CONGRESSO SINTAXE

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CONGRESSO ACADÊMICO 2010
UNIVERSIDADE FEDERAL DE ALAGOAS
FACULDADE DE LETRAS
“SENTENCE SENSE” COMO DESIDERATUM
DO ACADÊMICO DE INGLÊS
COMO LÍNGUA ESTRANGEIRA:
A ORAÇÃO INGLESA E A RELAÇÃO DE SEUS TERMOS NA EXPRESSÃO DO PENSAMENTO
Prof. Dr. Paulo Leôncio
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RESUMO
Conhecer um “enunciado” de “oração” em inglês e a inter-relação de seus termos concordantes constitui o que a sintaxiologia tradicional de língua inglesa descritivamente chama de “sentence sense”. É no “plano lingüístico particular desse conteúdo” que usuários de língua inglesa podem tanto experienciar habilidades oral, aural e escrita de língua e pensamento quanto ensinar suas “significações” através de planejamento didático-pedagógico. O programa de curto alcance do minicurso proposto para graduandos de “inglês como língua estrangeira” cobre dois aspectos da sintaxe inglesa, a saber: (1) configuração oracional e
(2) configuração concordancial.
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RESUMO
Conhecer um “enunciado” de “oração” em inglês e a inter-relação de seus termos concordantes constitui o que a sintaxiologia tradicional de língua inglesa descritivamente chama de “sentence sense”. É no “plano lingüístico particular desse conteúdo” que usuários de língua inglesa podem tanto experienciar habilidades oral, aural e escrita de língua e pensamento quanto ensinar suas “significações” através de planejamento didático-pedagógico. O programa de curto alcance do minicurso proposto para graduandos de “inglês como língua estrangeira” cobre dois aspectos da sintaxe inglesa, a saber: (1) configuração oracional e
(2) configuração concordancial.
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RESUMO
Conhecer um “enunciado” de “oração” em inglês e a inter-relação de seus termos concordantes constitui o que a sintaxiologia tradicional de língua inglesa descritivamente chama de “sentence sense”. É no “plano lingüístico particular desse conteúdo” que usuários de língua inglesa podem tanto experienciar habilidades oral, aural e escrita de língua e pensamento quanto ensinar suas “significações” através de planejamento didático-pedagógico. O programa de curto alcance do minicurso proposto para graduandos de “inglês como língua estrangeira” cobre dois aspectos da sintaxe inglesa, a saber: (1) configuração oracional e
(2) configuração concordancial.
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I. PRELIMINARES CONCEPTUAIS
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO
PREDICATIVIDADE POTENCIAL
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO
PREDICATIVIDADE POTENCIAL
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CLAUSE
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CLAUSE
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CLAUSE
SUBJECT
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CLAUSE
PREDICATE
SUBJECT
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CLAUSE
PREDICATE
SUBJECT
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CLAUSE
VERB +
COMPLETER
SUBJECT
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CLAUSE
PREDICADO + PREDICATIVO
SUJEITO
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SUBJECT
(Sujeito)
VERB
(Verbo:
Predicado V/N/VN)
COMPLETER
C Predicativo
do Sujeito/
do Objeto:
Objeto ({In}/Direto)/ Substantivo/
Pronome/
Adjectivo 
O PAI JULGA.
O PAI JULGA A FILHA.
ELE A JULGA.
ELE GOSTA DA FILHA.
A FILHA É LINDA.
O PAI JULGA A FILHA UMA DEUSA. 
 
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO
PREDICATIVIDADE POTENCIAL
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE POTENCIAL
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
PERÍODO (= “S”:2 OU + ORAÇÕES): COORDENADO (ASSINDÉTICO E SINDÉTICO) E SUBORDINADO (SUBSTANTIVO, ADJETIVO E ADVERBIAL) – “COMPLEX S”
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”/“SENTENCE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
PERÍODO (= “S”: 2 OU + ORAÇÕES): COORDENADO (ASSINDÉTICO E SINDÉTICO) E SUBORDINADO (SUBSTANTIVO, ADJETIVO E ADVERBIAL) – “COMPLEX S”
PLANO LINGUÍSTICO PARTICULAR
CONTEÚDO: “SENTENCE SENSE”
[SIGNIFICAÇÃO ESTRUTURAL]
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PLANOS LINGUÍSTICOS E SEUS CONTEÚDOS
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PLANO
LINGUISTICO GERAL: DESIGNAÇÃO OU REFERÊNCIA
(REALIDADE EXTRA-
LINGUÍSTICA)
PLANO
LINGUÍSTICO
PARTICULAR:
SIGNIFICADO LEXICAL, CATEGORIAL, 
INSTRUMENTAL,
ESTRUTURAL 
E ÔNTICO
PLANO
LINGUÍSTICO
DISCURSIVO:
SENTIDO VIA
TEXTO, DESIGNAÇÃO
E SIGNIFICADO
PLANOS LINGUÍSTICOS E SEUS CONTEÚDOS
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
PERÍODO (= “S”: 2 OU + ORAÇÕES): COORDENADO (ASSINDÉTICO E SINDÉTICO) E SUBORDINADO (SUBSTANTIVO, ADJETIVO E ADVERBIAL) – “COMPLEX S”
PLANO LINGUÍSTICO PARTICULAR
CONTEÚDO: “SENTENCE SENSE”
[SIGNIFICAÇÃO ESTRUTURAL]
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
PERÍODO (= “S”: 2 OU + ORAÇÕES): COORDENADO (ASSINDÉTICO E SINDÉTICO) E SUBORDINADO (SUBSTANTIVO, ADJETIVO E ADVERBIAL) – “COMPLEX S”
PLANO LINGUÍSTICO PARTICULAR
CONTEÚDO: “SENTENCE SENSE”
[SIGNIFICAÇÃO ESTRUTURAL]
MINICURSO
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ENUNCIADO – “PROPOSITION”/“STATEMENT”
FRASE COMPLETA:
ORAÇÃO – “CLAUSE”
FRASE INCOMPLETA:
LOCUÇÃO/GRUPO– “PHRASE”
PREDICATIVIDADE ATUAL
PREDICATIVIDADE POTENCIAL
S + P
SSSSSSSPPPPPP.
BINARIDADE FRÁSICA
PERÍODO (= “S”: 2 OU + ORAÇÕES): COORDENADO (ASSINDÉTICO E SINDÉTICO) E SUBORDINADO (SUBSTANTIVO, ADJETIVO E ADVERBIAL) – “COMPLEX S”
PLANO LINGUÍSTICO PARTICULAR
CONTEÚDO: “SENTENCE
SENSE”
[SIGNIFICAÇÃO ESTRUTURAL]
CONFIGURAÇÃO ORACIONAL:
S + P→S + V + C=S + P + P
CONFIGURAÇÃO CONCORDANCIAL:
S + V: 14 RULES
MINICURSO
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SOME REVIEW!
WHAT IS “SENTENCE SENSE”?
IT IS KNOWING WHAT A SENTENCE IS; 
IT IS KNOWING HOW ITS PARTS RELATE.
[PLANO LINGUÍSTICO PARTICULAR;
CONTEÚDO: SIGNIFICADO ESTRUTURAL]
WHAT DOES THE “SENTENCE SENSE” DO?
IT TRIGGERS OUR LANGUAGE SKILLS,
AND OUR THINKING SKILLS
WILLY-NILLY.
