Morphology - Auxiliaries, Modifiers

8/12/2019 Morphology - Auxiliaries, Modifiers

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Lecture 10: AUXILIARIES AND VERBS, VERBAL PHRASES;Lecture 11:ADJECTIVES AND ADVERBS; DANGLING MODI IERS

!"#0 Pr$%&e'( )*t+ u-*&* r*e(

When it follows a modal, the auxiliary have is often pronounced like of and is therefore sometimes misspelledof . The correct spelling is have after the modals in these sentences:

I should have said something about it long ago.Somebody else would have paid.You might have helped me.She could have become the mayor.

The semi-modal had better is often rendered as d better or better in speech:

He better not be late.

Use the full expression in formal writing:

He had better not be late.

Ought to should be the first verb in the verb phrase. ombinations such as didnt ought to and hadnt ought toare non-standard.

!"#1 C$''$.&/ C$. u(e Ver%(: S / 2 Te&&; M 3e 2 D$; L*e 2 L /; R*(e 2 R *(e; S*t 2 Set

S / Te&&Be $re 4u$te (5eec+

He says, "Hello" He says, "Hello" to me.Be $re that

He says that she is doing well. Be $re indirect object + that!hey told her that he is doing well. or !hey told her to do her best.

I. t+e(e e-5re((*$.(:hat time does the cloc# say$Say, can you help me$ !attention getter"

I. t+e(e e-5re((*$.(: He always tells the truth a lie. He told me a %o#e story.

He told me his plans the facts. &ould you tell me the time.&an you tell the difference between the two$

M 3e D$reate #omethingShe is ma#ing me a ca#e. !$ indirect ob%ect"She ma#es ca#es 'for me(. !$ indirect ob%."

&erform #omething )o something* I am done. I have done all the housewor# this wee#.

aused ' (orced!hey made me cry.!hey made the computer wor#. !$ ob%ect"

ause ' ausedShe did me wrong.She did me a favor.

It will do you no harm.)xpressions:

I made a mista#e.)xpressions:

How do you do$ !greeting"


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He made a good speech.She made dinner. !prepared"

+lease, ma#e your bed. !arrange, put together" I m trying to ma#e a living . !earn"!hat doesn t ma#e sense.

He wants to ma#e a difference. I m ma#ing progress. He made an e-cuse for being late. !thought of" a#e up your mind* !settle'finali*e" He made an impression on us. !impressed" /ill and his brother made up . !reconciled"e ll have to ma#e do until 0riday . !manage"She is ma#ing up her face. !applying makeup"

)id you ma#e a good choice. !select"e made out well in the stoc# mar#et. !succeeded"

I made up missing assignments. !completed late"and many more expressions.

hat do you do$ !occupation" How are you doing$ !greeting" )o your best* 1re you going to do your hair$ !style"&an you do without cigarettes. !survived'managed"

)o a good turn each day. !perform charitablework"

I had to do it all over again . !repeat"

L*e 6rec&*.e7 L / +on-transitive !not followed by an ob%ect" 2ie down and ta#e a nap. He lies in bed awa#e at night.

Transitive !followed by an ob%ect" 2ay the baby down for her nap.

2ay the boo# on the table.)xpressions!he old church lies north of town. !is located"!he legislation laid the foundation for more law

suits. !made it easier for"&*e past & / participle & *.

)xpressions He was laid to rest on Sunday. !buried, ended"

& / past & * participle & *

Lie , lay

The intransitive verb lie ! be in a reclining position " and the transitive verb lay ! place " are often confused, because the past tense of lie is lay and the present tense of lay is lay or lays . ere are the forms of the twoverbs:

t$ &*e t$ & /5re(e.t te.(e lie , lies lay , lays8*.9 5 rt*c*5&e lying laying5 (t te.(e lay laid8 e 5 rt*c*5&e lain laid

ere are some more examples of sentences with these verbs:

lie Is she lying on the sofa$!he children lay asleep on the floor.

I have lain in bed all morning.

lay 1re you laying a bet on the ne-t race$ He laid his head on his arms.


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!he hens have laid a do3en eggs this morning.

R*(e 6 (ce. 7 R *(e +on-transitive !not followed by an ob%ect" +lease rise and say your name.!he sun rises in the morning.!he bread dough rose 4uic#ly.

Transitive !followed by an ob%ect" 1 boy scout raised the flag. y employer raised my salary.

)xpressions )xpressions y grandparents raised me. 'fostered( rs. 5reen raises roses. 'grows(!he landlord raised my rent. 'increased(

6aise the window shades and let some light in. 'open(

S*t Set 65& ce7 +on-transitive !not followed by an ob%ect"Sit in your own chair.

He sat at the airport all morning.

