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Paying It Forward

Over the course of a lifetime, you can acquire knowledge, resources, and perspective from having lived longer and experienced more than perhaps your peers and more so than those people younger than yourself. Hopefully, although this is not always the case, you will have gained ideas, maturity, and wisdom, which you can impart on those who will come after you. Now while I am not directly referencing mentorship or being a mentor to others, I encourage those who have the knowledge and skills handed down to them or learned through their own efforts to pass that wisdom down to the next generation.

While ‘paying it forward’ may have gone out of style, it has been a part of human history since the early days of man. All great works in this world could be lost if it was not for oral or written recordings so that the knowledge could be passed on to those younger and curious to learn from those who came before them. Teachers, professors, coaches, and mentors play a valuable role in our society because they are entrusted with the high responsibility on passing on their mastery of different subjects on to the next generation. While these are not perfect people, they take it upon themselves to pass on their teachings to those younger and more inexperienced in the hopes that they will take their learnings to improve the world in some way.

However, you do not need to be a teacher or a professor to pass on your knowledge or your skills to younger peers or students. Everybody should take it upon themselves to ‘pay it forward’ in some way by imparting your hard-earned knowledge on to others whether they are family members, friends, mentees, or work colleagues. Part of paying it forward is realizing that you will not be around forever and if you bottle up all of your wisdom, experiences, and overall knowledge inside your mind then it will be truly lost with your passing.

You can be sure that one way to leave an impact, make your mark, and have a legacy is to teach others what you were taught while adding your own perspectives on what you have learned so that you can add your own context to the subjects you have mastered. Nobody is perfect but it is better to share that knowledge with an apprentice or a student than to let it go to waste and be lost to the ether.

From Socrates to Plato and Robespierre to Napoleon, both knowledge and wisdom has been passed down from one generation to the next. In order to progress and advance in your professional life, you’ll sometimes need to reach out on your own to those older and more experienced than you in your field of work. Guilds, trade apprenticeships, and mentoring programs do a lot of the good work in terms of paying it forward, but these opportunities don’t always come around for the average person.

If you see someone who you can help out either professionally or personally and you want to take them under your wing to see how they progress, that’s the best way of paying it forward. Instead of just choosing anyone to help, focus on those people who are interested in your line of work or have the same kind of personal life as you did. You will want to help those folks who are willing to listen, to learn, and to actually implement the advice that you give them. Sometimes, it’s best to let that person reach out to you when they are looking for help but you may have to take the initiative if you don’t have anyone reaching out.

As I discussed in a previous post, mentorship goes both ways but paying it forward is something you should do out of the good of your own heart and out of a desire to leave the world better than when you found it by positively impacting someone’s life. All of us have a lot of experience, knowledge, and skills to share and there are many people out there who don’t or won’t have access to the same resources as we did.

Of course, first, you’ll have to find who that person is who you want to help but remember to not be too selective or wait forever to make your impact. If you have been working hard over the years and decades to build up your knowledge, you should not let it all go to waste by keeping it to yourself. When no one sets the example of paying it forward, it can create a negative ripple effect whereas that kind of useful information or life experience won’t be passed down to those who need it the most.

You may not see the rewards of your efforts in sharing your knowledge or expertise right away but over the years and decades of you helping others, you will definitely see the results whether its’ in the neighborhood, the community, the country, or the world. Everybody has something to contribute to the overall society and even more so when you are able to help others do the same in their own way. ‘Paying it forward’ may not be requirement in living a good life but it will certainly leave an impact on yourself and those who you assist and help during the course of your life.

English Corner – Utilization, Not Memorization

Many English language learners and students are taught from a young age to memorize, repeat, and regurgitate what they have been assigned by their teachers. When it comes to the main focus of English as a Second Language, there is a tendency for educators in this field to focus on having memorization be the main focal point of an English student’s language base when it should not be this way. Instead of memorization and repetition, we should instead focus on helping English language learners with utilization, which means putting the English grammar and vocabulary they have acquired for actual use.

