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Parts of speech are the foundational elements used to construct grammatically correct sentences in English. Each part serves a specific function and contributes to clear and effective communication.

Main Parts of Speech: The Basics

Nouns

Nouns are the name of a person, place, thing, or concept. Nouns are typically used as subjects, objects, objects of prepositions, and modifiers of other nouns.

Special Types of Nouns

Count Nouns
Count nouns can be separated into individual units and counted.

They usually have both a singular and a plural form. Most English nouns are count nouns.

Example: I have one dog. My friend has two dogs.

Some countable nouns in English only appear in the plural form, especially clothing items (pants, shorts, pajamas). These are often used with quantifiers like “a pair of”, “two pairs of”, or “some”.

Rules and Examples for Making Count Nouns Plural

Rule Example Singular Example Plural
Add -s one boy two boys
Add -es for -s, -x, -z, -ch, -sh endings one box two boxes
Ends in consonant + -y → change to -ies one family two families
Ends in vowel + -y → add -s one donkey two donkeys
Ends in -o → add -es one potato two potatoes
Ends in -f/-fe → change to -ves one thief two thieves
Irregular plural form one foot two feet
one person two people

When unsure of the plural form, consult the dictionary. An English learner’s dictionary, like Merriam-Webster, may be the most helpful.

Noncount Nouns
Noncount (or uncountable) nouns exist as masses or abstract quantities that cannot be counted.

They have no plural form. Although most English nouns are count nouns, noncount nouns frequently occur in academic writing.

Common Categories of Noncount Nouns

Here are some common categories of noncount nouns. Like all things in English (and language in general), there may be exceptions and others outside these categories.

Category Examples
Food and Drink milk, rice, coffee, bread, sugar, meat
Abstract Concepts advice, health, research, time, information
Sports and Recreation soccer, tennis, chess, checkers, hockey
Groups or Collections as a Whole work, homework, money, clothing, luggage, traffic
Minerals, Solids, and Materials air, ice, fire, wood, blood, hair, gold, silver, coal
Fields of Study economics, physics, astronomy, biology, history, statistics

Note: Noncount nouns do not use the indefinite articles “a” or “an.” They can, however, use the definite article “the” if what is being referred to is specific. They can also use no article if what is being referred to is general (generic) or nonspecific.

Double Nouns
Some nouns can be both count and noncount.

When they change from a count to a noncount noun, the meaning changes slightly. In the noncount form, the noun refers to the whole idea or quantity. In the count form, the noun refers to a specific example or type. When the noun is countable, it can be used with the indefinite article “a” or “an” or it can be made plural.

I drink coffee every morning.

In this example, coffee is a noncount noun.

You can identify that coffee is noncount because it’s used without any articles (like “a” or “an”). The sentence is discussing the beverage in general.

I ordered a coffee from the café in the lobby at work.

In this example, coffee is a count noun.

You can identify that coffee is a count noun because it’s used with the article “a.” The sentence is discussing a specific cup or serving.

Quantity Words
Quantity words are used to add information about the number or amount of the noun.

Some quantity words can only be used with countable singular nouns, some can only be used with countable plural nouns, some can only be used with uncountable nouns, and some can be used with both plural countable nouns and with uncountable nouns.

For Countable Singular Nouns

Use the quantity words “each,” “every,” and “another” with countable singular nouns.

Examples

  • Each computer needs to be updated weekly.
  • Every pen in this set writes smoothly.
  • I need another computer for the new employee.

For Countable Plural Nouns

There are multiple options of quantity words and phrases to use with countable plural nouns.

Quantity Words for Countable Plural Nouns

Quantity Word Example Sentence
several We have several printers in the office.
a large/small number of A large number of printers need repairs.
(not/too) many We have too many keyboards in storage, but many can be donated.
a few I found a few pens in the back of the drawer.
(very) few Very few pens I found would write.
fewer There are fewer printers on the second floor than on the first floor.

For Noncount Nouns

There are multiple options of quantity words and phrases to use with noncount nouns.

