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DEFINITIONS

NOUNS

A noun is the name of a person, place, thing, or idea. Whatever exists, we

assume, can be named, and that name is a noun. A proper noun, which

names a specific person, place, or thing (Carlos, Queen Marguerite, Middle

East, Jerusalem, Malaysia, Presbyterianism, God, Spanish, Buddhism, the

Republican Party), is almost always capitalized. A proper noun used as an

addressed person's name is called a noun of address.Common nouns name

everything else, things that usually are not capitalized.

Examples

man, mountain, state, ocean, country, building, cat, airline, house, ocean, Uncle

Mike, bird, photograph, banana, eyes, light, sun, dog, suitcase, flowers, bed,

cat, movie, train, country, book, phone, match, speaker, clock, pen, David,

violin.

SUBJECT

The subject of a sentence up to the individual animal or thing that performs the

action of the verb, while Verb. John speaks. In this example, the subject isJohn, it is who performs the action of speaking. a noun or pronoun partnered

with a predicate verb. 

Identification of the subject of a sentence. - To identify the subject of a

sentence ask who? / Who? or what? / What things? the verb of the

sentence. The answer we get will be the Subject.

Examples: The girls dance very well. To identify the subject will make the

following question: Who dance very well? Response, and therefore subject:

girls. Pencils fell Manolo. Wondering whatthings fall?. Response, andtherefore subject: pencils.

The large car stopped outside our house.

Eating is a pleasure.

Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.

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Here the compound verb "will plant" describes an action that will take place inthe future.

ADJECTIVE

An adjective modifies a noun or a pronoun by describing, identifying, orquantifying words. An adjective usually precedes the noun or the pronoun whichit modifies.

An adjective is a word that serves to modify a noun or pronoun by describing,

identifying, orquantifying its specific characteristics. Essentially, the purpose of

an adjective is to answer the following questions:

  How many are there?

  What kind is it?

  Which one is it?

Examples

  Red, orange, yellow, green, blue, purple, brown, black, and white are

adjectives because they describe the color of something.

  Tall, short, fat, thin, pretty, and ugly are adjectives that can be used to

describe the physical characteristic of a person.

  Zany, quirky, vivacious, exuberant, determined, diligent, and adaptable

are adjectives because they outline personality traits.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.Mrs. Morrison papered her kitchen walls with hideous wall paper.The small boat foundered on the wine dark sea.The coal mines are dark and dank.

ADVERB

An adverb is a part of the sentence. It is a word that modifies verbs or anyother part of speech than a noun (modifying nouns andadjectives are themain determinants). Adverbs can modify verbs,adjectives (including numbers),clauses, sentences and other adverbs.Adverbs usually answer questions like how? , How? , When? Where? And towhat extent?

Hernan easily lifted the barbellHow did he lift the barbell? 

Easily is an adverb

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We‘ll use the new software program tomorrow When will we use it? Tomorrow functions as an adverb. 

She hid the key nearby

Where did she hide the key?Nearby is an adverb.

Most adverbs end in -ly . In fact, most adverbs are formed by adding - ly to adjectives

Nice + ly = nicely drowsy + ly = drosily

Adjective adverb adjective adverb

They usually get up at eight o'clock.

They like playing golf a lot.

Ali walks very carefully.

COMPLEMENT 

A complement is the part of a Sentence that comes after the Verb and isneeded to make the sentence complete. The following are the most important

types of complement used in English: 

There are various definitions of 'complement', which range from the very

general (anything in the predicate except the verb, including the direct object

and adverbs) to the much more restrictive one used here.

The complement to be used, if any, is dependent on the verb used in the

sentence. Subject complements normally follow certain verbs.

For example:

  He is Spanish.

  She became an engineer.

  That man looks like John.

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DIRECT OBJECT 

The direct object of a verb is created, affected or altered by the action of a verb,

or appreciated or sensed by the subject of the verb.

EG: She closed the door. ('door' is directly affected by her action.) 

A direct object will follow a transitive verb [a type of action verb]. Directobjects can be nouns, pronouns, phrases, or clauses. If you can identifythe subject and verb in a sentence, then finding the direct object—if one exists —is easy. Just remember this simple formula:

S U B J E C T + V E R B + what? or who? = D I R E C T O B J E C T  

Here are examples of the formula in action:

Zippy and Maurice played soccer with a grapefruit pulled from a

backyard tree.

