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S-V Agreement

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S-V Agreement
Chapter 1
The Problem and its Background

Introduction

Agreement is the grammatical logic or coherence in the links between parts of a sentence. An example of agreement is the subject-verb agreement, wherein the subject and the verb are considered the significant form (Ramos 87). In subject verb agreement, the general rule that we follow is that the verb should always agree with the subject. A singular subject requires a singular verb, and a plural subject requires a plural verb. To apply the rule, however, one must be able to do three things: remember that the subject controls the verb form and not be distracted by other structures which may stand close to the verb; be able to determine the number of the subject; and finally know the correct singular and plural forms of the verb (Hopper et al 60).

Subject-verb agreement has six classifications. The first classification is the singular subject-verb agreement. It states that a singular subject requires a singular verb, but there are cases that a subject is singular in form but plural in meaning. Ex: The family were informed as soon as they could be reached by telephone (Berengelman 44).

The second classification is the plural subject-verb agreement. It states that a plural subject takes a plural verb. But there are special cases that a plural noun can be singular in meaning or both singular and plural in meaning. Ex: billiards, news, mathematics, linguistics, and measles are singular in meaning therefore, they require a singular verb. Politics and statistics can be both plural and singular. When they denote the field of knowledge or activity they are singular; in most other uses they are plural (Cortez 77).

The third classification is the compound subject-verb agreement. A compound subject is subject that is joined by conjunctions such as and, either-or, neither-nor etc. Compound subject coordinated by and is nearly always plural and requires a plural verb. Ex: The senator and his wife were



Cited: Brengelmman, Fred. The English Language. USA: Prentice Hall Inc., 1990. Copeland, Lewis. High School Subjects Self Taught. 4th ed. Chicago: J.G. Ferguson Publishing Company, Inc., 1992. Cortez, Lilia R. English in Richer Education. Manila: Rex Printing Company Inc., 1992. Dryry, Donald. Varieties of Language. California, USA:Dickerson Publishing Company, Inc., 1992. Hacker, Diana. A Writer’s Reference. Chicago: J.G. Ferguson Publishing Company, 1989. Hopper, Vincent F., Cedric Gale, Ronald C. Foote and Benjamin W. Griffith. Essentials of English. 4th ed. Woodbury, N.Y: Barron’s Educational Series, 1982. Fresier, J.., Henry I. Christ, and Anthony E. Terino. English in Action. 7th ed. Boston: D.C. Health and Company, 1960. Luzares, Casilda and Gilda Rotor. Communication Skills for College Freshmen. Manila: National Bookstore, 1982. Manalo, Paterna E. and Grace F. Bagaoisan. Effective Communication Skills for College Freshmen. Q.C.: JBJ Printing and Binding Services, 2002. Mesa, Emilia C. Exploring the English Language 5. Makati City: Diwa Scholastic Press Inc., 2003. Morigan, Crof. Grammar Points. mem @ gizmo.usc.edu. July 15, 2005. Cacnio, Resureccion. A Survey about the Proficiency of the Rizal High Senior Students in Grammar S. Y. 2000-2001. Doctoral Dissertation, Department of English, Rizal High School. Jimenez, Eleonor S. A Survey on the Proficiency of Freshmen Mass Communication Students of the Lyceum of the Philippines in Grammar S. Y. 2002-2003.Undergrduate Thesis, College of Arts, Lyceum of the Philippines. Legaspi, Meryl, Marie Andrea Soto and Nina Kaye Senora. An Undergraduate Research Paper on the Proficiency of Second Year Students of the Rizal High School in Grammar S.Y. 1998-1999. Undergraduate Thesis, Arellano University. Lucas, Piestch. A Study about Subject-Verb Agreement in the English Dialects: The Northern Subject Rule. Doctoral Dissertation, University of Hamburgh, 2000.

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