Transitive !followed by an ob%ect" +lease set the dishes on the counter. I had to set my watch for day7light savings time.)xpressions I had to set my watch for day7light savings time. 'ad%ust( +lease set the table. 'arrange plates and silverware( He set a good e-ample for us all. 'establish( He set out on a long adventure. 'embar#ed(!he %ello set after two hours in the refrigerator. 'firmed(

!"## Pre(e.t te.(e

#tandard written )nglish re/uires the 7s inflection for the third person singular and no inflection elsewhere: 8ohns says .I say . She knows . e know . !he dog bites . !hey bite . It does . You do .

(orms such as I says , you knows , and it do are fre/uently used in casual conversation, but they are non-standard forms and should therefore be avoided in writing.

+egative contractions sometimes cause difficulties. The standard contraction of does not is doesnt ! shedoesnt ", not dont . +egative aint is commonly heard in conversation as a contraction of various combinations,including am not , is not , have not , and has not , but it is not a standard form.

!"# P (t . 8e 5 rt*c*5&e

0egular verbs have the same form for the past and the -ed participle:

He laughed loudly. He hasnt laughed so much for a long time.

#ome irregular verbs have different forms:

She spoke to me about it.She has spoken to me about it .

)xcept in written representations of non-standard speech, do not write non- standard forms for the past and -ed participle:


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I done my assignment. ! orrect to did ."e seen the movie last wee#. ! orrect to saw ."

He was shook up by the news. ! orrect to sha#en ."

#ome verbs have variant forms that are acceptable for both past and -ed participle: dreamed, dreamt9 #neeled,#nelt9 lighted, lit9 shined, shone.

The past and -ed participle of hang is generally hanged in the sense suspend by the neck until dead ! He washanged for murder " and is hung for all other meanings !The picture was hung on the wall ".

!"# P (t . (u% do/did *. 4ue(t*$.(

The present sub%unctive is used to refer to situations that are very unlikely or that are contrary to the facts:

I wish she were here. He behaves as though he were your friend.Suppose she were here now.

If I were you, I wouldnt tell him.

The present sub%unctive is - for all persons - were , which is used for the first and third person singular of theverb be in formal )nglish. 1n less formal style the simple past was is generally used in the same contexts:

I wish she was here. If I was you, I wouldnt tell him.

(or the plural and the second person singular of be and for verbs other than be , the present sub%unctive isidentical in form with the simple past and it is used to refer to situations in the present or future that are veryunlikely or that are contrary to fact. 2ne very common context is in conditional clauses, that is, clauses thatexpress a condition on which something else is dependent:

If they were graduating ne-t year, they would need to borrow less money. !3ut they probably will not begraduating next year."

If she lived at home, she would be happier. !3ut she does not live at home." If you were an inch taller, you could be a bas#etball player. !3ut you re not likely to get taller."

The verb in the main clause is always a past modal, usually would or could . 1f the situations are set in the past,the past sub%unctive 4 identical in form with the past perfect - is used in the conditional clause and a past perfectmodal, usually would have , in the main clause:

If we had been there yesterday, we would have seen them . !3ut we were not there yesterday."

If he had been given a good mar#, he would have told me. !3ut it seems that he was not given a good mark."

1n other words, in a conditional sentence, the conditional mood is used in the main clause and the sub%unctivemood in the subordinate conditional clause.

1f the auxiliary in the conditional clause is were , had , or should , we can omit if and front the auxiliary:

ere she here now, there would be no problem. Had we stayed at home, we would have met them.Should you see him, give him my best wishes.


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!"#? Mu&t*5&e .e9 t*$.

#tandard )nglish generally allows only one negative in the same clause. +on- standard )nglish allows two ormore negatives in the same clause

$u%&e .e9 t*$. !hey didnt say nothing .c$rrecte !hey said nothing .

!hey didnt say anything . triple negation

tr*5&e .e9 t*$. Nobody never believes nothing I say.c$rrecte :obody ever believes anything I say.

$u%&e .e9 t*$. I didnt li#e it, neither .c$rrecte I didnt li#e it, either .

+egative adverbs include not only the obvious negative never , but also barely, hardly, scarcely :

$u%&e .e9 t*$. I cant hardly tell the difference .c$rrecte I can hardly tell the difference.

#tandard )nglish allows double negation when the two negatives combine to make a positive. When notmodifies an ad%ective or adverb with a negative prefix !unhappy , indecisively ", it reduces the negative force ofthe word, perhaps to express an understatement:

It was a not un happy occasion. ! a fairly happy occasion " She spo#e not in decisively. ! fairly decisively "

2ccasionally both the auxiliary and the main verb are negated:

e cant not agree to their demands. ! 1t s not possible for us not to agree to their demands. "

2ther negative combinations also occasionally occur:

Nobody has no complaints. ! There is nobody that has no complaints 5 )verybody has some complaints. "

Ver% & 5+r (e(

!"#@" I. *.*t*=e 5+r (e6n infinitive phrase consists of an infinitive 7 the root of the verb preceded by to 7 and any modifiers orcomplements associated with it. 1nfinitive phrases can act as ad%ectives, adverbs, and nouns.