Quantity Words for Noncount Nouns

Quantity Word Example Sentence
a great deal of Students have a great deal of homework this semester.
a large/small amount of There is a small amount of homework due tomorrow.
(not/too) much The students have too much homework this week.
a little I have a little homework to finish tonight.
(very) little They have little homework over winter break.
less Students have less homework on Fridays.

For Countable Plural Nouns and Noncount Nouns

These quantity words and phrases can also be used with countable plural nouns and noncount nouns.

Quantity Words for Noncount Nouns

Quantity Word/Phrase Example Sentence
some Do you have some money for lunch?
any Do you have any time to meet today?
a lot of There are a lot of materials in the Walden library.
hardly any We have hardly any time left before the deadline.
(almost) all Almost all computers need to be updated this year.
no We have no time for delays.
none of None of the money in the budget was spent.
not any There are not any books left on the shelf.
other Do you have other work to finish?

Pronouns

A pronoun replaces a noun or noun phrase to avoid repetition and make sentences more concise.

Types of Personal Pronouns
A word that takes the place of a specific person or thing.

  • Subject Pronouns: These pronouns take the place of the subject in a sentence—the person or thing doing the action.
    • Example: “They are working on the group project.” ("They" is the subject.)
  • Object Pronouns: These pronouns replace the noun that receives the action in a sentence. They usually come after a verb or a preposition.
    • Example: “The teacher called us after class.” ("Us" is the object.)
  • Possessive Adjectives: These show who owns something and are placed before a noun. They describe the noun by showing possession.
    • Example: “Is this your notebook?” ("Your" shows who owns the notebook.)
  • Possessive Pronouns: These also show ownership, but they stand alone and replace the noun entirely.
    • Example: “That water bottle is theirs.” ("Theirs" replaces "their water bottle.")
  • Reflexive Pronouns: These refer back to the subject of the sentence. They are used when someone does something to themselves.
    • Example: “We taught ourselves how to code.” ("Ourselves" refers back to "we.")
Subject Pronoun Object Pronoun Possessive Adjective Possessive Pronoun Reflexive Pronoun
I me my mine myself
you you your yours yourself
he him his his himself
she her her hers herself
it it its (none) itself
we us our ours ourselves
they them their theirs themselves

Adjectives

An adjective describes or modifies a noun or pronoun by providing more information about it, such as specifying the qualities, characteristics, or attributes of a noun or pronoun.

Examples

Before the Noun: The diligent student completed the assignment.

“Diligent” describes the noun “student.”

After a Linking Verb: The results were inconclusive.

“Inconclusive” describes the noun “results.”

Remember that adjectives in English have no plural form. The same form of the adjective is used for both singular and plural nouns.

Example #1

Incorrect: Several talls buildings.

Correct:

  • A tall building.
  • Several tall buildings.

Example #2

Incorrect: Many interestings books.

Correct:

  • An interesting book.
  • Many interesting books.

Example #3

Incorrect: Some differents ideas.

Correct:

  • A different idea.
  • Some different ideas.

Verbs

Verbs show action or state of being. In English, verbs follow the noun.

Example

The students studied for the exam.

“Studied” tells what the students did.

There are also special types of verbs known as auxiliary verbs (also called helping verbs) that are used to build up complete verbs.

Primary Auxiliary Verbs
Help form tenses, questions, and negatives (e.g., "be", "have", "do").

Primary auxiliary verbs ("be", "have", "do") show the progressive, passive, perfect, and negative verb tenses.

Researchers have investigated this issue for some time. However, the cause of the problem has not been determined.
Sentence Segment Grammar Analysis Grammar Explanation
Researchers have investigated this issue. • “have” is an auxiliary verb.
• “investigated” is the past participle of investigate.
These form the present perfect tense, showing an action that began in the past and is still relevant.
The cause of the problem has not been determined. • “has” is an auxiliary verb.
• “not” is a negative marker.
• “been” is an auxiliary verb for passive voice.
• “determined” is the past participle of determine.
This is a negative passive sentence in the present perfect tense.
Together they create a passive, negative, present perfect construction indicating that determination of the cause hasn't happened up to the present moment.

 

Modal Auxiliary Verbs
Express ability, possibility, permission, or necessity (e.g., "can", "must", "should").

