Hi Peter,

When I called on "form" rather than meaning to define "verb,",I was 
defining a  "part of speech":  verb as a word class;  I was not 
defining predicate or "main verb of the clause."   To look at form in 
the case of all four form classes shows students how to use their 
inner grammar computer.

The definition for words in context requires both form and function. 
Your participle example makes that case.  That two-sided definition 
represents an important change from traditional school grammar.

And, yes, it does help the students in both writing and editing 
stages to know about participles as modifiers of verbs. The idea that 
verb phrases can function within noun phrases, adjectivally, is a 
powerful tool for writers.

Martha


>I gather that many on this list, and many elsewhere, have come to 
>adopt the definition of verb, as Martha Kolln put it a few days ago, 
>as "a word that has both present and past tense.  ([she] sometimes 
>simply say[s], "a word that has both an -s and an -ing ending."
>
>I understand the usefulness of such a definition.  It is 
>straightforward and, with only a few exceptions, effective at 
>identifying words that belong to the word class verb. 
>
>My problem with this approach is that it is not of much usefulness 
>to my students.  What they need to know is not whether a word 
>belongs to the word class verb; they need to know whether a 
>particular word is functioning as a verb in a sentence they have 
>written.  Identifying verbs in sentences is crucial to editing for 
>punctuation, for fragments and run-ons, and for subject-verb 
>agreement. 
>
>So if students write "The couple taking a walk in the park," they 
>need to be able to figure out whether taking and walk are 
>functioning as verbs in this "sentence."  The fact that they are 
>words that belong to the word class verb, as well as to others, is 
>not useful information in editing this sentence.  It seems to me 
>that a meaning-based definition of verb will be of much more use for 
>this purpose.
>
>Of course, we may have simply arrived by a different route at a 
>recognition that we are aiming at different purposes.  I am worried 
>about helping students reduce the severity and quantity of error in 
>their writing.  Others' goal is to provide students with a thorough 
>understanding of how the English language works.
>
>But, if there is a way the definition based on form rather than 
>meaning can be useful for my purposes, I would like to learn that. 
>
>Peter Adams
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