ADJECTIVE COMPLEMENT An adjective complement completes the verb and refers to the direct object.
It is the usually a noun or an adjective.
The juniors chose Sam Ackerson class orator. (Chose Sam Ackerson what? Orator. The noun orator refers to the direct object; Sam Ackerson.)
The executioner found Sydney Carton ready. (Found Sydney Carton what? Ready. The adjective ready refers to the direct object, Sydney Carton.)
Do not mistake a sentence with a indirect object for a sentence with an objective complement.
Ellen made Dad a knitted tie. (Made for Dad a tie. Dad is the indirect object; tie is the direct object.)
Ellen made Dad proud of her. (Made Dad what? Proud. Dad is the direct object; proud is the objective complement.)
A verb which takes an objective complement in the active voice may in the passive voice take a predicate noun or a predicate adjective.
Active
Objective complement: The basketball team chose Frank captain.
Passive
Predicate noun: Frank was chosen captain by the basketball team.
Active
Objective complement: Dad has painted our boat maroon.
Predicate adjective: Our boat have been painted maroon by Dad.
The active voice with the objective complement is usually more vivid and forceful than the passive.
1. Mrs. Hollis considers the dictionary the most valuable reference book.
The objective complement reference book completes the verb and refers to the direct object, dictionary. The line slants toward the object.
2. Years of care and anxiety had made George Washington homesick for Mount Vernon and eager for a quiet retirement.
Homesick eager are a compound objective complement. They complete the verb had made and refers to the direct object, George Washington.
PRACTICE 16. Using the Objective Complement
Change each of the following sentences in the passive voice to a sentence in the active voice. Use an objective complement in each. Underline the objective complement.
Example: I was made afraid by the sudden noise.
The sudden noise made me afraid.
1. Sally was elected president by the junior class.
2. Sue Johnson was voted most popular by the senior class.
3. The brown grass was sprayed green by Dad.
4. Jim is considered a great with by his friends.
5. The pink dogwood is considered by many people the most people the most beautiful flowering tree.
RETAINED OBJECT A verb which takes an indirect object in the active voice may in the passive voice retain a direct object (called the «retained object»).
Active voice, with indirect object: Mr. Tompkins gave the new pitcher his instructions (Instructions is the direct object; pitcher is the indirect object.)
Passive voice with retained object: The new pitcher was given his instructions by Mr. Tompkins. (Instructions is the retained object)
The active voice with an indirect object is usually preferable to the passive voice with a retained object. Where the doer of the action is unknown or unimportant, however, the retained object is a useful device.
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For the prevention of scurvy each British sailor was allotted a daily ration of lemon juice. (Ration is the retained object)
The astronaut was an awarded a medal for his achievements.
The retained object medal is separated from the verb by a wavy line.
RETAINED INDIRECT OBJECT An indirect object may also be retained in the passive voice.
Active voice: They gave the winner of the spelling bee a prize.
Passive voice: A prize was given the winner of the spelling bee. (Winner is a retained indirect object. The passive does not emphasize the doer of the action.)
Two hamsters were given him for Christmas.
The retained indirect object him is diagramed like a regular indirect object.
PRACTICE 17. Identifying Parts of the Simple Sentence D
Diagram the following sentences.
OR Copy the following sentences, skipping every other line. Underline every simple or compound subject once and every predicate verb twice. Enclose every prepositional phrase in parentheses. Identify all forms listed below. Write the abbreviation above the word.
p.a.–predicate adjective ap.–appositive
p.n.–predicate noun a.n.–adverbial noun
p.pr.–predicate pronoun o.c.–objective complement
d.o.–direct object r.o.–retained object
i.o.–indirect objects r.i.o.–retained indirect object
o.p.–object of preposition
1 We found Scott uneasy (about his examination).
2. The boys were given excellent advice (for the selection) (of a college).
3. Heavy insulation will make the doghouse warm and cozy.
4. The princes in «The Lady or the Tiger?» is given two choices.
5. Dad painted the living room a light shade (of green)
6 A reward was offered her.
PRACTICE 18 Using Retained Objects
Change each of the following sentences with indefinite subjects into sentences with retained objects.
Example: They gave us three suggestions for starting a coin collection.
We were given three suggestions for starting a coin collection.
1. They gave the pirates five minutes for their decision.
2. they told us nothing about the change in regulations
3. They gave us a week for filing final applications.
4. They awarded Perry Mason’s client a substantial judgment.
5. They sent us folders on careers.
PRACTICE 19 Changing Passive to Active
Change each of the following sentences with retained object to forceful sentences in the active voice.