WHAT DOES A “SENTENCE” EXPRESS?
IT IS THOUGHT.
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WHAT IS “SENTENCE SENSE”?
IT IS KNOWING WHAT A SENTENCE IS; 
IT IS KNOWING HOW ITS PARTS RELATE.
[PLANO LINGUÍSTICO PARTICULAR;
CONTEÚDO: SIGNIFICADO ESTRUTURAL]
WHAT DOES THE “SENTENCE SENSE” DO?
IT TRIGGERS OUR LANGUAGE SKILLS,
AND OUR THINKING SKILLS
WILLY-NILLY.
WHAT DOES THE “SENTENCE” EXPRESS?
IT IS THOUGHT.
SOME REVIEW!
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WHAT IS “SENTENCE SENSE”?
IT IS KNOWING WHAT A SENTENCE IS; 
IT IS KNOWING HOW ITS PARTS RELATE.
[PLANO LINGUÍSTICO PARTICULAR;
CONTEÚDO: SIGNIFICADO ESTRUTURAL]
WHAT DOES THE “SENTENCE SENSE” DO?
IT TRIGGERS OUR LANGUAGE SKILLS,
AND OUR THINKING SKILLS
WILLY-NILLY.
WHAT DOES A “SENTENCE” EXPRESS?
IT IS THOUGHT.
SOME REVIEW!
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THOUGHT
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HOW DOES THE “SENTENCE” EXPRESS “THOUGHT”?
IT IS BY NAMING SOME
PERSON, PLACE, OR THING,
AND BY RELATING THESE 
TO A STATE OF BEING (SOMETIMES + C) OR
TO AN ACTION (SOMETIMES + C).
IT IS BY NAMING A SUBJECT, 
BY RELATING THE SUBJECT TO A VERB,
AND BY COMPLETING THE THOUGHT WITH A COMPLETER/COMPLEMENT
(SOMETIMES REQUIRED
BY A STATE OF BEING OR
BY AN ACTION).
IT IS THROUGH THE
WORD ORDER AND WORD MEANINGS.
 
SOME REVIEW!
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1. PROFESSOR THOMAS WILL RETURN.
2. THE CAMPFIRE IS LIT.
3. EACH STUDENT WILL CARRY
A NOTEBOOK.
4. MIDDLETOWN IS THE BOY’S HOME.
5. THE GIRL IS BEAUTIFUL.
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1. PROFESSOR THOMAS WILL RETURN.
2. THE CAMPFIRE IS LIT.
3. EACH STUDENT WILL CARRY
A NOTEBOOK.
4. MIDDLETOWN IS THE BOY’S HOME.
5. THE GIRL IS BEAUTIFUL.
1ST POSITION:
THE PERSON, PLACE OR THING SLOT/BLANK
PROFESSOR THOMAS, CAMPFIRE, STUDENT, MIDLLETOWN AND GIRL
SENTENCES ABOUT THEM
SOME REVIEW!
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1. PROFESSOR THOMAS WILL RETURN.
2. THE CAMPFIRE IS LIT.
3. EACH STUDENT WILL CARRY
A NOTEBOOK.
4. MIDDLETOWN IS THE BOY’S HOME.
5. THE GIRL IS BEAUTIFUL.
2ND POSITION:
THE ACTION, STATE OF BEING SLOT/BLANK
WILL RETURN, WILL CARRY, AND IS
ACTION OR BEING IN SENTENCE
SOME REVIEW!
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1. PROFESSOR THOMAS WILL RETURN.
2. THE CAMPFIRE IS LIT.
3. EACH STUDENT WILL CARRY
A NOTEBOOK.
4. MIDDLETOWN IS THE BOY’S HOME.
5. THE GIRL IS BEAUTIFUL.
3RD POSITION:
THE COMPLETER OR COMPLEMENT SLOT/BLANK
LIT, NOTEBOOK, HOME, BEAUTIFUL
THOUGHTS
(INITIATED BY SUBJECTS AND VERBS) COMPLETED
SOME REVIEW!
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MASTER THE VERB
(2ND POSITION)
IN THE S-V-C PATTERN/TIE:
ACTION VERBS, BEING VERBS, VERB INFLECTION!
 
MASTER THE SUBJECT
 (1ST POSITION) 
IN THE S-V-C PATTERN/TIE:
DIRECTLY OR INDIRECTLY!
MASTER THE COMPLETER
(3RD POSITION)
IN THE S-V-C PATTERN/TIE:
P OBJECTS, P NOUNS, P PRONOUNS,
P ADJECTIVES!
SOME REVIEW!
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RESUMO
Conhecer um “enunciado” de “oração” em inglês e a inter-relação de seus termos concordantes constitui o que a sintaxiologia tradicional de língua inglesa descritivamente chama de “sentence sense”. É no “plano lingüístico particular desse conteúdo” que usuários de língua inglesa podem tanto experienciar habilidades oral, aural e escrita de língua e pensamento quanto ensinar suas “significações” através de planejamento didático-pedagógico. O programa de curto alcance do minicurso proposto para graduandos de “inglês como língua estrangeira” cobre dois aspectos da sintaxe inglesa, a saber: (1) configuração oracional e
(2) configuração concordancial.
SOME REVIEW!
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RESUMO
SOME REVIEW!
Conhecer um enunciado de oração em inglês e a inter-relação de seus termos concordantes constitui o que a sintaxiologia tradicional de língua inglesa descritivamente chama de “sentence sense”. É no plano lingüístico particular desse conteúdo que usuários de língua inglesa podem tanto experienciar habilidades oral, aural e escrita de língua e pensamento quanto ensinar suas significações através de planejamento didático-pedagógico. O programa de curto alcance do minicurso proposto para graduandos de inglês como língua estrangeira cobre dois aspectos da sintaxe inglesa, a saber: (1) configuração oracional e
(2) configuração concordancial.
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II. CONFIGURAÇÃO ORACIONAL
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VERB
MASTER THE VERB IN THE S-V-C PATTERN/TIE: ACTION VERBS, BEING VERBS, VERB INFLECTION!
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THE VERB EXPRESSES
“ACTION” OR “BEING”
(AN “ACTION” OR “BEING” WORD);
THE VERB GIVES THE SENTENCE
MOVEMENT AND LIFE;
THE VERB HAS A LIVELINESS NOT FOUND
IN THE OTHER WORDS;
THE VERB LOOKS DIFFERENT
FROM OTHER KINDS OF WORDS;
THE VERB CHANGES ITS SHAPE
MORE OFTEN THAN OTHER WORDS;
THE VERB INFLECTS
[IN TENSE, PERSON/NUMBER AND VOICE]
MORE OFTEN THAN OTHER WORDS.
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NOTE THE CHANGES!
I TAKE UP THE TEACHING OF ENGLISH.
HE TAKES UP THE TEACHING OF ENGLISH.
HE IS TAKING UP THE TEACHING
OF ENGLISH.
HE TOOK UP THE TEACHING OF ENGLISH.
HE HAS TAKEN UP THE TEACHING
OF ENGLISH.
I AM EARLY.
I WAS LATE.
WE ARE HUNGRY.
BETTY WILL BE TIRED AFTER THE DRIVE.
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“ACTION” VERBS OR
VERBS OF “STATES OF ACTION”
“BEING” VERBS OR
VERBS OF “STATES OF BEING”
THEY EXPRESS “ACTION”.
