Chapter 6: Types of Verbs – Part 1
Up until now, you have been diagramming the same type of verb (intransitive complete). Now, you will begin diagramming the other verb types.
There are four types of verbs. You know all about one type, and now it's time for you to learn about another.
Your Mini Lesson on Transitive Active Verbs
In this chapter, you will learn about transitive active verbs. These verbs have direct objects and indirect objects.
Direct objects receive the action of the verb.
The direct object in the bubble at the top of the page is ball. The ball is receiving the action kicked.
Find the direct object in this sentence: I chopped the wood.
Since wood is receiving the action chopped, it is the direct object.
Indirect objects receive the direct object. That means that you can only have an indirect object in a sentence that already has a direct object.
The indirect object in the bubble at the top of the page is me. The word me is receiving the direct object ball.
Find the direct object and the indirect object in this sentence: I gave
you the book.
Book is receiving the action of the verb gave, so it is the direct object. The word you is receiving the direct object, so it is the indirect object.
6.0 Diagramming Direct Objects
Directions: Diagram the following sentences. Use the example for help.
Example: The baby kicked the ball.
1. Does your sister love furry cats?
2. The tallest boy on the basketball team dunked the ball.
3. Wow! You will run a marathon on Sunday?
4. My dad videotaped me during the play.
5. The sick English teacher blew her nose.
Lesson 1-31Adjective Identification (Continued)
Prompt: As we have found, Adjectives are descriptive words to include the articles: the, a, an. As single words, adjectives usually go before the noun or pronoun they modify.
Directions: Read each sentence below and highlight each adjective in each sentence.
Include all articles.
1. The long winding road stretched out in front of us.
2. Blue skies and green forests greeted the people.
3. Rolling brown hills and the black asphalt road could be seen for miles.
4. Majestic white thunder clouds could be seen above the rugged horizon line.
5. The bluish snow-capped mountains could be seen fifty miles ahead.
6. We had a fleeting glance at the white-rumped antelope.
7. Flying insects impacted our spotted windshield.
8. Using soapy warm water, we were able to clean off the insect-encrusted windshield.
9. The three-week road trip left us with many treasured memories.
10. The gas and food signs marked our progress on the highway.
11. Desert cactus and volcanic rock greeted us as we arrived.
12. The red, blue, and gold colors of the California desert fascinated us.
13. The white foamy surf at the beach delighted us.
14. Off-shore islands could be seen.
Note: In the following sentences an adjective follows the noun. Can you find it?
15. Brenda is beautiful.
16. Jack seems nice.
17. Dinner smells good.
18. They are exceptional.
19. Jalapenos are hot.
20. We were happy.
Lesson 1-32Adjective Identification (Continued)
Prompt: When adjectives modify the same noun, the adjectives are separated by a comma when the adjectives are separate things and could be separated by using the conjunction "and."
Examples: Consider the following: 1) In the word group: "grey, blue, and green cloth," the adjectives are separated by a comma instead of using the conjunction "and" (grey and blue and green). 2) In the word group: "simple minded thinking," the adjectives are not separated by a comma. The words go together and cannot be separated by "and."
Directions: Below are listed several sentences with two or more adjectives in a series.
For each sentence: 1) highlight all adjectives found in the sentence, and 2) highlight below the sentence whether the adjectives should be separated with commas or have no commas needed.
1. French Spanish and Italian foods will be served.
2. (separate with commas) (no commas needed)
3. Fall winter and spring sports are scheduled.
4. (separate with commas) (no commas needed)
5. The cold wet snow lay on the ground.
6. (separate with commas) (no commas needed)
7. Ford Plymouth Dodge and Pontiac cars are here.
8. (separate with commas) (no commas needed)
9. I am wearing my dark blue party dress.
10. (separate with commas) (no commas needed)
11. It was impulsive unpredictable and fun.
12. (separate with commas) (no commas needed)
13. Square rectangular and triangular boxes were made.
14. (separate with commas) (no commas needed)
15. Bill's blue baseball hat hung on the chair.
16. (separate with commas) (no commas needed)
17. Summer gives us long hot and lazy days.
18. (separate with commas) (no commas needed)
19. Billowing dark storm clouds were seen on the horizon.
20. (separate with commas) (no commas needed)
WH Word Fragments
Like subordinate conjunctions, WH word clauses cannot stand alone as a sentence. Unfortunately, some writers mistakenly place periods after WH clauses, treating them as sentences. Here are examples:
Which belongs to Yolanda.
or
The squirrel which scooted down the tree.
One way to correct these WH word fragments is to expand.
The Cabbage Patch doll which belongs to Yolanda is bald.
The squirrel which scooted down the tree gathered up a pile of nuts.
Exercise 4: Expand each WH word fragment, making it a complete thought. Punctuate our WH clauses correctly.