Example: I was given a pearl necklace by Aunt Martha.
Aunt Martha gave me a pearl necklace.
1. I was told my favorite story about my father’s childhood escapades by my grandmother.
2. Johnny was sent a real Swiss cowbell by Uncle Ted.
3. I was given some foreign currency by Mrs. Walker.
4. Paul was done a favor by Dan Abrams.
5. The guests were played a lively folk tune by the orchestra.
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VERBAL: PARTICIPLES, GERUNDS, INFINITIVES
VERBAL A verbal is a verb form used like an adjective, a noun, or an adverb.
Like verbs, verbal can have complements and adverbial modifiers. They cannot, however, be predicate verbs.
NOT A SENTENCE The flag still is flying over Fort McHenry.[3]
A SENTENCE The flag was still flying over Fort McHenry.
A SENTENCE Francis Scott Key saw the flag still flying over Fort McHenry.
PARTICIPLE A participle is a form of the verb that is used only as an adjective
A participle is part adjective and part verb. Many participles end in ing, ed, or d. The participles of the verb carry are carrying, carried, having carried, being carried, having been carried.
To find out what word a participle modifies, ask the question «Who?» or «What?» about it.
Stately mansions built by whaling captain line the cobblestone streets of Nantucket. (What were built? Mansions. Built modifies mansions.)
Among the houses lining the elm-shaded street are three large ones known as the «Three Bricks» (Lining is a participle modifying houses; known is a participle modifying ones.)
1. A biography written by Parson Weems established Francis Marion as the Robin Hood of the Revolution.
A participle is placed partly on a slanting line, like an adjective, and partly on a horizontal line, like a verb. As an adjective, written modifies biography; as a verb, it is modified by the adverb phrase by Parson Weems.
2. Having served his country as a regular officer for five years, Marion began his career as a partisan in 1780.
The participle having served as an adjective modifies Marion; as a verb, it takes a direct object, country, and is modified by two adverbs phrases, as a regular officer and for five years.
PARTICIPIAL PHRASE A participle and the words that modify it or complete its meaning form a participial phrase.
Using his experience as an Indian fighter and his knowledge of the gloomy cypress swamps, Marion shrewdly planned his raids. (The participial phrase contains two prepositional phrases, as an Indian fighter and of the gloomy cypress swamps, and two direct objects, experience and knowledge.)
PRACTICE 20 Explaining Participles
Diagram the following sentences.
OR Copy every participle and explain its use in the sentence.
THE GREATES SHOWMAN
1. Born in1810, P.T. Barnum held a variety of jobs in his early years.
2. Having studied people carefully, he soon discovered the power of curiosity.
3. Barnum’s museum was a display of oddities collected from various places on earth.
4. Some of the oddities were fakes manufactured by Barnum.
5. Having joined the body of a monkey and the tail of a fish, Barnum exhibited a «mermaid.»
6. He once exhibited a pickpocket caught by the police.
A. 1. General Tom Thump and the «Woolly Horse» were two other famous oddities exhibited by Barnum.
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2. Barnum, having directed a parade of ten elephants on Broadway, kept one elephants for publicity purposes.
3. Visitors to Bridgeport could watch this elephant plowing a field.
4. Having brought the great singer Jenny Lind here, Barnum actually furthered the cause of music in America.
5. Mark Twain thoroughly enjoyed the autobiography first written by Barnum in 1855.
6. Having joined forces with J.A. Bailey, Barnum formed one of the greatest circuses in the world.
GERUND A verb form ending in ing may be used as a noun. This verbal noun is called a «gerund.»
Subject: Catching and taming a wild pony was an Indian horseman’s first concern. (Catching and taming is the compound subject of the verb was.).
The Plains Indians enjoyed racing horses for sport.
OBJECT OF PREPOSITION
The Indians trained a horse for a race by tying the animal to a stake or tree.
1. Crossing the Niagara gorge on a tightrope was first accomplished by the Frenchman known professionally as Blondin.
As a noun the gerund crossing is the subject of the verb was accomplished. As a verb it is modified by the adverb phrase on a tightrope and takes the object gorge. Known is a participle modifying Frenchman. When the subject, the direct object, or the predicate noun is a gerund phrase, it is placed on a platform as indicated in the diagram.
2. One of his spectacular feats was carrying a man on his back during a crossing.
Carrying is used as a predicate noun. Crossing, in the sense used here, is defined as a noun.