While learning different types of English vocabulary and understanding English grammar rules are very important parts for a beginner student to master, instead of focusing on fill-in-the-blank, matching, and multiple choice questions, teachers should instead focus on putting the English student in situations where they need to use this vocabulary or remember these grammar rules so they’ll better be able to retain the knowledge they have gained. Relying too heavily upon vocabulary sheets or grammar rules sheets for too long will disengage the students from enjoying the process of mastering a foreign language.

A good lesson should encompass grammar and vocabulary together, but for which leads to a chance for the students in the class to be put in activities or lessons where they need to use what they have learned right away so they retain it better. There are numerous examples out there on how to achieve this kind of lesson plan but a good one would involve speaking and writing parts, so students not only engage with the material alone but also with each other or in small groups. English does not have to be boring but a strict curriculum with the same activities over and over again will not help students to improve their retention of the language.

Students have the responsibility to study the grammar and vocabulary that the teacher has assigned in class, but it is the teacher’s responsibility to mix the subject matter up enough so that the students will have enough chances to let the material sink in over time so that they can absorb it better. In addition to speaking and writing exercises, utilizing listening and reading activities are crucial too. To break up the monotony of continuous vocabulary and grammar exercises, a good English teacher will mix it up in different ways to make the class more fun and interactive.

In my experiences as an English as a Second Language teacher, I have noticed a deficit in some cases where the students are able to do well on grammar and vocabulary assignments but struggle greatly when it comes to utilizing these lessons to improve their speaking and writing capabilities. By incorporating related speaking and writing activities to supplement the new material, students will better able to progress in these areas as well. Going through the textbook, doing the same kind of activities over and over again is no recipe for a proficient English learner.

When it comes to speaking, if you are doing a unit on types of food and drinks, it’s good to do an activity where students ask each other questions and get answers from their classmates. They could ask, “what is your favorite food?”, “what do you like to eat for breakfast / lunch / dinner?”, “What supermarket do you go to?”, “Do you like to cook? why or why not?” These question and answer activities are extremely effective in keeping the students engaged and allow them to put their grammar and vocabulary knowledge to good use by actually applying it in a real-life situation.

For grammar retention, writing sentences and even essays are a key aspect to utilizing the grammar lessons that they have learned in the past and applying them in the present. For example, if you introduce an essay topic or question such as “Where do you see yourself in ten years?, what will you be doing with your life, and what would you like to do?”, this essay assignment is a great way to jog the student’s memory so that they remember how to use verb tenses such as the ‘simple future tense’ or the ‘future progressive tense.’ Letting students use the future tense to describe their future selves is a great way in engaging them honestly and utilizing their understanding of English grammar by putting it into the written form.

Your English students will also be more engaged when they can utilize their base grammar and vocabulary knowledge to both read and listen. Having high levels of comprehension in these two areas is crucial in becoming a proficient learner of this language. For Reading, it’s important to incorporate different forms of reading for your class such as poetry, short stories, interesting magazine articles, and relevant newspaper articles.

For example, if your class is learning about how to describe weather in English, it would be good to share the newspaper section, which covers the weather specifically, and have the students describe the weather in different cities and towns from reading the descriptions in the newspaper. Having the students read newspaper articles about current events and other news will help satisfy their curiosity about English-speaking cultures and countries. There are numerous speaking and reading activities that can be done together to utilize what the student has learned to be put to good use.

Lastly, being able to utilize listening to music, audiobook passages, or news reports will do a great job in allowing the students to hear the grammar and vocabulary necessary to further their comprehension. You can get very creative with listening lessons and add on speaking and writing components to give your students more chances to utilize their English language skills in different ways. Testing the students without multiple choice, matching, or fill-in-the-blank activities can be done by assessing their comprehension of listening passages. Listening and repetition is also another way to help students retain their vocabulary and grammar knowledge.

A huge reason why English as a Second Language students struggle with retaining their knowledge of the language is that they are simply not utilizing it enough. Teachers should be aware that endless vocabulary and grammar lessons that are based around memorization and repetition are not helping their students but hurting them instead. In addition, focusing only on teaching to the test is a recipe for disaster and students will not enjoy actually learning the language if the teacher is not utilizing creative lesson planning, fun activities, and group cooperation when it comes to improving their students’ English skills.