THEY EXPRESS “BEING” OR
A STATE OF BEING
(RATHER THAN ACTION).
TO WALK, TO DELAY
TO BE
?
WHAT “ACTION” OCCURS HERE?
IS THIS AN “ACTION” WORD?
?
IS THIS A “BEING” WORD?
DOES THIS “EQUAL” THAT?
IS THIS “THE SAME AS” THAT?
DOES IT “LINK” THIS “WITH” THAT?
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THEY LINK THESUBJECTWITH THECOMPLEMENT
(E.G. NOUN, DESCRIBING WORD).
THEYSERVE
ASA KIND
OF “EQUAL SIGN” (=):
XXX = YYY
3+3=6.
X EQUALS Y.
X IS THE SAME THING AS Y.
X IS LINKED WITH Y.
STUDIES,EATS,
WILLEAT,ATE
AM,WAS,ARE,
WILLBE
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TUCSONISTHE BOY’S HOME.
TUCSONWASTHE BOY’S HOME.
TUCSONHAS BEENTHE BOY’S HOME FOR YEARS.
TUCSONWILL BETHE BOY’S HOME FOR MANY YEARS TO COME.
TUCSON=THE BOY’S HOME
THE GIRLISA BEAUTY.
THE GIRL=BEAUTY
THE GIRLISBEAUTIFUL.
THE GIRL=BEAUTIFUL
TUCSONISPROPEROUS.
TUCSON=PROSPEROUS
PROSPEROUS TUCSON
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VERB INFLECTION
TO CHANGE SHAPES TO SAY
SOMETHING SPECIAL.
YOU CAN IDENTIFY VERBS
 BY THE WAY THEY CHANGE
THEIR SHAPES.
YOU CAN IDENTIFY VERBS
BY THEIR FREQUENCY OF INFLECTION.
YOU CAN IDENTIFY VERBS
BY THEIR PATTERNS OF INFLECTION.
VERBS INFLECT:
CHANGE THEIR SHAPE TO INDICATE
TENSE, PERSON, NUMBER, AND VOICE.
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VERB TENSE
THIS CHANGE OF SHAPE IS CALLED INFLECTION
TO INDICATE THE TIME OF
VERB ACTION OR BEING
(VERBS TELL TIME BY THEIR SHAPES).
JOHN STUDIES HIS NOTES. (NOW)
JOHN STUDIED HIS NOTES. (PAST)
JOHN WILL STUDY HIS NOTES. (FUTURE)
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VERB PERSON
THIS CHANGE OF SHAPE IS CALLED INFLECTION
TO INDICATE THE PERSON OF THE SUBJECT.
VERBS INFLECT (CHANGE)
TO TELL US WHETHER THE SUBJECT IS
SPEAKING,
SPOKEN TO,
OR DISCUSSED.
I STUDY HISTORY.
JOHN STUDIES HISTORY.
I HAVE STUDIED HISTORY FOR A YEAR. HISTORY STUDIES ARE PURSUED BY MANY.
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VERB NUMBER
THIS CHANGE OF SHAPE IS CALLED INFLECTION
TO INDICATE THE PLURAL/SINGULAR NUMBER OF THE SUBJECT:
ONE PERSON OR THING OR
MORE THAN ONE PERSON OR THING.
I AM.
WE ARE.
JOHN STUDIES.
THEY STUDY. 
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VERB VOICE
THIS CHANGE OF SHAPE IS CALLED INFLECTION
TO INDICATE THE SUBJECT AS DOER OR RECEIVER OF VERB ACTION.
THE STUDENTS PASSED THE TEST.
(ACTIVE VOICE: STUDENTS = THE DOER OF VERB ACTION; THE SUBJECT IS THE DOER OF THE ACTION);
THE TEST WAS PASSED BY THE STUDENTS. (PASSIVE VOICE: TEST = THE RECEIVER OF THE VERB ACTION; THE SUBJECT IS THE RECEIVER OF THE VERB ACTION.)
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YOU MUST LEARN HOW TO IDENTIFY VERBS, BECAUSE
VERBS TURN THE SENTENCE INTO A THOUGHT;
RELATE ALL THE OTHER WORDS OF THE SENTENCE INTO A FULL THOUGHT.
ACTION VERBS
SUPPLY THE MOVEMENT 
(NEEDED IN MANY THOUGHTS).
BEING VERBS
LINK OTHER SENTENCE PARTS
IN A RELATIONSHIP
(NEEDED IN MANY THOUGHTS).
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THE VERB TIES A SUBJECT
(A PERSON, PLACE, OR THING)
TO AN ACTION OR STATE OF BEING
WE HAVE IN MIND.
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SUBJECT
MASTER THE SUBJECT IN THE S-V-C PATTERN/TIE: DIRECTLY OR INDIRECTLY!
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YOU MUST KNOW
THE “WHO” OR THE “WHAT”
OF VERB ACTION OR BEING.
IDENTIFY THE SUBJECT
BY ASKING “WHO?” OR “WHAT?”.
OTHERWISE,
THE THOUGHT IS INCOMPLETE.
*ARRIVES.
[WHO ARRIVES? WHAT ARRIVES?
THE NAME OF
SOME PERSON, PLACE, OR THING!]
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THE SUBJECT
TELLS “WHO” OR “WHAT” IS INVOLVED
IN VERB ACTION OR BEING.
THE SUBJECT
IDENTIFIES
THE PERSON, PLACE, OR THING
WE HAVE IN MIND.
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LOCATE THE VERB!
FIND THE SUBJECT BY ASKING YOURSELF:
“WHO IS THE PERSON INVOLVED
IN THIS VERB ACTION OR STATE OF BEING?”
“WHAT PLACE OR THING IS INVOLVED
IN THIS VERB ACTION OR STATE OF BEING?”
THE ANSWER WILL INDICATE THE SUBJECT.
THE SUBJECT IS
A NOUN OR A NOUN COMPLEMENT.
THE SUBJECT NAMES
SOME WORD OR WORD GROUP
THAT NAMES A NOUN,
DIRECTLY OR INDIRECTLY.
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DIRECTLY:
STUDENT: A NOUN.
PROFESSOR THOMAS: A NOUN.
INDIRECTLY:
PROFESSOR THOMAS CALLED
AND HE ASKED FOR TED.
“HE” TAKES THE PLACE OF THE NOUN “PROFESSOR THOMAS”.
PRONOUNS (I, YOU, HE, SHE, IT, WE, THEY, WHO, WHICH, SOME, ETC.)
CAN ALL TAKE THE PLACE OF NOUNS.
PRONOUN IS A NOUN EQUIVALENT.
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THE SUBJECT CAN CONSIST OF
ONE ELEMENT 
AS WE SAW ABOVE.
THE SUBJECT CAN ALSO CONSIST OF 
TWO, THREE, ETC., ELEMENTS.
AS SUCH IT IS CALLED
A COMPOUND SUBJECT.
THE BOY ARRIVES. (1 ELEMENT)
THE BOY AND GIRL ARRIVE. (2 ELEMENTS)
THE DEAN, THE PROFESSOR, AND THE COACH ADDRESS THE FRESHMAN TEAM. 
(3 ELEMENTS)
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IF WE ADDED THE WORD “THE” TO
“BOY”, “DEAN”, “PROFESSOR” AND “COACH”, WE WOULD HAVE THE COMPLETE SUBJECT.
