I'm beginning to understand. You seem to be saying that traditional grammar focuses on form and that form will not help students distinguish function. I agree, particularly with the latter. You asked "how do [I] have students identify the main verb in the three sentences?" I rely on the fact that their brains already know the language, including the distinction between finite verbs and verbals. I give them those lousy definitions, and a short list of words that always function as finite verbs: is, are, was were. They get this in the second floor of the CASA program, where they have to indentify not just verbs, but S/V/C patterns. The computer immediately tells them when they are right. The CASA program needs further development, i.e., the work on S/V/C patterns is not sufficient to elicit the "click" of understanding -- the connection in their heads between the words "finite verb" and what their heads understand as finite verbs. So we do a couple of hand-outs which we review in class. For most students who put in some effort, this is sufficient for them to thereafter be able to recognize finite verbs. There are a couple additional aids I give them, the most important of which is to test the verb by seeing if it makes sense as a sentence. In "Bob enjoys playing on the computer," some students would want to make "playing" the verb and "Bob" the subject. But the sentence does not mean "Bob playing on the computer." Hence, "playing" cannot be the finite verb. (Unlike structural grammarians, we depend a LOT on the meaning.) My approach, as I see it, focuses almost entirely on function. If suggestions about form might help a student or students, I would use them, but I can't see wasting time on a formal discussion of the "form/function" distinction. Grammarians and linguists are right to be concerned with it, but for my students, such a discussion simply adds more concepts that they need to memorize. It seems to me that students can use that time more wisely by attempting to analyze more sentences in real texts. >>> "James M. Dubinsky" <[log in to unmask]> 01/27/98 10:16pm >>> This message was originally submitted by [log in to unmask] to the ATEG in reply to a posting by Ed Vavra ([log in to unmask]) > So what is the "main verb" of the following > sentences? > > Bob is playing on the computer. > Bob enjoys playing on the computer. > Bob is happy playing on the computer. > > Playing is the most "action" word in all three, right? > > I guess I'm slow, but I don't understand the > explanation. I offered this example as an example that form is not a consistent way to talk about function and that the traditional definition of a verb leads to wrong results. So, how do you have students identify the main verb in the three sentences? Bob Yates, Central Missouri State University