In order for students to keep their English skills going into the future, teachers should focus on speaking, writing, listening, and reading lessons so that students will not only utilize the language in various ways but to also remember and use it years into the future long after they finish working with that teacher.

English Corner – Five English Mistakes That Can Be Easily Fixed

New students of the English language are destined to make mistakes when practicing their skills and abilities in building up their proficiency. There’s nothing wrong with making mistakes but I’d like to share the five most common mistakes that are easily fixable given my experience in teaching English as a Second Language. Instead of letting these mistakes continue unabated, it’s important for teachers such as myself to correct our students right away so as to not let these small mistakes become bad habits. When you have a small error, usually grammatical in nature, it’s necessary for the teacher to use his or her expertise to correct the student right away and show them the difference between the right approach and the wrong approach to the mistake.

You should always be correcting the student politely and then showing them where exactly did they go wrong, and how they can avoid the same mistake again. Hopefully, English as a foreign language student will be able to avoid some of these five mistakes but I would say that it is quite likely that they will commit one or two of these five errors. Luckily, these mistakes are easy to fix and once you do, the student can move on to more intermediate and advanced challenges.

            1.) Neglecting both indefinite and definite articles: Some non-native speakers of English have a bad habit of leaving out the ‘a’, ‘the’, or ‘an’ at the beginning of their sentences. They may state their sentence as being “Economy performed very well.” While it’s easy to understand the sentiment of the sentence and the meaning will come across to the native speaker, it won’t be grammatically correct. It’s always necessary to put a definite article like ‘the’ before the word ‘economy’ in order for it to sound like a sentence that a native speaker would put together. “The economy performed very well,” should be the sentence that the foreign learner of English must use to be grammatically correct and fully understood.

This is an easy mistake to correct but if left unchecked, the non-native speaker will forget many times to add ‘a’, ‘an’, or ‘the’ at the beginning of their spoken or written sentences. For ESL teachers, this is a key mistake that students will make especially from language backgrounds where ‘definite and indefinite articles’ are not used. Another example of an indefinite article not being used is a sentence like “I have cat.” While we know that person has a cat, there is the key ‘a’ word missing to make it grammatically correct. The student should then be correct for the sentence to be “I have a cat.” While these are not major mistakes, by showing your students the correct structure, you will be doing them a big favor and helping them to become better English learners.

            2.) Mixing up singular and plural noun usage: Another slight mistake that ESL students make as beginners is to mix up singular and plural nouns. Knowing when and when not to use the ‘s’ at the end of nouns is key to having a grammatically correct sentence. It should be made clear that the letter ‘s’ should only be added to the end of a noun when there are more than one item, place, or thing being referenced. The key difference from one example would be ‘You eat one cookie’ and then ‘You eat two cookies’, with ‘s’ only being added to the noun ‘cookie’ when there is more than one being referenced.

You can also use ‘many, a few, a lot of’ before the noun ‘cookies.’ Countable and uncountable nouns go hand in hand with singular and plural nouns as grammatical concepts. ‘Countable’ nouns are usually plural meaning referencing more than one in number while ‘Uncountable’ nouns are usually singular in nature and can’t reference multiple persons, places, and things. Being able to use singular and plural nouns in written and/or spoken sentences is key because it will come up very often. If you make a small mistake with this concept of mixing up their usage, it should be corrected as soon as possible in order to not become another bad habit.

            3.) Forgetting to use prepositions and conjunctions: Before you can speak and write with some authority, you will need to study, use, and memorize the correct prepositions and conjunctions. Oftentimes, ESL students can forget the need for prepositions, conjunctions in a regular sentence but that will mean your sentence won’t be grammatically correct. A sentence like this one as an example would not work without prepositions or conjunctions. “He left me didn’t return I was not afraid I knew he would be back.” There are four prepositions and conjunctions missing from that example sentence and it can still work as a sentence, but it is fundamentally incomplete and would raise some eyebrows from native English speakers.