3. Blondin often thrilled spectators by turning somersaults on the swaying rope.
The gerund turning is the object of the preposition by and takes the object somersaults.
GERUND PHRASE A ground and the word which modify it or complete its meaning form a gerund phrase.
At the age of fine Blondin began experimenting on the tightrope.
PRACTICE 21 Explaining Gerunds
Diagram the following sentences.
OR Copy every gerund and explain its use.
THE GREAT SUBWAY MYSTERY
A. 1. Can you imagine building a tunnel in secret beneath a busy city street?
2 A surprise events for New Yorkers in 1870 was the opening of a mysterious new subway.
3. Cars were propelled by blowing air through a tube.
4. The builder, Alfred Beach, had received permission for constructing a pneumatic dispatch service.
5. Instead he built a subway by enlarging the tube.
6. For privacy, the builder chose working during the quiet hours of the night.
B 1. For removing dirt quietly the workers muffled the wheels of the wagons.
2. Tunneling through the soil did not disturb the street traffic.
3. The goal was providing a new method of transportation for New Yorkers.
4. Opening the first small stretch might encourage extension of the line.
5. By killing a transit bill, the political opposition delayed further progress.
6. In digging a subway in 1912 workers broke through the old tunnel and found the little car on its rails.
POSSESSIVE WITH A GERUND Use the possessive form of a noun or a pronoun before a gerund.
People gasped at (him, his) performing meredible feats 190 feet above the water. (People did not gasp at him; they gasped at his performing incredible feats. Performing is a gerund, object of the preposition at. His modifies performing.)
PRACTICE 22 Modifiers of Gerunds
Select the preferred or never – questioned form in each pair of parentheses, and tell how it is used.
1. Curt’s mother disapproved (him, his) deciding to drop orchestra.
2. The parents enjoyed (our, us) singing the old songs for the special music program.
3. Sandy’s sister object to (him, his) playing records during her telephone calls.
4. My parents were delighted at (me, my) becoming sports editor on the Clarion.
5. Congratulations! I’ve just heard of (you your) winning a trip to Washington.
6. The teacher approved (Tom, Tom’s) using the Reader’s Guide for his project.
PARTICIPLE AND GERUND The possessive is not used with a participle.
The sense of the sentence will determine whether a participle or a gerund is required.
Participle: We found him walking in the park. (His would not make sense. Walking is a participle modifying him. He is the object of found.)
Gerund: We disapproved his walking in the park while he should be doing homework. (Walking is a gerund, the object of disapproved. His modifies walking.
PRACTICE 23 Studying Participles and Gerunds
Select the preferred alternative tell why you think it is correct.
1. We came upon (Ellen, Ellen’s) shaking her head and frowning.
2. I like Al, but I dislike (him, his) forgetting the date of the picnic.
3. They found (our, us) digging in the garden.
4. The twins told of (their, them) finding a dollar bill on the sidewalk near.
5. I was (you, your) walking along the boardwalk at sunset.
PRACTICE 24 Studying Participles and Gerunds
Discuss the difference in meaning between the sentences in each pair.
1. a. I dislike you finding fault with me.
b. I dislike your finding fault with me.
2. a. I remember Sam forgetting the carfare.
b. I remember Sam’s forgetting the carfare
3. a. I could visualize him winning the oratorical contest.
b. I could visualize his winning the oratorical contest.
INFINITIVE An infinitive is a verb form ordinarily introduced by to. It is used as a noun, an adjective, or an adverb.
Some infinitives of carry are to carry, to have carried, to be carried, to be carrying, to have been carrying, to have been carrying.
Noun: In Colorado we plan to ride one of the last narrow – gauge passenger trains in America. (To ride is the object of the verb plan.)
Adjective: The first steam locomotive actually to work was built in 1801 by a Cornish mine operator. (To work modifies the noun locomotive.)
Adverb: Go to Alabama to find a wood-burning steam locomotive still in operation. (To find modifies the verb go.)
To, the sign of the infinitive, is often omitted after bid, dare, feel, hear, help, let, make, need, please, see, and sometimes after a few other verbs.
Please come. No one dares begin without you.
INFINITIVE PHRASE An infinitive and the words which modify it or complete its meaning form an infinitive phrase.
1. To know the truth is to be free.
The infinitive phrase to know the truth is the subject of the verb is. Truth is the object of to know. To be free is an infinitive phrase used as a predicate noun. Free is a predicate adjective.
