbreviation begins with a 'U," we pronounce the "U" as if it were spelled "yoo." Whether we say an URL or a URL depends on whether we pronounce it as "earl" or as "u*r*l."
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Verbs and Verbals
Definitions
Verbs carry the idea of being or action in the sentence.
I am a student.
The students passed all their courses.
As we will see on this page, verbs are classified in many ways. First, some verbs require an object to complete their meaning: "She gave _____ ?" Gave what? She gave money to the church. These verbs are called transitive. Verbs that are intransitive do not require objects: "The building collapsed." In English, you cannot tell the difference between a transitive and intransitive verb by its form; you have to see how the verb is functioning within the sentence. In fact, a verb can be both transitive and intransitive: "The monster collapsed the building by sitting on it."
Although you will seldom hear the term, a ditransitive verb such as cause or give is one that can take a direct object and an indirect object at the same time: "That horrid music gave me a headache." Ditransitive verbs are slightly different, then, from factitive verbs (see below), in that the latter take two objects.
Verbs are also classified as either finite or non-finite. A finite verb makes an assertion or expresses a state of being and can stand by itself as the main verb of a sentence.
The truck demolished the restaurant.
The leaves were yellow and sickly.
Non-finite verbs (think "unfinished") cannot, by themselves, be main verbs:
The broken window . . .
The wheezing gentleman . . .
Another, more useful term for non-finite verb is verbal. In this section, we discuss various verbal forms: infinitives, gerunds, and participles.
Four Verb Forms
The inflections (endings) of English verb forms are not difficult to remember. There are only four basic forms. Instead of forming complex tense forms with endings, English uses auxiliary verb forms. English does not even have a proper ending for future forms; instead, we use auxiliaries such as "I am going to read this afternoon." or "I will read." or even "I am reading this book tomorrow." It would be useful, however, to learn these four basic forms of verb construction.
Linking Verbs
A linking verb connects a subject and its complement. Sometimes called copulas, linking verbs are often forms of the verb to be, but are sometimes verbs related to the five senses (look, sound, smell, feel, taste) and sometimes verbs that somehow reflect a state of being (appear, seem, become, grow, turn, prove, remain). What follows the linking verb will be either a noun complement or an adjective complement:
Those people are all professors.
Those professors are brilliant.
This room smells bad.
I feel great.
A victory today seems unlikely.
A handful of verbs that reflect a change in state of being are sometimes called resulting copulas. They, too, link a subject to a predicate adjective:
His face turned purple.
She became older.
The dogs ran wild.
The milk has gone sour.
The crowd grew ugly.
This is he."
A Frequently Asked Question about linking verbs concerns the correct response when you pick up the phone and someone asks for you. One correct response would be "This is he [she]." The predicate following the linking verb should be in the nominative (subject) form definitely not "This is him." If "This is he" sounds stuffy to you, try using "Speaking," instead, or "This is Fred," substituting your own name for Fred's unless it's a bill collector or telemarketer calling, in which case "This is Fred" is a good response for everyone except people named Fred.
Active and Passive Voice
There is now a separate section dealing with issues raised by a verb's VOICE (active/passive).
Mood in verbs refers to one of three attitudes that a writer or speaker has to what is being written or spoken. The indicative mood, which describes most sentences on this page, is used to make a statement or ask a question. The imperative mood is used when we're feeling sort of bossish and want to give a directive, strong suggestion, or order:
Get your homework done before you watch television tonight.
Please include cash payment with your order form.
Get out of town!
Notice that there is no subject in these imperative sentences. The pronoun you (singular or plural, depending on context) is the "understood subject" in imperative sentences. Virtually all imperative sentences, then, have a second person (singular or plural) subject. The sole exception is the first person construction, which includes an objective form as subject: "Let's (or Let us) work on these things together."
The subjunctive mood is used in dependent clauses that do the following: 1) express a wish; 2) begin with if and express a condition that does not exist (is contrary to fact); 3) begin with as if and as though when such clauses describe a speculation or condition contrary to fact; and 4) begin with that and express a demand, requirement, request, or suggestion. A new section on the uses of the Conditional should help you understand the subjunctive.
She wishes her boyfriend were here.
If Juan were more aggressive, he'd be a better hockey player.
We would have passed if we had studied harder.
He acted as if he were guilty.
I requested that he be present at the hearing.
The subjunctive is not as important a mood in English as it is in other languages, like French and Spanish, which happen to be more subtle and discriminating in hypothetical, doubtful, or wishful expressions. Many situations which would require the subjunctive in other languages are satisfied by using one of several auxiliary verbs in English.
The New York Public Library's Writer's Guide to Style and Usage has this important note on the subjunctive: "The words if, as if, or as though do not always signal the subjunctive mood. If the information in such a clause points out a condition that is or was probable or likely, the verb should be in the indicative mood. The indicative tells the reader that the information in the dependent clause could possibly be true" (155). Cited with permission.