IF WE ADDED THE WORDS
“LARGE”, “HAPPY”, OR “IN A BROWN SUIT”
TO THE SUBJECT, WE WOULD HAVE ALSO THE COMPLETE SUBJECT.
GENERALLY, COMPLETE SUBJECT IS WORDS THAT SUPPORT THE SUBJECT.
A LARGE, HAPPY BOY
IN A NEW BROWN SUIT ARRIVES.
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A VERB IS A VERB
BECAUSE IT TIES A SUBJECT
(A PERSON, PLACE, OR THING)
TO AN ACTION OR STATE OF BEING
WE HAVE IN MIND.
A SUBJECT IS A SUBJECT,
BECAUSE IT TIES TO A VERB;
TELLS WHO OR WHAT IS INVOLVED
IN THE VERB ACTION/BEING.
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COMPLETER
MASTER THE COMPLEMENT IN THE S-V-C PATTERN/TIE: D/IND OBJECTS (PV), PREDICATE NOUNS, PRONOUNS
AND ADJECTIVES (PN)!
68
YOU MUST KNOW WHETHER
A SUBJECT AND PREDICATE RELATIONSHIP
NEEDS A COMPLEMENT.
THE BOY ARRIVED.
(PV - NO COMPLEMNT NEEDED)
THE BOY MEETS THE GIRL.
(PV - COMPLEMENT NEEDED)
THE GIRL IS A BEAUTY.
(PN - COMPLEMENT NEEDED)
THE BOY IS BOLD.
(PN - COMPLEMENT NEEDED)
HE IS I/ME.
(PN - COMPLEMENT NEEDED)
69
YOU MUST KNOW 
WHAT KIND OF COMPLEMENT IS NEEDED.
THE FOUR MAIN TYPES OF
COMPLEMENTS ARE ILLUSTRATED BELOW:
IS IT AN OBJECT C?
EACH STUDENT WILL CARRY A NOTEBOOK.
IS IT A PREDICATE NOUN C?
MIDDLETOWN IS THE BOY’S HOME.
IS IT A PREDICATE PRONOUN C?
THE CHEERLEADERS ARE WE/US.
IS IT A PREDICATE ADJECTIVE C?
THE GIRL IS BEAUTIFUL.
70
THE OBJECT COMPLEMENT
71
THE OBJECT C:
IT IS THE NAME OF A PERSON, 
PLACE OR THING (NOUN, PRONOUN, OR OTHER NOUN EQUIVALENT)
THAT TELLS “WHAT”.
TO CARRY, TO HIT, TO OPEN (PV)
+ A RECEIVER OF ACTION.
EACH STUDENT WILL CARRY …
(WHAT IS THE RECEIVER OF ACTION?
THIS IS NOT A THOUGHT UNTIL A RECEIVER OF ACTION IS SUPPLIED FOR THE VERB).
72
THE TRAVELER REQUESTED …
(WHAT IS THE RECEIVER OF ACTION?
THIS DOES NOT FORM A THOUGHT UNTIL A RECEIVER IS SUPPLIED FOR THE VERB ACTION “REQUESTED”).
RECEIVERS OF ACTION MAY BE
DIRECT AND/OR INDIRECT.
EACH STUDENT WILL CARRY A PENCIL.
THE TRAVELER REQUESTED A TICKET.
73
WATCH FOR
THE PATTERN!
WATCH FOR
THE OBJECT PATTERN!
WATCH FOR
THE DIRECT OBJECT PATTERN!
WATCH FOR
THE INDIRECT OBJECT PATTERN!
WATCH FOR
THE DIRECT/INDIRECT OBJECT PATTERN!
74
THE BOY GIVES A KISS TO THE GIRL. (DIRECT AND INDIRECT OBJECTS)
THE BOY GIVES THE GIRL A KISS.
(INDIRECT AND DIRECT OBJECTS)
THE INDIRECT OBJECT HAS
A “TO” OR “FOR” UNDERSTOOD.
THE BOY SOLD THE GIRL A CAR.
THE BOY SOLD A CAR TO THE GIRL.
THE BOY BUILT HIS PARENTS A HOME.
THE BOY BUILT A HOME FOR HIS PARENTS.
THE BOY BROUGHT HIS FAMILY
GREAT HAPPINESS.
THE BOY BROUGHT GREAT HAPPINESS
TO HIS FAMILY.
75
THE PREDICATE NOUN COMPLEMENT
76
THE NAME OF
A PERSON, PLACE, OR THING
LINKED TO THE SUBJECT
BY THE VERB “TO BE”
IS CALLED A PREDICATE NOUN (PN).
THE WORD “PREDICATE”
MEANS THE VERB AREA OF THE SENTENCE.
WHEN YOU LOCATE THE SUBJECT
AND THE LINKING VERB (TO BE),
YOU CAN FIND THE PREDICATE NOUN C
BY ASKING “WHAT?”.
77
THE GIRL IS A BEAUTY.
“TO BE” LINKS THE WORD “BEAUTY”
TO THE SUBJECT “GIRL”.
WHEN WE SAY “THE GIRL IS A BEAUTY”,
WE MEAN “THE GIRL” = “A BEAUTY”.
*MIDDLETOWN IS … [WHAT?]
MIDDLETOWN IS THE BOY’S HOME.
78
THE PREDICATE PRONOUN COMPLEMENT
79
WHEN YOU LOCATE THE SUBJECT
AND THE LINKING VERB (TO BE),
YOU CAN FIND
THE PREDICATE PRONOUN C
BY ASKING “WHAT”.
SOMETIMES THE ANSWER TO THIS QUESTION YIELDS
A PREDICATE PRONOUN (PN).
THE VERB “TO BE” CAN ALSO LINK A PRONOUN TO THE SUBJECT.
THE CHEERLEADERS ARE WE.
(“USE”: NORMA)
THE CHEERLEADERS ARE US.
(“USAGE”: USO)
80
THE PREDICATE ADJECTIVE COMPLEMENT
81
WHEN YOU LOCATE THE SUBJECT 
AND THE LINKING VERB (TO BE),
YOU CAN FIND
THE PREDICATE ADJECTIVE C
BY ASKING “WHAT?”.
SOMETIMES THE ANSWER TO THIS QUESTION YIELDS
A PREDICATE ADJECTIVE (PN)
A DESCRIBING WORD LIKE “PROSPEROUS”).
MIDDLETOWN IS PROSPEROUS.
THE BOY IS BOLD.
DINNER IS DELICIOUS.
THE BEACH IS SUNNY.
82
THE BOY IS WHAT?
DINNER IS WHAT?
THE BEACH IS WHAT?
IF THE ANSWER IS
AN ADJECTIVE OR A DESCRIBING WORD
(“BOLD”, “DELICIOUS” OR “SUNNY”),
THEN THE COMPLEMENT IS
A PREDICATE ADJECTIVE.
83
IF WE ADDED WORDS TO
COMPLEMENTS/COMPLETERS,
WE WOULD HAVE
 THE COMPLETE PREDICATES.
GENERALLY,
COMPLETE PREDICATES
ARE WORDS THAT SUPPORT
THE COMPLEMENT.
84
A VERB IS A VERB 
BECAUSE IT TIES A SUBJECT
(A PERSON, PLACE, OR THING)
TO AN ACTION OR STATE OF BEING
WE HAVE IN MIND.
