THE DESCRIPTION OF
ENGLISH PHRASAL VERBS
A PAPER
WRITTEN
BY
RIMA FIRGI YANI
NIM: 102202001
ENGLISH STUDY PROGRAM DIPLOMA III
FACULTY OF CULTURE STUDY
UNIVERSITY OF NORTH SUMATERA
MEDAN
Approved by
Supervisor,
Drs. Bahagia Tarigan, M.A. NIP: 19581017198601001
Submitted to the Faculty of Culture Study University of North Sumatera
In partial fulfillment of the requirements for English Study Diploma III Program
Approved by
The chairperson of English Study Diploma III,
Dr. Matius C.A. Sembiring, M.A. NIP : 19521126 198112 1 001
Approved by the English Study Diploma III Program, Faculty of Culture Study,
University of North Sumateera
Accepted by the examination board in partial fulfillment of the requirement for
the DIII examination of the Diploma III English Study Program, Faculty of
Culture Study of University of North Sumatera.
The examination is held on:
October 2013
Faculty of Culture Study University of North Sumatera Dean,
Dr. Syahron Lubis, M.A. NIP : 19511031 197603 1 001
Board of examiners:
1. Dr. Matius C.A. Sembiring, M.A. (head of ESP) ……….
2Drs. Bahagia Tarigan, M.A. (supervisor) ………..
AUTHOR’S DECLARATION
I am, RIMA FIRGI YANI, declare that I am the sole of author of this paper.
Except where reference is made in the text of this paper, this paper contains
no material published elsewhere or extracted in whole or in part from a paper
by which I have qualified for or awarded another degree.
No other person’s work has been used without due acknowledgement in the
main text of this paper. This paper has not been submitted for the award of
another degree in any tertiary education.
Signed : ………
COPYRIGHT DECLARATION
Name : RIMA FIRGI YANI
Title of paper : THE DESCRIPTION OF ENGLISH PHRASAL VERBS
Qualification : D-III/ Ahli Madya
Study Program : English
1. I am willing that my paper should be available for reproduction at the
discretion of the Liberarian of the Diploma III English Study Program
Faculty of Culture Study USU on the understanding that users are made
aware of their obligation under law of the Republic of Indonesia.
2. I am not willing that my papers be made available for reproduction.
Signed : ………
ABSTRACT
This paper is dealing with the English Phrasal Verbs. English Phrasal Verbs is
one aspect of English structures. When we talk about phrasal verbs, it means
that we discuss about the structures of the language. The problem to be
answered in this writing is the forms of the English Phrasal Verbs and the so
usages. What phrases should we use and when phrases should we use to. This
writing has four different chapters, such us Introduction, book review,
ABSTRAK
Tulisan ini memuat tentang Pharasal Verbs di dalam bahasa inggris. Phrasal Verbs
adalah salah satu bagian dari tata bahasa. Bila kita membicarakan tentang phrasal
verbs dalam satu bahasa, maka kita tidak bisa terlepas dari tata bahasa tersebut.
Yang merupakan masalah dalam tulisan ini ialah bagaimana pola phrasal verbs
bahasa inggris dan kapan digunakan. Tulisan ini terdiri atas empat bagian, yaitu:
ACKNOWLEDGEMENT
Departement Faculty of Culture, University of North Sumatera.
Then, I would the like to express a deep gratitude, love, and appreciation
University of North Sumatera.
• All lecturers in English Diploma Study Program for giving me advices ad knowledges.
• My special man, Harfin Aryendi Pelawinta. Thanks for supporting me morraly, financially, spiritually, in completing this paper.
• My best friend Tria Anindi, Aya Syarifa, Abun Fauzi, Rizky and
Anisa Fatiah. Thanks for their royalty, loves, and supports. I thank
them for being my true friend who always care.
• And all my friends in English Diploma III A and B. Thank you for your support, cares and other things that help me to complete this
paper. Thank you for the nice friendship during our study. I will be
missing the days we spent together.