2. With a few repairs a Baldwin locomotive built in 1836 was able to give reliable service at the Chicago Railroad Fair in 1949.
The infinitive phrase to give reliable service at the Chicago Railroad Fair in 1949 is used as an adverb modifying the predicate adjective able. Service is the direct object of to give.[4]
SUBJECT OF INFINITIVE After verbs of believing, commanding, expecting, knowing, letting, making, telling, Thinking, wishing, and the like, the infinitive may have a subject. The subject of the infinitive is in the objective case.
The friendly Indians wanted the first Spanish explorers of California to stay.
The first Spanish explorers of California are the subject of the infinitive to stay. The infinitive phrase the first Spanish explorers of California to stay is the object of the verb wanted.
PRACTICE 25 Explaining Infinitives
Diagram the following sentences
OR Copy every infinitive and explain its use.
A. 1. To be great is to be misunderstood.-Ralph Waldo Emerson
2. I’d like to go with you.
3. To procrastinate is to put off action.
4. Benjamin Franklin wanted the wild turkey to be our national bird.
B. 1. The first spot in the nation to fly officially the American flag with forty-ninth stars was Fort McHenry.
2. At this fort near Baltimore, Francis Scott Key was inspired to write our national anthem.
3. To display the American Flag Day and night is a special privilege.
4. A 1948 proclamation permits Fort McHenry National Monument to fly the flag day and night.
PRACTICE 26 Recognizing Verbals
Copy every verbal in the following sentences. Draw one line under a participle, a wavy line under a gerund, and a broken line under an infinitive. Copy the whole participle, whether it is one, two, or three words. Include sign to of the infinitive if it is expressed.
THE OLD-TIME PEDDLER
A. 1. A scene in the famous musical Oklahoma! Shows a Yankee peddler arriving at a farmhouse. 2. Everyone gathers around enthusiastically to greet this visitor from the world outside.3. For two centuries this scene was reenacted in pioneer villages depending in part upon the products delivered by the peddler. 4. By transporting necessary goods to distant farms, the peddlers helped to settle new territories. 5. Some peddlers and most medicine men undoubtedly helped to give all a bad name. 6. Yet the solid contributions made by these adventurers must be acknowledged.
7. Limited by the weight and bulk of the objects, the peddlers still managed to carry a surprising number of items 8. They usually tried to stock household items like pots, pans, nails, thread, buttons, scissors, combs, ribbons and mirrors. B. 1. Pioneer women, surrounded by homemade products, longed to own a bit of fancy lace or to serve exotic foods like coffee and tea. 2. Some peddlers even managed to peddle wagons and carriages, making a train of them. 3. After making a sale, the peddler often found himself carrying a still heavier load, because of his having to take farm products in barter.
4. Traveling through ankle-deep mud or knee-deep snow, and plagued by insects, unfriendly dogs, and Indians, the man still persisted. 5. Why did the peddler undertake to deliver these materials under such bad conditions? 6. Starting with little capital, the peddler was often able to make his fortune and to save enough for early retirement. 7. Some came upon remote villages destined to become important cities and stayed there. 8. In hundreds of cities businesses established by peddlers are still flourishing.
VERBALS FOR CONCISENESS Where possible, use verbals for vivid, concise expression.
Wordy: My parents took me to Georgia Tech in order that I might see the campus.
Concise-using infinitive: My parents took me to Georgia Tech to see the campus.
Wordy: Study more frequently and for shorter periods. In this way you can avoid examination panic.
Concise-using gerund: By studying more frequently and for shorter periods, you can avoid examination panic.
Wordy is perched high in the Andes of Peru and Bolivia. It is the highest of the world’s great lakes.
Concise-using participle: Titicaca perched high in the Andes of Peru and Bolivia, is the highest of the world’s great lakes.
PARTICIPLE 27 Using Verbals for Conciseness
By introducing participles, gerunds, and infinitives, improve the following by making them more concise. Use the preceding examples as guides.
1. We had two hours in which we might finish the test.
2. You will find The Caine Mutiny. It is lying on my desk near the lamp.
3. Next year I’m taking driver education in order that I might get my license earlier.
4. We spent an entire morning at the abandoned mine. We did not find a single quartz crystal. (Suggestion: use without)
5. Betty retraced her steps. She looked for the missing ring.
6. The inhabitants of Tristan da Cunha. Left their lonely island home because of a volcanic eruption. Then they settled England.