Her plan to subsidize child care won wide acceptance among urban politicians. 8modifies plan , functions as anad%ective9She wanted to raise taxes . 8noun-ob%ect of the sentence9To watch ;ncle /illy tell this story is an eye7opening e-perience . 8noun-sub%ect of the sentence9To know her is to love her . 8noun, sub%ect and sub%ect complement9

8uan went to college to study veterinary edicine . 8tells us why he went, so it is an adverbial9

I. *.*t*=e(6n infinitive is a verbal consisting of the word to plus a verb !in its simplest stem form" and functioning as anoun, ad%ective, or adverb. The term verbal indicates that an infinitive, like the other two kinds of verbals, thegerund and the participle, is based on a verb and therefore expresses action or a state of being. owever, the


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infinitive may function as a sub%ect, direct ob%ect, sub%ect complement, ad%ective, or adverb in a sentence.6lthough an infinitive is easy to locate because of the to $ verb form, deciding what function it has in asentence can sometimes be confusing.

To wait seemed foolish when decisive action was re4uired. !sub%ect"


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Ver%( t+ t t 3e *. *.*t*=e $%


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!o buy a bas#et of flowers, . 6n infinitive phrase consists of an infinitive plus modifier!s", ob%ect!s", complement!s", and'or actor!s".?. 6n infinitive phrase re/uires a comma only if it is used as an adverb at the beginning of a sentence.

S5&*t *. *.*t*=e(

#plit infinitives occur when additional words are included between to and the verb in an infinitive. @anyreaders find a single adverb splitting the infinitive to be acceptable, but this practice should be avoided informal writing.

E- '5&e(:

1 like to on a nice day wal# in the woods. A !unacceptable" 2n a nice day, 1 like to wal# in the woods. !revised"

1 needed to /uickly gather my personal possessions. !acceptable in informal contexts" 1 needed to gather my personal possessions /uickly. !revised for formal contexts"

!"# " GERUND PHRASEBerunds, verbals that end in - ing and that act as nouns, fre/uently are associated with modifiers andcomplements in a gerund phrase. These phrases function as units and can do anything that a noun can do.

+otice that other phrases, especially prepositional phrases, are fre/uently part of the gerund phrase.

"ra ing !or tests is not a good study strategy. 8gerund phrase as sub%ect9 8ohn en%oyedswi ing in the lake a!ter dark . 8gerund phrase as ob%ect9 I m really not interested in studying bioche istry !or the rest o! y li!e . 8gerund phrase as ob%ect of the preposition in 9

Geru. (6 gerund is a verbal that ends in 7ing and functions as a noun. The term verbal indicates that a gerund, like theother two kinds of verbals, is based on a verb and therefore expresses action or a state of being. owever, sincea gerund functions as a noun, it occupies some positions in a sentence that a noun ordinarily would, forexample: sub%ect, direct ob%ect, sub%ect complement, and ob%ect of preposition.Geru. ( (u%


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y cat s favorite activity is sleeping . !The gerund is (&ee5*.9 ." y cat s favorite food is salmon . !The gerund has been removed."

Geru. ( $%


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%orking around the clock , the firefighters finally put out the last of the &alifornia brush fires . 8modifiesfirefighters 9!he pond, !rozen over since early &ece ber , is now safe for ice7s#ating . 8modifies pond 9

P rt*c*5&e(6 participle is a verbal that is used as an ad%ective and most often ends in 7ing or 7ed . The term verbal indicatesthat a participle, like the other two kinds of verbals, is based on a verb and therefore expresses action or a stateof being. owever, since they function as ad%ectives, participles modify nouns or pronouns. There are two typesof participles: present participles and past participles. &resent participles end in -ing. &ast participles end in 7ed7en, 7d , 7t , or 7n, as in the words as#ed , eaten , saved , dealt , and seen .

!he crying baby had a wet diaper. 'haken , he wal#ed away from the wrecked car. !he burning log fell off the fire. ' iling , she hugged the p anting dog.

6 participial phrase is a group of words consisting of a participle and the modifier!s" and'or !pro"noun!s" ornoun phrase!s" that function as the direct ob%ect!s", indirect ob%ect!s", or complement!s" of the action or stateexpressed in the participle, such as:

(e oving his coat , 8ac# rushed to the river.The participial phrase functions as an ad%ective modifying )ack " Re'$=*.9 !participle" +*( c$ t !direct ob%ecof action expressed in participle"

)elores noticed her cousin walking along the shoreline .The participial phrase functions as an ad%ective modifying cousin " ) &3*.9 !participle" &$.9 t+e (+$re&*.e!prepositional phrase as adverb"&hildren introduced to usic early develop strong intellectual s#ills.The participial phrase functions as an ad%ective modifying children " *.tr$ uce 6t$7 !participle" 'u(*c !directob%ect of action expressed in participle" e r&/ !adverb"H =*.9 %ee. 9/'. (t , Cynn knew the importance of exercise.T+e 5 rt*c*5* & 5+r (e u.ct*$.( ( .


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!he local residents often saw =en wandering through the streets. !The phrase modifies =en , notresidents ."