1. The leaning tower of Pisa which was straightened out.
2. The sausage factory which imports Polish hams.
3. The little boy who answered the girl’s call for help.
4. The paddy wagon which contained the mob or rioters.
5. Which fell off the bench.
6. The girl who cuts the lawn for her neighbors.
7. Which had been left by Mrs. Winebald years before.
8. Mr. Peabody whose cat was bitten by the bird.
9. The busboy to whom you spoke.
10. Who sings in the choir. (Note: not a question)
Oliver Twist
by Charles Dickens
Name:
Oliver Twist, published in 1837, is one of Charles Dickens’ most famous works. It tells the tale of an orphan boy, Oliver Twist, who grows up in poverty in England. In this passage from Chapter II, Oliver is 9 years old and living in a government workhouse. The officials of the workhouse choose to feed the residents very little.
oys have generally excellent appetites. Oliver Twist and his companions suffered the tortures of slow starvation for three months: at last they got so voracious and wild with hunger, that
one boy, who was tall for his age, and hadn’t been used to that sort of thing (for his father had kept a small cook-shop), hinted darkly to his companions, that unless he had another basin of gruel per diem, he was afraid he might some night happen to eat the boy who slept next him, who happened to be a weakly youth of tender age. He had a wild, hungry eye; and they implicitly believed him. A council was held; lots were cast who should walk up to the master after supper that evening, and ask for more; and it fell to Oliver Twist.
The evening arrived; the boys took their places. The master, in his
cook’s uniform, stationed himself at the copper; his pauper assistants
ranged themselves behind him; the gruel was served out; and a long grace was said over the short commons. The gruel disappeared; the boys whispered each other, and winked at Oliver; while his next neighbors nudged him. Child as he was, he was desperate with hunger, and reckless with misery. He rose from the table; and advancing to the
Illustration of Oliver
asking for more food, from the first publication of Oliver Twist.
master, basin and spoon in hand, said: somewhat alarmed at his own temerity: ‘Please, sir, I want some more.’
The master was a fat, healthy man; but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support to the copper. The assistants were paralysed with wonder; the boys with fear.
‘What!’ said the master at length, in a faint voice. ‘Please, sir,’ replied Oliver, ‘I want some more.’
The master aimed a blow at Oliver’s head with the ladle; pinioned him in his arm; and shrieked aloud for the beadle.
Summarize It Write a short summary of the passage.
LESSON 15
Indefinite pronouns show the possessive by adding 's. Example: one's idea
Indefinite pronouns are pronouns that do not point out specifically. They point out generally. They include such words as another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, none, no one, one, other, others, some, somebody, and someone.
Supply the apostrophes and "s" ('s) to make the possessives in the following sentences.
1. Anyone guess is as good as mine.
2. Someone stupidity is going to hurt everyone chances for success.
3. I think everybody views should be heard.
4. No one vote should be left out.
5. Is this anybody book?
If the indefinite pronoun is followed by "else", then that word takes the apostrophe. Example: Somebody else's lock is on my locker.
Supply the apostrophes and "s" ('s) to make the possessives in the following sentences.
1. Someone else effort caused the needed result.
2. We should always be aware of somebody else pain.
3. Everyone else coat has been hung up.
4. Does anyone else need mean anything to you?
5. No one else houses were damaged by the storm.
Use no apostrophe in personal, relative, or interrogative pronoun possessives. (Words like its, hers, his, ours, yours, theirs and whose) Example: This book must be yours. Whose is it?
Supply the apostrophes to make the possessives in the following sentences.
1. This book must be someones.
2. Everyones voice will be heard but yours.
3. Whose idea was it to stay longer?
4. Somebodys wallet is on the ground. Is it hers?
5. I found anothers concept whose time had come similar to yours.
Use the apostrophe with expressions of time, space and amount. Example: He bought a dollar's worth of ice cream.
Supply the apostrophes to make the possessives in the following sentences.
1. You are to be here in two hours time.
2. Can you spare a moments time to help me?
3. That store sells a quarters worth of candy for a dime.
4. The child had three pennies worth of candy in his sack.
5. To finish this job will take four days work.
Supply the apostrophes and/or "s" to make the possessives in the following sentences.
1. Could I buy fifty cents worth of candy for the kids?
2. Somebodys shoes have been left in the living room.
3. His shoes are here, but where are yours?
4. His aunts nephew will be on television with Chansons group.
5. The cows udder was cut from jumping the neighbors fence.
6. Bob and Rays store will be open on Christmas.
7. Everybody elses help will be appreciated by my mothers family.
8. Just two days work will finish this room.
9. Anns and Marys costumes were the prettiest of everyones.
10. The women and girls ages were revealed to everyone.