Zippy , Maurice = subjects; played = verb. Zippy and Mauriceplayed what?  Soccer = direct object.

Zippy accidentally kicked Maurice in the shin.

Zippy = subject; kicked = verb. Zippy kicked who? Maurice = direct object.

Sometimes direct objects are single words like soccer and Maurice ; othertimes they are phrases or clauses. The formula nevertheless works the same.

Sylina hates biting her fingernails .

Sylina = subject; hates = verb. Sylina hates what?  Biting her fingernails [a gerund phrase] = direct object.

Even worse, Sylina hates when Mom lectures her about hand 

care .

Sylina = subject; hates = verb. Sylina hates what?  When Mom lectures her about hand care [a subordinate clause] = direct object.

INDIRECT OBJECT

He indirect object  of a verb is not directly affected by the action, but can either

receive the direct object or have the action done for them.

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EG: She sent James the letter. ('letter' is the direct object as it is directly

affected by the action and 'James' is the indirect object as he receives the

letter.) 

EG: They made him dinner. ('Dinner' is the direct object as it is created by the

action and 'him' is the indirect object as the dinner is made for him.)

These sentences can also be written as follows:

EG: She sent the letter to James. 

EG: They made dinner for him.

The indirect object is often used right before a direct object and does not followa preposition, as illustrated in the phrases above .An indirect object precedesthe direct object and tells to whom or for whom the action of the verb is doneand who is receiving the direct object. There must be a direct object to have anindirect object. Indirect objects are usually found with verbs of giving orcommunicating like give, bring, tell, show, take, or offer . An indirect object is

always a noun or pronoun which is not part of a prepositional phrase.If apreposition is used, then the word becomes the object of that preposition, as inthe following, where to and for are prepositions and man and yourself are theirobjects.

Indirect objects are usually nouns or pronouns. Only verbs havedirectobjects can have indirect objects. The indirect object comes between the verband direct object.

We will make an offer to the man. Get a job for yourself.

Serve the old lady dinner. "Serve [dinner] to whom? To the old lady."

Example: She gave me the report.

(Who received the report? Me.)

  I never give you my pillow,I only send you invitations,And in the middle of the celebrations I break down."

We will make the man the man

Carol made a bookcase for her brother. I handed the dictionary toher.When used after prepositions, these words are not indirect objects. Theyare objects of prepositions.

A verb can have an indirect object compound.

Dan and Grandmother handed me the packages.The following verbs and their synonyms are indirect objects

bringbuy givelend

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offerowesellsend

showteachtellwrite

LINKING VERB

The linking verb is followed by a noun or adjective functioning as a subjectivecomplement.

smell taste look feel seem become appear grow  

A verb that functions chiefly as a connection between a subject and a predicate

complement . Verbs come in all shapes and sizes. Some show action and some

do not. Some describe or rename the subject in the sentence. Verbs that

describe or rename the subject are called linking verbs.

What are linking verbs? 

Another way to define linking verbs is that linking verbs do not express action

but connect the subject and verb to more information. Some words can function

both as a linking verb and an action verb as you will see in some of thesentences below.

Examples of linking verbs 

Michael is a football fan.

Is  isn‘t something that Michael can actually do. Instead, it connects the subject,

Michael to more information about him, that he really enjoys playing or watching

the ball. So in this sentence is is a linking verb.

The dogs are barking angrily at the cat.Are  isn‘t something dogs can do. Are connects the subject, dogs, to information

about them, that they are mad at the cat.

Tomas always feels tired when he stays up playing video games all night.

Feels connects the subject, Thomas, to his state of being, tired.

Learning to speak a new language seems impossibly hard at first.

Seems connects the subject, a new language, with something said about it, that

it‘s difficulty can be deceiving at first. 

One handy little trick is to see if you can substitute is , and , or are and see if thesentence still makes sense. If it does then you‘re dealing with a linking verb. If it

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doesn‘t make sense after the substitution, then it‘s an action verb. Here are a

few examples of this trick in action:

Stella tasted anchovy pizza for the first time.