Medan, 2013
The Writer
Rima Firgi Yani
THE CONTENTS
Author’s Declaration………. i
Copyright Declaration ……… ii
ABSTRACT
This paper is dealing with the English Phrasal Verbs. English Phrasal Verbs is
one aspect of English structures. When we talk about phrasal verbs, it means
that we discuss about the structures of the language. The problem to be
answered in this writing is the forms of the English Phrasal Verbs and the so
usages. What phrases should we use and when phrases should we use to. This
writing has four different chapters, such us Introduction, book review,
ABSTRAK
Tulisan ini memuat tentang Pharasal Verbs di dalam bahasa inggris. Phrasal Verbs
adalah salah satu bagian dari tata bahasa. Bila kita membicarakan tentang phrasal
verbs dalam satu bahasa, maka kita tidak bisa terlepas dari tata bahasa tersebut.
Yang merupakan masalah dalam tulisan ini ialah bagaimana pola phrasal verbs
bahasa inggris dan kapan digunakan. Tulisan ini terdiri atas empat bagian, yaitu:
1. INTRODUCTION
1.1 The Background of the Study
The title of this writing is a description of English phrasal verb. It
is dealing with the structures of English. English is the first foreign
language studied by the students of Indonesia no matter the schools
belonged to private or public. English language is very difficult for the
Indonesian students to be learnt, because it does not used by the society in
their lives. Generally English is firstly taught to the students of secondary
high school and so the students at the University. So the writer finds it
very interesting to write down the description of the English phrasal verbs.
When we compare the grammar of English with the grammar of Indonesian
it can be seen that English grammar is very complicated. It can be seen
through the tenses, for example. English has six teen different tenses where
as the Indonesian language does not have tense.
This kind of writing is a descriptive one and the method applied is
library research. The required data were taken from written texts. The
theory applied to write it is the theory of English grammar. The structures
of English in forming noun phrasal or verb phrasal also are quiet different
from Indonesian. For example, big house versus ‘rumah besar’, write down
versus ‘tuliskan lah’, etc.
Language, human beings, society, and culture cannot be separated
one another. Without the present of a language human beings can do
habit can be seen through the society, and the products of the habit can
be said as the culture of the society. So it can be understood clearly the
language will be used by a member of society and the habit of the
society’s members are called the culture of the society. The habits or the
culture of a society usually in herit by the generation of the society. These
things happen to all society in the world no matter to what society the
human beings are belonged to. Now we are able to understand that the
society of English spoken by People is as the same as a society in the
world, the society of Indonesia owns its habit and culture in using English
as its foreign language. It can be understood as well as the other different
society which will have different culture. For instance, the Indonesian
people have their own language as the national language of the country, so
of course the language has the structures. Here the writer wants to show
the readers about the distinction between the structures of English phrasal
verbs. The writer wants to mentions the differences between public and
private manifestations of ethnicity generally. With regarding to language the
point is that while communicative and symbolic facets co-exist, they are
separable. Among mainstream populations the language of daily use is
usually also the variety which carries and reflects group culture and
tradition. Ignoring the communicative- symbolic distinction can lead to lack
of clarity and misdirected effort. If revivalists emphasize language mainly
in communicative terms when mounting their campaigns, and if their
will be unsuccessfully in the promotion of language use; may reintroduce,
under the mantle of pluralism, a sort of anomie, and may promote a
cynical view of any and all efforts on behalf of groups identity.
A distinction between communicative and symbolic language mirrors a
more general one between public and private ethnic markers. It is the
force of the argument so far for that, for practical reasons, we should
expect public and non- symbolic characteristics to be relatively early
casualties in assimilative or modified pluralistic context. A very useful
discussion of symbolic ethnicity has not affected basic processes of
acculturation and assimilation, but there but there is a new interest. This is
not intense enough to lead to any revival, but it does give rise to r enewed
ethnic symbolism. If symbolic ethnicity and private markers are the
aspects which remain, it follows that active intervention on behalf of
minority identity may be not productive or, indeed, counter-productive.
There is no evidence to suggest that meaningful aspects of ethnicity can
be held in place for any reasonable length of time by such action, much
less the ones that are usually dealt with which are visible and public
markers highly susceptible to change.