!om nervously watched the woman, alarmed by her silence . !The phrase modifies !om , not woman ."

P$*.t( t$ re'e'%er=. 6 participle is a verbal ending in 7ing !present" or 7ed , 7en, 7d , 7t , or 7n !past" that functions as an

ad%ective, modifying a noun or pronoun.>. 6 participial phrase consists of a participle plus modifier!s", ob%ect!s", and'or complement!s".?. &articiples and participial phrases must be placed as close to the nouns or pronouns they modify as

possible, and those nouns or pronouns must be clearly stated.D. 6 participial phrase is set off with commas when it:

o a" comes at the beginning of a sentenceo b" interrupts a sentence as a nonessential elemento c" comes at the end of a sentence and is separated from the word it modifies.

!" 0" COMPARING GERUNDS, PARTICIPLES AND IN INITIVES

C$'5 r*.9 Geru. ( . P rt*c*5&e(Cook at the following pair of sentences. 1n the first, the use of a gerund !functioning as a noun" allows themeaning to be expressed more precisely than in the second. 1n the first sentence the interrupting itself, a specific

behavior, is precisely indicated as the cause of the speaker;s irritation. 1n the second the cause of the irritation isidentified less precisely as 3ill, who %ust happens to have been interrupting. !1n the second sentence,interrupting is actually a participle, not a gerund, since it functions as an ad%ective modifying 3ill."

I was irritated by /ill s constant interrupting . I was irritated by /ill, constantly interrupting .The same pattern is shown in these other example pairs below: in the first of each pair, a gerund !noun-function"is used5 in the second, a participle !ad%ective-function". +otice the subtle change in meaning between the twosentences in each pair.E- '5&e(: !he guitarist s !inger picking was e-traordinary . !The techni4ue was extraordinary."!he guitarist, !inger picking , was e-traordinary. !The person was extraordinary, demonstrating the techni/ue."

He was not impressed with their co peting . !The competing did not impress him." He was not impressed with them co peting . !!hey did not impress him as they competed."5randpa en%oyed his grandchildren s running and laughing .5randpa en%oyed his grandchildren, running and laughing .> !6mbiguous: who is running and laughingE"

C$'5 r*.9 Geru. ( . I. *.*t*=e(The difference in the form of gerunds and infinitives is /uite clear %ust from comparing the following lists:

Geru. (: swimming, hoping, telling, eating, dreaming I. *.*t*=e(: to swim, to hope, to tell, to eat, to dream

Their functions, however, overlap. Berunds always function as nouns, but infinitives often also serve as nouns.

Feciding which to use can be confusing in many situations, especially for people whose first language is not)nglish.onfusion between gerunds and infinitives occurs primarily in cases in which one or the other functions as thedirect ob%ect in a sentence. 1n )nglish some verbs take gerunds as verbal direct ob%ects exclusively while otherverbs take only infinitives and still others can take either. @any such verbs are listed below, organi*edaccording to which kind of verbal direct ob%ect they take.

Ver%( t+ t t 3e $.&/ *. *.*t*=e( ( =er% & *rect $%


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hope want plan attempt

propose intend pretendE- '5&e(:

I hope to go on a vacation soon. !.$t: 1 hope going on a vacation soon.A" He promised to go on a diet. !.$t: e promised going on a diet. A"!hey agreed to sign the treaty. !.$t: They agreed signing the treaty.A"

/ecause she was nervous, she hesitated to speak . !.$t: 3ecause she was nervous, she hesitated spea#ing .A"

!hey will attempt to resuscitate the victim. !.$t: They will attempt resuscitating the victim.A"

Ver%( t+ t t 3e $.&/ 9eru. ( ( =er% & *rect $%


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1n the second of each pair of example sentences above, the past progressive gerund form having taken can beused in place of taking to avoid any possible confusion.

Se.(e =er%( t+ t t 3e . $%


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A =er%( .


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0ule D. When referring to health, use well rather than good .

)xamples: I do not feel well .You do not loo# well today.

+2T):Gou may use good with feel when you are not referring to health.

)xample: I feel good about my decision to learn Spanish.

0ule H.6 common error in using ad%ectives and adverbs arises from using the wrong form for comparison. (orinstance, to describe one thing we would say poor, as in, She is poor . To compare two things, we should say

poorer , as in, She is the poorer of the two women . To compare more than two things, we should say poorest ,as in, She is the poorest of them all .

)xamples: 2ne Two Three or @ore sweet sweeter sweetest bad worse worst efficientA more efficientA most efficientA

AUsually with words of three or more syllables, don;t add 7er or 7est . Use more or most in front of the words.

0ule I.+ever drop the - ly from an adverb when using the comparison form.

She spo#e uickly orrect: She spo#e ore uickly than he did.

1ncorrect ? She spo#e uicker than he did.

!al# uietlyorrect ? !al# ore uietly .1ncorrect ? !al# uieter .

0ule J.When this, that, these, and those are followed by nouns, they are ad%ectives. When they appear without anoun following them, they are pronouns.

