1.

Multi-word verbs
1.1. General Information

Multi-word verbs consist of a lexical verb and at least one particle (1.2), which can be an adverb or a
preposition. There are three categories of multi-word verbs: phrasal verbs (1.3), which consist of a
lexical verb and an adverb; prepositional verbs (1.4), which consist of a lexical verb and a preposition;
and lastly, phrasal prepositional verbs (1.5) which consist of a lexical verb and two particles, an
adverb followed by a preposition. Multi-word verbs have a highly idiomatic quality, which makes
them more difficult for non-native learners to understand. The meaning of multi-word verbs often
differs from the meaning of their components, requiring learners to grasp the unique interpretations
each combination carries.

1.2. Particles

Particles can be adverbs or prepositions.

Common particles:

Particle Example verbs Particle Example verbs

about go, hang, mess off come, go, get, take
away get, put, run, take over come, get, go ,turn
for care, go, look, stand together get, go, pull, put

1.3. Phrasal verbs

Phrasal verbs can be split into two categories, transitive and intransitive.

1.3.1. Transitive verbs

Transitive phrasal verbs require a direct object to complete their meaning. These verbs are ‘action
verbs’ that need to act upon something or someone. The direct object typically follows the verb
and can often be placed between the main verb and the particle (preposition or adverb).

Example:

1. Turn off the lights

"Turn off" is the transitive phrasal verb.
"Lights" is the direct object.

2. Take out the trash.

"Take out" is the transitive phrasal verb.
"The trash" is the direct object.

In these examples, the action specified by the phrasal verb ("turn off," "take out") is directed
towards a specific object. There are two main types: separable and non-separable transitive
phrasal verbs.
 1.3.1.1. Separable transitive verbs

In separable transitive phrasal verbs, you can place the direct object either before the particle or
after the particle.

Example:
Put on your shoes.
Put your shoes on

1.3.1.2. Non-separable Transitive Phrasal Verbs

In non-separable transitive phrasal verbs, the direct object must come after the particle and an
object is needed to compete their meaning.

Example:

Toby looks after my plants.

Toby looks my plants after.

I came across Mary yesterday.

I came Mary across yesterday

Common non-separable transitive phrasal verbs :

- Run/bump into: unexpectedly meet somebody

- put off: postpone something
- look forward to: to expect something with pleasure
- come across: to accidentally/ coincidentally discover/find something
- look after: care for something or someone

Some phrasal verbs can be used in both separable and non-separable forms, while others are
strictly one or the other.

1.3.2. Intransitive

Intransitive phrasal verbs, on the other hand, do not need an object to complete the sentence.
They make sense even without an object.

Example:

Johnathan will not come over.

Can you please not cut in.

Common intransitive phrasal verbs:

- back down: retreat

- blow over: pass
- catch up: understand
- come back: return
 - back out: fail to keep a promise
- get away: escape
- cut in: interrupt
- come over: visit

1.4. Prepositional verbs

1.4.1. Type I prepositional verbs

Type I prepositional verbs consist of a lexical verb and a preposition but do not need a direct
object in order to function,

Examples:
- Look at the sea.
- I do not approve of his actions.

1.4.2. Type II prepositional verbs

Type II prepositional verbs, conversely, need a direct object. They are followed by two noun
phrases , separated by the preposition; the direct object and the prepositional object.

Examples:
- Robbed …of..
The accident robbed him of his childhood
- Protect…from
The jacket will protect you from the rain.

1.5. Phrasal prepositional verbs

Phrasal-prepositional verbs are combinations of a lexical verb, an adverb, and a preposition. These
combinations create complex verb structures that often convey a more specific or nuanced meaning
but are usually found in informal contexts.

Examples:

- Run out of : a depletion of a resource

We've run out of milk.
- Put up with: tolerating or enduring something
She can't put up with his behavior.
- Catch up on: making up for missed activities
I need to catch up on my reading.
- Give in to: yielding or submitting to something
He refused to give in to pressure.

There are some phrasal-prepositional verbs that take a direct object after the verb and before the
adverb and preposition particle

Example:
- Fix…up with: arrange for
 Let’s fix Mary up with Thomas.
- Let…in on: make somebody privy to something
We should let him in on the secret.

Reasoning:

The Chapter is colour-coded to make the syntactical pattern more obvious. Red stands for verbs, and
blue for particles; multi-word verbs are purple since they consist of a verb(red) and a particle (blue). I
thought the colour coding would make it easier to mentally connect the theory behind the grammar to
the examples, in a similar way a chart would, and colour coding would make the grammar more
accessible to intermediate (even beginner, to a certain extent) learners.
The sections are in the same order as in most grammar books, and there are at least two examples for
each section. As mentioned, the examples are also colour-coded in the same manner as the theoretical
part. There is also a chart in the manner of the ones found in Carter and McCarthy’s Grammar (CGE).
Overall, I drew more inspiration from Carter and McCarthy than any other grammar because I found
their presentation style most transparent and straightforward. I, however, would have also included a
chart for a summary of all types of different multi-word verbs like the one found in Quirk’s
Comprehensive Grammar (CGEL) 16.10 if there was room to do so. I found that chart very helpful
because it put the differences into context by putting the different types of multi-word verbs next to
each other. I also used Quirk’s Student’s Grammar (SGEL), which was also very informative. I found
the examples used very helpful. Though both of Quirk’s grammars (CGEL & SGEL) were well
written and instructive, I found their structure too complicated, and it was easy to miss important
information. I found the Cambridge Grammar (CGE) to be more suited for a quick overview of the
topic.

Bibliography

Carter, Ronald, and Michael McCarthy. Cambridge Grammar of English: A Comprehensive Guide.

Cambridge UP, 2006.

Greenbaum, Sidney, and Randolph Quirk. A Student’s Grammar of the English Language. 1990.

Quirk, Randolph, et al. A Comprehensive Grammar of the English Language. Pearson, 2010.