In the social move ments which lead to the erosion of certain group
markers, one fact stands out, most people are animated by the desire for
material well-being and advancement, and are thus inexorably drawn
been a received idea in much of the social sciences for a long time, but it
does present certain difficulties.
1.2 The Problem of the Study
When someone wants to write something of course he or she
wants to solve a problem or answer a question to the writing. So, dealing
with the topic of this paper ‘the description of English phrasal verbs’ of
course the problem to it is dealt with the structured and its application
when English is used as the medium to it. So what is the construction of
the English phrasal verbs and how to use them.
1.3 The Scope of the Study
When someone wants to write something there will tremendous
things to be discussed , therefore philosophers encourage the juniors to give
a limitation to the problems they are going to discuss. On this writing or
dealing with the uses or application of English phrasal verbs of course
there are many things to be talked about, so the writer of this paper wants
to decide a limitation in writing the English phrasal verbs description and
their usages. The writer will write down the construction of the English
1.4 The Purposes of the study
In order to write something there can be different purposes to be
reached by the writer. It will be of course deals with the needs of the
writer. At this time for this circumstances, the writer of this paper has two
main purposes, they are: one, to apply the knowledge she has gained from
her lecturers during her study at the Faculty of Culture Study at the
University of North Sumatera; two, to fulfill one of the requirements to
finish her study from the English Department of the Diploma Program.
1.5 The Method of the Study
There some different approaches can be applied when someone wants to
take a small or big research or writing. He or she can uses library research, field
research, or experiment. The technique will be dealt with the subject matter he or
she is doing. When someone wants to know about the movement of a child
language, of course he or she need to have an experiment for it and the data for
this research can be taken from the child he or she uses as the resources of the
data. If he or she wants to apply the technique of field research, it means that he or
she need to take some informants which can be used as the resources for the data
required. On this occasion, the writer of this paper is writing about the English
phrasal verbs, so all the required data for further analysis will be taken from
written text. It means that the technique applied for writing this paper is library
research. It is very difficult to see the native speakers of English which can be
English to be made as the resources of the data, it means that she has to travel to
the country that English is used daily by the society while they are
communicating. For examples, United Kingdom, United States of America,
Australia, New Zealand, and other country which its society used English to
2. REVIEW OF RELATED LITERATURE
Huddleston (1985:128) says, “The verb phrase consists of a head
element, obligatory except in cases of ellipsis, and optionally one or more
dependents. In [He] may have seen [her], for example, we take may and have as
dependents. The dependent positions may be filled by.’
According to the quotation above that it can be understood that may and
have as the auxiliary verbs are precisely those verbs which function as dependent
in verb structure, and are contrasted with main verbs, which function as head.
Most verbs belong exclusively to one or other of these sub-classes, but a few,
most clearly forms of be, have, and do, belong to both. For examples:
He is sleeping. We have an auxiliary use of is or and hence, derivatively, of be, in
He is said a main verb use. The precise delimitation of the auxiliary class raises a
number of problems.
The rules given to determine the inflectional form of each verb in the
verb phrase other than the first. In verb phrase has functioning as head of kernel
(and many classes of non-kernel) clauses, the first verb carries one of the tense
inflections.
Perrin (1985:305) says, ”A verb formed by an auxiliary and an infinitive
or post participle is called a phrasal verb: will go, must go, has gone, had gone,
should have gone.”
It is very clearly seen that in the tenses which have simple forms (goes,
went), we get different shades of meaning by using phrasal forms (went, did, go,
A phrase is a group of two or more grammatically related words without
a subject and finite verb that functions as a unit in a clause or sentence. Phrases
are conventionally classified in terms of their elements.
Prepositional : in the room, before the war, because of that
Participial : coming into the room, pasted on the wall
Gerund : learning English
Infinitive : to live peacefully, to have seen him
Though the elements in a phrase usually stand together, they need not do so. For
example in He puts it off, we have a verb phrase, puts off, interrupted by its object
it.
Other word groups that function as syntactical units are also refered to as phrases
(have gone, a large house). Other examples:
Prepositions : Because of John we were late.
Adjectives : a heart of gold
Crossing the street, he nearly was hit by a car.
