You may remember learning about a class of verbs which tell what a noun is: is, was, were, be, am and are. We call these linking verbs because they "link" a noun with another word that describes it. Linking verbs are common. Underline all the linking verbs in this paragraph. You should find two, besides the verbs that are printed in bold type.

Most verbs, however, show action, or tell what a noun does. Any verb to which the letters "-ing" can be joined is an action verb. Read down the list of words in Exercise 2-A below and mentally add "-ing" to each. Are they all action verbs? Even a verb like "sit," which isn't much of an action at all?

I believe one of the most positive steps a young writer can take is to cultivate a large "garden" of action verbs. That is, learn lots of them, and use the clearest, sharpest verbs you know to express what you have to say. Many action verbs are full of life—they sparkle, snap, roar, race, buzz, pop and shine. But beginning writers tend to settle for the drab verbs, like sit, walk, have. These serve an important function in our language, but they lack power and expression.

EXERCISE 2-A

walk________________________________________________

talk ________________________________________________

run_________________________________________________

sit__________________________________________________

march_______________________________________________

say_________________________________________________

shout_______________________________________________

jump________________________________________________

By the way, I don't expect you to pull all these verbs out of your own imagination. Verbs are so important that I've made a list of some outstanding specimens and included it in this book. First, think of as many synonyms (words of similar meaning) as you can by yourself. Then, when your mind quits, turn to page 87 and check the list. Choose the verbs you like best or those that seem most expressive to you.

Another useful tool for these exercises, and for all future writing, is a thesaurus. This is not, as the name suggest, a small breed of dinosaur. A thesaurus is a book, much like a dictionary, which lists synonyms instead of definitions for each word. If you don't have one in your house, ask for one. Say, "Mom and Dad, forget about the dirt bike or Walkman I asked for last month. What I really want for my birthday is a thesaurus."

EXERCISE 2-B

Verbs can change the emotional impact of a sentence as quickly as the stroke of a pen. Compare these three sentences:

Jenna walked to the desk and picked up the vase.

Jenna stalked to the desk and grabbed the vase.

Jenna waltzed to the desk and hugged the vase.

Nothing is wrong with the first sentence—it simply tells what Jenna did with no emotional charge. But if the writer is describing an angry scene, the second sentence gets the emotion across without even telling us that "Jenna was angry." The verbs tell us, all by themselves. In the last sentence the verbs alone tell us that Jenna is feeling ecstatic or triumphant.

EXERCISE 2-C

When the knock came, Sally walked to the door and opened it. She looked at the stranger for a few seconds, then said, "You're too late. Horace left an hour ago."
Without another word, she closed the door.

All the verbs in the paragraph above are straightforward and neutral. That is, they don't give us a clue how Sally feels—about Horace, about the stranger, or about the entire situation. Over the underlined words in the paragraph above, write verbs that suggest Sally is feeling very sad. You may refer to the verb list on p. 87 if you're stumped.

Now, imagine that Sally has put one over on the stranger and is very pleased with herself. Fill in the blanks below with verbs that communicate her attitude.

When the knock came, Sally _________ to the door and opened it. She _________ at the stranger for a few seconds, the __________ "You're too late. Horace left an hour ago."
Without another word, she closed the door.

EXERCISE 2-D

Here are some more short paragraphs for you to rewrite. Decide for yourself how the main character is feeling (angry? joyful? excited? disappointed? sad?), then substitute verbs that express, or at least help to express, that emotion.

1. Ivan ran across the street to where the policeman was standing. "Did you see that van?" he asked. "It must have been doing 90 miles an hour."

2. Bernice took a book from the shelf. "My aunt wrote this," she said. Then she walked across the room and put the book on John's lap.

3. The captain walked to Sergeant Bates and looked at him for a few seconds. "Do you know you're in officers' quarters?" he asked.