The present tense of the subjunctive uses only the base form of the verb.
He demanded that his students use two-inch margins.
She suggested that we be on time tomorrow.
The past tense of the subjunctive has the same forms as the indicative except (unfortunately) for the verb to be, which uses were regardless of the number of the subject.
If I were seven feet tall, I'd be a great basketball player.
He wishes he were a better student.
If you were rich, we wouldn't be in this mess.
If they were faster, we could have won that race.
An excellent resource for learning more about the subjunctive is available in the online American Heritage Book of English Usage.
Auxiliary or Helping Verbs
The issues raised by Helping or Auxiliary Verbs and Modal Auxiliaries are covered in a separate section. Click here for help with Auxiliary Verbs and Modal Auxiliaries.
Phrasal Verbs
Phrasal verbs consist of a verb and another word or phrase, usually a preposition. The resulting combination creates what amounts to a new verb, whose meaning can sometimes be puzzling to non-native speakers. Phrasal verbs often arise from casual uses of the language and eventually work themselves into the mainstream of language use. Phrasal verbs can be both intransitive (The children were sitting around, doing nothing. The witness finally broke down on the stand.) and transitive in meaning (Our boss called off the meeting. She looked up her old boyfriend.) The word that is joined with a verb in this construction (often a preposition) is called a particle.
The problem with phrasal verbs is that their meaning is often, at first, obscure, and they often mean several different things. To make out, for instance, can mean to perceive or to see something; it can also mean to engage in light sexual play. If someone chooses to turn up the street that is a combination of a verb and a preposition, but it is not a phrasal verb. On the other hand, if your neighbors unexpectedly turn up (appear) at a party or your brother turns up his radio, those are phrasal verbs. To come out, we are told, has eighteen different meanings.
Verbs can be combined with different prepositions and other words, sometimes with dizzying effect: stand out, stand up, stand in, stand off, stand by, stand fast, stand pat, stand down, stand against, stand for. Further, the verb and the word or phrase it connects to are not always contiguous: "Fill this out," we would say, but then we would say, "Fill out this form."
You can click HERE for an extensive list of phrasal verbs, broken down into categories of transitive and intransitive, separable and inseparable. The list of verbs is accompanied with brief definitions and examples. Printed out, the list will be five or six pages long, depending on the size font you are using, the width of your browser window, etc. Understand, however, that the list is a mere sampling of the hundreds of phrasal verb combinations. For beginning language learners, the challenge of mastering phrasal verbs is so great that only intensive instruction and practice in an ESL program and a great deal of time spent listening and reading carefully can address the problem. Having a good dictionary at hand is also helpful.
Helping and
Modal Auxiliary
Verbs
Helping verbs or auxiliary verbs such as will, shall, may, might, can, could, must, ought to, should, would, used to, need are used in conjunction with main verbs to express shades of time and mood. The combination of helping verbs with main verbs creates what are called verb phrases or verb strings. In the following sentence, "will have been" are helping or auxiliary verbs and "studying" is the main verb; the whole verb string is underlined:
As of next August, I will have been studying chemistry for ten years.
Students should remember that adverbs and contracted forms are not, technically, part of the verb. In the sentence, "He has already started." the adverb already modifies the verb, but it is not really part of the verb. The same is true of the 'nt in "He hasn't started yet" (the adverb not, represented by the contracted n't, is not part of the verb, has started).
Shall, will and forms of have, do and be combine with main verbs to indicate time and voice. As auxiliaries, the verbs be, have and do can change form to indicate changes in subject and time.
I shall go now.
He had won the election.
They did write that novel together.
I am going now.
He was winning the election.
They have been writing that novel for a long time.
Uses of Shall and Will and Should
In England, shall is used to express the simple future for first person I and we, as in "Shall we meet by the river?" Will would be used in the simple future for all other persons. Using will in the first person would express determination on the part of the speaker, as in "We will finish this project by tonight, by golly!" Using shall in second and third persons would indicate some kind of promise about the subject, as in "This shall be revealed to you in good time." This usage is certainly acceptable in the U.S., although shall is used far less frequently. The distinction between the two is often obscured by the contraction 'll, which is the same for both verbs.
In the United States, we seldom use shall for anything other than polite questions (suggesting an element of permission) in the first-person:
"Shall we go now?"
"Shall I call a doctor for you?"
(In the second sentence, many writers would use should instead, although should is somewhat more tentative than shall.) In the U.S., to express the future tense, the verb will is used in all other cases.
Shall is often used in formal situations (legal or legalistic documents, minutes to meetings, etc.) to express obligation, even with third-person and second-person constructions:
The board of directors shall be responsible for payment to stockholders.
The college president shall report financial shortfalls to the executive director each semester."