A SUBJECT IS A SUBJECT,
BECAUSE IT TIES TO A VERB;
IT TELLS WHO OR WHAT IS INVOLVED
IN THE VERB ACTION/BEING.
A COMPLEMENT IS A COMPLEMENT,
BECAUSE IT RECEIVES VERB ACTION;
IT IS LINKED TO THE SUBJECT BY THE VERB.
85
CONCEPTS: 
ENUNCIAÇÃO, ORAÇÃO,
“SENTENCE SENSE”: 
[SIGNIFICAÇÃO ESTRUTURAL]
NO PLANO LINGUÍSTICO PARTICULAR 
SO FAR 
86
“SENTENCE SENSE”:
ORAÇÃO E PARTES:
SUJEITO, VERBO E COMPLEMENTO;
HABILIDADES 
DE LÍNGUA E DE PENSAMENTO;
PENSAMENTO:
ORDEM E SIGNIFICAÇÃO
SO FAR 
87
SO FAR 
CONFIGURAÇÃO ORACIONAL:
VERB
ACTION [PV], STATE [PN],
INFLECTION IN TENSE, IN PERSON, 
IN NUMBER AND IN VOICE;
SUBJECT
DIRECT/INDIRECTLY; ONE, TWO; COMPLETE S
COMPLEMENT
(DIRECT/INDIRECT OBJECT (PV),
P NOUN/ADJECTIVE/P PRONOUN (PN); COMPLETE PREDICATE
88
III. CONFIGURAÇÃO CONCORDANCIAL
89
SUBJECT-VERB AGREEMENT
SUBJECT AND VERB
ARE KEY ELEMENTS IN THE SENTENCE,
OR IN EACH CLAUSE WITHIN THE SENTENCE.
SUBJECT AND VERB
ARE THE KEYS TO THE SENTENCE,
OR TO EACH CLAUSE WITHIN THE SENTENCE.
THE SUBJECT-VERB TIE
INITIATES THE THOUGHT.
THE SUBJECT-VERB TIE
FORM A CLAUSE [ORAÇÃO/FRASE COMPLETA]
WITHIN THE SENTENCE 
[ENUNCIADO/PERÍODO].
90
SUBJECTS AND VERBS
MUST
BE IN AGREEMENT:
EVERY SUBJECT AND VERB MUST AGREE
IN PERSON AND NUMBER.
AS YOU WILL RECALL:
THE SUBJECT
IDENTIFIES THE PERSON, PLACE, OR THING
WE HAVE IN MIND.
THE VERB
TIES THAT PERSON, PLACE, OR THING
TO AN ACTION OR STATE OF BEING
WE HAVE IN MIND.
SO, IDENTIFY THE SUBJECT-VERB TIE BEFOREHAND!
91
ASUBJECT
IN THE 1STPERSON, SINGULAR
THEVERBALSO
IN THE 1STPERSON, SINGULAR
ASUBJECT
IN THE 3RDPERSON, SINGULAR
THEVERBALSO
IN THE 3RDPERSON, SINGULAR
ASUBJECT
IN THE 3RDPERSON, PLURAL
THEVERBALSO
IN THE 3RDPERSON, PLURAL
92
THREE COMPLICATING STRUCTURES
IN SUBJECT-VERB AGREEMENT
(WHICH GIVE US TROUBLE MOST OFTEN)
93
1ST:
NATURAL (WORD) ORDER X INVERTED (WORD) ORDER
A DIFFICULTY ARISES
WHEN THE VERB PRECEDES THE SUBJECT!
IN NATURAL (WORD) ORDER
THE SUBJECT PRECEDES THE VERB.
IN INVERTED (WORD) ORDER
THE SUBJECT FOLLOWS THE VERB AND
THE VERB PRECEDES THE SUBJECT.
94
WE MUST EXAMINE THE SUBJECT
TO DECIDE THE NUMBER OF THE VERB!
*IN THE LARGE YARD WAS
A GARAGE, A LAWN, AND A SHED.
(UNGRAMMATICAL)
IN THE LARGE YARD WERE
A GARAGE, A LAWN, AND A SHED.
(GRAMMATICAL)
95
2ND:
SEPARATION OF SUBJECT AND VERB
(SUBJECT SEPARATED FROM VERB)
 A DIFFICULTY ARISES
WHEN THE SUBJECT AND VERB
ARE SEPARATED BY INTERVENING WORDS
(OR WORD GROUP AS A MODIFIER)!
BE CAREFUL NOT TO COMPOSE
A FAULTY SENTENCE!
96
WE MUST EXAMINE THE INTERVENING WORDS
TO DECIDE THE NUMBER OF THE VERB!
ECHO OF INTERVENING WORDS
MAY MISLEAD/DECEIVE OUR EAR/US
INTO SELECTING THE WRONG VERB NUMBER.
*THOSE GIRLS WHO LIKE THAT BOY IS BRAZILIAN.
(UNGRAMMATICAL)
THOSE GIRLS WHO LIKE THAT BOY ARE BRAZILIAN.
(GRAMMATICAL)
97
3RD:
INFLECTIONS
THEY GIVE US TROUBLE MOST OFTEN IN THE PRESENT TENSE (I TELL …),
PRESENT PERFECT TENSE (I HAVE TOLD …),
PRESENT PROGRESSIVE (I AM TELLING …),
PAST PROGESSIVE (I WAS TELLING …) AND
PASSIVE VOICE (I WAS TOLD …).
98
THEPRESENT TENSEOFACTION VERBS
WHICH ADD AN “S” TOINDICATE
3RDPERSONSINGULAR:
THE “S” INFLECTION INTHE
3RDPERSON, SINGULAR
PERSON
SINGULAR
PLURAL
1ST
I WALK
WE WALK
2ND
YOU WALK
YOU WALK
3RD
HE/SHE/IT WALKS
THEY WALK
99
THEPRESENT PERFECTTENSE OF ACTION VERBS
[WHICH LINK THE PASTPARTICIPLE
WITHTHE VERB “TO HAVE”]:
THE “HAS”INFLECTION
INTHE 3RDPERSONSINGULAR
PERSON
SINGULAR
PLURAL
1ST
I HAVE WALKED
WE HAVE WALKED
2ND
YOU HAVE WALKED
YOU HAVE WALKED
3RD
HE/SHE/ITHASWALKED
THEY HAVE WALKED
100
THE HELPING VERB “TO BE”
IN THEPRESENT/PAST PROGESSIVE:
THE “AM”/“ARE”/“IS”/“ARE” INFLECTIONS
PERSON
SINGULAR
PLURAL
1ST
IAMWALKING
WEAREWALKING
2ND
YOUAREWALKING
YOUAREWALKING
3RD
HE/SHE/ITISWALKING
THEYAREWALKING
1ST
IAMDELAYED
WEAREDELAYED
2ND
YOUAREDELAYED
YOUAREDELAYED
3RD
HE/SHE/ITISDELAYED
THEYAREDELAYED
101
THE HELPING VERB “TO BE” IN THE PASSIVE VOICE:
THE “WAS”/“WERE” INFLECTIONS
PERSON
SINGULAR
PLURAL
1ST
IWASWALKING
WEWEREWALKING
2ND
YOUWEREWALKING
YOUWEREWALKING
3RD
HE/SHE/ITWASWALKING
THEYWEREWALKING
1ST
IWASDELAYED
WEWEREDELAYED
2ND
YOUWEREDELAYED
YOUWEREDELAYED
3RD
HE/SHE/ITWASDELAYED
THEYWEREDELAYED
102
THE VERB “TO BE”
IS THE MOST HIGHLY INFLECTED VERB
IN THE ENGLISH LANGUAGE.