Stella is anchovy pizza? Of course not! So in this case, tasted is an action verb

and expresses something Stella is doing.

The anchovy pizza tasted delicious.

The anchovy pizza is delicious? Some people think so! Sense tasted can be

replaced with is , the verb tasted is a linking verb in this sentence.

I smelled the cookies baking as soon as I walked in the door.

I am the cookies? Not me. Smell, in this case is acting as an action verb.

The cookies smell divine.

The cookies are divine? Absolutely! Have one! Smell is a linking verb in the

above sentence.

When Karen felt the slimy fish, she dropped it immediately.

Karen is  the slimy fish? Of course not! Again, here we‘re dealing with an action

verb.

Felt is something Karen is doing.

(Ex.: be, appear, seem, become )

  I became a feminist as an alternative to becoming a masochist

he future will be better tomorrow

ACTION VERB

The action verb may be either transitive (take a direct object) or intransitive (nottake a direct object).

see jump embrace write imagine buy plummet think  etc. 

Terms used to identify various parts of each sentence pattern include thefollowing:

  NP = noun phrase

This abbreviation refers to a headword noun and its modifiers ("nounphrase") functioning as a subject, direct object, indirect object, subjectivecomplement, or objective complement.

  NP1, NP2, NP3, etc. = designations for different noun phrase functions

Numbers in sequential order are used with each NP to designate itsdifference from or similarity to other NPs before and after it.

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  V-be = verb of being

  LV = linking verb

  V-int = intransitive verb

  V-tr = transitive verb

  ADV/TP = adverbial of time or place  ADJ = adjective

Explode ! Scream ! Sneeze ! Type ! Kick ! What are these words doing? They areexpressing action, something that a person, animal, force of nature, or thingcan do . As a result, we call these words action verbs . Look at the examplesbelow:

In the library and at church, Michele giggles inappropriately.Giggling is something that Michele can do .

Because of the spicy Jamaican pepper, David reached for his glass of iced

tea.

Reaching is something that David can do —happily, if his mouth is on fire.

Carlos watched pretty women in skimpy bikinis parading on the beach.

Watching is something that Carlos can do .

The alarm clock buzzed  like an angry bumblebee.

Buzzing is something that the alarm clock can do .

The coffee maker gurgled on the kitchen counter.

Gurgling is something that the coffee maker can do .

If you are unsure whether a sentence contains an action verb or not, look at

every word in the sentence and ask yourself, "Can a person or thing do this?"

HERE IS A LITTLE STORY TO HELP YOU LEARN ABOUT ACTION VERBS.

Anna Action/Verb jumped from bed on Monday. She ran to the breakfast table,

doing three cartwheels on the way.

"Anna, you are too active!" said Mrs. Action/Verb."So?" Anna replied as she leapt out the door.

She raced her friend, Donna Direct-Object, all the way to school. But

shecouldn't sit still. Ms. Sentence, the teacher, tapped her ruler on her desk

andsaid, "Anna, SIT STILL!"

"Yes, ma'am," Anna said as she picked up her pencil.

When the class lined up for Art, Patrick Pronoun whispered, "You'd

betterstop being so active. You'll get into trouble." But Anna was seeing how

long she could hop on one foot and not trip over Donna.

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The Art teacher, Mrs. Preposition, was showing the class how to draw

snowflakes when Anna tipped over in her chair. Then she did five somersaults

right into a table. Anna got a bruise on her forehead and had to go to the nurse.

Then Mr. Noun, the principal, wrote a note home to Anna's parents. And

can you guess what Mr. and Mrs. Action/Verb decided? No gymnastics, Anna's

favorite class, for a week!

So Anna learned to do flips only in gymnastics and to learn in school

instead

TRANSITIVE / INTRANSITIVE VERBSE

AND INTRANSITIVE ACTION 

There are two types of action verbs: transitive and intransitive. A transitive verbfollowed by an object that receives the action of the verb. Examples ofTransitive action verbs: I cleaned the windows yesterday. I took my baby to theclinic. We hunt rabbitsYou pushed the bag. ("bag" is the direct object of "pushed") An intransitive verbconveys an action but is not followed by an object. Examples of intransitiveaction verbs: The girl criedquietly.' He runs' or 'it falls' 

An intransitive verb has two characteristics. First, it is an action verb, expressing a doable activity like arrive , go , lie , sneeze , sit , die , etc. Second,unlike a transitive verb, it will not have a direct objectreceiving the action.