Should is usually replaced, nowadays, by would. It is still used, however, to mean "ought to" as in
You really shouldn't do that.
If you think that was amazing, you should have seen it last night.
In British English and very formal American English, one is apt to hear or read should with the first-person pronouns in expressions of liking such as "I should prefer iced tea" and in tentative expressions of opinion such as
I should imagine they'll vote Conservative.
I should have thought so.
(The New Fowler's Modern English Usage edited by R.W. Burchfield. Clarendon Press: Oxford, England. 1996. Used with the permission of Oxford University Press. Examples our own.)
Uses of Do, Does and Did
In the simple present tense, do will function as an auxiliary to express the negative and to ask questions. (Does, however, is substituted for third-person, singular subjects in the present tense. The past tense did works with all persons, singular and plural.)
I don't study at night.
She doesn't work here anymore.
Do you attend this school?
Does he work here?
These verbs also work as "short answers," with the main verb omitted.
Does she work here? No, she doesn't work here.
With "yes-no" questions, the form of do goes in front of the subject and the main verb comes after the subject:
Did your grandmother know Truman?
Do wildflowers grow in your back yard?
Forms of do are useful in expressing similarity and differences in conjunction with so and neither.
My wife hates spinach and so does my son.
My wife doesn't like spinach; neither do I.
Do is also helpful because it means you don't have to repeat the verb:
Larry excelled in language studies; so did his brother.
Raoul studies as hard as his sister does.
The so-called emphatic do has many uses in English.
To add emphasis to an entire sentence: "He does like spinach. He really does!"
To add emphasis to an imperative: "Do come in." (actually softens the command)
To add emphasis to a frequency adverb: "He never did understand his father." "She always does manage to hurt her mother's feelings."
To contradict a negative statement: "You didn't do your homework, did you?" "Oh, but I did finish it."
To ask a clarifying question about a previous negative statement: "Ridwell didn't take the tools." "Then who did take the tools?"
To indicate a strong concession: "Although the Clintons denied any wrong-doing, they did return some of the gifts."
In the absence of other modal auxiliaries, a form of do is used in question and negative constructions known as the get passive:
Did Rinaldo get selected by the committee?
The audience didn't get riled up by the politician.
Based on descriptions in Grammar Dimensions: Form, Meaning, and Use 2nd Ed. by Jan Frodesen and Janet Eyring. Heinle & Heinle: Boston. 1997. Examples our own.
Uses of Have, Has and Had
Forms of the verb to have are used to create tenses known as the present perfect and past perfect. The perfect tenses indicate that something has happened in the past; the present perfect indicating that something happened and might be continuing to happen, the past perfect indicating that something happened prior to something else happening. (That sounds worse than it really is!) See the section on Verb Tenses in the Active Voice for further explanation; also review material in the Directory of English Tenses.
To have is also in combination with other modal verbs to express probability and possibility in the past.
As an affirmative statement, to have can express how certain you are that something happened (when combined with an appropriate modal + have + a past participle): "Georgia must have left already." "Clinton might have known about the gifts." "They may have voted already."
As a negative statement, a modal is combined with not + have + a past participle to express how certain you are that something did not happen: "Clinton might not have known about the gifts." "I may not have been there at the time of the crime."
To ask about possibility or probability in the past, a modal is combined with the subject + have + past participle: "Could Clinton have known about the gifts?"
For short answers, a modal is combined with have: "Did Clinton know about this?" "I don't know. He may have." "The evidence is pretty positive. He must have."
To have (sometimes combined with to get) is used to express a logical inference:
It's been raining all week; the basement has to be flooded by now.
He hit his head on the doorway. He has got to be over seven feet tall!
Have is often combined with an infinitive to form an auxiliary whose meaning is similar to "must."
I have to have a car like that!
She has to pay her own tuition at college.
He has to have been the first student to try that.
Based on the analysis in Grammar Dimensions: Form, Meaning, and Use 2nd Ed. by Jan Frodesen and Janet Eyring. Heinle & Heinle: Boston. 1997. Examples our own.
Modal Auxiliaries
Other helping verbs, called modal auxiliaries or modals, such as can, could, may, might, must, ought to, shall, should, will, and would, do not change form for different subjects. For instance, try substituting any of these modal auxiliaries for can with any of the subjects listed below.
I
you (singular)
he
we
you (plural)
they can write well.
There is also a separate section on the Modal Auxiliaries, which divides these verbs into their various meanings of necessity, advice, ability, expectation, permission, possibility, etc., and provides sample sentences in various tenses. See the section on Conditional Verb Forms for help with the modal auxiliary would. The shades of meaning among modal auxiliaries are multifarious and complex. Most English-as-a-Second-Language textbooks will contain at least one chapter on their usage. For more advanced students, A University Grammar of English, by Randolph Quirk and Sidney Greenbaum, contains an excellent, extensive analysis of modal auxiliaries.