THE INFLECTIONS
GIVE THE VERB “TO BE”
MANY CHANGES OF FORM
WHEN IT SERVES AS A MAIN VERB
(WE ARE RICH)
AND A HELPING VERB 
(I WAS GIVEN IT).
103
III. CONFIGURAÇÃO CONCORDANCIAL
104
III. CONFIGURAÇÃO CONCORDANCIAL
CONTROL THE S-V AGREEMENT!
LOCATE THE TRUE S OF THE V.
DETERMINE CORRECLY THE PERSON
AND NUMBER OF THE SUBJECT.
105
1ST RULE:
DO NOT MISTAKE A NOUN OR PRONOUN
IN AN INTERVENING WORD GROUP
FOR THE SUBJECT OF A VERB.
106
INTERVENING WORDS
107
SUBJECT
INTERVENING WORD GROUP
VERB
THECAN
OFFIGS
HAVEARRIVED.
108
SUBJECT
INTERVENING WORD GROUP
VERB
THECAN
OFFIGS
HAVEARRIVED.
“FIGS”:
OBJECTOF “OF”;
“OF FIGS”:
ADJECTIVEPREPOSITIONALPHRASE
109
SUBJECT
INTERVENING WORD GROUP
VERB
THECAN
OFFIGS
HASARRIVED.
“FIGS”:
OBJECTOF “OF”;
“OF FIGS”:
ADJECTIVEPREPOSITIONALPHRASE
110
SUBJECT
INTERVENING WORD GROUP
VERB
THESCHEDULE
TOGETHER WITHOTHER FILES
AREDELAYED.
111
SUBJECT
INTERVENING WORD GROUP
VERB
THESCHEDULE
TOGETHER WITHOTHER FILES
AREDELAYED.
“SCHEDULES” AND “COURSES” CAN BE MISTAKEN FOR THE SUBJECT “SCHEDULE”
112
SUBJECT
INTERVENING WORD GROUP
VERB
THESCHEDULE
TOGETHER WITHOTHER FILES
ISDELAYED.
“SCHEDULES” AND “COURSES” CAN BE MISTAKEN FOR THE SUBJECT “SCHEDULE”
113
2ND RULE:
CONSIDER COMPOUND SUBJECTS
JOINED BY “AND” STANDING
FOR A PLURAL UNIT OR A SINGULAR UNIT.
114
PLURAL/SINGULAR “AND”
115
SUBJECT
VERB
COMPLEMENT
THEBOOKCASEANDTYPEWRITER
IS
IN THE EMPTY ROOM.
116
SUBJECT
VERB
COMPLEMENT
THEBOOKCASEANDTYPEWRITER
IS
IN THE EMPTY ROOM.
“BOOKCASE” AND “TYPEWRITER” ARE COMBINED BY “AND” TO FORM APLURAL,
A PLURAL SUBJECT
SINCESUBJECT
ISPLURAL,
VERBMUST BE PLURAL
117
SUBJECT
VERB
COMPLEMENT
THEBOOKCASEANDTYPEWRITER
ARE
IN THE EMPTY ROOM.
“BOOKCASE” AND “TYPEWRITER” ARE COMBINED BY “AND” TO FORM APLURAL,
A PLURAL SUBJECT
SINCESUBJECT
ISPLURAL,
VERBMUST BE PLURAL
118
SUBJECT
INTERVENING WORD GROUP
VERB
COMPLEMENT
THETREASURERANDCONTROLLER
OF THE FIRM
ARE
MR HENGEST.
119
SUBJECT
INTERVENING WORD GROUP
VERB
COMPLEMENT
THETREASURERANDCONTROLLER
OF THE FIRM
ARE
MR HENGEST.
120
SUBJECT
INTERVENING WORD GROUP
VERB
COMPLEMENT
THETREASURERANDCONTROLLER
OF THE FIRM
IS
MR HENGEST.
MANY CORPORATIONS HAVE AN OFFICE CALLED “TREASURER AND CONTROLLER” ASA SINGLE UNIT;
THERE, THE “TREASURER” IS ALSO THE “CONTROLLER”
“FIRM”
CAN BE MISTAKEN FOR THE SUBJECT (AS A SINGLE UNIT)
“TREASURER
AND CONTROLLER”.
SINCE SUBJECTIS ASINGULAR UNIT, VERB MUST BE USED TO AGREE WITH THE SINGULARSUBJECT“IS”
(RATHER THAN “ARE”).
121
GENERALLY,
“AND” COMBINES THE ELEMENTS
OF A COMPOUND SUBJECT
TO FORM A PLURAL SUBJECT,
AND SOMETIMES
TO STAND FOR A SINGULAR SUBJECT
(THE SAME PERSON OR THING).
122
3RD RULE
CONSIDER COMPOUND SUBJECTS
JOINED BY
THE COORDINATING CONJUNCTIONS
“OR” OR “NOR” SINGULAR,
IF EACH ELEMENT OF COMPOUND
IS SINGULAR. 
123
“OR” OR “NOR” SINGULAR
124
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HIS DEPUTY
INVESTIGATE
THESE REPORTS.
125
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HIS DEPUTY
INVESTIGATE
THESE REPORTS.
126
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HIS DEPUTY
INVESTIGATES
THESE REPORTS.
EITHER THE SINGULAR NOUN “SHERIFF” OR THE SINGULAR NOUN “DEPUTY” GOVERNS THE VERB; THE SUBJECT IS SINGULAR;
“OR” AND “NOR”
GIVE THE CHOICE OF “SHERIFF” OR “DEPUTY”
(NOT BOTH TOGETHER)
SINCE SUBJECT
IS SINGULAR,
VERB MUST BE SINGULAR
“OR” AND “NOR”
DO NOT ADD ELEMENTS
THE WAY “AND” DOES.
127
4TH RULE:
CONSIDER COMPOUND SUBJECTS
JOINED BY THE COORDINATING CONJUNCTIONS
“OR” OR “NOR” PLURAL,
IF EACH ELEMENT OF COMPOUND
IS PLURAL.
128
“OR” OR “NOR” PLURAL
129
SUBJECT
VERB
COMPLEMENT
THE FISHERMEN OR THEIR WIVES
SELLS
THE DAY’S CATCH.
130
SUBJECT
VERB
COMPLEMENT
THE FISHERMEN OR THEIR WIVES
SELLS
THE DAY’S CATCH.
131
SUBJECT
VERB
COMPLEMENT
THE FISHERMEN OR THEIR WIVES
SELL
THE DAY’S CATCH.
EITHER THE PLURAL NOUN “FISHERMEN” OR THE PLURAL NOUN “WIVES” GOVERNS THE VERB; THE SUBJECT IS PLURAL;
“OR” AND “NOR”
OFFER THE CHOICE OF “FISHERMEN” OR
“WIVES”
(NOT BOTH TOGETHER)
SINCE THE CHOICE OFFERED BY “OR”
IS PLURAL,
VERB MUST BE PLURAL
132
5TH RULE:
LET THE NUMBER OF ELEMENT 
NEAREST VERB
GOVERN
WHEN SINGULAR AND PLURAL ELEMENTS
ARE COMBINED BY “OR” OR “NOR”
IN A COMPOUND SUBJECT.