Adverbs : beyond the town
in the morning
He did it in the Chinese manner. We use the term “grammar” with
a systematic ambiguity. On the one hand, the term refers to the explicit theory
constructed by the linguist and proposed as a description of the speaker’s
competence. On the other hand, [it refers] to this competence itself.
The sounds and sound patterns, the basic units of meaning, such as words,
language. The grammar, then, is what we know; it represents our linguistic
competence. To understand the nature of language we must understand the nature
of this internalized, unconscious set of rules, which is part of every grammar of
every language.
Every human being who speaks a language knows its grammar. When
linguists wish to describe a language, they attempt to describe the grammar of the
language that exists in the minds of its speakers. There may be some differences
among speakers’ knowledge, but there must be shared knowledge, because it is
this grammar that makes it possible to communicate through language. To the
extent that the linguist’s description is a true model of the speakers’ linguistic
capacity, it will be a successful description of the grammar and of the language
itself. Such a model is called a descriptive grammar. It does not tell you how you
should speak; it describes your basic linguistic knowledge. It explains how it is
possible for you to speak and understand, and it tells what you know about the
sounds, words, phrases, and sentences of your language.
We have used the word grammar in two ways: the first in reference to the
grammar speakers have in their brains; the second as the model or description of
this internalized grammar. Almost 2000 years ago the Greek grammarian
Dionysius Thrax defined grammar as that which permits us either to speak a
language or to speak about a language. From now on we will not differentiate
these two meanings, because the linguist’s descriptive grammar is an attempt at a
When we say that there is a rule in the grammar—such as “Every sentence
has a noun phrase subject and a verb phrase predicate”—we posit the rule in both
the “mental” grammar and the model of ii, the linguist’s grammar.
When we say that a sentence is grammatical, we mean that it conforms to
the rules of both grammars; conversely, an ungrammatical (starred) sentence
deviates in some way from these rules. If, however, we posit a rule for English
that does not agree with your intuitions as a speaker, then the grammar we are
describing is in some way different from the grammar that represents your
linguistic competence; that is, your language is not the one we are describing. No
language or variety of a language (called a dialect) is superior to any other in a
linguistic sense. Every grammar is equally complex and logical and capable of
producing an infinite set of sentences to express any thought. If something can be
expressed in one language or one dialect, it can be expressed in any other
language or dialect. It might involve different means and different words, but it
can be expressed.
No grammar, therefore no language, is either superior or inferior to any
other. Languages of technologically undeveloped cultures are not primitive or
3. PHRASAL VERBS
3.1 What is Phrasal Verb?
A phrasal verb is formed by combining a simple verb and one of a number
of particles. The result is called ‘phrasal’ because it looks like a phrase rather than
a single word. Although it looks like a phrase, it functions as a single word. It is a
unit.
Say the five phrasal verbs in the table, stressing the particle up. Now use
the example below to form sixteen phrasal verbs containing the particles up and
down:
This unit provides practice in recognizing phrasal verbs, and using them in
sentences.
SIMPLE VERB PARTICLE PHRASAL VERB
a. come
b. go
c. walk
d. climb
e. jump
f. run
g. march
h. slide
Movement and Direction
The verbs in the first section were simple verbs of MOVEMENTS.
Particles, when added to them, indicate DIRECTION: up, down, in, out, on, off
etc. Below is a table. Thirty-six phrasal verbs can be formed from the simple
verbs and particles in the table. Make as many as you wish, and say them aloud.
Each simple verb gives six phrasal verbs. Stress the particle when saying the
phrasal verb.
The particles are adverbial. They modify the simple verb. Verb and particle,
however, act as a single unit in the same way as verb and prefix (as in use; re-use;
read, re-read).
Word Order
Phrasal verbs, like simple verbs, can be either transitive or intransitive.
Use the example to help you complete the sentences.
Example
He was tired of sitting, so he stood up.
a. She was standing on the balcony, and looked down.
b. He was reading a book. When she came into the room, he looked up.
c. He was in the house. He opened the door, and went ou into the garden.
d. He was driving a truck. When he saw the workers, he stopped the truck and they
climbed on.
e. We sold the house, and moved out quickly, in order to let the buyers move in.
