Last Updated June 9, 1999
 
   
The S / V / C Pattern
Subject / Verb / Complement

If you have trouble identifying subjects and verbs, study this first.


      The traditional approach to teaching sentence structure is backward, deductive rather than inductive. Students have been given definitions for transitive, intransitive, and linking verbs. They have been asked to memorize lists of linking verbs. Implied in this process is the belief that the student should recognize the nature of the verb first, and from it determine the sentence pattern. If this process is reversed, if the student starts from the pattern, s/he need not learn the distinctions among transitive, intransitive and linking verbs.

      Since we already have the concept of compounding, we need not spend any time on compound subjects, compound verbs, or compound complements. They are all possible. There are, however, four different possible types of complements, and thus there are four possible variations of the S/V/C pattern.
 

"Complement "is simply one word which can be used instead of repeating the four possibilities: Zero Complement; Predicate Adjective; Predicate Noun; Direct and/or Indirect Object.

The four variations can be distinguished simply by making a question with the verb in the pattern (<Verb> +"whom" or "what"?). The answer to the question will determine both the pattern and, for those who are interested, whether the verb is transitive, etc. Some students have problems identifying types of complements, but the process is easy IF it is done in the following sequence.

      Having found the verb, and having found its subject (basically by using the question "Who or what + <verb>?"), move the "whom or what" after the verb to make the question "<Verb> whom or what? Then follow these steps:

Possibility # 1: Subject/Verb

      If nothing answers the question "Verb + whom or what?", the pattern is S/V. (The verb is intransitive.) Since nothing (zero) answers the question, we have something similar to what linguists call a "zero complement." [STOP: You have your answer.]

Possibility # 2: Subject/Verb/Predicate Adjective

      If the word that answers the question "what?" after the verb is an adjective, the pattern is S/V/PA. (The verb is a linking verb.) [STOP: You have your answer.]

Possibility # 3: Subject/Verb/Predicate Noun

      If the word that answers the question is a noun (or pronoun) that renames the subject and the verb implies an equality or identity between subject and complement, the pattern is S/V/PN. (The verb is a linking verb.) For example:

     Ed remained a child. ("Remained" here means "was" and "continues to be.") 
     Bill became a teacher. (He "was" not, but now he "is.")

A sentence such as "Sleeping children resemble angels." implies that when they are sleeping, children equal angels, at least in appearance. "Angels" is therefore a predicate noun. 
 

Note that the criteria of implied equality between subject and complement eliminates "herself" from consideration as a predicate noun is a sentence such as "She washes herself." "Washes" does not imply equality.

[STOP: You have your answer.]

Possibility #4: Subject/Verb/(Indirect Object) Direct Object. 
[If it's not 1, 2, or 3, it has to be #4]

        If a word or construction answers the question "whom or what?" after a verb and is not a predicate noun or predicate adjective, it has to be an indirect or direct object. (The principle of exclusion is here combined with the principle of comprehensiveness: all verbs fall into one of four patterns, if a verb is not in pattern a, b, or c, then it must, by exclusion, be in d.) An indirect object indicates the person "for" or "to" whom something is done. (The verb is transitive.)

Examples of Direct Objects:
Barry hit the ball. (S/V/DO)
Sally bought ice crean (S/V/DO)
The cat washed itself (S/V/DO)

Examples of Indirect Objects:
They sent him (IO) a letter (DO).
The sun gave the church's windows (IO) a warm glow (DO).


      These four definitions of sentence variations are not only simpler and easier to use than the traditional approach that focuses on the nature of the verb, they also concentrate your attention on the meaning of the sentence. 

Please Note: In Level Two, you are expected to be able to identify single words that function as complements, but some complements consist of several words and may confuse you. You will not be expected to identify these complements. Simply concentrate on the complements that you can identify.


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