These are small errors but would hurt your ability to be understood or seen as an intermediate or advanced English learner. In order to change this example for the better, we need to make the sentence have both prepositions and conjunctions. “He left me and didn’t return but I was not afraid because I knew he would be back.” These two grammatical functions add a lot of substance to your sentence and makes it flow that much better. If you leave these conjunctions and prepositions out of your sentences, it will hurt your proficiency and you won’t be able to correct these particular mistakes.

            4.) Changing the order of the sentence from (Subject – Verb – Object): Spoken and written sentences in English have a strict order in terms of formation like any other language. While other languages could be ‘subject – object – verb’ or ‘verb – subject – object’ in official syntax, English, as a language, follows the strict format of ‘subject – verb – object’ at all times especially if you’re looking to form a complete sentence. You can form sentences in English in another order and you may be understood by a native speaker, but it won’t be grammatically correct, and you will be creating yet another bad habit that can be easily corrected. Every language has a basic structure and it needs to be observed at all times. You can’t cut around the edges in terms of the sentence structure or it will stand out as a huge error.

Basic sentence order should be memorized when you are first studying a foreign language and that includes English. A wrong sentence in terms of basic order would look like this as an example: “Store goes to the he.” You have the ‘object’ at the beginning which is wrong, the verb in the middle which is correct, yet the subject is at the end of this example sentence when it should be at the beginning. The sentence order is completely wrong here, but it is easily fixable in the following manner: “He goes to the store.” SVO or ‘Subject – Verb – Order’ is a clear and concise grammar rule that is fundamental in order to master the basic sentence structure instrumental in creating good sentences. A basic mistake like changing the order of a sentence form unnecessarily can be fixed quite easily. subject (he), verb (goes to), and object (the store). You just have to switch the order around a bit if it is incorrect and then you’ll be ready to move on to the next sentence while keeping the right order.

            5.) Capitalizing the wrong words in a sentence: Let’s remember that correct capitalization can be quite easy to do but it remains as a difficulty for many English as a second language students to master due to how, when, and where to capitalize words. It’s not a huge mistake so students may commit the error thinking that it’s not a big deal, yet correct capitalization can set you apart in terms of your writing proficiency from other learners. To neglect the basic rules of capitalization sets you up for bigger and more costly grammar mistakes. If you are able to take care of the basics and capitalize words throughout the sentence, then you’ll be well on your way to becoming a great English learner. An example of poor capitalization in a sentence would be as follows: “i Went to the grand canyon and it was Fun.” There are a few errors here that should stand out to you and are easily fixable, but a few students may choose to not revise the errors and leave the sentence wrongly capitalized. The key fixes are easy to implement for this sentence and would like the following revised sentence: “I went to the Grand Canyon, and it was fun.”

The changes I made include ‘I’ as capitalized, ‘went’ as not being capitalized, ‘Grand Canyon’ as being capitalized, and ‘fun’ as not being capitalized. In keeping with the basic rules of capitalization, proper nouns (Grand Canyon) should be capitalized, as well as the first word in any sentence, ‘I’ in this case, and to recall that ‘went’ as a verb should not be capitalized along with an adjective such as ‘fun’ when it comes at the end of the sentence. Conjunctions, or a preposition such as ‘and’ should also never be capitalized in a regular sentence.

Taking the time to take care of capitalization errors will put you ahead and establish your English language proficiency as improving by fixing your mistakes. If you have the time to write, speak, and use the English language, you should also use that time to revise, fix, and correct your errors to become a better student and a better learner.

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If you are interested in taking a private English lesson, check out my teachers page here where you can learn with me in a one-on-one hour session: Learn English with Ben

Lastly, please check out my Udemy courses on ‘Beginner Grammar’, ‘Intermediate Grammar’, and ‘Advanced Grammar’ here: My Udemy Courses

English Corner – The Active Voice

Every writer has a voice but it’s important to be able to distinguish which is the correct voice to use depending upon the context. There are two main voices in English writing to be aware of: the active voice and the passive voice. In this ‘English Corner’ blog post, we will be focusing specifically on how to use the active voice in your writing, which means that the subject of the sentence is actually creating the action and not the other way around.