Example
He picked up the book.
f. They carried in the parcels.
g. She lifted up the box.
h. He put down the book.
i. She brought in the laundry.
j. They cut down the old tress
k. The workmen were busy tearing down the building.
l. They carried out the materials they needed.
When phrasal verbs are transitive, it is possible to place the particle either
BEFORE OR AFTER the object noun. When a sentence is short, it is usual o
place the particle AFTER the object noun. There is no difference in meaning.
Example
He picked up the book = He picked the book up.
m. He put down the book = He put the book down.
o. They carried in the parcels = They the parcels in.
p. She brought in the laundry = she brought the laundry in.
q. They cut down the old trees = They cut the old trees down.
r. The workmen were busy tearing down the building = The workmen were busy
tearing the building down.
s. They brought down the toys = They brought the toys down.
t. The child was asked to pick up all the bits of paper = The child was asked to pick
all the bits of paper up.
u. The men were told to bring in the chairs and tables = The men were told to bring
the chairs and tables in.
v. She pushed up the window = She pushed the window up.
w. Throw down the key! = Throw the key down!
x. He picked up a copy of the evening paper = He picked a copy of the evening
paper up.
The parts of the unit – verb and particle – need not be placed next to each
other in these examples. When the particles can move in this way, the phrasal verb
is called ‘separable’.
Word Order and Pronouns
When the direct object of the verb is a pronoun (him, it, etc), the particle
always comes after the pronoun. Use the example to help complete the sentences.
Example:
He picked up the book. OR He picked the book up.
a. He put the book down. He put it down.
b. She put down the box. She put it down.
c. He brought the toys down. He brought them down.
d. He brought in the chairs. He brought them in.
e. She held the boy out. She held him out.
f. He lifted up the girl. He lifted her up.
g. They cut down the trees. They cut them down.
h. They picked the children up. They picked them up.
i. She held up her arm. She held it up.
j. She carried the boy down. She carried him down.
Omitting Nouns
Phrasal verbs basically relate to movement and direction. Direction can,
however, be shown by using prepositional phrases:
Example:
He carried the box up the stairs.
There is no phrasal verb in this sentence. Here ‘u[‘ is a preposition,
relating to ‘the stairs’ rather than to ‘carry’:
EXAMPLE:
(He carried the box) (up the stairs)
A phrasal verb can be formed from such a sentence by ‘losing’ the article
and noun.
He carried the box up the stairs.
He carried the box up.
He carried the box down the stairs.
He carried the box down.
He carried the box off the stage.
He carried the box off.
When the article and noun are ‘ lost’, the speaker is being less exact.
Perhaps his listeners know that stairs were used, or perhaps the action was more
important than the stairs. Phrasal verb (formed in this way) can be less exact in
meaning than simple verbs with prepositional phrases.
Use this table in the same way. First, from sentences with prepositional
phrases. Twenty sentences are possible. Next, omit the articles and nouns. Only
FOUR sentences are the possible.
Problems with Prepositions
In the previous section, it was possible to form a phrasal verb by omitting
the article and noun. It is not always as simple as that. Study these examples,
noting what must be omitted and what must be kept.
Example:
1. He carried the box up the stairs
He carried the box up
2. He carried the box down the stairs
3. He carried the box off the stage
He carried the box off
BUT
4. He carried the box into the house
He carried the box in.
5. He carried the box out of the house.
He carried the box out
6. He carried the box onto the stage
He carried the box on.
Remove whatever is necessary in these sentences. In the first five
sentences. In the first five sentences, the non-essential parts are printed in italics.
a. He carried the child up the stairs. He carried the child up.
b. She carried the child into the house. She carried the child in.
c. She brought the bags onto the stage. She brought the bags on.
d. She took the materials out of the bag. She took the materials out.
e. They brought the boxes down the hill. They brought the boxes down.
f. They brought the chairs into the garden. They brought the chairs in.
g. They led the man onto the veranda. They led the men on.
h. She chased the cats out of the kitchen. Se chased the cats out.
