The Subject Complement

There was a debate among some teachers on Facebook last night about the sentence “I am too tired.” The initial question was why is ‘too’ considered an adverb? But this quickly turned into a debate about the word ‘tired’.

Usually if I disagree with what others are saying I’ll offer my opinion and then step back. Life is too short to spend it arguing with people I have never met when I could be spending the time with people I love. This time I can’t do that because I’m worried by the number of people teaching their classes that ‘tired’ is a verb in this sentence. It isn’t. It’s an adjective.

There seems to be two main reasons for the misconception. One is that people were confusing the adjective ‘tired’ with the past participle of the verb ‘to tire’, which is also ‘tired’. The other is that many people believe that adverbs only modify verbs.

The second is easy to sort out. Check out any English grammar book, or just Google ‘adverb’, and you will discover it’s a word which can modify a verb, an adjective or another adverb. And the first? Well, as languages are my passion, let’s look at some foreign languages first, and then let me take you on to a journey into the unknown.

If you want to say ‘I am tired’ in French, as a man you would say, “je suis fatigué” and as a woman you would say, “je suis fatiguée”. The extra ‘e’ is because the word for tired is an adjective and in French adjectives have to agree with the gender of the noun. It’s the same in Spanish with estoy cansado / estoy cansada, where the final letter changes depending on whether you are a man or a woman – because it’s an adjective, and adjectives have to agree with the gender of the noun. If I want to use ‘fatigué’ as a past participle, eg I tired my dog (by walking him too far) I don’t even use ‘suis’ (am) as the auxiliary verb, I used ‘ai’ (have): ‘j’ai fatigue mon chien…..’

Ok, French and Spanish are romance languages and English is Germanic, so let’s look at German too.
I am tired: “Ich bin müde.”
I tired him out: “Ich habe ihn ermüdet.”
They use ‘habe’ (have) not ‘bin’ (am) as the auxiliary verb and adjective ‘müde’ and past participle ‘ermüdet’ don’t even have the same form. Hopefully this helps to explain that even though in English ‘tired’ can be both an adjective and the past participle of ‘to tire’, context is everything!

If you’re still not convinced, then come on that journey I promised you – a journey to the land of the subject complement.

A subject complement is the noun, adjective, pronoun or preposition that follows a ‘linking verb’, ie the verb that links two things together. Examples of linking verbs are ‘to be’, ‘to seem’, ‘to become’ and ‘to feel’.

In the sentence “I am tired”, ‘I’ is the subject, ‘am’ is the linking verb and ‘tired’ is the subject complement – in this case an adjective. If the example sentence had been ‘I am here’ or ‘I am a girl’, I doubt that anyone would be arguing that ‘here’ or ‘a girl’ were verbs. Imagine the example had used a different adjective, eg “He is angry.” “She is sweet.” I would be surprised if people had argued that ‘angry’ or ‘sweet’ were verbs.

Let’s try putting that ‘too’ back into the sentence as that seems to be the word that caused the confusion. “I am too angry to listen to you.” “She is too sweet for her own good.” “That shade of red is too gaudy for my taste.” It’s quite clear in these sentences that ‘angry’, ‘sweet’ and ‘gaudy’ are not verbs.

“I am too tired to continue this argument.”
‘I’ is the subject,
‘am’ is the linking verb,
‘too tired to continue this argument’ is the subject complement, which is also an adjectival phrase
Since ‘too’ tells us more about the adjective ‘tired’ it’s an adverb.

I hope this has helped and that you now feel more confident to teach your classes. Oh and be happy that ‘subject complement’ isn’t (yet) a grammatical term that Year 6 need to know 🙂

P is also for…. Punctuation

PPunctuation is important. It helps people to understand what you want to say.

There are lots of different punctuation marks and your teacher will show you how they are used, but at the very least you need to use full stops.

A full stop goes at the end of a sentence. Sometimes it’s tricky to know where the end of your sentence is, but read what you have written, and if it has a verb and it makes sense on its own then it’s a sentence. If in doubt, ask your teacher to show you.

Have a look at this passage and try to work out what is going on.

I took my dog for a walk with my friend yesterday he was late because he had to help his mom wash up before he left the house she didn’t know he was meeting me so she made him dry up too he forgot to tell her so she never found out in time we walked for miles we got blisters on our feet and achy legs when we stopped we had some biscuits when Rover finished eating his he licked my hand

It’s hard to understand, isn’t it? Have a go at putting some full stops in, and you will see how much more sense it makes.

Related posts: O is also for….  Q is also for…..

A Disco in my Classroom

What do Black Lace and sentences have in common? Verbs, that’s what.

Teaching children how to use capital letters and full stops is not as easy as it sounds. Most of them already know that they go at the start and end of a sentence – the problem is that some of them don’t understand what a sentence is (see Why do they do that?).

A basic definition of a sentence is ‘a group of words that contain a verb and make sense on their own’. So far so good, but what if the children don’t understand what a verb is? That’s about where I was with my group, and that’s where Black Lace came in. We cancelled the English lesson, pushed the tables and chairs back and had a disco. We listened to Superman and joined in. We walked and we sneezed and we skied and we sprayed and we swam. And then we listed  all the actions from the song with illustrations for each one to makeverbs a display of verbs. By now the children were able to suggest other words that they thought might be verbs – all of them correct – and we added them to the display.

sentences and phrases Then we agreed that perhaps we should go back to the English lesson, so we sorted some groups of words into “Sentence” and “Not a sentence” by deciding whether or not they had verbs and whether or not they made sense. Now that they knew what verbs were they found this quite easy. Result!

Now that they knew what a sentence was, we were able to go back to the original LO of being able to use capital letters and full stops.

Why Do They Do That?

It’s a question I’ve often asked myself when I’ve read children’s work and seen capital letters in the middle of sentences; lines and lines of writing without a full stop, and then a random one placed for no apparent reason; and exclamation marks in the middle of instructions.  So why do they do that?  For the last two years I have been lucky enough to be contracted for 1-2-1 tuition with a number of children. By working so closely with them I have gained an insight into how their minds work when they are writing, and some of life’s great mysteries have been revealed.

Let’s start with capitalisation in the middle of sentences. What’s that all about then? “Miss told us that names have to start with capital letters,” they told me when I asked. And “apple” is the name of a fruit, and “oak” is the name of a tree. Unfortunately, somewhere down the school they were also told that nouns are naming words (yes, I know, I think I’ve been guilty of that one as well), so now every noun has a capital letter.

How about full stops?  I’ve been that teacher that nags the class “Don’t forget to put full stops at the end of every sentence!” and I know I’m not the only one. When I’ve asked the children I’ve been tutoring what they know about full stops, they happily parrot, “You have to put one at the end of every sentence.” They know. So why don’t they do it? Because it seems, a lot of children have no idea what a sentence is. So they just keep on writing till they have no more ideas, and then put a full stop. Then when they think of a new idea, they start a new sentence.

What about those exclamation marks that appear at the end of sentences such as, “First, take the bread out of the packet! Next, get the butter out of the fridge!”? I was baffled when I first asked a child, whose writing target was to use exclamation marks correctly, when he thought he should use them and he told me that you had to use them every time you were telling somebody how to do something. It seems he thought it was called an explanation mark! And he’s not alone. I’ve tutored 3 children of different ages from different schools who all thought the same things, so it’s obviously a fairly common misconception.

All these things are really easy to correct when you have time to work one-to-one with the children – but not so easy when you have 29 other children needing your attention, because no matter how much you want to you just don’t have time to spend half an hour with one child. That’s why I really love my job.