Here are some examples of intransitive verbs:Huffing and puffing, we arrived at the classroom door with onlyseven seconds to spare.Arrived = intransitive verb.James went to the campus cafe for a steaming bowl of squideyeball stew.Went = intransitive verb.To escape the midday sun, the cats lie  in the shade under our cars.Lie = intransitive verb.

Around fresh ground pepper, Sheryl sneezes with violence.Sneezes = intransitive verb.In the evenings, Glenda sits on the front porch to admire herimmaculate lawn.Sits = intransitive verb.Flipped on its back, the beetle that Clara soaked withinsecticide dies under the refrigerator.Dies = intransitive verb.

I hate you. ("you" is the direct object of "hate")I gave you  the doll. ("doll" is the direct object, and "you" is the non-prepositional 

indirect object of "give") 

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John traded his apple and Jane's orange with her. ("his apple and Jane'sorange" is the object of "traded", but "with her" is not)I ate the pie. ("pie" is an object of "ate")I tried on the shoes. ("shoes" is an object of "tried")The meaning of a transitive verb is incomplete without a direct object, as in the

following examples:INCOMPLETE The shelf holds.COMPLETE The shelf holds three books and a vase of flowers.INCOMPLETE The committee named.COMPLETE The committee named a new chairperson.INCOMPLETE The child broke.

COMPLETE The child broke the plate.

VERB PRHASE

Sometimes a verb is composed of two or more words. This type of verb iscalled verb phrase or verb phrase in Spanish. 

An example of Verbal Phrase or Verb Phrase in English The most important verb in a verb phrase is called the mainverbor main verb. In the sentences above, the main

verbs were sailedand sailing. The other verbs arecalled verbs or helping verbsassistants. 

V

ER

B

 

P

H

R

A

S

E  Main verb

The main verb tense states the action of the subject. The

main verb can be the only verb in the sentence, but the main

verb can also be used with an auxiliary verb or a verb  

Support Auxiliary: forms of do. Followed by a base a base form

Passive: forms of be, followed by – ed participle

Progressive: forms of be, followed by – ing participle

Perfect, forms of have, followed by –ed participle

Modal: can, may, should, etc., followed by a base

  Auxiliary

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 Some helping verbs can also be main verbs. 

For example: 

He is the sailor. She have the boat. | He is sailing. She HasBought the boat. 

The verb phrases or verb phrases are sometimes interrupted by other words. 

For example: 

We have not gone to sea before. They Could Have Been searching for a New World. Certainly I Should Have Not Become a Sailor

In linguistics, an auxiliary verb is a verb that gives more semantic or

syntactic information about a main or full verb. In English, theextra

meaning an auxiliary verb provided by altering the basic meaning of the

main verb to make one or more of the following

functions: passive, progressive aspect, perfect aspect, modality

oremphasis. It is also called helping verb, auxiliary verb, auxiliary

verb or auxiliary aids and brief verbal

The modal verbs in English are as follows, paired as present

and preterite forms.

  shall and should 

  will and would 

  may and might 

  can and could 

  mote (Archaic) and must 

Note that use of the preterite forms does not necessarily refer to past time.

The following have also been categorized by some as modal verbs:[1]:p. 33;[2] 

  ought (to) 

  had better 

  dare 

  need 

Note that dare and need are much more commonly used as non-modal verbs,

taking -s in the third person singular and having an infinitive and past and

present participles. Further, some authors do not mention had better and

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explicitly reject ought (to) on the grounds that the main verb infinitive is required

to include the particle to .

The following are not modal verbs although they have some similar

characteristics:

  used to 

  do 

  be going to 

  have to 

The auxiliary verb and the modal verb must be used with a main verb tense.

The main verb expresses the main action or state of being of the subject in the

sentence and changes form according to the subject (singular, plural, 1st

person, 2nd person, 3rd person). 