NOTE : Two points should be remembered:
(1) When anything is omitted, the particle becomes adverbial. It is not connected with
any further prepositional phrase that may be added:
He carried the box down the stairs to the cellar.
(He carried the box) (down the stairs)(to the cellar)
He carried the box down to the cellar.
(He carried the box down) (to the cellar)
(2) As will be seen in later units, phrasal verbs need NOT be formed simply by
omitting other words. This can be seen by comparing these sentences.
Example:
He lifted the box up ⇐ He lifted the box up the stairs
AND
(He lifted the box)(and put it on the table)
In the second sentence nothing has been omitted.
Placing Adverbs With Phrasal Verbs
The rules for using adverbs with phrasal verbs relate to whether the
phrasal verb is intransitive or transitive.
(1) Intransitive rule: place the adverb either BETWEEN the verb and the particle, or
AFTER the particle.
Example:
He ran away ⇒ He ran happily away
He ran away happily.
a. She walked away sadly. She walked sadly away.
b. They hurried along cheerfully. They hurried cheerfully along.
c. They drove away slowly. They drove slowly away.
(2) Transitive rule: place the adverb either BEFORE the verb, or AFTER the object or
particle, whichever comes last.
Example:
She picked the letter up.
⇒ She eagerly picked the letter up.
OR She picked the letter up eagerly.
OR She picked up the letter eagerly.
e. He lifted up the box quickly.
Or He lifted the box up quickly.
Or He lifted up the box quickly.
f. She put the baby down gently.
Or She put the baby gently down.
Or She put down the baby gently.
g. (hurriedly) I took the books back.
3.2 Using Phrasal Verbs
Now the writer of this paper wants to discuss when to use the phrasal
verbs relating phrasal verbs to.
(1) Other verbs in English (climb down: descend)
(2) Simple adjectives (bright: brighten: brighten up)
(3) Nouns (brick: brick up)
The simple verbs and particles which form phrasal verbs are mainly
Anglo-Saxon in origin. The vast majority of such simple verbs have only one
syllable (come, go, run etc). They are common in everyday speech, in talking to
children, in slang, when making emotional remarks and informal comments. They
are often used by native speakers of English to explain academic verbs of Latin
origin.
Examples:
When I say they consumed all the fuel, I mean they used it all up.
If you eject someone or something, you throw them out.
If you descend, you climb down or come down or go down.
This contrast is widespread. It is a contrast between FAMILIAR (phrasal verbs)
and FORMAL (Latin verbs). Study these tables:
They
Used up
All the fuel
FAMILIAR
Consumed FORMAL
They
gathered together
In the hall
FAMILIAR
Congregated assembled FORMAL
It is also frequently possible to relate the structural elements of the phrasal verbs
to the structural elements of the Latin verbs, in this way:
Climb up Climb down
A scend de scend
In this exercise, pairs of verbs are given in brackets at the beginning of
each sentence. In each pair, a phrasal verb is matched with a Latin verb. Use each
verb in turn in its sentence, making the sentence, making the sentence first
FAMILIAR, the FORMAL.
Example:
(rise up lascend) The smoke began to ______into the air
FAMILIAR (1) The smoke began to rise up into the air.
(2) The smoke began to ascend into the air.
Example:
put out
He extinguished the flames.
⇒ He put out the flames.
go away fall down run off
put off tear down split up
a. The old building collapsed
b. The workmen demolished the factory
c. The committee want to delay the decision
d. The banker decamped with his clients’ money
e. The party will divide into smaller groups
Example:
extinguish
He put out the flames
⇒ He extinguished the flames
Pairing Verbs
NOTE
(1) The pairs given in this unit are often exchangeable in this way, but not always
(2) In some cases, one phrasal verb may match several Latin verbs. In some cases,
one Latin verb may match several phrasal verbs. The context and the speaker’s
attitude dictate the best use of the appropriate verb.
Example
Bring back (1) He {brought back restored} the death penalty
(2) She {brought back returned} the money
(3) The dog {brought back returned} the bird.
