English Corner – Sentence Order and Structure

In previous ‘English Corner’ posts, I have covered ‘Personal Pronouns’ and ‘Singular and Plural Nouns’. I now would like to focus wholeheartedly on how the average English language learner can create a basic yet complete sentence that follows the SVO rule.

What is the SVO rule you may be asking? Good question. SVO stands for Subject – Verb – Object, which is the chronological order for which English sentences are made of. Other languages besides English may be forming sentences as Subject – Object – Verb, Object – Verb – Subject or Object – Subject – Verb but just for this particular language that we are learning which is English, we are going to stick with Subject – Verb – Object and the SVO rule.

If you have doubts about remembering that SVO stands for Subject – Verb – Object as an acronym, you can instead remember it as Some Valuable Onions (SVO) or So Very Open (SVO). These are just two examples of acronyms that you can associate with the SVO rule. It is important to remember that an English sentence will not make any sense unless it follows this particular rule and of placing these characteristics in the right chronological order.

Let’s begin with the Subject:

Subjects are often personal pronouns or proper nouns, which begin the English sentence. If you are using a personal pronoun, you would begin your sentence with I, You, We, They, He, and She if you are referring to a person. You would use a proper noun to refer to an object or a thing as ‘It.’ In addition, you can focus on using proper nouns as well that refer to specific people, places, and things. For example, you could begin a sentence with ‘The President, Albert Einstein, The Miami Dolphins, Hollywood, etc.) These proper nouns are usually formal titles referring to a person’s rank, their full name, or the title of the object or thing being referenced to.

Let’s continue with the Verb:

There are thousands of verbs that we can put in the heart of our sentences but let’s focus here on just the basic ones that are the come up the most frequently. When it comes to verbs, they usually will come right after the ‘subject’ in terms of the order to be in the middle. You also may need to add another verb or two to the sentence to make it complete with an additional subject word at the beginning if you are referencing another person in the ‘personal pronoun’ form.

When it comes to ‘verbs’, you will have the main verb of the sentence and then the ‘auxiliary verbs’ before or after the main verb which are meant to support the actual meaning of the sentence. Auxiliary verbs are not integral to basic sentence structure, but it is something to be aware of as most English sentences will have more than one verb. If you mess up the order of verbs in the sentence, do not be too concerned because that is an easy mistake to make. The key thing to keep in mind is that you are putting the verb after the subject and before the object or object(s) of the sentence.

Let’s finish with the Object:

The object of a sentence brings meaning or purpose to it so without the ending or the ‘object’ being made clear, the sentence will not function on its own within a larger paragraph or an essay. Objects can be either ‘direct’ or ‘indirect’ in terms of their relation to the subject. Types of objects include animals, people, places, things, etc. that are referenced to in some way at the end of the sentence.

A preposition can also go in front of the ‘object’ such as ‘for, to, on, with, by’ and can either be prepositions of place or prepositions of time.

Objects can be abstract, real, theoretical, or imaginary as long as they relate to both the previous subject(s) or verb(s) of the sentence. You can refer to an object directly in the sentence or indirectly depending upon the context.

It is important that the sentence when you finish writing it makes sense grammatically and in terms of using the correct vocabulary. Lastly, while you need a complete sentence, it does not have to be a run-on sentence meaning that you can break up a sentence in two or more sentences if you are saying too much.

Let’s look at a few examples going from the shortest sentence to the longest sentence:

Example #1: I like football.

Example #2: I want to play video games.

Example #3: She was not a good ballet dancer, but she was an excellent writer.

Example #4: You are not supposed to be at the music festival as you have a big test to study for tomorrow.

Example #5: Abraham Lincoln is known as the 16th President of the United States but he was also an avid reader, a lawyer, a U.S. Senator, and an outdoorsman.

Each of these examples sum up the varying levels of complexity that make up sentences in the English language. As you can see, it is likely that the longer a sentence is, the more complex it will be with additional subjects, verbs, and/or objects. The key to avoid run-on sentences is to look over your written work to make sure that the sentence is following the SVO rule but has the right vocabulary to go along with it.