The main verb tense is:

The main verb tense can be in its infinitive/basic form (simple 

The main verb tense states what the action of the subject.

-ed -ing -s -es are some common endings that can be added to the main verb

according to the tense.

It is common that the main verb doesn't change form, because the auxiliary

words change form.When using the continuous tense and the perfect verb tense auxiliary verb(s)

are used with the main verb tense.

When an auxiliary verb is used the main verb doesn't change form according to

the subject.

The main verb tense can change form when an auxiliary verb is used to

according to the verb form.

Examples:

The cat eats fish.

The cats eat the fish

The cat has eaten the fish.

The cat ate the fish.

The cat has been eating the fish.

Dogs usually chase cats.

But my cat chases my dog.

My cat is chasing my dog.

My dog has sometimes chased my cat.

But, only because my cat ate my dog's dinner.

My cat has been eating my dog's dinner a lot.

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T h e P r e p o s i t i o n a l P h r a s e

Recognize a prepositional phrase when you see one.

At the minimum, a prepositional phrase will begin with a prepositionand endwith a noun, pronoun, gerund, or clause, the "object" of the preposition.

The object of the preposition will often have one or more modifiers todescribe it. These are the patterns for a prepositional phrase:

P R E P O S I T I O N + N O U N , P R O N O U N , G E R U N D , O R C L A U S E  

P R E P O S I T I O N + M O D I F I E R ( S ) + N O U N , P R O N O U N ,  

G E R U N D , O R C L A U S E  

Here are some examples of the most basic prepositional phrase:

At home

At = preposition; home = noun.In time

Relative Clause (whoever wants it)

Complement

Preposition

-ing Clause (winning the election)

Single Word (under, with, to, in, for, by)

Multiple Word (next to, instead of, due to)

-  Adverb (now, then)

Noun Phrase (her, the books, a litlle longer)

P

RE

P

O

S

I

T

I

O

NA

L

 

P

H

R

A

S

E

- Clause

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In = preposition; time = noun.

From Richie

From = preposition; Richie = noun.

With me

With = preposition; me = pronoun.

By singing

By = preposition; singing = gerund.

About what we need

About = preposition; what we need = noun clause.

Most prepositional phrases are longer, like these:

From my grandmother

From = preposition; my = modifier; grandmother = noun.

Under the warm blanket

Under = preposition; the , warm = modifiers; blanket = noun.

In the weedy, overgrown gardenIn = preposition; the , weedy , overgrown = modifiers;garden = noun.

Along the busy, six-lane highway

Along = preposition; the , busy , six-lane = modifiers;highway = noun.

By writing furiously

By = preposition; writing = gerund; furiously = modifier.

Understand what prepositional phrases do in a sentence.

A prepositional phrase will function as an adjective or adverb. As an adjective,the prepositional phrase will answer the question Which one?  

Read these examples:

The book on the bathroom floor  is swollen from shower steam.

Which book? The one on the bathroom floor !

The sweet potatoes in the vegetable bin are green with mold.

Which sweet potatoes? The ones forgotten in the vegetable bin !

The note from Beverly confessed that she had eaten the left over

pizza.

Which note? The one from Beverly !As an adverb, a prepositional phrase will answer questions such asHow? 

When? or Where?  

Freddy is stiff from yesterday's long football practice .

How did Freddy get stiff? From yesterday's long football practice !

Before class , Josh begged his friends for a pencil.

When did Josh do his begging? Before class !

Feeling brave, we tried the Dragon Breath Burritos at Tito's Taco 

Palace .

Where did we eat the spicy food? At Tito's Taco Palace !

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Remember that a prepositional phrase will never contain the subject of a

sentence.

Sometimes a noun within the prepositional phrase seems the logicalsubject of

a verb. Don't fall for that trick! You will never find a subject in a prepositional

phrase. Look at this example:

Neither of these cookbooks contains the recipe for Manhattan-

style squid eyeball stew.

Cookbooks do indeed contain recipes. In this sentence, however,cookbooks is

part of the prepositional phrase of these cookbooks .Neither —whatever a

neither is—is the subject for the verb contains .

Neither is singular, so you need the singular form of the verb,contains . If

you incorrectly identified cookbooks as the subject, you might write contain ,

the plural form, and thus commit a subject-verb agreement error.

