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Linking verb
Linking verb
Linking verb
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In traditional grammar and guide books, a linking verb is a verb that describes the subject by connecting it to a predicate adjective or predicate noun (collectively known as subject complements).[1]

Linking verbs include copulas such as the English verb be and its various forms, as well as verbs of perception such as look, sound, or taste and some other verbs that describe the subject, such as seem, become, or remain.[1] In addition to predicate adjectives and predicate nouns,[1] English allows for predicate prepositional phrases as well: John is behind the cocktail cabinet.[2]

The following sentences include linking verbs.

  • Roses are red.
  • The detective felt sick.
  • The soup tasted weird.
  • Frankenstein's monster resembles a zombie.
  • He quickly grew tired.
  • You are becoming a nuisance.

See also

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References

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Linking verb

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A linking verb, also known as a copular verb, is a type of that connects or links the subject of a sentence to additional about that subject—such as an , , or —without expressing any action or physical movement. These verbs function to describe a state of being, identity, or condition, often completing the sentence through a predicate adjective (which modifies the subject) or a predicate nominative (which renames or identifies the subject). The most common linking verbs are the various forms of the verb to be, including am, is, are, was, were, be, been, and being. Other frequently used linking verbs include become, seem, and appear, as well as verbs associated with the five senses such as feel, look, smell, sound, and taste, which link the subject to sensory descriptions. For example, in the sentence "The soup tastes delicious," the verb tastes links the subject soup to the predicate delicious, providing a description of its quality. Similarly, "She became a teacher" uses became to identify the subject's new role via the predicate nominative teacher. Linking verbs differ fundamentally from action verbs, which depict physical or mental actions performed by the subject, such as run or think. They also contrast with helping (auxiliary) verbs, which assist main verbs in forming tenses, questions, or negations (e.g., is in "She is running" supports the action verb running), whereas linking verbs stand alone to connect elements without supporting another verb. A practical way to identify a linking verb is to substitute a form of to be (e.g., is) in the sentence; if the meaning remains intact and no action is implied, it is likely functioning as a linker. Notably, some verbs can serve dual roles depending on context—for instance, feel acts as a linking verb in "The air feels cold" (describing the subject) but as an action verb in "She feels the texture" (showing contact). This versatility highlights the importance of sentence structure in determining verb function in .

Definition and Characteristics

Definition

A linking verb is a verb that connects the subject of a sentence to a subject complement, such as an , , or , which describes or identifies the subject rather than expressing any action. In this role, the linking verb functions to link the subject to additional that renames or modifies it, without indicating physical or mental action on the part of the subject. This distinguishes linking verbs from action verbs, which denote activities or processes. In traditional , influenced by Latin grammatical models, linking verbs were often termed copulative verbs to emphasize their function in forming non-action predicates that complete the meaning of the subject. This traditional framework focused on verbs that serve primarily as connectors rather than performers of actions. In basic syntactic structure, a sentence with a linking verb follows the of subject + linking verb + complement, where the complement provides the descriptive or identificatory element. For instance, the complement may be an or a that equates to or elaborates on the subject.

Key Characteristics

Linking verbs are characterized by their non-action nature, as they express states, conditions, or sensory perceptions rather than physical or mental actions performed by the subject. Unlike action verbs, they cannot be modified by adverbs of manner, which describe how an action is performed; instead, they are followed by adjectives that describe the subject's state (e.g., "She seems happy" is acceptable, but "She seems happily" is not). A defining feature of linking verbs is their requirement for a subject complement, which renames or describes the subject and completes the meaning of the sentence. This complement can be a predicate nominative (a or ) or a predicate adjective, directly connecting the subject's identity or quality to the verb without implying action (e.g., "The soup tastes delicious," where "delicious" describes the soup). Without such a complement, the sentence would be incomplete, underscoring the verb's role as a connector rather than an actor. To identify linking verbs, several diagnostic tests are commonly applied. One effective method is the substitution test: replacing the verb with a form of "be" (such as "is," "am," or "are"); if the sentence retains its essential meaning, the original verb functions as a linking verb (e.g., "The flowers smell sweet" becomes "The flowers are sweet"). Additionally, linking verbs do not take direct objects, as they do not act upon anything; the presence of a direct object indicates an action verb instead. They are also incompatible with constructions, since passive requires an object to be acted upon, which linking verbs lack. Linking verbs exhibit flexibility across tenses while preserving their connective function, conjugating according to subject-verb agreement in present, past, future, and other forms (e.g., "She was tired" or "They will become leaders"). However, they are generally not used in continuous tenses, except in cases like "feel" or "look" to describe ongoing states, emphasizing their focus on static conditions over dynamic processes.