Modal auxiliary verbs show a variety of meanings. They represent ability, permission, necessity, and degree of certainty. These are always followed by the simple form of the verb.

Modal auxiliary verbs include: "can", "could", "may", "might", "must", "shall", "should", "will", and "would"

He could conduct more research, which may lead to the answer.
Sentence Segment Grammar Analysis Grammar Rule
"He could conduct more research" • “could” is a modal auxiliary verb expressing ability or possibility.
• “conduct” is the simple form of the verb.
Modal verbs like “could” are followed by the simple form of the main verb.
"which may lead to the answer" • “may” is a modal auxiliary verb expressing possibility or probability.
• “lead” is the simple form of the verb.
Modal verbs like “may” are also followed by the simple form of the main verb.

The modal auxiliary verbs serve different functions here:

  • “Could” suggests the ability or possibility to do the research.
  • “May” indicates uncertainty about the outcome - it expresses that finding the answer is possible but not certain.

Semimodal Auxiliary Verbs
Semimodal auxiliary verbs are always followed by the simple form of the verb.

Semimodal auxiliary verbs include:

  • "be going to"
  • "ought to"
  • "have to"
  • "had better"
  • "used to"
  • "be able to"

Example

Future researchers are going to delve more into this topic. They are about to make a breakthrough discovery.

In this example, semimodals (“are going to” and “are about to”) are followed by the simple form of the verb (“delve” and “make”).

Transitive and Intransitive Verbs

Every action in English needs a verb, but not every verb needs something to act upon. Some verbs need an object to make sense (like “bring” - you must bring something), while others can stand alone (like “sleep” - you can just sleep). Understanding when verbs need objects and when they don't will help you write clearer, more accurate sentences.

Transitive Verbs
A transitive verb is a verb that requires an object to receive the action.

Some examples of transitive verbs are “address,” “borrow,” “bring,” “discuss,” “raise,” “offer,” “pay,” “write,” “promise,” and “have.”

Example

Incorrect:  The speaker  discussed in the video.

  • The verb “discuss” requires an object. It is necessary to state what the speaker discussed.

Correct: The speaker  discussed different marketing strategies in the video.

  • In this example, it’s clear what the speaker discussed because the object (“different marketing strategies”) was added.

Direct and Indirect Objects

A transitive verb can take more than one object.

Donovan  gave his sister a laptop.

  • In this sentence, there is an indirect object (“his sister”) that comes between the transitive verb (“gave”) and the direct object (“a laptop”).

However, there is another way to say this same idea using a prepositional phrase.

Donovan  gave a laptop to his sister.

  • In this sentence, the indirect object is in the form of a prepositional phrase (“to his sister”).

Finding the Object

You can figure out the direct object by using this question format: “The subject did what?” or “The subject [verb] what?”

The speaker  discussed different marketing strategies in the video.

  • The speaker discussed what?
    • Different marketing strategies

You can find the indirect object by asking the question “To whom?” or “For whom?”

Donovan gave his sister a laptop.

  • Donovan  gave a laptop to whom?
    • His sister

Intransitive Verbs
An intransitive verb does not take an object.

Using an object immediately after an intransitive verb will create an incorrect sentence.  However, there may be other information after the verb, such as one or more prepositional phrases or an adverb.

Example

Incorrect: The students arrived Houston.

  • This sentence is incorrect because the verb cannot take an object.

Correct: The students arrived at the residency in Houston.

Some other examples of intransitive verbs are “deteriorate,” “vote,” “sit,” “increase,” “laugh,” “originate,” “fluctuate,” and “trend.”

Verbs That Are Both Transitive Intransitive
Some verbs can be both transitive and intransitive, depending on the situation

In some instances, such a verb may require an object, while in others it does not require an object.

Transitive vs. Intransitive Verb Examples
Verb Transitive Example Intransitive Example
continue We will continue the meeting after the break. The meeting continued after the break.
play Three of the students play the guitar. The students will play outside today.
return Javier returned the book to the library. The students returned to school after the winter break.
grow I grow zucchini in my garden. My daughter is growing quickly.