)xamples: This house is for sale . !!his is an ad%ective here."This is for sale. !!his is a pronoun here."

0ule K. !his and that are singular, whether they are being used as ad%ectives or as pronouns. !his points tosomething nearby while that points to something over there.

)xamples: This dog is mine.

That dog is hers.This is mine.That is hers.

0ule L. !hese and those are plural, whether they are being used as ad%ectives or as pronouns. !hese points tosomething nearby while those points to something over there.

)xamples: !hese babies have been smiling for a long time.!hese are mine.!hose babies have been crying for hours.!hose are yours.


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0ule =M. Use than to show comparison. Use then to answer the /uestion when .

)xamples: I would rather go s#iing than roc# climbing . 0irst we went s#iing9 then we went roc# climbing

1n other words, when it is not obvious whether to use an ad%ective or a related adverb, one rule is to use anad%ective if the word is the sub%ect complement after a linking verb. The ad%ective characteri*es the sub%ect:

She loo#ed angry .She feels bad.

I dont feel well . He sounded nervous .!he flowers smell sweet .!he food tastes good .

The adverb badly is often used with the linking verb feel , but in formal writing use feel bad .

ell in I dont feel well is an ad%ective meaning in good health . 1t is an adverb in He didnt play well .

1f the word characteri*es the manner of the action denoted by the verb, use an adverb in formal writing:

She writes well . !+ot: #he writes good " He hurt his nec# badly . !+ot: e hurt his neck bad "Your dog is bar#ing loudly . !+ot: Gour dog is barking loud "

If the %ob is done satis!actorily , I will give him other %obs !+ot: 1f the %ob is done satisfactory ... "

#ome words can have the same form for both the ad%ective and the adverb: early , fast , hard , late , slow , 4uic# , long , and words in - ly that are formed from nouns denoting time ! hourly , daily ".

1n informal speech, the adverbs slow, 4uic# , and deep also have parallel adverb forms in - ly : slowly , 4uic#ly ,and deeply . These three adverbs formed without the - ly suffix are mainly used with imperatives:

)rive slow .&ome uick .

)ig deep into your poc#et for a donation .

3oth direct and directly are adverbs in the senses in a straight line or without anything intervening :

e fa- our orders direct to 2ondon for immediate dispatch.!he !ranscaucasian republics try to bypass oscow by selling oil directly to ;#rainian nationalists.

!" # C$'5 r*($.

@ost ad%ectives and adverbs are gradable: we can view them as being on a scale of less or more. Bradablewords allow comparison !less foolish, more 4uic#ly " and modification by intensifiers that show how far they arealong the scale !somewhat foolish, very /uickly".

#ome ad%ectives and adverbs are not gradable5 for example, we cannot say more medical or very previouslyWriters vary on whether certain ad%ectives or adverbs are gradable. Those who treat them as non-gradable thinkthat they express the highest degree ! e-cellent " or that they cannot be measured on a scale ! uni4uely ". The mostcommon of these disputed words are complete'ly( , perfect'ly(, uni4ue'ly( . Get even in formal writing we find


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expressions such as a more perfect union or the most e-treme poverty. 1f you are in doubt, it is better not to treatthese words as gradable in formal writing.

Use the comparative for two only ! the older of the two girls " and the superlative for more than two !the oldest ofthe three girls( .

The comparative of the ad%ective bad and the adverb badly is worse !not worser "5 the superlative is worst !notworsest ".

0ewer goes with count nouns and less with non-count nouns:

= demonstrators = danger fewer > mistakes less > money ? votes ? time

!" Or er $ t+e =er%(1f several adverbs appear in a clause they are typically used in the order: manner'place'time se/uence:

She sang beauti!ully in the town hall last night. He waited uietly in the room for an hour.

@anner place time

1f you need to use more than one adverb of time at the end of a sentence, use them in this order: duration 4fre/uency 4 time:

I wor#ed on a farm f or !ive days every wee# last year.duration fre/uency time

#everal adverbs expressing the precise time when the event took place are ordered from the shortest to thelongest unit of time:

He was born at @A ocloc# in the morning on B :ovember, @CCD.

-nly

Where you put only in a sentence may affect how the reader understands the sentence. 1n speech you can makeyour intention clear through your intonation, but when you write, it is best to put only next to the word or phraseit refers to:

Only children can swim in the la#e before noon. !not adults"&hildren can only swim in the la#e before noon. !not fish"&hildren can swim only in the la#e before noon. !not in the pool"&hildren can swim in the la#e only before noon . !not in the afternoon"

The following words should also be positioned with care: also , even , %ust , merely .

!" D .9&*.9 '$ * *er(

6bsolute clauses are non-finite or verbless adverbial clauses that have their own sub%ects:

*ll their oney having been spent on repairs , they applied to the ban# for a loan. He nervously began his speech, his voice tre bling .!hey strolled by the river, their heads bare .