Types of Linking Verbs

Verbs of Being

Verbs of being constitute the primary and most fundamental category of linking verbs in English, primarily encompassing all conjugated forms of the verb "to be," which include am, is, are, was, were, be, being, and been. These forms serve as the most common linking verbs, expressing existence, identity, or a state of being without indicating action. As a main , "to be" functions to connect the subject of a sentence to additional about its identity or condition, rather than describing an occurrence or event. The core function of these verbs is to equate the subject with a complement, such as a predicate nominative (a or ) or a predicate , thereby linking the two elements to provide description or identification. For instance, in the sentence "The winner is John," the verb "is" links the subject "The winner" to the predicate nominative "John," asserting identity. This equative role distinguishes verbs of being from dynamic verbs, emphasizing a relational or descriptive tie. Variations of these forms include contractions, such as I'm (I am), you're (you are), he's (he is), and they're (they are), which maintain the linking function in informal or spoken English while preserving grammatical agreement with the subject. Emphatic forms, particularly in imperatives, incorporate "do" for stress, as in "Do be quiet!" where "do be" intensifies the command without altering the base linking role of "be." Grammatically, "to be" has served as the foundational linking verb since , where it retained multiple stems (beon and wesan) to express existence and identity, evolving through minimal adaptations like the in the 15th century and standardization in the late period. This stability underscores its enduring role in connecting subjects to complements across centuries of English linguistic development.

Verbs Indicating Change or State

Linking verbs indicating change or state connect a subject to a complement that describes a transformation, persistence, or perceived condition, distinguishing them from static verbs of being by emphasizing dynamic or ongoing processes. These verbs include become, seem, appear, remain, grow, turn, and stay, each serving to link the subject to an adjective, noun, or phrase denoting the resulting identity or quality. For instance, become signals a transition to a new state or role, as in linking a subject to a professional identity or condition. Similarly, grow and turn denote gradual or sudden shifts, such as environmental or physical alterations. These verbs function primarily to indicate either a change—abrupt or progressive—or a sustained state, often followed by adjectival complements to specify the outcome. In terms of contextual nuances, seem and appear introduce elements of subjectivity or external perception, linking the subject to a complement that reflects likelihood or observation rather than absolute fact, making them common in evaluative or tentative descriptions across spoken and written registers. By contrast, remain, stay, and keep emphasize continuity or persistence, connecting the subject to a stable condition that endures over time, with higher frequency in formal writing than in casual conversation. Functionally, these verbs highlight either instantaneous shifts, as with turn in "The weather turned cold," which links to an adjectival complement describing the new state, or protracted developments, as seen with grow. Unlike verbs of being, which denote simple existence or identity, these convey motion toward or maintenance of a predicate, enriching sentence structure with implications of process or duration. Historically, these linking verbs expanded significantly during the Middle English period (approximately 1100–1500) to accommodate descriptive predicates beyond the limitations of be, as the productivity of Old English weak verbs in -ian (e.g., ealdian 'to become old') declined. This shift allowed verbs like become (from Old English becuman) and emerging forms such as seem and appear to fill schematic copular constructions (e.g., [NP IntrV AdjP]), increasing their semantic range for property attributions and changes of state. The Old English copula weorðan ('become'), once frequent at around 1,000 occurrences per million words, waned to 36 per million by the 14th century, partly due to competition from these expanding alternatives and the rise of passive constructions. Corpus analyses confirm their varied distribution in modern English, with seem prevalent in conversation and remain in academic prose, reflecting ongoing adaptability from their Middle English origins.

Sensory and Perception Verbs

Sensory and perception verbs function as linking verbs when they connect a subject to a complement that describes a sensory state or quality, rather than denoting physical action. The primary verbs in this category include feel, look, smell, , and . These verbs express how the subject appears, seems, or is perceived through the senses, attributing a descriptive quality to it. Unlike action verbs, these sensory verbs act as copulas by equating the subject with an adjectival complement that specifies the perceptual attribute. For instance, in "The music sounds loud," sounds links the subject "music" to the "loud," describing the auditory sensation. Similarly, "The tastes delicious" uses tastes to connect "soup" to "delicious," focusing on flavor perception. These complements are typically or adjective phrases that evaluate the sensory experience, such as good, bad, sweet, or cold, rather than adverbs. A key feature of these verbs is their dual functionality in English : they can serve as linking verbs in stative contexts or as action verbs when implying . For example, "The flower smells sweet" employs smells as a linking verb to describe an inherent quality, whereas "She smells the flower" uses it as a transitive action verb indicating the act of detecting . This distinction hinges on whether the verb describes a state (linking) or an event (action), with sensory linking uses often being intransitive and followed by a complement. In modern linguistic classification, these verbs are categorized as copular verbs within the subclass of verbs of sensual perception, distinct from epistemic or durative copulas.