The analysis of Modal Auxiliaries is based on a similar analysis in The Scott, Foresman Handbook for Writers by Maxine Hairston and John J. Ruszkiewicz. 4th ed. HarperCollins: New York. 1996. The description of helping verbs on this page is based on The Little, Brown Handbook by H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. 6th ed. HarperCollins: New York. 1995. By permission of Addison-Wesley Educational Publishers Inc. Examples in all cases are our own.
Uses of Can and Could
The modal auxiliary can is used
to express ability (in the sense of being able to do something or knowing how to do something):
He can speak Spanish but he can't write it very well.
to expression permission (in the sense of being allowed or permitted to do something):
Can I talk to my friends in the library waiting room? (Note that can is less formal than may. Also, some writers will object to the use of can in this context.)
to express theoretical possibility:
American automobile makers can make better cars if they think there's a profit in it.
The modal auxiliary could is used
to express an ability in the past:
I could always beat you at tennis when we were kids.
to express past or future permission:
Could I bury my cat in your back yard?
to express present possibility:
We could always spend the afternoon just sitting around talking.
to express possibility or ability in contingent circumstances:
If he studied harder, he could pass this course.
In expressing ability, can and could frequently also imply willingness: Can you help me with my homework?
Can versus May
Whether the auxiliary verb can can be used to express permission or not "Can I leave the room now?" ["I don't know if you can, but you may."] depends on the level of formality of your text or situation. As Theodore Bernstein puts it in The Careful Writer, "a writer who is attentive to the proprieties will preserve the traditional distinction: can for ability or power to do something, may for permission to do it.
The question is at what level can you safely ignore the "proprieties." Merriam-Webster's Dictionary, tenth edition, says the battle is over and can can be used in virtually any situation to express or ask for permission. Most authorities, however, recommend a stricter adherence to the distinction, at least in formal situations.
Authority: The Careful Writer by Theodore Bernstein. The Free Press: New York. 1998. p. 87.
Uses of May and Might
Two of the more troublesome modal auxiliaries are may and might. When used in the context of granting or seeking permission, might is the past tense of may. Might is considerably more tentative than may.
May I leave class early?
If I've finished all my work and I'm really quiet, might I leave early?
In the context of expressing possibility, may and might are interchangeable present and future forms and might + have + past participle is the past form:
She might be my advisor next semester.
She may be my advisor next semester.
She might have advised me not to take biology.
Avoid confusing the sense of possibility in may with the implication of might, that a hypothetical situation has not in fact occurred. For instance, let's say there's been a helicopter crash at the airport. In his initial report, before all the facts are gathered, a newscaster could say that the pilot "may have been injured." After we discover that the pilot is in fact all right, the newscaster can now say that the pilot "might have been injured" because it is a hypothetical situation that has not occurred. Another example: a body had been identified after much work by a detective. It was reported that "without this painstaking work, the body may have remained unidentified." Since the body was, in fact, identified, might is clearly called for.
Uses of Will and Would
In certain contexts, will and would are virtually interchangeable, but there are differences. Notice that the contracted form 'll is very frequently used for will.
Will can be used to express willingness:
I'll wash the dishes if you dry.
We're going to the movies. Will you join us?
It can also express intention (especially in the first person):
I'll do my exercises later on.
and prediction:
specific: The meeting will be over soon.
timeless: Humidity will ruin my hairdo.
habitual: The river will overflow its banks every spring.
Would can also be used to express willingness:
Would you please take off your hat?
It can also express insistence (rather rare, and with a strong stress on the word "would"):
Now you've ruined everything. You would act that way.
and characteristic activity:
customary: After work, he would walk to his home in West Hartford.
typical (casual): She would cause the whole family to be late, every time.
In a main clause, would can express a hypothetical meaning:
My cocker spaniel would weigh a ton if I let her eat what she wants.
Finally, would can express a sense of probability:
I hear a whistle. That would be the five o'clock train.
Uses of Used to
The auxiliary verb construction used to is used to express an action that took place in the past, perhaps customarily, but now that action no longer customarily takes place:
We used to take long vacation trips with the whole family.
The spelling of this verb is a problem for some people because the "-ed" ending quite naturally disappears in speaking: "We yoostoo take long trips." But it ought not to disappear in writing. There are exceptions, though. When the auxiliary is combined with another auxiliary, did, the past tense is carried by the new auxiliary and the "-ed" ending is dropped. This will often happen in the interrogative:
Didn't you use to go jogging every morning before breakfast?
It didn't use to be that way.
Used to can also be used to convey the sense of being accustomed to or familiar with something:
The tire factory down the road really stinks, but we're used to it by now.
I like these old sneakers; I'm used to them.
Used to is best reserved for colloquial usage; it has no place in formal or academic text.
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