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!" "1" T+e $r'( $ =er%* & 5 rt*c*5&e(

The first two examples above contain participles. The three possible forms of the 7ing participle are:

=. 3asic form: wor#ing !signals a time overlapping with the time expressed in the main clause", such as

or#ing diligently on his paper, 8ohn began to type up the bibliography.

>. &erfective form: having wor#ed !signals a time preceding the time expressed in the main clause", such as

Having wor#ed on his paper since E +. ., 8ohn stopped at F to watch the bas#etball game.

?. &erfective-progressive form !rare": having been wor#ing !signals an action in progress at a time preceding thetime expressed in the main clause", such as

Having been wor#ing on his paper for more than a wee#, 8ohn decided he would turn it in without furtherrevision.

The 7en participle also has three possible forms:=. 3asic form: worn out !signals a reason for the result expressed in the main clause", such as:

orn out from all the wor#, 8ohn decided to rela-.

>. &rogressive form: being worn out !much like the basic form but with stronger emphasis on the fact that the participle gives a reason or cause for the result expressed in the main clause", such as:

/eing worn out from all the wor#, 8ohn decided to rela- for the evening.

?. &erfective form: having been worn out !signals that the action in the participle is completed before-and is alsothe reason for-the result expressed in the main clause", such as:

Having been worn out from three days wor# on his paper, 8ohn decided to rela- over the wee#end.

The basic form is by far the most fre/uent one for both the 4 ing and the 7en participle. The other forms dooccur, however, and grammar texts sometimes erroneously refer to the progressive and perfective forms of the7en participle as instances of the 7ing participle because of the initial 4 ing forms.

1f adverbial clauses have no sub%ect of their own, their implied sub%ect is generally the same as the sub%ect of thesentence:

.aving spent all his oney on a vacation to .awaii , :orman applied to the ban# for a loan. !+orman hasspent all his money on a vacation to awaii"

The adverbial use of 4 ing and 7en participles in clause-initial position is a potential problem for native as well asnonnative speakers of )nglish. )rrors such as the following are traditionally referred to as Ndangling modifiersOor Ndangling participlesO.


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#uch participles can usefully be viewed as reduced forms of adverbial clauses. owever, the reduction isgrammatically acceptable only if both clauses have the same underlying sub%ect. 6 dangling modifier has nosub%ect of its own, and its implied sub%ect cannot be identified with the sub%ect of the sentence though it canusually be identified with some other phrase in the sentence:

.9&*.9 eing blind , a dog guided her across the street .c$rrecte /eing blind, she was guided across the street by a dog.

.9&*.9 *lthough large enough , they did not li#e the apartment .c$rrecte 1lthough the apartment was large enough, they did not li#e it.

.9&*.9 *!ter turning the radio o!! , the interior of the car became silent.c$rrecte 1fter she 'or I , etc.( turned the radio off, the interior of the car became silent .

.9&*.9 %hen absent through illness , the company pays you your full salary for si- months.c$rrecte %hen you are absent through illness , the company pays you your full salary for si- months. .9&*.9 eing an excellent student , her teacher gave her e-tra wor# to do.

c$rrecte Since she was an e-cellent student, her teacher gave her e-tra wor# to do.

Thus, a dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. 6 modifierdescribes, clarifies, or gives more detail about a concept.

.aving !inished the assignment, 8ill turned on the !G.

"Having finished states an action but does not name the doer of that action. 1n )nglish sentences, the doer must be the sub%ect of the main clause that follows. 1n this sentence, it is 8ill . #he seems logically to be the one doingthe action ! having finished ", and this sentence therefore does not have a dangling modifier.

The following sentence has an incorrect usage:

.aving !inished the assign ent , the !G was turned on.

Having finished is a participle expressing action, but the doer is not the TP set !the sub%ect of the mainclause": TP sets don;t finish assignments. #ince the doer of the action expressed in the participle has not beenclearly stated, the participial phrase is said to be a dangling modifier.

!" "#" Str te9*e( $r re=*(*.9 .9&*.9 '$ * *er(:

=. +ame the appropriate or logical doer of the action as the sub%ect of the main clause:

.aving arrived late !or practice , a written e-cuse was needed.

ho arrived lateE This sentence says that the written excuse arrived late. To revise, decide who actually arrivedlate. The possible revision might look like this:

.aving arrived late !or practice , the team captain needed a written e-cuse.

The main clause now names the person ! the captain " who did the action in the modifying phrase ! arrived late ".

>. hange the phrase that dangles into a complete introductory clause by naming the doer of the action in thatclause:


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%ithout knowing his na e, it was difficult to introduce him.

Who didn;t know his nameE This sentence says that it didn;t know his name. To revise, decide who was tryingto introduce him. The revision might look something like this:

ecause 0aria did not know his na e , it was difficult to introduce him .

The phrase is now a complete introductory clause5 it does not modify any other part of the sentence, so is notconsidered dangling.

?. ombine the phrase and main clause into one:

!o improve his results, the e-periment was done again.