133
NUMBER OF ELEMENT (“OR”/“NOR”)
NEAREST VERB
134
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HISDEPUTIES
INVESTIGATES
THESE REPORTS.
135
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HISDEPUTIES
INVESTIGATES
THESE REPORTS.
136
SUBJECT
VERB
COMPLEMENT
THE SHERIFFOR
HISDEPUTIES
INVESTIGATE
THESE REPORTS.
HERE WE HAVE
A CHOICE OF THE SINGULAR ELEMENT “SHERIFF” OR THE PLURAL ELEMENT “DEPUTIES”
JOINED BY “OR”;
THE SINGULAR NOUN “SHERIFF” IS NOT NEAR VERB;
THE PLURAL NOUN “DEPUTIES” IS
NEAR VERB,
AND GOVERNS
THE VERB
SINCE THE PLURAL NOUN “DEPUTIES” IS CLOSER TO THE VERB,
THE VERB “INVESTIGATE”
MUST BE PLURAL
IF THE SINGULAR ELEMENT
“SHERIFF”
APPEARS
CLOSER TO THE VERB,
THE VERB
MUST BE SINGULAR.
137
6TH RULE:
CONSIDER A COLLECTIVE NOUN SUBJECT SINGULAR,
WHEN THE GROUP IDENTIFIED
SERVES AS A UNIT
138
COLLECTIVE NOUN AS A UNIT: SINGULAR
139
SUBJECT
VERB
THE CROWD
RISEANDCHEER.
140
SUBJECT
VERB
THE CROWD
RISEANDCHEER.
141
SUBJECT
VERB
THE CROWD
RISES AND CHEERS.
THE COLLECTIVE NOUN “CROWD”
IS SINGULAR,
SINCE THE GROUP
ACTS AS A UNIT
WHEN A COLLETIVE NOUN SUBJECT
IS SINGULAR,
THE VERB MUST ALSO BE SINGULAR
“ARMY”, “CLASS”,
“COMPANY”, “JURY” ETC.
COMBINE
A GROUP INTO A UNIT
142
7TH RULE:
CONSIDER A COLLECTIVE NOUN SUBJECT PLURAL,
WHEN THE GROUP IDENTIFIED
SERVE AS INDIVIDUAL MEMBERS.
143
COLLECTIVE NOUN AS INDIVIDUAL MEMBERS: PLURAL
144
SUBJECT
VERB
COMPLEMENT
THE CROWD
HURRIES
TOTHEAUTOMOBILES.
145
SUBJECT
VERB
COMPLEMENT
THE CROWD
HURRIES
TOTHEAUTOMOBILES.
146
SUBJECT
VERB
COMPLEMENT
THE CROWD
HURRY
TO THEIR AUTOMOBILES.
“CROWD” AS PLURAL, SINCE EACH MEMBER ACTS AS
AN INDIVIDUAL;
SUBJECT
IS A GROUP OF PERSONS ACTING AS INDIVIDUALS
WHEN A COLLECTIVE NOUN SUBJECT IS PLURAL, THE VERB MUST ALSO BE PLURAL
147
8TH RULE:
CONSIDER INDEFINITE PRONOUN SUBJECTS
SINGULAR: “ANYBODY”, “EVERYBODY”, “NOBODY” (A SINGLE BODY),
“ANYONE”, “EVERYONE”, “NO ONE” (“ONE”), “EACH”, “EITHER”, “NEITHER” 
(EACH ONE, EITHER ONE, NEITHER ONE)
148
INDEFINITE PRONOUNS: SINGULAR
149
SUBJECT
VERB
EACH
RETURN.
SUBJECT
VERB
EITHER
RETURN.
150
SUBJECT
VERB
EACH
RETURN.
SUBJECT
VERB
EITHER
RETURN.
151
SUBJECT
VERB
EACH
RETURNS.
IT MEANS “EACH ONE”;
ITFORMS
ASINGULAR SUBJECT.
THE VERB(THAT
THE INDEFINITE PRONOUNSUBJECT GOVERNS)
MUST ALSO BE SINGULAR.
SUBJECT
VERB
EITHER
RETURNS.
IT MEANS “EITHER ONE”;
IT FORMS A SINGULAR SUBJECT.
THE VERB(THAT
THE INDEFINITE PRONOUN SUBJECTGOVERNS)
MUST ALSO BE SINGULAR.
152
9TH RULE:
CONSIDER INDEFINITE PRONOUN SUBJECTS
(“ALL”, “NONE”, “SOME” ETC.)
SINGULAR, 
WHEN THE CONTEXT IS SINGULAR.
153
INDEFINITE PRONOUNS IN SINGULAR CONTEXTS
154
ALL IS WELL.
NONE HAS COMPLETED HIS TEST.
NONE HAS COMPLETED HER TEST.
SOME OF THE OATMEAL IS BURNED.
155
ALL IS WELL.
(EVERY SINGLE THING IS WELL.)
NONE HAS COMPLETED HIS TEST.
(NO ONE HAS COMPLETED HIS TEST.)
NONE HAS COMPLETED HER TEST.
(NO ONE HAS COMPLETED HER TEST.) 
SOME OF THE OATMEAL IS BURNED.
(A PART OF THE OATMEAL IS BURNED.)
156
10TH RULE:
CONSIDER INDEFINITE PRONOUN SUBJECTS
(LIKE “ALL”, “NONE”, OR “SOME”)
PLURAL, 
WHEN THE CONTEXT IS PLURAL.
157
INDEFINITE PRONOUNS IN PLURAL CONTEXTS
158
ALL ARE READY.
NONE HAVE COMPLETED THEIR TESTS.
SOME ARE HESITATING.
SOME OF THE EGGS ARE BOILED.
159
ALL ARE READY.
(ALL ITEMS OR ALL PERSONS ARE READY.)
NONE HAVE COMPLETED THEIR TESTS.
(NO MEMBERS HAVE.)
SOME ARE HESITATING.
(SOME MEMBERS ARE HESITATING.)
SOME OF THE EGGS ARE BOILED.
(SOME EGGS ARE BOILED.)
160
11TH RULE:
CONSIDER AS SINGULAR
ALL PLURAL NOUNS, PLURAL NOUN PHRASES AND PLURAL COMPOUNDS
AS SUBJECTS THAT IDENTIFY
SINGULAR IDEAS
(SINGULAR IN MEANING).
161
PLURAL NOUNS/NOUN PHRASES/COMPOUNDS:
SINGULAR IDEAS
162
TWENTY-FOUR DOLLARS WAS THE PURCHASE PRICE FOR MANHATTAN ISLAND.
163
TWENTY-FOUR DOLLARS WAS THE PURCHASE PRICE FOR MANHATTAN ISLAND.
THE NOUN PHRASE “TWENTY-FOUR DOLLARS” IS PLURAL IN FORM
BUT ALWAYS CONSIDERED
SINGULAR IN MEANING: 
HENCE, THE SINGULAR UNIT OR THE SUM/PRICE/TOTAL
REQUIRES A SINGULAR IDEA
AND A SINGULAR VERB.
164
TWO AND TWO IS FOUR.
165
TWO AND TWO IS FOUR.