If you are unsure about whether a verb is transitive or intransitive, you can check a dictionary. Most dictionaries, such as the online version of Merriam Webster, indicate whether a verb, and each definition of the verb, is transitive or intransitive. Whether a verb is transitive or intransitive may depend on whether the verb has multiple meanings, so make sure to read through the examples provided in the dictionary.

Adverbs

Adverbs specify how, when, where, and to what extent an action takes place. They can modify the action (verb), a quality (adjective), or another adverb. Depending on the context, the adverb can come before or after the verb or at the beginning or end of a sentence.

Modifying a Verb

She completed the project quickly.

In this sentence, “quickly” specifies how she completed the project.

Modifying an Adjective

The test was incredibly difficult.

In this sentence, “incredibly” specifies how difficult the test was.

Modifying Another Adverb

He completed the work very quickly.

In this sentence, “very” modifies “quickly.”

Conjunctions

Conjunctions connect words, phrases, clauses, or sentences.

Examples

  • The results were not significant, so the alternative hypothesis was accepted.
  • Although the results seem promising, more research must be conducted in this area.

There are three kinds of conjunctions: coordinating, paired, and subordinating.

Coordinating Conjunctions
Connect words or phrases that serve the same grammatical purpose in a sentence.

Coordinating conjunctions connect words or phrases that serve the same grammatical purpose in a sentence. There are seven main coordinating conjunctions in English, which form the acronym FANBOYS.

Conjunction Word Example Sentence
F for The teachers were frustrated, for the school had cut funding for all enrichment programs.
Note: “For” is rarely used as a conjunction in modern English.
A and In this course, I will write a literature review, a case study, and a final paper.
N nor The students did not complete their homework, nor did they pass the test.
B but The study is several years old but still valuable to this study.
O or At the end of the class, the students can choose to write an essay or take a test.
Y yet The patient complained of chronic pain, yet she refused treatment.
S so I have only been a nurse for one year, so I have little experience with paper charting.

Transitional words such as “however” and “therefore” can also function as conjunctions.

  • The authors agreed on the prevalence of the problem; however, they disagreed on the problem’s cause.
  • Several employees complained about the new policies, and therefore, the manager held an all-staff meeting to address their concerns.

Paired Conjunctions
Consists of two words or phrases that help make a point.

Paired conjunctions consist of two words or phrases that help make a point or establish alternatives. Although paired conjunctions can be helpful in structuring a sentence, they can also make sentences wordier than necessary, so use these conjunctions sparingly.

  • both…and
    • The project will require significant investments of both time and money.
    • Both the students and the teachers were satisfied with the pilot program.
      • Note: When two subjects are connected by “both…and,” use a plural verb (such as “are” or “were”).
  • not only…but also
    • Students who did not complete the assignment received not only a poor grade but also a warning from the teacher.
    • Not only did the student include full sentences from the source without using quotation marks, but he also failed to properly cite paraphrased material.
  • either…or
    • Either the students were unprepared or the assessment was poorly written.
    • Participants in the survey could either choose from a list of possible answers or write in their own responses.
  • neither…nor
    • Students who did not complete the project received neither praise nor rewards.
    • The staff neither followed the new policy nor asked for clarification.

Subordinating Conjunctions
Join a subordinate clause to a main clause.

Subordinating conjunctions join a subordinate clause to a main clause and establishes a relationship between the two.There are many subordinating clauses, but here are some of the most common.

  • after
  • although
  • as much as/as soon as/as long as
  • as though
  • because
  • before
  • how
  • if
  • in order to/in order that
  • once
  • since
  • than
  • that
  • though
  • unless
  • until
  • when/whenever
  • where/wherever
  • whether
  • while

There are two ways to structure a sentence using a subordinating conjunction:

counter_1 Main clause + subordinate clause

  • The teacher administered the test after giving instructions.
  • The author must avoid bias if she wants to maintain a scholarly tone.
  • I will turn in this assignment at midnight whether or not I complete it.

counter_2 Subordinate clause + comma (,) + main clause

  • After giving instructions, the teacher administered the test.
  • If she wants to maintain a scholarly tone, the author must avoid bias.
  • Whether or not I complete this assignment, I will turn it in at midnight.