The first example starts us off with one subject, one verb, and one object. The second example adds an auxiliary verb to the sentence and adds a preposition as well. The third sentence enters in a comma as well as an explanation regarding how ‘she’ was ‘not’ a ballet dancer, ‘but’ was an excellent writer. You have two objects, a preposition, and the same verb being used twice in the simple past tense. To add on to the complexity, the fourth sentence highlights the two objects as well as three total verbs and has a time frame by using ‘tomorrow’ as its indirect object at the end of this example. Lastly, the fifth and most complete English sentence discusses a real-life subject in President Abraham Lincoln and how he could have a number of other ‘objects’ associated with him. This sentence also has different verbs as well as a descriptive adjective like ‘avid’ to add some flair to this last example.

As you can see from my explanations and my examples, English language sentences are as diverse and as varied as the language itself. Whether it is three words or thirty words, one complete and compelling sentence can make all the difference in making you both a better English writer and a better English learner overall. Good luck and remember to use this post as a way to begin your quest to create excellent English sentences!


The Downsides to Sarcasm

Sarcasm is one of those things in life that should be used fleetingly or in moderation so as to not step on anybody’s toes or to get yourself into trouble. Sarcasm has its place and time but when it is used commonly, so much that you are not even sure of whether you yourself are being serious or sarcastic, then you may start to have problems in your interpersonal relationships. Sarcasm may be considered funny or humorous at times but there are much better ways on how to put a smile on somebody’s face.

How do we define ‘sarcasm’? What exactly does it mean? Well, sarcasm is essentially the using of contempt or irony to mock someone or make fun of someone. Sarcasm is often negative in terms of its usage and while it can be funny to some people you’re not referring to as the focus of the joke; others may be offended by it or not find it tasteful. The thing with sarcasm is that once you start using it on people, you may be liable to consequences where people make fun of you in return using sarcasm. Sarcasm is an unclear form of communication and while it can be considered witty or clever, you’re risking it that the joke may not go over well or that the sarcasm will be turned against you.

You also should be careful about who you are using sarcasm around because some cultures and some peoples are not familiar with this form of humor and will think that you are being serious instead of being aware that you’re joking around. While not limited to only the English language, Sarcasm is considered to be most commonly used in English and is rather foreign to other languages who do not use it as a form of humor.

Sarcasm can often be misconstrued even when it is meant to be funny leading to angst and resentment that can hurt friendships and relationships. The biggest downside to sarcasm is that at the heart of it is dishonesty or a lack of forwardness that can cause mixed emotions or bad feelings over time. When it is used over and over again with the same person, they will not be able to tell if you’re ever being serious or if you’re always being sarcastic instead. When you are hoping to clearly communicate with another person in an honest and frank way, you want to stay far away from using sarcasm at all.

While using sarcasm with friends and family isn’t the worst thing if they are familiar with what it is in terms of humor, you should avoid using it with strangers, employers, or people in official roles. You would not be sarcastic with a firefighter if your house is burning down nor would you do it with a police officer if your car got pulled over for speeding on the highway. These kinds of situations are where you do not want to use sarcasm at all because it could backfire on you in terms of hurting your future.                  Using sarcasm at the office or the workplace is also highly inadvisable especially because of the likelihood that it can be taken the wrong way.

This is especially true if you do not know the person well or know about their sense of humor. Using sarcasm with the wrong people or in the wrong situation could backfire on you severely causing you to lose your job or even lose your friendship when you are not careful about it. Sarcasm with strangers is also not a good idea because they don’t know who you are, or they might not even know what sarcasm which is could put you in potential physical danger if you are not careful. Because of these examples that I have cited, we can conclude that sarcasm should only be used with close friends or family members especially sparingly so as to not cause miscommunication or hurt feelings.

Also, compared to other figures of speech in the English language, sarcasm neither translates well to other languages nor can be written in any real form. You can only use spoken sarcasm usually with humorous or hurtful intent, which means it may be one of the least useful figures of speech to learn and use. Sarcasm is mainly used to mask a true form of communication and is a shortcut or cheap way to undermine being honest and open with other people. People who use sarcasm often and without previous thought run the risk of being seen as emotionally distant or uncaring. They will be perceived by others as putting up walls and not being able to hold a serious conversation. As a result, a lot of sarcasm can cause a lot of harm to one’s personal life and prevent somebody from forming deep, real, and lasting relationships.