The ‘active voice’ adds more impact to your writing, which is why most writers use the active voice instead of the passive voice. Overall, I would argue that the active voice is more important than the passive voice yet you should know how to use both effectively as an English writer.

Active Voice Usage

Sentences written in an active voice flow better and are easier to understand. When you use the active voice, the emphasis is on the subject of the sentence, which is doing the action itself. This makes the sentence straightforward and concise. Examples are:

  • I really love this TV show.
  • Gorillas live in the jungle. 

Sentences that use a passive voice are often harder to understand. Passive voice can make a sentence awkward and vague. The emphasis of the sentence changes to the receiver of the action. Some examples are:

  • This TV show is loved by me.
  • The jungle is where the gorillas live.

Passive sentences usually have more words than active ones, which is one reason why the reader has to work harder to get the meaning of the sentence, and the sentence structure can seem disorderly. If you have a composition that is too difficult to understand, you may be able to change some passive sentences to active ones. Two examples are:

  • The electoral ballots were counted by the volunteers. (passive)
    The volunteers counted the electoral ballots. (active)
  • The flowers were stepped on by the dog. (passive)
    The dog stepped on the flowers. (active)

Active Voice Adds Impact to Your Writing

The active voice adds substantial impact to your sentence; however, you may sometimes want to use the passive voice to lessen the impact of your sentence.

  • Sometimes the active voice is used to deliberately obscure who is responsible for an action, like if a politician said, “Mistakes were made” or “Shots were fired.”
  • Businesses may use the passive voice to lessen their impact like “Your service will be shut off” which is passive, rather than “We are going to shut off your service.” which is active.
  • In crime reports, a policeman would write, “the bank was robbed” because he does not know who actually robbed the bank.
  • In a mystery novel, you may want to place the emphasis on what was taken, like “the jewels were taken” rather than focus on the unknown person who took them.

In most English sentences with an action verb, the subject performs the action denoted by the verb. These examples show that the subject is doing the verb’s action:

The boy must have eaten all of the hot dogs.

            The boy (subject) is doing the eating (verb).

Jennifer mailed him the love letter.

            Jennifer (subject) is doing the mailing (verb).

Colorful iguanas live in the Amazon rainforest.

            Iguanas (subject) are doing the living (verb).

Because the subject does or “acts upon” the verb in such sentences, the sentences are said to be in the active voice. As you go through an individual essay, article, or paper, please be sure to check that you are primarily using the active voice. The passive voice definitely has its place but if you are especially trying to be persuasive, make a congruent argument, or back up your hypothesis, then you should mainly be using the active voice in those types of writing. 

If you find that the ‘subject’ of your sentence is clearly not at the beginning and your action / object is taking its place, then your sentence is not an active one by a passive one instead. The active voice always places the subject within the first word or two at the beginning of the sentence so that the reader will be well aware of who is committing the action. Please keep in mind how to use the active voice in terms of the sentence structure, what the examples show above, and in which types of writing the active voice is mainly used. If you would like to take your English writing to the next level, you must first know what the active voice is and in a later ‘English Corner’ post, the passive voice will be discussed in terms of its usage and some examples.

Lastly, think of the ‘active voice’ and the ‘passive voice’ as the Yin and the Yang of English writing. Both have their separate and unique uses but you can’t only have one in your writing. You must be able to know how to use both because there cannot be one without the other. 

English Corner – Fun with Adverbs

In a previous ‘English Corner’ post, we covered the topic of ‘conjunctive adverbs‘ and also briefly touched upon ‘adverbs’ in the articles on ‘basic parts of speech‘ but now I would like to go much more in depth to talk about adverbs and why they should matter to the English learner. To put it quite simply, Adverbs are a basic part of speech in English that add clarity to your written and spoken sentences. Adverbs are used to modify, change, or quantify an adjective, verb, or another adverb in the same sentence or group of words.