Determiners

Words that introduce nouns and provide context about which specific noun is being referenced. Determiners include possessives, demonstrations, quantifiers, and articles.

Possessives

  • My thesis
  • Their research
  • Her data

Demonstratives

  • This experiment
  • That method
  • These results

Quantifiers

  • Some participants
  • Many researchers
  • Few studies

Articles

Articles (“a,” “an,” and “the”) are determiners or noun markers that function to specify if the noun is general or specific in its reference. Often, the article chosen depends on whether the writer and the reader understand the reference of the noun.

  • The study
  • A research paper
  • An important finding

"A" or "An"

“A” or “an” are used with singular countable nouns when the noun is nonspecific or generic.

I do not own a car.

  • In this sentence, “car” is a singular countable noun that is not specific. It could be any car.

She would like to go to a university that specializes in teaching.

lightbulb_2

“University” is a singular countable noun. Although it begins with a vowel, the first sound of the word is /j/ or “y.” Thus, “a” instead of “an” is used. In this sentence, it is also generic (it could be any university with this specialization, not a specific one).

“A” is used when the noun that follows begins with a consonant sound.

  • a book
  • a pen
  • a uniform (Note that “uniform” starts with a vowel, but the first sound is /j/ or a “y” sound. Therefore “a” is used instead).  

“An” is used when the noun that follows begins with a vowel sound.

  • an elephant
  • an American
  • an MBA
    • Note that “MBA” starts with a consonant, but the first sound is /Ɛ/ or a short “e” sound. Therefore, “an” is used instead.

Sometimes “a” or “an” can be used for first mention (the first time the noun is mentioned). Then, in subsequent sentences, the article “the” is used instead.

  • He would like to live in a large house. The house should have at least three bedrooms and two bathrooms.

In the first sentence (first mention), “a” is used because it is referring to a nonspecified house. In the second sentence, “the” is used because now the house has been specified.

"The"

“The” is used with both singular and plural nouns and with both countable and uncountable nouns when the noun is specific.

The book that I read last night was great.

  • In this sentence, “book” is a singular, countable noun. It is also specific because of the phrase “that I read last night.” The writer and reader (or speaker and listener) know which book is being referred to.

The books assigned for this class are very useful.

  • In this sentence, “books” is a plural, countable noun. It is also specific because of the phrase “for this class.” The writer and reader (or speaker and listener) know which books are being referred to.

Additional Rules for “The”

Use “the” when the noun being referred to is unique because of our understanding of the world.

  • The Earth moves around the sun.
  • Wolves howl at the moon.

Use "the" when a noun can be made specific from a previous mention in the text. This is also known as second or subsequent mention.

  • My son bought a cat. I am looking after the cat while he is on vacation.
  • I read a good book. The book was about how to use articles correctly in English.

“The” is used with superlative adjectives (the first, the second, the biggest, the smallest, the next, the only, etc.).

  • It was the first study to address the issue.
  • She was the weakest participant.
  • He was the only person to drop out of the study.

"The" is used for the following categories of proper nouns:

Category Example
Museums and Art Galleries the Minneapolis Institute of Art
the National Gallery of Art
Buildings the Empire State Building
the Eiffel Tower
Seas, Oceans, Rivers the Atlantic Ocean
the Nile
Deserts the Sahara Desert
the Sonora Desert
Periods and Events in History the Dark Ages
the Civil War
Bridges the London Bridge
the Golden Gate Bridge
Parts of the Country the South
the West Coast
Proper Nouns that Include an “of” Phrase the United States of America
the Library of Congress

No Article (Generic Reference)

Writers sometimes struggle with the choice to include an article or to leave it out altogether. If the noun is singular, countable, and nonspecific or generic (like “book” or “author”), the articles “a” and “an” may be used. However, if the noun is countable and plural (like “research studies”) or uncountable (like “information”) and it is being used in a nonspecific or generic way, no article is used.

No article is used when a plural countable noun is generic or nonspecific.