Sarcasm, when used in the right way can be very funny, but it is one of those things in life that has a diminishing marginal utility the more it is used. People don’t want to be around someone who is sarcastic all of the time and can’t be trusted to have a serious conversation. Open and honest communication is the antithesis to sarcasm, and I think most people would rather deal with someone who is honest rather than sarcastic. There are also much better and more sincere forms of humor out there that can generate a lot more laughs without hurting someone’s feelings. To poke fun of someone in a real way is alright but to constantly do it will lead to serious problems and broken friendships if the sarcasm does not stop.

Unsurprisingly, sarcasm is most popular with middle school and high school children, but it should be a stage that you grow out of in college and beyond. If you’re a grown man or woman using sarcasm all of the time and never being honest with your co-workers, friends, or family, it is almost certainly going to backfire on you and cause issues in your life. The next time you think of being sarcastic as a grown adult, think deeply before you do it and think about the person or people, you’re making the butt of the joke. If you do not think before you speak, it is likely to end up with negative consequences for you.

Sarcasm is a figure of speech in the English language but to me, it is a mostly unpopular and overrated one that doesn’t translate well or write well either. The next time you hear a sarcastic conversation go on for too long, politely step away and ask to be excused. It’s not worth your time and it’s best you spend your time with other people who are more open, honest, and serious. Being able to handle mature conversations without using sarcasm will set you apart from others and show people that you are a serious adult who is not to be made fun of or messed around with.

Lastly, sarcasm is the lowest form of humor in the English language and as a figure of speech, it leaves a lot to be desired when compared to others such as irony or metaphors. While sarcasm isn’t going away anytime soon, let’s try to limit it down to only being used when a really funny situation arises.

English Corner – Spot The Mistakes

Once you have learned to embrace your errors, the next key part of being an editor of your written English language work is to spot the mistakes. You need to become proficient in catching your mistakes, understanding why they were mistakes, and then fixing them. You are bound to make some mistakes with your English writing but the best way to get over that hurdle is to spot them, understand them, and fix them. It doesn’t even have to be your English when it comes to spotting the mistakes.

Beyond your own work, look at the English language wherever you go and see if there are any mistakes that other people have made. You may be able to help other writers whether they are friends, family, colleagues, or fellow students by helping them spot their mistakes and assisting them in getting them fixed.

Part of becoming proficient as an editor is getting that extra practice that comes with spotting errors in the English that others have put forward. You should always point out their mistakes in a polite and courteous manner, but you should be able to learn from their mistakes in addition to your own. Peer editing is a crucial part of becoming a better English writer and it will make you more adept as an editor too when it comes to be time to review your own work.

Most of us go about our daily lives trying to not focus on the advertisements or the notices that come across our path. However, another crucial way to boost your English language skills is to look closely at those words and phrases you see every day when you’re out and about. You may not notice it but there are sometimes silly and easily fixable errors that are in these notices and advertisements.

When you spot them, take the time to snap a photo with your phone and then when you’re home later, you’ll be able to write down the incorrect word or sentence and re-write it, so it is correct. In order to make this happen, you have to be observant and you have to sometimes get close to the notice, advertisement, or posting in public and really look carefully at it to see if the written English is right. What may be tedious at first may end up being a fun game of sorts that you can play with friends and family to improve your English.

Spotting errors does not only have to be with regards to advertisements or public notices. Despite how well edited written pieces of work are, you are likely to still find small errors in publications such as newspapers, journals, magazines, and even short stories. If you have purchased any one of these items, you should take the time to highlight the errors you find because there may be a few that have slipped the radar of the editor before it came time for publication. In addition to highlighting these errors, you should consider fixing the mistakes and even making the publisher and/or author aware of the fact that there were some mistakes left in the final version of the written piece.

The last key component when it comes to spotting English mistakes is having a way to document them whether you found these mistakes either in public or in private. It would be really beneficial to have a list of English mistakes that you have noticed and fixed as well as what was the running theme that they may have had in common. It would be wise to group those mistakes in categories whether they were grammatical errors, structural errors, or spelling errors. You could also write about the patterns of the mistakes in a journal or a Word document so you can keep track of where, how, and why you spotted those English errors.

Also, there are hundreds of activities, worksheets, and general practice problems out there that any student can use to boost their proficiency in being a better English editor. You will need to be already a decent writer to make proper edits, but you can do so at the Intermediate level or above. In addition, daily or even weekly practice by completing those ‘mistake’ correction worksheets will go a long way to become a good editor not only for yourself but for your fellow classmates or work colleagues.