Demolish (1) They {demolished knocked down} the bird
(2) They {demolished tore down} the house
Literal and Figurative Uses
Phrasal verb often have two distinct uses:
(1) Literal, where they have a normal meaning related to the verb and particle, and
(2) Figurative, where they have a metaphoric meaning. This metaphoric use is almost
always familiar and informal, and often slangy.
Example
LITERAL The milkman brought in the milk
FIGURATIVE The prime minister brought in a new policy
Here the same verb has distinct effects. Only in the figurative use can ‘bring in’ be
paired with the Latin verb ‘introduce’:
T he milkman brought in the milk
G he prime minister {brought in introduced a new policy}
Jokes are often made by deliberately confusing the literal and figurative
uses of phrasal verbs. Study the following sentences, where the first is literal and
the second figurative.
a. (1) The little boy ran out (of the house)
(2) The oil supply ran out. (=was completely consumed)
b. (1) The girl came down in her dressing grown
(2) The family came down in our estimation (=lost status)
c. (1) They carried out the suitcases
(2) They carried out the search (= conducted, prosecuted)
d. (1) She picked up the bottles
e. (1) The water wore the stonework down
(2) His boring speech wore us all down (=exhausted)
Phrasal Verb and Adjectives
Verbs ending in –en (for example, harden, quicken, smarten) are formed
on simple adjectives of Anglo-Saxon origin (hard, quick, smart). They have the
meaning ‘become’ or ‘make (happen)’: A particle is often added to these verbs
emphasize their meaning:
Example:
The rope wasn’t tight.
They tightened it.
They tightened it up.
The water slowly became cool. It cooled down
a. The cloth slowly became dry. It dried out.
b. The lake became completely dry. It dried out.
c. The soup soon became warm. It soon warmed.
d. The trees became thin and scattered near the road. The trees scattered out near the
road.
e. The decorator wanted the paint to be thinner. He put white spirit in it to decorator.
3.3 Phrasal Verbs and Nouns
It is common for phrasal verbs to be formed from nouns. Such verbs
suggest an action closely related to those nouns. In the sentences use the nouns in
italics to make phrasal verbs.
Example:
brick
They sealed the entrance up with bricks.
They bricked the entrance up.
a. He marked the names up with chalk. He chalked them up.
b. They marked the places in with ink (on the map). They inked them up.
c. He waved the car down with a flag (or a flagging action). He flagged the car
down.
d. He raised the wheel of the car with a jack. He jacked it up.
e. They gave the food out in dished. They dished it out.
f. She cleaned up the water with a mop. She moped the water up.
g. The windows became covered with mist. They misted them up.
3.4 Forming Nouns from Phrasal Verbs
Nouns can be formed from phrasal verbs. Such nouns are becoming
increasingly common in modern English, in conversation, in news papers and in
technical usage. This unit provides practice in the basic principles of their
formation.
The Major Pattern of Formation
In the commonest pattern for forming nouns, the phrasal verb remains
unchanged, except that:
(1) In speech, the first element is now stressed:
To break down a breakdown
To round up a round-up
(2) In writing, the noun is either shown as one word, or with a hyphen:
NOTE:
That there is a no absolute rule for writing the nouns. Generally, the noun is
written as one word when it is widely used, and has a hyphen when the two
elements do not go together well as one word. When in doubt, use a hyphen
Now study the example and complete the exercise, taking care with the stress.
Example:
The car the broke down. The breakdown of the car was annoying.
a. The prisoners broke out. The breakout of the prisoners was alarming.
b. Their marriage broke up. The breakup of their marriage was saddening.
d. The prisoner got away. The getaway of the prisoner was surprising.
e. The roof caved in. The cavein of the roof caused a number of injuries among the
miners.
f. The enemy forces began to build up on the borders. The buildup of enemy forces
was a serious threat.
g. The family got together for the party. The get-together was very enjoyable.
h. The students sat in at the university and protested. The sit in of the students
caused some disturbance but the police were not called in.
In the above sentences, the noun is formed from the active use of the verb. It
is also possible to form the noun from the passive use of the verb.