Without adverbs, sentences in English wouldn’t have the same zest and flair that they do with this basic part of speech being used correctly. Adverbs can draw relations between places, people, times, causes, degrees, etc. While Adverbs are not the most popular form of basic speech, you cannot be well-versed in understanding English grammar without having a formal knowledge of what adverbs are, how they are used, and what kind of examples need them within the sentences you create. Please use this article on ‘adverbs’ to improve not only your understanding of the English language but also your ability to write, speak, and use it freely. 

Traditionally considered to be a single part of speech, adverbs perform a wide variety of functions, which makes it difficult to treat them as a single, unified category. Adverbs normally carry out these functions by answering questions such as:

  • When? She always arrives early.
  • How? He drives carefully.
  • Where? They go everywhere
  • In what way? She eats slowly.
  • To what extent? It is terribly

These examples help bring light to the fact that they are all adverbial functions and may be accomplished by using adverbial clauses and adverbial phrases as well as by adverbs that are singular as well. There are many rules for using adverbs, and these rules often depend upon which type of adverb you are using. Remember these basics as expressed in the examples above, and using adverbs to make sentences more meaningful, and expressive will be easier for you.

  • Adverbs can always be used to modify verbs. Notice that the second of these two sentences is much more interesting simply because it contains an adverb:
    • The dog ran. (You can picture a dog running, but you don’t really know much more about the setting.)
    • The dog ran excitedly. (You can picture a dog running, wagging its tail, panting happily, and looking glad to see its owner. You can paint a much more interesting picture in your head when you know how or why the dog is running.)
  • Adverbs are often formed by adding the letters “-ly” to the end of adjectives. This little tidbit of information makes it very easy to identify adverbs in many sentences. There are many exceptions to this rule; everywhere, nowhere, and upstairs are a few examples where an –ly isn’t apart of the adverb itself.
  • An adverb can be used to modify an adjective and intensify the meaning it conveys.
    • Examples: He plays tennis well. (He knows how to play tennis and sometimes he wins.)
    • He plays tennis extremely well. (He knows how to play tennis so well that he wins often.)

As you read the following adverb examples listed below, you’ll notice how these useful words modify other words and phrases by providing information about the place, time, manner, certainty, frequency, or other circumstances of activity denoted by the verbs or verb phrases in the sentences.

There are many different words that function as adverbs. The following list is broken down into different categories, which list adverbs by their function. After reading, you will be able to think of additional adverbs to add to your own list – after all, there are thousands of adverbs that appear in the English language.                   

The vast majority of adverbs out there end in “-ly”. This makes it very easy to spot the adverbs in most sentences so please be on the lookout for that as you discover this basic part of speech in more detail.

Abruptly

Boldly

Carefully

Deliberately

Excitedly

Financially

Horribly

Mildly

Naughtily

Openly

Poorly

Quickly

Sadly

Terribly

Willingly

Yearly

Some adverbs tell us where the action happened. These are known as adverbs of place.

Everywhere

Here

Inside

There

Underground

Upstairs

Certain adverbs let us know when or how often the action happened. These are known as adverbs of time and adverbs of frequency.

After

Always

Before

Later

Now

Today

Yesterday

Many adverbs tell us the extent of the action.

Almost

Enough

So

Too

Quite

Rather

Very

Some adverbs are used as what’s known as intensifiers.

Absolutely

Certainly

Completely

Heartily

Really

Certain adverbs called adverbs of manner tell us about the way in which something was done.

Briskly

Cheerfully

Expectantly

Randomly

Willingly

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Now that you are more familiar with what ‘adverbs’ are, have seen a good amount of examples of how they are used, as well as been shown a list of the most popularly used ones, you should be better able to use adverbs correctly in written or spoken sentences. Please be sure to study the definition of an adverb, the different ways it can be used, and the list of words that are adverbs themselves. If you do not apply the information that you learn about adverbs such as in this article, you won’t be able to improve your English grammar as much as possible. Good luck and remember to have some fun with adverbs!

English Corner – All About Adjectives

We have previously covered ‘adjectives’ to an extent in a previous blog post entry on the ‘eight basic parts of speech’ for which ‘adjectives is one of them. However, I believe that it is crucial to go into much more detail about what adjectives are and how they can be used in different ways in the English language.