Usage and Examples

Basic Sentence Structures

Linking verbs form the core of simple declarative sentences by connecting the subject to a subject complement that provides additional information about the subject. The standard syntactic pattern is subject + linking + subject complement, where the linking serves as the main without expressing action. The subject complement following the linking verb takes two primary forms: a , which describes a quality or state of the subject (e.g., "happy"), or a predicate nominative, which renames or identifies the subject (e.g., ""). These complements are essential to the linking function, as they complete the meaning by equating or attributing properties to the subject without advancing the action. Subject-verb agreement is a fundamental rule in these structures, requiring the linking verb to match the subject in number and person; for instance, a singular subject pairs with a singular verb form such as "is," while a plural subject requires a plural form like "are." This agreement ensures grammatical consistency, particularly with forms of the verb "be" or other copular verbs that inflect for tense and number. In more complex sentences, linking verbs can occur in inverted or emphatic constructions, such as forms or structures emphasizing the complement, yet they preserve their role of linking the subject to the complement rather than indicating action. This flexibility allows linking verbs to integrate into subordinate clauses or varied word orders while adhering to the core pattern of subject-complement linkage.

Common Examples in Context

Linking verbs appear in a variety of everyday sentences, connecting subjects to complements that describe states, identities, or conditions. For verbs of being, such as forms of "to be," a common example is "She is a doctor," where "is" links the subject "she" to the predicate nominative "doctor," identifying her . In sentences involving change or state, "become" often functions as a linking verb, as in "The became stormy," linking the subject to an describing its transformation. Sensory verbs provide another category, with "taste" linking the subject to a quality in "The soup delicious," emphasizing rather than action. These verbs adapt to different grammatical contexts, enhancing their utility in communication. In questions, a being verb links the subject to additional , as in "Is the door open?," where "is" connects "door" to the "open." Negatives modify the linkage without altering the verb's role, for instance, "The plan does not seem feasible," with "seem" connecting "plan" to the "feasible" in . Past tense examples illustrate historical or completed states, such as "He became president," where "became" links "he" to "president" as a predicate nominative. A common pitfall involves verbs that can function as either linking or action verbs, leading to misidentification. For "feel," it acts as a linking verb in "I feel tired," connecting the subject to the "tired" to describe a state, but as an action verb in "I feel the soft fabric," where it denotes physical contact. Similarly, "taste" links in "The coffee tastes bitter," describing flavor, yet shows action in "She s the coffee," indicating the act of sampling. Linking verbs demonstrate versatility across linguistic registers, from casual speech to literary works. In everyday conversation, one might say "You look great today," with "look" linking "you" to "great" as a sensory description. In literature, Shakespeare's famous soliloquy from Hamlet employs the linking verb "be" in "To be, or not to be," pondering existence by connecting the infinitive form to abstract states of being or non-being.

Distinctions from Other Verbs

Comparison to Action Verbs

Action verbs express physical or mental actions performed by the subject, such as running, thinking, or eating, and they frequently take direct objects to indicate what receives the action. For example, in the sentence "The runs the marathon," "runs" is an action verb with "the marathon" as its direct object. In contrast, linking verbs do not denote actions but serve to connect the subject to additional information about its state, condition, or identity, typically through a subject complement such as an or , rather than a direct object. A key syntactic difference is that action verbs can be modified by adverbs of manner to describe how the action occurs, as in "She sings beautifully," whereas linking verbs cannot accept such adverbial modification; "She seems beautifully" is incorrect because it fails to describe the subject's state appropriately—instead, "She seems beautiful" uses an to complement the subject. This distinction highlights how action verbs focus on dynamic processes that answer "what?" or "how?" regarding the subject's activity, while linking verbs describe "what kind?" or "how?" in terms of the subject's inherent qualities via complements. To test whether a verb functions as action or linking, one effective method is to replace it with a form of the verb "to be," such as "is" or "was"; if the sentence retains its meaning and grammaticality, the original verb is acting as a linking verb. For instance, "The weather feels cold" becomes "The weather is cold," which is valid, confirming "feels" as linking, whereas "She grows vegetables" yields "She is vegetables," which is nonsensical, indicating "grows" as an action verb. Certain verbs exhibit overlap and can serve as either action or linking verbs based on and syntactic . Verbs like "run" are purely action-oriented and do not link to complements, as in "They run daily," but others, such as "feel," "look," or "taste," can switch roles: "The doctor felt the patient's pulse" uses "felt" as an action verb with a direct object, while "The patient felt ill" employs it as a linking verb with an adjectival complement. This versatility underscores the importance of examining the verb's role in the sentence to determine its category.