There are many different websites out there where you can download, open, and use these activities for free and they are really easy to do so on your own. After completing these worksheets, be sure to get a trusted friend who is good in English or a qualified teacher or professor to look over your corrections to make sure that you did well in spotting and correcting the errors in the paragraph, essay, or article. Without proper oversight, you will not be as well off as an English editor so having a person for peer review is key in this case.

Spotting the mistakes that you make with the English language is easy enough, but it takes a lot of hard work and effort to spot the mistakes of others. However, by doing so, you’ll develop the skillset necessary to be a good Editor not just for yourself but for other English writers. Having the chance to practice spotting errors and mistakes in writing will set you apart from other learners. You should not be afraid of challenging yourself or your ego to point out the mistakes that you or others will inevitably make and then fix them.

While doing so, keep a running tally of these mistakes and understand if they are a pattern and how you can overcome making the same mistake over and over again. As I have mentioned previously, you learn through making mistakes and this is the case for both native English speakers and for English as a Second Language learners. Nobody’s perfect and we all have flaws in our language abilities. Instead of hiding from these mistakes, let us hold each other accountable and bring them out into the open so that we all may improve and become better English learners.

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 – Countable and Uncountable Nouns

It’s important to distinguish between countable and uncountable nouns in English because their usage is different in regard to both the determiners and the verbs. Countable and Uncountable nouns are grammatical topics that are likely to come up again and again in your studies so it’s important to know the main differences between them. If you are looking to improve your usage of numbers and to know how to use them to refer to person(s), place(s), and things(s), which are one or more in amount, then you will need to have a good grasp of countable and uncountable nouns.

Compared to many other grammar topics, countable and uncountable nouns are among the easiest to master but they are also the easiest ones to make careless mistakes about. By not paying enough attention to these basic rules, you will put yourself at risk of not referring to them correctly in either a direct or indirect manner. Please be sure to use the examples below to better your understanding and to also write out your own example sentences as well to get more practice. With enough effort, you’ll be able to tell the difference between the significance of one cow and five pencils. Most nouns are countable but there are a few exceptions which are not countable which you will find out more about in the rest of this ‘English Corner’ blog post.

Countable nouns are for things we can count using numbers. They have a singular and a plural form. The singular form can use the determiner “a” or “an”. If you want to ask about the quantity of a countable noun, you ask “How many _______?” combined with the plural countable noun.

Singular: One cat, one woman, one job, one store, one idea.

Plural: Two cats, three women, four jobs, five stores, six ideas.

She has three dogs. I own a house. I would like two books please. How many friends do you have?

Examples of Uncountable Nouns: tea, sugar, water, air, rice, knowledge, beauty

We cannot use a/an with these nouns. To express a quantity of an uncountable noun, use a word or expression like some, a lot of, much, a bit of, a great deal of, or else use an exact measurement like a cup of, a bag of, 1kg of, 1L of, a handful of, a pinch of, an hour of, a day of. If you want to ask about the quantity of an uncountable noun, you ask “How much?”

-There has been a lot of research into the causes of this disease.

-He gave me a great deal of advice before my interview.

-Can you give me some information about uncountable nouns?

-He did not have much sugar left.

-Measure 1 cup of water, 300g of flour, and 1 teaspoon of salt.

-How much rice do you want?

Exceptions to the Rule of Countable v. Uncountable

Some nouns are countable in other languages but uncountable in English. They must follow the rules for uncountable nouns.

The most common ones are:
accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news, progress, traffic

  • I would like to give you some advice.
  • How much bread should I bring?
  • I didn’t make much progress today.
  • This looks like a lot of trouble to me.
  • We did an hour of work yesterday.

Be careful with the noun hair, which is normally uncountable in English, so it is not used in the plural form. However, It can be countable only when referring to certain examples such as the individual hairs on someone’s head.


1) Did you wash your hair last night?

2) Your dad is getting some grey hairs on his beard.

As shown in the multiple amount of examples, Countable nouns can be singular or plural although they mostly are plural in usage. This is in contrast with uncountable nouns which are only singular in their nature and can never be plural. This is an important grammatical distinction which will help you to understand the main difference between these two types of nouns. Do your best to study these examples, create your own sentences, and know why countable nouns are singular and plural while uncountable nouns are only singular. Whether it’s one potato or a hundred potatoes, you have to be able to count both.

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.

















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







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








Many adverbs tell us the extent of the action.








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






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







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!