Who wanted to improve resultsE This sentence says that the experiment was trying to improve its own results.To revise, combine the phrase and the main clause into one sentence. The revision might look something likethis:

He improved his results by doing the e-periment again.

!" " " M*(5& ce M$ * *er(This is a common problem in speech. +evertheless, writing has to be more precise than speaking, or it will bemisunderstood.

6 '*(5& ce '$ * *er is simply a word or phrase describing something but not placed near enough the word itis supposed to modify. The modifying word or phrase is not dangling5 no extra words are needed5 the modifieris %ust in the wrong place.

I.c$rrect : I had to ta#e down the shutters painting the house yesterday . !1t sounds like the shutters painted thehouseQ"

&lace the modifying phrase painting the house near or next to the word it is meant to modify.

C$rrect : +ainting the house yesterday, I had to ta#e down the shutters.

!" " " M$re e- '5&e( $ .9&*.9 '$ * *er( . t+e*r re=*(*$.(:

I.c$rrect : *!ter reading the original study , the article remains unconvincing .Re=*(e : 1fter reading the original study, I find the article unconvincing .

I.c$rrect : (elieved o! your responsibilities at your job , your home should be a place to rela-.

Re=*(e : 6elieved of your responsibilities at your %ob, you should be able to rela- at home.

I.c$rrect ? !he e-periment was a failure, not having studied the lab anual care!ully .Re=*(e ? !hey failed the e-periment, not having studied the lab manual carefully.


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E-erc*(e( =. C+$$(e ( / $r te&& t$ c$'5&ete t+e (e.te.ce"=. @y brother RRRRR me that you are good at playing chess.>. Whenever we play chess , he RRRR, 6re you ready to loseE?. e always RRRRR good %okes while waiting for me to move.D. @ost of the time, 1 cannot RRRRR the difference between a smart move and a stupid one.H. 1f 1 am slow, he says, ould you please RRRRme the timeEI. 2r he says, What time does the clock RRRRR EJ. 1f 1 ask for help and he answers and is smiling, 1 know he RRRRR me a lie.K. 1 RRRRR him stories to distract him.L. 2r 1 say, RRRRR me about your date last night.=M. e RRRRR me to shut up and play.

#" C+$$(e ' 3e $r $ t$ c$'5&ete t+e (e.te.ce"==. Why can;t shoe manufacturers RRRcomfortable shoes for usE=>. 1 wish shoe they would RRRRus a favor and redesign shoes.=?. an you imagine trying to RRRRR dinner in high heelsE=D. 6 person wants comfortable shoes while RRRRR the dishes.=H. When 1 shop for shoes, it is often hard to RRR up my mind.=I. 1t does not RRRR sense to buy shoes that will hurt.=J 3uy the shoes that will not RRRRR harm to your feet.=K. Fon;t RRR a mistake.=L. 1 RRRRR a promise to myself . . .>M. 1 will RRRR without shoes that are trendy and fashionable.

?. C+$$(e &*e $r & / t$ c$'5&ete t+e (e.te.ce">=. #an @ateo is a town that RRRRR southwest of #an (rancisco.>>. 1ggy, a guide dog for the blind, often RRRRR next to his owner , 3ob.>?. 1f 3ob RRR a treat on 1ggy;s paw, he waits until 3ob says 2S to eat it.>D. Gou can RRRRto rest any thoughts dogs being simple-minded.>H. 1ggy can respond to over ?M commands including RRRRR down, roll over and bring me a bottle of water.

" C+$$(e r*(e $r r *(e t$ c$'5&ete t+e (e.te.ce">I. &lease RRyour hand if you know the answer to the /uestion.>J.The sun RRRRRR late in the winter.>K. Cet the bread dough RRRRRR until it is double in si*e.>L.2ccasionally , grandparents RRRRRR their grandchildren.

?" C+$$(e (*t $r (et t$ c$'5&ete t+e (e.te.ce"?M. &lease come in, RRRR down and have a cup of coffee.

?=. &lease RRRRR your dishes on the kitchen counter.?>. 2ur house RRRR on the top of a hill. !is located"??. ave you RRRR your watch to the correct timeE?D. We;ll eat as soon as you RRRRR the table. !put silverware on"

)xercise J.L 6uxiliaries and verbs#elect the verb form given in parentheses that would be appropriate in formal writing, and write it in the blank.=. Gou RRRRRRRRRR completed the assignment before leaving the office. ! should have , should of ">. 1 wanted to RRRRRRRRRR down before preparing dinner. ! lie , lay "?. 1 RRRRRRRRRR played the game but 1 had in%ured my ankle the previous day. ! could have , could of "D.