Some prepositions—such as along with and in addition to —indicate "more tocome." They will make you think that you have a plural subject when in fact you

don't. Don't fall for that trick either! Read this example:

Tommy, along with the other students , breathed a sigh of relief

when Mrs. Markham announced that she was postponing the due

date for the research essay.

Logically, more than one student is happy with the news. But Tommy is the only

subject of the verb breathed . His classmates count in the real world, but in thesentence, they don't matter, locked as they are in the prepositional phrase.

Phrases

NP: Noun Phrase

The dog, a kind man

VP: Verb Phrase

Work hard, play basketball

PP: Prepositional Phrase

In the house, above the table

AP: Adjective Phrase

Very small, quite certain

The girl with blue eyes called me and brough a flowe r 

Det 

Conjadj pron

NMV

adj.Prep.N NDetverb

VPNP VP

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SENTENCE PATTERNS

PATTERN 1

A sentence grammatically consists of a NP and a VP, so that the rule for a

sentence would be: S—NP and VP. Traditiorial gramrnar used the terminologysubject and predicate.

SYNTAX.

The correct formula for a Pattern 1 sentence is NP+Vi+(Adv.). The verb in this

pattern is intransitive. An intransitive verb does not require that an NP or Adj

be used as a complement. A pattern l sentence may consist only of a NP and a

Verb. Intransitive verb may consist of a verb plus the particle. The particle is a

complement of the verb that completes its meaning. Particles include the words

down, up, around, out, and in. The meaning of the verb plus the particle isusually different from the individual meaning of the two words. The other

constituent that may be used is an adverbial, or more that one adverbial.

Examples:

a. Subject + Predicate

He ran.

b. NP + Vi

She sleeps.

Elizabeth swims.

Dolphins leap.

The children sat down

c. NP + Vi + Adv

She sleeps soundly.

The children sat down quickly

PAPTERN 2

The second of the sentence patterns is the most frequently used of the five

patter ns. This pattern expresses the subject + verb+object syntactic

relationship.

SYNTAX

The formula for a Pattern 2 sentence is NP1 + V + NP2 + (Adv). Tlie first NP is

marked with 1. The NP2 indicates the dfrect object. In traditional grammar, the

pattern could be designed as subject + verb + direct object. .In a basic

pattern 2, the linear positions are subject + verb + direct object + indirect

object.

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The indirect object syntactically, is the NP in a prepositional phrase introduced

by to or for, indirect object comes before the direct object.

a.- NP1+ V+ NP2 + (Adv)

The team played football all afternoon.

b. subject + verb + direct object.

Juan Carlos cleans the house

He likes pickles. 

The teacher read a story

c. subject + verb + direct object + indirect object.

The teacher read a story for the children

Samantha called her sister a baby.

The king made Gawain a knight.

The computer is made in Japan

PATTERN 3

These patterns contain linking verb that are stative. The móst often used of the

linking verbs is the copula be. Sentence of these patterns may be used to

express feelings about ourselves or others and to designate states, conditions

or equivalent of persons or things.

SYNTAX

The adjective is the central word in the pattern

Sentence, the formula for which is NP + LV + Adj + (Adv). The verb, designed

as LV is a linking verb. The copula be is the most frequently used of the verbs in

Pattern 3.

Other verbs that may serve as linking verbs in pattern 3 are: taste, feel, smell,

look, sound, turn, grow, seem, become, remain, stay, appear. These linkingverbs refer to states or to stative processes.

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In pattern 3 basic sentences, the linking verb is always followed immediately by

an adjective, expansion with optional adverbials.

a. NP + LV + Adj

The cookies smell good

The sea is beautiful.

b. NP + LV + Adj

The boss was nervous

c.. NP + Vi + Adj + (Adv).

The children appeared unset this morning

George bécame sick last night

PATTERN 4

The formula for pattern 4 is NP1 + LV + NP1 + (Adv optional). In this pattern we

have two NP1; one is in the subject and another in the predicate but both refest

to the same person or thing. The verb most frequently used in the pattern is the

copula verb be.