Comparison to Helping Verbs

Helping verbs, also known as auxiliary verbs, are a category of verbs that support the main verb in a sentence by helping to form tenses, moods, voices, questions, or negatives; common examples include forms of "be," "have," "do," and modal verbs like "will," "can," and "would." In contrast to linking verbs, which function independently as the main of a and connect the subject to a complement such as an or , helping verbs cannot stand alone and must pair with a main to convey complete meaning; for instance, "is" serves as a linking verb in "She is tall," where it links the subject to the adjective complement, but as a helping verb in "She is running," where it assists the main "running" to indicate progressive tense. Certain verbs, particularly forms of "be" (such as "am," "is," "are," "was," and "were"), can function in both roles depending on the sentence structure, with the distinction determined by whether the verb is followed by a complement describing the subject (linking) or by another indicating action or tense (helping); this overlap highlights that the classification relies on contextual usage rather than the verb form itself. To distinguish between the two, syntactic tests can be applied: a linking verb can often be replaced with "equals" or "seems" while preserving the sentence's core meaning, as in "She equals tall" or "She seems tall" for the linking example, whereas a helping verb requires the presence of a following main verb and cannot be isolated in this way; additionally, in question formation, helping verbs like "is" in progressive constructions invert directly with the subject ("Is she running?"), but the role is identified by the accompanying main verb rather than inversion alone.

References

  1. https://delmar.edu/offices/swc/_resources/Grammar/linking-verbs.pdf
  2. https://owl.excelsior.edu/grammar-essentials/parts-of-speech/verbs/linking-verbs/
  3. https://gallaudet.edu/student-success/tutorial-center/english-center/grammar-and-vocabulary/how-to-use-verbs/action-verbs-and-linking-verbs/
  4. https://yc.yccd.edu/wp-content/uploads/2020/02/LinkingVerbsComplementsAccessibleFebruary2020.pdf
  5. https://www.grammarly.com/blog/parts-of-speech/linking-verbs/
  6. https://www.scribbr.com/verbs/linking-verb/
  7. https://langeek.co/en/grammar/course/461/adverbs-of-manner
  8. https://quillbot.com/blog/verbs/linking-verbs/
  9. https://www.albert.io/blog/linking-verbs/
  10. https://www.grammar-monster.com/irregular_verbs/verb-to-be-in-English.html
  11. https://www.grammarly.com/blog/grammar/to-be/
  12. https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-verb/linking-and-helping-verbs/v/linking-verbs-the-parts-of-speech-grammar
  13. https://www.thoughtco.com/what-is-the-emphatic-do-1690590
  14. https://www.academia.edu/3427684/The_history_of_the_verb_to_be
  15. https://www.torosceviri.info/wp-content/uploads/2020/01/Susan-Conrad-Douglas-Biber-Real-Grammar_-A-Corpus-Based-Approach-to-English-Pearson-Education-ESL-2009.pdf
  16. https://www.thoughtco.com/what-is-copula-copular-verb-1689934
  17. https://www.researchgate.net/publication/216090002_Constructional_change_in_Old_and_Middle_English_Copular_Constructions_and_its_impact_on_the_lexicon
  18. https://journals.muni.cz/discourse-and-interaction/article/download/7016/8541/16713
  19. https://www.torosceviri.info/wp-content/uploads/2020/01/BCL-copular-verbs.pdf
  20. https://web.ung.edu/media/university-press/brehes-grammar-anatomy.pdf
  21. https://www.grammar-monster.com/glossary/copular_verbs.htm
  22. https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/link-verbs
  23. https://webapps.towson.edu/ows/verbtypes.htm
  24. https://tnalanda-international-university-newspsites01.sunyempire.edu/online-writing-support/resources/grammar/verbs/
  25. https://www.folger.edu/explore/shakespeares-works/hamlet/read/
  26. https://stlcc.edu/student-support/academic-success-and-tutoring/writing-center/writing-resources/active-vs-linking-verbs.aspx
  27. https://www.tsc.fl.edu/media/divisions/learning-commons/resources-by-subject/writing/grammar/Adjectives-Adverbs.pdf
  28. https://www.butte.edu/departments/cas/tipsheets/grammar/verbs.html
  29. https://dictionary.cambridge.org/us/grammar/british-grammar/verbs-types
  30. https://human.libretexts.org/Courses/College_of_the_Siskiyous/Introduction_to_College_Composition_%28Hopper-Scott%29/11%253A_Grammar_Essentials/11.02%253A_Parts_of_Speech/11.2.03%253A_Verbs
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