  • Cats have big eyes that can see in the dark.
    • This sentence is discussing all cats in general.
  • Babies cry a lot.
    • This sentence is discussing all babies in general.

No article is used when a noncount noun is generic or nonspecific.

  • I bought milk and rice at the store.
    • This sentence is making a generic reference.
  • We were assigned homework in this class.
    • This sentence is making a generic reference.

Articles in Phrases and Idiomatic Expressions

Sometimes article usage in English does not follow a specific rule. These expressions must be memorized instead.

Here are some examples of phrases where article usage is not predictable:

Category Example
Destinations • go to the store
• go to the bank
• go to school
• go to church
• go to bed
• go home
Locations • in school
• at home
• in bed
• in the hospital (in American English)
Parts of the Day • in the morning
• in the evening
• at night
Chores • mow the lawn
• do the dishes
• do the cleaning

There are also numerous idiomatic expressions in English that contain nouns. Some of these also contain articles, while others do not. Here are just a few examples:

  • To give someone a hand
  • In the end
  • To be on time

Modifiers

A modifier is a word, phrase, or clause that modifies—that is, gives information about—another word in the same sentence.

Example 

I'm going to the Saturn Café for a vegetarian burger.

  • In this sentence, the word “burger” is modified by the word “vegetarian.” The modifier gives extra information about what kind of burger it is.

A modifier can be an adjective (a word that modifies a noun), but it can also be an adverb (a word that modifies a verb).

Example

The student carefully proofread her draft.

  • The adverb “carefully” is the modifier in this example—it modifies the verb “proofread,” giving important details about how the proofreading was conducted.

A modifier can also be a phrase or clause.

Example

She studied in the library.

  • The phrase “in the library” gives us extra information about the verb, “studied.”

Misplaced Modifiers
When a modifier is ambiguously or illogically modifying a word.

When a modifier is ambiguously or illogically modifying a word, we consider it a misplaced modifier. See APA 7, Section 4.23 for more explanation and examples.

Example

Dolger discovered an ancient Mayan civilization using astronavigation.


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The modifier, “using astronavigation,” is unclear in this sentence. Does it modify “Dolger” or “civilization”? Was Dolger using astronavigation? Or was the civilization he discovered using astronavigation?

Possible Revision #1

Using astronavigation, Dolger discovered an ancient Mayan civilization.


check

In this version, the modifier placement makes it clear that “Dolger” is the one using astronavigation.

Possible Revision #2

Dolger discovered an ancient Mayan civilization that used astronavigation.


check

In this version, the modifier placement makes it clear that the “civilization” used astronavigation.


Dangling Modifiers
When a modifier is not modifying a specific word.

When a modifier is not modifying a specific word, we call it a dangling modifier.

Example

After consulting a selection of current publications, research in this area has been sparse.


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In this example, it is not clear who is consulting the selection of current publications. In other words, there is no referent in the sentence.

Possible Revision #1

After consulting a selection of current publications, I determined that the research in this area has been sparse.


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Now the subject in the sentence “I” matches the modifier “after consulting a selection of current publications.”

Possible Revision #2

According to the selection of current publications, research in this area has been sparse.


check

Now the modifier “according to the selection of current publications” matches the subject “research.”


Prepositions

A preposition links a noun or pronoun to another part of the sentence, showing relationships such as direction, location, time, or cause. They are usually single words (like “on”) but can be up to four-word phrases (like “as a result of”).

Although there are some rules for usage, much preposition usage is dictated by fixed expressions. In these cases, it is best to memorize the phrase instead of the individual preposition.

Prepositions of Direction

To refer to a direction, use the prepositions “to,” “in,” “into,” “on,” and “onto.”

  • She drove to the store.
  • Don’t ring the doorbell. Come right in(to) the house.
  • Drive on(to) the grass and park the car there.

Prepositions of Time

To refer to one point in time, use the prepositions “in,” “at,” and “on.”

Use “in” with parts of the day (not specific times), months, years, and seasons.

  • He reads in the evening.
  • The weather is cold in December.
  • She was born in 1996.

Use “at” with the time of day.

  • I go to work at 8:00.
  • He eats lunch at noon.
  • They go to bed at midnight.

