4.2.2 Verbs (V.)

Recap of last class:

In previous lectures, we learned that nouns name physical entities and abstract concepts. They account for over half of the English words currently in use.

We also learned that nouns can be too general, vague, and boring without modifiers, often adjectives.

When speaking and writing, we often use nouns to tell the topic or character(s) in a story (e.g., a pirate, an old pirate, an old pirate with an eyepatch).

To tell a story, we also need verbs to tell what the character does/did, is/was doing, has/had done, or has/had been doing (e.g., is shouting, is swinging g a sword).

Warm-up activity:

Let's watch the recruitment ad for the British Royal Navy in 2010. Think about the stylistic features of the language, especially the choice of verbs. What kinds of effects does it intend for the audience?

Now, we're going to take a closer look at verbs. We'll focus on the definition of the verbs, the form, function, and meaning of verbs, and finally the rhetorical effects of verbs.

4.4.2. Subcategories of verbs

1) By Form

1. simple verbs (one free morpheme)

   1. • eat, drink, think, speak, run, walk, get, hold

2. derivative verbs (one free morpheme + one derivative morpheme/suffix or prefix)

   1. • -ize/ise (e.g., globalize, socialize, commercialize, incentivize, humanize, monetize)

      • -ify (e.g., falsify, satisfy, mystify, amplify, beautify, certify, clarify, fortify, purify)

      • -en (e.g., lighten, lengthen, straighten, broaden, whiten, brighten, soften, harden)

      • -ate (e.g., activate, saturate, substantiate, alienate, allocate, notate, rotate)

      • -en (e.g., enlarge, ensnare, enlighten, )

      • -dis/de (e.g., disengage, disagree, desensitize, deactivate)

      • -ish (e.g., nourish, astonish, cherish, embellish, demolish, impoverish)

3. converted verbs (verbs converted from other word classes, often nouns)

   1. • google, email, ring

4. multi-word verbs (verbs made up of a verb and one or more other elements)

2) By Meaning

1. Physical verbs:

Physical verbs are action verbs. They describe specific physical actions. If you can create a motion with your body or use a tool to complete an action, the word you use to describe it is most likely a physical verb.

• e.g., run, hear, call, write, listen, speak, walk

2. Mental verbs:

Mental verbs have meanings that are related to cognitive activities such as understanding, thinking, planning. or discovering.

• e.g., know, recognize, believe, speculate, contemplate

3. States of being verbs:

Also known as linking verbs, state of being verbs describe conditions or situations that exist. State of being verbs are inactive since no action is being performed. These verbs, forms of to be, such as am, is, are, are usually complemented by adjectives.

3. 1. 1. • be (am, is, are, was, were, being, been), exist, remain, stay, keep, grow, maintain

e.g., (You) Stay healthy. "stay" links "You" the subject and the adjective "healthy".

3). By Function

1. lexical/true verbs (carry meaning)

   1. • • e.g., walk, speak, think, pick up, think of, get along with

2. auxiliary verbs (❗belong to the closed-class category)

a. modal auxiliary verbs (add grammatical information to lexical verbs)

• Modals: can, could, may, might, shall, should, will, would, must

• Semi-modals: (had) better, have to, (have) got to (gotta), ought to, be supposed to, be going to (gonna), used to

b. primary auxiliary verbs: be, have, do (be, have, do as the helping verb), e.g.,

• I am eating. be (am, is, are, was, were, being, been)

• She has got a cat. have (has, have, had)

• He did do it. do (do, does, doing, did, done)

Note that 'be', 'have' and 'do' can also be lexical verbs (if they are the only verb in a sentence). e.g.,

• I am a student. be (am, is, are, was, were)

• She has a cat. have (has, have, had)

• He did it. do (do, does, did)

Because of their versatility, 'be', 'have', and 'do' are called primary verbs.

4) By transitivity/valency (📍This won't be tested in Quiz 5. We have one lesson designated for verb valency when we get to verb phrases.)

1. transitive verbs: carry the action of the subject to a direct object (DO), a receiver of the action

   1. • e.g., The cocker spaniel licked [my face]. V + NP: DO

2. intransitive verbs: report complete actions by themselves without taking a direct object (DO)

   1. • e.g., The cocker spaniel rolled [in the grass]. V + PP: Optional Adverbial of Place)

3. linking (copular) verbs: do not report actions but connect the subjects with predicates, often a noun, adjective, or prepositional phrase.

   1. • e.g., The cocker spaniel is [my friend's dog]. V + NP: Subject Predicate

The cocker spaniel is [friendly]. V + AdjP: Subject Predicate

The cocker spaniel was [in a near frenzy]. V + PP: Obligatory Adverbial

1. Identify the verbs in the quotes below.

4. A fun activity:

Below is the poem ‘After Rain’ (2009) by Nigel McLoughlin. (You can listen to a recording of the poet reading the poem here). You will see the original version on the left and one modified version. Read both versions and think about the verbs (and other word classes) that have been altered here. How do these choices influence your experience of the modified version compared to the original?

Write your observations in the comments below. Focus on one or more changes that interest you and feel free to comment on why that is. Remember, you can like any comments that you find interesting or thought provoking, and can also reply to start a conversation.