The linking verbs used in this pattern are: become, remain, stay and seem, but

also used verbs to describe a changinsg state like; turn into, turn to, change to,

change into.

a. NP1 + LV + NP1

Mary is a nurse

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b. NP1 + VL + NP1 + Adv.

John became a fire fighter last year

My grandparents are senior citizens

PATTERN 5

This pattern consist of a NP, the verb be, and a obligatory adverbial. A second

adverbial is optional.

The formula to this pattern is NP +LV-be + Adv(obligatory) + (Adv optional.)

The most commonly used of the obligatory adverbials are adverbials of place

and time.

a. NP + LV-be + Adv

The coach must be in the gym

b. NP + VE + Adv

The water turned in the morning

e. NP + Vbe + Adv +(Advi)

The game will be in Chicago this year

―The boy with red shorts kicked the ball.‖ 

‗with red shorts‖ is a prepositional phrase that further describes ―te boy‖

This can be represented, within the basic sentence structure, as follows:

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Here we can see how te Prepositional Phrase (PP) ―with red shorts‖ is

embedded within te subject Noun Pirase (NP) so that te subject is subdivided

into a Noun Phrase and Prepositional Phrase (PP). the Prepositional Phrase

itself contains a further Noun Phrase. The parsing diagram clearly shows the

hierarehical relationship between the sentence and its components. There are

many other ways of extending this structure by embedding subordinate phrases

at different parts of the basic structure.

Conjoining.

It is also posible to extend sentences by joining together complete structures or

complete and incomplete structures, for example:

―The boy with red shorts kicked the ball and scored a. goal‘ 

The conjunction ―and‖joins together the complete sentence: 

―The boy with red shorts kicked the ball‖ and the verb phrase:

―scored a goal‖ 

THE REPRESENTATIONS OF SYNTAX

By parsing diagrarns

Here, me parts of a sentence are shown in a graphical way that emphasises the

hierarchical reiationships between ffie components of a sentence. For btampie:

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The aboye structure is the basic syntactic structure for a sentence in the English

language. As more complex sentences are considered, it is easy, by ffiis

method, to see how these different structures relate to each other, by further

breaking down the branches of the structure. The syntax of the language

contains the mies which goven ifie structure of phrases and how these can be

 joined together. The structures and associated mies var from ene language to

another.

Parsing diagrams are capable of representing not just ene particular language

‗5 grammar but are capable of representing any kind of granunar. For insance,

they can be used te represent the mies of invented languages such as

computer prgramming languages.

This method of representation is the ene that I willl use to represent musical

structures because of the graphic nature of the representation and the flexibility

of the approach. By this method, we can show the types of syntactic structures

in music and show how they relate to each other by expending or contracting

branches of the structure.

This could be represented as follows: Det+N

NOUN PHRASE

Det+ Adv+N+PP

Det + N

Det+N+Adv

Det + Adv+N

Det +N+PP

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The bus in the yard

VERB

PHRASEV+NP+PPV+PP

Det N P Det N

PP

NOUN PHRASE

NPNP

Took the Money

V Det N

NP

Verb Phrase

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PP

VP

NP

CONCLUSION

In conclusion while I do this research I can understood very well the structure

of sentence, through examples and definitions, for me this work was very good

because it had not previously clear 

SENTENCE NP+Aux+VPNP+VP

The children put the toy in the box

Det N

Prep

Det N Det N

V

NP NP

Sentence

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REFERENCES NETGRAFICAS

http://www.writingcentre.uottawa.ca/hypergrammar/adjectve.html

http://www.writingcentre.uottawa.ca/hypergrammar/verbs.html

http://sapiens.ya.com/auladelengua/funcion.htm

http://www.towson.edu/ows/adverbs.htm

http://www.k12reader.com/linking-verbs-explained/ 

http://www.ejemplode.com/6-ingles/174-

ejemplo_de_frases_verbales_en_ingles_[verb_phrases].htmlhttp://www.wiziq.c

om/tutorial/141290-Sentence-patterns-and-Sentence-Structure

http://www.towson.edu/ows/sentpatt.htm

http://www.angelfire.com/blues/writing/sentence_pattern.html

http://www.usciences.edu/writing/handouts/ss/SS07-BasicSentencePatterns.pdf