-ED/-ING Participles of Emotional
Response Verbs
By Margaret C. Brophy, M.S.Ed.
Department of English
National Technical Institute for the Deaf
Rochester Institute of Technology
Introduction
When a student writes "I am frustrating
with that class," we recognize it as an error, but the
error is not one that makes the writing unintelligible. The
message comes through, albeit awkwardly. When the error is merely
an annoyance, is it worth the time and effort to correct it?
This author believes it is.
There is value in teaching a relatively minor
concept such as the correct use of the -ed
and -ing participles. The value
lies in the broader understanding of English sentence grammar
that comes as a result of really "getting" the -ed/-ing
principles. Knowing about the different roles of verb and participle
structures enables students to better understand the workings
of English sentences. Perhaps students will experience greater
control over the syntax and express ideas more clearly. The
students' knowledge of these structures brings them up one more
rung on the ladder toward mastery of English.
DESCRIPTION OF THE PROBLEM
Frequently, we see errors in student writing
such as the following:
I am interesting
in that.
I am boring with
that class.
We may suggest corrections:
I am interested
in that.
I am bored with
that class.
The student may look puzzled and reply, "How
can it be -ed when am
is present tense and -ed is for
past tense?" A sophisticated student may even say, "My
high school teacher taught me that -ing
is the 'present participle'. I was writing in the present tense.
Why do you want me to mix past and present tense?"
For the teacher of a subject other than English,
the question may appear apt, and the answer elusive. Why do
we use -ed with a present tense
verb? Why is "I am boring" incorrect? Native users
of English know that "I am boring" communicates a
completely different message from "I am bored." But
what is the explanation? First, let's review some basic information
to establish a context.