Example:
The cattle were rounded up. The round-up took four days.
i. The papers were mixed up. The mix-up was confusing.
j. The traffic was held up for several hours. The held-up was irritating.
k. The lights were blacked out because of the emergency. The blacked-out applied to
the whole city.
l. The pop-singer was built up into a great star. The build-up was a triumph of
public relations and advertising.
The minor pattern of formation
A small number of verbs possess nouns formed on both the major and the
minor patterns. Each noun has a special use. Study these three examples:
(1) Break out
outbreak (usually relating to diseases, trouble, etc.)
(2) Lay out
layout (usually relating to design, decoration, planning)
outlay (usually relating to money, economics)
(3) Look out
look out (usually military, for observation or an observer)
outlook (usually concerning weather, attitude or prospects)
NOTE
Although the major pattern is used mostly for abstract ideas, it is also used for
persons and objects. Such uses are often highly specialized, idiomatic or slangy.
Study these examples:
a lay about : From a dialect form of the verb lie about, and meaning a lazy person.
a dropout : a person who has ‘dropped out’ of society, and prefers not to follow its
rules.
a write-off : a car or other vehicle which has been written off’ an insurance
company’s books, because it has been completely destroyed. The car is a
write-off’ therefore means ‘the car is a total wreck’
blow-up : a term used by professional photographers for an enlargement of a
photograph, where the original has been ‘blown up’ (perhaps like a balloon)
Compounds
Like other nous, these nouns can occur in compound formations.
They follow the same rules as other noun compounds in English. Study the
Example:
The men began a round-up of the cattle
The cattle round-up lasted several days.
a. We watched the take-off the airplane. The airplane take off was smooth and
efficient.
b. The soldiers were expecting a build-up of enemy forces. The enemy soldiers
began last week.
c. The students have been taking part in a sit-in at the university. The student was
peaceful.
d. The policeman wanted to prevent a hold-up in the traffic. A policeman is always a
nuisance.
e. The doctors are worried about a possible outbreak of cholera. A doctor would be
horrible.
f. The overspill of city populations is common nowadays. Planners always prepare
for a certain amount of population.
g. The get-together of the family for the celebration was very enjoyable. I like family
get-together.
EXAMPLE:
The men began a cattle round-up
The round-up time was four days.
h. This kind of car has very few breakdowns. There aren’t many breakdowns
i. The car was used in the getaway of the robbers. The police took two days to find
the getaway.
j. The regulations for the blackout are clear. I am glad the blackouts can be easily
understood.
k. The period of time necessary for the check-up has been increased. The c heck-up
is now four days
l. Difficulties have been caused by the city’s population overspill. These
over-spilled may last for some years.
m. There is a lot of water coming through the pipe. The pipe is not big enough for the
overflow. We need a bigger overflow pipe.
n. They have a new policy for the intake of soldiers. The new intake will be
announced shortly.
Familiar and Formal Exchanges
We have noticed how phrasal verbs tend to be familiar, while Latin verbs
tend to be formal. The same is true of the nouns formed from each type of verb.
Study the example, and then use each noun in its sentence, making the sentence
first formal, then familiar.
Example:
The convention was held in a hotel FORMAL
4. CONCLUSIONS AND SUGGESTION
4.1 Conclusions
After the required data finished tabulated by, the writer is going to write a
conclusion to its interpretation. The writer of this paper wants to say that:
(1). Phrasal verbs are units.
(2). Basically, they indicate movement and direction.
(3). Most transitive phrasal verbs are separable, that is, the object may be placed
between the verb and the particle.
(4). When the object is a pronoun, it comes before the particle.
(5). Phrasal verbs may often be formed by omitting words in prepositional phrases.
(6). Rules for placing adverbs depend upon whether the phrasal veerb is transitive or
intransitive.
4.2 Suggestion
This writing is kind of structures or patterns of phrasal English verbs. We
realize that English grammar is very difficult to be learnt about. So the writer of
this paper encourages the other students who want to write his or her paper as the
final task to fulfill one of the requirements to get the degree of diploma at the
English department to write down other linguistic aspects which are dealing with
the English structures. The writer believes that by doing so the senior students
can be helpful in understanding the structures of English. For example, he or she
may write the usages of English prefixes, English tenses, etc which are dealing
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