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J.=M &resent tense(or each verb listed in its base form, give the -s form !third person singular present", then make up sentenceswith that form. (or example, live has the ? rd person singular present form lives , as in He lives in Sydney .=. think L. push =J. camouflage>. taste =M. die =K. do?. say ==. refuse =L. goD. imply =>.fly >M. have

)xercise J.== &ast and - ed participle(or each irregular verb listed in its base form, give the past form, then make up sentences with that form. (orexample, live has the past form lived as in I lived in Sydney last year .=. choose L. lead =J. shake>. have =M. hide =K. make?. bring ==. write =L. seeD. cost =>. put >M. set

J.=> &ast and -ed participle(or each irregular verb listed in its base form, give the - ed participle. (or example, draw has the - ed participle

form drawn , as in I have drawn a map .=. hear L. grow =J. drive>. win =M. tell =K. think?. fall ==. give =L. seeD. make =>. have >M. find

J.=? &ast and -ed participle#elect the form given in brackets that would be appropriate in formal writing, and write it down in the blank.=. We RRRRRRRRRR an accident on our way to work this morning. ! saw , seen ">. er husband RRRRRRRRRR home late after spending the night with his friends. ! came , come "?. The other workers and 1 RRRRRRRRRR the %ob without even being asked to do so. ! did , done "

D. e was RRRRRRRRRR for murder in =LH=. ! hung , hanged "

)xercise J.=D &ast and past sub%unctive#elect the verb form that would be appropriate in formal writing, and write it down in the blank.=. 1f 1 RRRRRRRRRR you, 1 would make an effort to come to work on time. ! was , were ">. We did not know if she RRRRRRRRRR the right person to ask. ! was , were "?. The commander acts as though he RRRRRRRRRR ready for combat at any time. ! was , were "D. 1f he RRRRRR to work a little harder, he would have no trouble getting into a very good university. !was, were"

)xercise J.=H @ultiple negation0ewrite the sentences containing non-standard double negatives. #ome sentences may not need any revision.

=. 1 can t hardly hear with the radio turned up so loud.>. We are not displeased with the %ury s verdict.?. +obody has no better ideas.D. Gou can t not become involved in such an emotional issue as saving baby seals from being murdered byhunters.

K. 1dentifying Perbals(or each of the following sentences, decide if the word or phrase in bold is a participle , a gerund , or aninfinitive .

=. The wine urges me on, the bewitching wine, which sets even a wise man to (*.9*.9 and to & u9+*.9gently and rouses him up to dance and brings forth words which were better unspoken. ! omer"


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>. The wine urges me on, the bewitching wine, which sets even a wise man to singing and to laughinggently and rouses him up t$ .ce and brings forth words which were better unspoken. ! omer"

?. There are many ways of %re 3*.9 a heart. #tories were full of hearts broken by love, but what really broke a heart was taking away its dream--whatever that dream might be. !&earl 3uck"

D. There are many ways of breaking a heart. #tories were full of hearts %r$3e. by love, but what really broke a heart was taking away its dream--whatever that dream might be. !&earl 3uck"

H. appiness is having a large, &$=*.9, c r*.9 , close-knit family in another city. !Beorge 3urns"

J.=I onfusion between ad%ectives and adverbsorrect these sentences where necessary by substituting ad%ectives for adverbs or adverbs for ad%ectives. #omeof the sentences do not need to be corrected.=. The child is eating too fast.>. Fo your pants feel tightlyE?. They fought hard against the change.D. 1 didn t sleep too good last night.H. We left early because 1 was not feeling well.

J.=J omparisonBive the inflected comparative and superlative of each ad%ective or adverb.

=. wise I. strong ==. friendly>. hard J. heavy =>. risky?. sad K. large =?. fierce

)xercise J.=K Fangling modifiers0ewrite each sentence, avoiding dangling modifiers.=. aving completed the balloon crossing, hundreds of (rench villagers welcomed the three balloonists.>. Unwilling to lay down his gun, the police shot dead the escaped convict.?. When delivered, they found the merchandise spoiled.D. When approaching the building, no single feature has an impact on the viewer.

A)xercise J.=L Usage problems

Fr*te . e(( / $. u( 9e t$5*c .

N 1 2xercise 3#45 is one o! the options !or the !inal exa !or the students who want to aintain the gradethey obtained in the 4 st se ester#3#67# &ecide whether the clause can be shortened to a odi!ying phrase#

=. While 1 was falling asleep, 1 was counting sheep.>. 3efore 1 left the house, my roommate handed me my car keys.?. While 1 drive to school, 1 think about what 1 was supposed to study.

D. 3efore my classmates arrive in the room, 1 catch up in my grammar book.H. 6fter the class finishes, 1 always feel like 1 should go home and get busy studying.

3#64# 'horten the adverb clause to a odi!ying phrase# 0ake sure the subject o! both sentences is the sa e#=. 3ecause a bird needs a safe place to lay its eggs, a bird builds a nest>. 3ecause a bird has laid its eggs, a bird will sit on them to keep them warm.?. 3ecause the eggs re/uire warmth, the eggs are surrounded by a feathery lining made by the mother bird.D. 3ecause the birds are growing rapidly, the little birds are constantly hungry.H. 3ecause they are good parents, the birds fly around in search of food to feed their little birds.

Morphology - Auxiliaries, Modifiers

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