THE PLURAL COMPOUND “TWO AND TWO”
IS PLURAL IN FORM. 
IT IS THE IDEA OF “TWO AND TWO” THAT IS FOUR. THE COUMPOUND IS ALWAYS CONSIDERED SINGULAR IN MEANING.
HENCE, THE PLURAL NUMERIC CONCEPT REQUIRES A SINGULAR IDEA
AND A SINGULAR VERB)
166
“THE CLOUDS” IS A COMEDY BY ARISTOPHANES.
167
“THE CLOUDS” IS A COMEDY BY ARISTOPHANES.
NOTE HOW THE SUBJECT IS PLURAL IN FORM
BUT SINGULAR IN IDEA AND MEANING.
HENCE, IT TAKES A SINGULAR VERB)
168
“THOUSAND ISLANDS” IS A BEAUTIFUL
RESORT IN TUCSON.
169
THOUSAND ISLANDS IS A BEAUTIFUL RESORT
IN TUCSON.
NOTE HOW THE SUBJECT IS PLURAL IN FORM
BUT SINGULAR IN IDEA AND MEANING.
HENCE, IT TAKES A SINGULAR VERB)
170
LOOK OUT!
NOUNS LIKE
“BALLISTICS”, “CIVICS”, “ECONOMICS”,
“MATHEMATICS”, “NEWS”, “PHYSICS”, “SEMANTICS”, “LINGUISTICS”, ETC.
ARE USUALLY CONSIDERED 
SINGULAR IN MEANING.
WE CONSIDER THEM
AS FIELDS OF INTREST OR AS DISCIPLINES.
AS SINGULAR NOUNS, 
THEY FORM SINGULAR SUBJECTS,
AND TAKE SINGULAR VERBS.
171
BALLISTICS IS THE SCIENTIFIC STUDY OF THE MOVEMENT OF OBJECTS FORCED
THROUGH THE AIR.
CIVICS IS A SOCIAL SCIENCE.
THE NEWS LASTS HALF AN HOUR.
PHYSICS HAS MADE ENORMOUS PROGRESS
IN THIS CENTURY.
172
LOOK OUT!
“ATHLETICS”,
“STATISTICS” AND “TACTICS”
MAY BE SINGULAR
 (FIELDS OF INTEREST OR DISCIPLINES)
OR PLURAL 
(ACTIVITIES, EVENTS OR PROPERTIES)
173
ATHLETICS KEEP THE LABORATORY STAFF HEALTHY.
STATISTICS HAVE BEEN GATHERED 
ON WASP STINGS.
THESE TACTICS ARE UNLIKELY TO HELP YOU.
174
12TH RULE:
INVERSIONS (THE INVERTED WORD ORDER)
CAN MISLEAD THE EAR:
THE VERB PRECEDES THE SUBJECT.
175
INVERTED STRUCTURES:
VERB + SUBJECT
176
IN THE LARGE YARD WERE A GARAGE,
A LAWN, AND A SHED.
THERE ARE A PENCIL AND A PRINTED
FORM ON EACH DESK.
177
13TH RULE:
THE NUMBER OF A RELATIVE PRONOUN SUBJECT [THAT, WHO, WHICH]
IS SINGULAR
(IF THE ANTECEDENT IS SINGULAR)
OR PLURAL
(IF ITS ANTECEDENT IS PLURAL).
178
RELATIVE PRONOUN AND ITS SINGULAR/PLURAL ANTECEDENT 
179
THE MAN WHO WAKES THE BUGLER IS THE CORPORAL OF THE GUARD.
[US MARINE CORPS]
WE KNOW THAT “WHO” IS SINGULAR,
BECAUSE ITS ANTECEDENT “MAN”
IS SINGULAR.
SINCE “WHO” IS SINGULAR 
AND THE SUBJECT OF THE SUBORDINATE CLAUSE,
THE VERB “WAKES” MUST BE SINGULAR.
180
THE OPERATORS WHO WAKE THE GUESTS WORK VERY HARD AFTER SIX O’CLOCK A.M.
WE KNOW THAT “WHO” IS PLURAL,
BECAUSE ITS ANTECEDENT “OPERATORS”
IS PLURAL.
SINCE “WHO” IS PLURAL AND
THE SUBJECT OF THE SUBORDINATE CLAUSE,
THE VERB “WAKE” MUST BE PLURAL.
181
LOOK OUT!
THE ANTECEDENT
“ONE OF THOSE WHO”
IS PLURAL.
182
FAULTY
CORRECT
JOHNISONE OF THOSECOMPOSERSWHOWRITESLYRICS.
JOHN ISONE OF THOSECOMPOSERSWHOWRITELYRICS.
THE NUMBER OF A RELATIVE PRONOUN SOMETIMES GIVES US DIFFICULTYIN
“ONE OF THOSE WHO” STRUCTURES.
183
14TH RULE:
 DO NOT LET THE NUMBER OF A PREDICATE NOUN GOVERN THE NUMBER OF THE VERB:
THE SUBJECT, AND NOT THE PREDICATE NOUN,
MUST GOVERN THE NUMBER OF THE VERB.
184
VERB NUMBER:
NOT UNDER PREDICATE NOUN NUMBER
185
FAULTY
CORRECT
HIS DINNERARE
FISH AND COFFEE.
HIS DINNERIS
FISHAND COFFEE.
THEPLURAL PREDICATE NOUN
“FISH AND COFFEE”
MAKES THE SENTENCE SOUNDRIGHT,
BUT IT IS NOT.
THESUBJECT GOVERNS
THEVERB NUMBER.
SOMETIMESA SUBJECT IS SINGULAR AND THE PREDICATE NOUN
IS PLURAL.
186
LOOK OUT!
AWKWARD CLASH
BETWEEN
THE SUBJECT NUMBER
&
A PREDICATE NOUN
187
FAULTY
CORRECT
FISH ANDCOFFEE
ISHIS DINNER.
FISH AND COFFEE
AREHIS DINNER.
THESINGULAR PREDICATE NOUN “DINNER”
MAKES THE SENTENCE SOUNDRIGHT,
BUT IT IS NOT.
THESUBJECT GOVERNS
THE NUMBER OF THE VERB.
SOMETIMESA SUBJECT ISPLURAL ANDTHE PREDICATE NOUN
IS SINGULAR.
188
189
FAULTY?
CORRECT?
EACH OF THE JOGGERS
ARE CIRCLING BROOKDALE PARK.
EACH OFTHEJOGGERS ISCIRCLING BROOKDALE PARK.
FAULTY?
CORRECT?
NEITHER HAVE REPORTED.
NEITHER HASREPORTED.
190
FAULTY?
CORRECT?
EACH OF THE JOGGERS
ARE CIRCLING BROOKDALE PARK.
EACH OFTHEJOGGERS ISCIRCLING BROOKDALE PARK.
FAULTY
CORRECT?
NEITHER HAVE REPORTED.
NEITHER HASREPORTED.
8TH RULE 
191
FAULTY?
CORRECT?
THERE IS A PENCIL AND A PRINTED FORM ON EACH DESK.
THERE ARE A PENCIL AND A PRINTED FORM ON EACH DESK.
192
12TH RULE 
FAULTY?
CORRECT?
THERE ISA PENCIL AND A PRINTED FORMON EACH DESK.
THERE AREA PENCIL AND A PRINTED FORMON EACH DESK.
193
194