7. Uncle Ben promised that he would take us to Chaves Ravine for a Dodger game.
8. Robert put out his own mimeographed newspaper. In this way he earned money for college.
9. The annual fireworks display was originally scheduled for July 4. Because of the rain it was postponed to July 5.
10. After an hour at the fine arts exhibit I decided that I should try Japanese sumi painting.[5]
PRACTICE 28 Correcting sentence Fragments
Two of the following are correct. Eight include sentence fragments in which a verbal is used instead of a predicate verb. Find the fragments and either change a verbal to a predicate verb or attach the fragment to the sentence.
1. Buster Keaton`s The General was an excellent picture. A silent film made in the Twenties and still funny today.
2. The Academy Awards issued for outstanding performances and contributions to the American movies.
3. Dad confessed to a secret ambition as a youngster. To climb the Matterhorn.
4. The lake was alive with brightly colored motorboats pulling enthusiastic water skiers.
5. An exciting piece of Navaho jewelry made of silver, turquoise, and petrified rock.
6. Butter made for at least four thousand years and sometimes used as a food by primitive people.
7. The first people to use fingerprinting, the Chinese, applied thumbprints as seals on legal documents.
8. A new plastic developed by the Ideal Company and, never before offered to the public.
9. The photograph showed Shibam in Aden, A skyscraper city built of sunbaked mud bricks.
10. Tony explained the derivation of piano, or pianoforte. The latter word meaning originally «soft, loud.»
PRACTICE 29 Putting Verbals to Work
Write one or two paragraphs (a total of eight to twelve sentences) on one of the topics listed. Draw two lines under each predicate verb, a straight line under each participle, a wavy line under each gerund, and a broken line under each infinitive. Revise your work to include three or more infinitives and five or more participles or gerunds.
1. A hobby that doesn’t cost a cent. 2. Fashions in television programs. 3. Summertime fun. 4. The pleasures of idleness. 5. A name in the news. 6. Part-time jobs. 7. A topic from Activity11 on page43. 8. Collecting things. 9. A current event on television. 10. A room of my own.
Conclusion
As you continue to answer the challenge of university-level studies, you will become more aware of the need to express your ideas clearly and effectively. Your success on the job and in your personal life depends in large measure on how well you communicate. My work is designed to help you express your ideas and information clearly through carefully written sentences. This work will guide you in focusing on the elements of sentence structure and in developing the skills needed for effective written communication.
My work also makes use of aspects of your abilities that you may not have associated with writing skills, such as your previous life experience and details you have learned through observation.
By combining an exploration of the structure and mechanics of writing sentences with activities that engage your emotions and experiences.
My work provides on effective program of sentence-writing skills essential to success in University.
As you work through my work, introduction, main parts you’ll find informative content and user-friendly features that will help you develop your sentence-writing skills and increase you confidence in your writing.
By the end of the qualification work you’ll be ready to apply you sentence-writing skills to the creation of a clear and unified paragraph, which will form the basis of longer pieces of writing.
I think that the material of my paper should be used at schools, academic lyceums and universities.
Bibliography
1. Modern English in Action, Henry I. Christ, DC Heath and company, Boston 2001.
2. Mountains are climbing, study book, Boston 2003y.
3. English phonetic, A.A. Abduazizov издательство «Укитувчи» Т. 1972 г.
4. Reference guide to English, Alice Maclin, USA Washington 1994
5. Improve your sentence, Ann M. Sala, McCraw-Hill, USA. 1999y
6. Language for daily use Mildred A Dawson New York, 2001y
7. New English voyages in English, Francis B. Connors, Loyola University. Press, Chicago 1991y
8. Writing skills, Suzanne Chance, Clencoe, McCraw-Hill. New York
9. Reading and writing, Natasha Haugnes
10. Contemporary English, Mechella Perrott, contemporary publisher group, Illinois USA.
11. Beginning English writing skills, Mone Scherago, National textbook company, Illinois USA.
12. Lectures of comparative typology, C. Satimov, M. Просвещениею 1991 г.
13. Comparative typology V.D. Arakin, M. «Prosveshenie» 1991
14. Comparative grammar, J.I.
[1] Mountains are climbing, study book, Boston 2003
[2] Mountains are climbing, study book, Boston 2003
[3] Modern English in Action, Henry I. Christ, DC Heath and company, Boston 2001
[4] Modern English in Action, Henry I. Christ, DC Heath and company, Boston 2001
[5] Modern English in Action, Henry I. Christ, DC Heath and company, Boston 2001