The main definition for a ‘adjective’ is a word that is used to describe a noun or give a noun or a pronoun a more specific meaning. There are hundreds of adjectives in the English language making the possible combinations and uses of them almost infinite. The process of an adjective describing a word is modifying it to become more descriptive. Adjectives answer important questions about the details of a sentence such as: What kind?, Which one?, How many?, How much?

Let’s start out with some general examples of how adjectives can be used within sentences to help give pronouns and nouns more specific and descriptive meanings.

Examples:

The newlyweds live in a beautiful house.

John is a kind and caring teenager.

Tina is a sweet and respectful girl.

The high school students are quiet when they listen to the teacher.

From the general examples of ‘adjectives’ that I have listed above, in the bolded words, you can see a pattern take place in that these words are describing nouns like ‘house, teenager, girl, teacher’, and they always come before the nouns. These nouns as they are well documented are people, place(s), and thing(s). As you can see, while the adjective(s) come before a noun, they also come after verbs such as ‘is, are, live,’ etc. as shown in the examples above. Verbs don’t always come before adjectives but that’s usually the case in a normal sentence.

Here are a few more examples showing how the average verb will come before an adjective in a sentence:

  • Your car is blue. (to be)
  • The sky appeared to be cloudy. (to appear)
  • His face looked tired. (to look)

Adjectives can also modify pronouns as well within a sentence and you can use two adjectives together in the same sentence back-to-back without any issues. Here are some examples I have listed below with adjectives – pronouns together in a sentence as well as the use of two or more adjectives in the same sentence:

  • They were such a nice couple.
  • It is really a beautiful day out.
  • He truly acts like a mature individual.

From these pronouns – adjectives examples above, you can see that they are often subject words such as (they, it, he) and they come at the beginning of the sentence. The adjectives themselves (nice, beautiful, mature) will come towards the end of the sentence after the pronoun but before the noun they modify if there is one to be changed.

  • The cookie is both black and white.
  • He was a dangerous, demented person.
  • LeBron James is a kind, caring athlete.

You don’t only need to use one or two adjectives in your sentences as you can use three or more if you really would like to make your writing as descriptive as possible. Knowing how and when to use adjectives is the key to becoming a better English writer and making your writing more appealing to your audience. By being able to know the vocabulary and how to use adjectives correctly in your sentences, your English will be more readable and also more entertaining to your readers. It will take time but it’s good to establish the basics of adjectives now in order to build upon your knowledge of this topic later on.

When it comes to how to form ‘adjectives’, they will usually come with endings to the words that stand out to you. Examples of adjective word endings include –able, -ible, -ish, -like, -ful, -less, -ous, and –y. Adjectives don’t always end in those word endings but it’s important to be aware of the many cases in which they do end like that.

Examples: Thinkable, Possible, Childish, Adultlike, Thoughtful, Faithless, Courageous, Hungry.

There are hundreds of examples for adjectives that end with these letters but it’s key for you, the reader, to draw the connections by looking at the structure of the adjective and seeing if there’s a –y or –ish ending before you write it for your sentence.

Lastly, a lot of adjectives are comparative or superlative in nature so you have to be aware of how to form those words as well because they will come up a lot in written or spoken form.

Comparative: more or less + adjective and -er

Superlative: most or least + adjective, adjective and –est

Adjective: Tall

1st Comparative Example: Taller

1st Superlative Example: Tallest

Adjective: Dangerous

2nd Comparative Example: More Dangerous, Less Dangerous

2nd Superlative Example: Most Dangerous, Least Dangerous

Hopefully, this blog post on adjectives has helped you, the reader, in terms of what they are, how they are placed within a sentence, how many of them can be used, and how to use them for comparative purposes. You have also seen possible word endings for most adjectives to give you a good hint as to when they are actually adjectives and not just nouns or verbs. Once you have this fundamental basic part of speech down, you’ll be able to tackle harder and more complex (adjective) English grammar topics.