Use “on” with days.

  • I work on Saturdays.
  • He does laundry on Wednesdays.

To refer to extended time, use “since,” “for,” “by,” “during,” “from…to,” “from…until,” “with,” and “within.”

Prepositions of Place

location_on Prepositions of Place

To refer to a place, use the prepositions “in” (the point itself), “at” (the general vicinity), “on” (the surface), and “inside” (something contained).

  • They will meet in the lunchroom.
  • She was waiting at the corner.
  • He left his phone on the bed.
  • Place the pen inside the drawer.

height Prepositions of Height

To refer to an object higher than a point, use the prepositions “over” and “above.” 

  • The bird flew over the house.
  • The plates were on the shelf above the cups.

shadow Prepositions of Depth

To refer to an object lower than a point, use the prepositions “below,” “beneath,” “under,” and “underneath.”

  • Basements are dug below ground.
  • There is hardwood beneath the carpet.
  • The squirrel hid the nuts under a pile of leaves.
  • The cat is hiding underneath the box.

distance Prepositions of Proximity

To refer to an object close to a point, use the prepositions “by,” “near,” “next to,” “between,” “among,” and “opposite.”

  • The gas station is by the grocery store.
  • Park your bike next to the garage.
  • There is a purple flower among the weeds.
  • The garage is opposite the house.

Prepositions of Spatial Relationships

To refer to a spatial relationship, use the prepositions “above,” “across,” “against,” “ahead of,” “along,” “among,” “around,” “behind,” “below,” “beneath,” “beside,” “between,” “from,” “in front of,” “inside,” “near,” “off,” “out of,” “through,” “toward,” “under,” and “within.”

  • The post office is across the street from the grocery store.
  • We will stop at many attractions along the way.
  • The kids are hiding behind the tree.
  • His shirt is off.
  • Walk toward the garage and then turn left.
  • Place a checkmark within the box.

Prepositions Following Verbs and Adjectives

Some verbs and adjectives are followed by a certain preposition. Sometimes verbs and adjectives can be followed by different prepositions, giving the phrase different meanings. To find which prepositions follow the verb or an adjective, look up the verb or adjective in an online dictionary, such as Merriam Webster, or use a corpus, such as The Corpus of Contemporary American English.

Memorizing these phrases instead of just the preposition alone is the most helpful.

Some Common Verb + Preposition Combinations


Common Verb + Preposition Combinations
Preposition Verb Example
About worry He worries about the future.
complain She complained about the homework.
read I read about the flooding in the city.
At arrive (a building or event) He arrived at the airport 2 hours early.
smile The children smiled at her.
look She looked at him.
From differ The results differ from my original idea.
suffer She suffers from dementia.
For account Be sure to account for any discrepancies.
allow I returned the transcripts to the interviewees to allow for revisions.
search They are searching for the missing dog.
In occur The same problem occurred in three out of four cases.
result My recruitment strategies resulted in finding 10 participants.
succeed She will succeed in completing her degree.
Of approve I approve of the idea.
consist The recipe consists of three basic ingredients.
smell The basement smells of mildew.
On concentrate He is concentrating on his work.
depend They depend on each other.
insist I must insist on following this rule.
To belong Bears belong to the family of mammals.
contribute I hope to contribute to the previous research.
lead My results will lead to future research on the topic.
refer Please refer to my previous explanation.
With (dis)agree I (dis)agree with you.
argue She argued with him.
deal They will deal with the situation.

Some Common Adjective + Preposition Combinations


Common Adjective + Preposition Combinations
Preposition Adjective Example
About happy She was happy about getting the job.
sorry I’m sorry about the delay.
At good He is good at mathematics.
By employed She is employed by the university.
From different This result is different from what we expected.
For good This medicine is good for headaches.
grateful We are grateful for your help.
happy They were happy for their friend’s success.
responsible Who is responsible for this project?
sorry I’m sorry for this confusion.
In interested She is interested in marine biology.
disappointed They were disappointed in the results.
Of aware We are aware of the problem.
capable She is capable of solving complex problems.
characteristic This behavior is characteristic of the species.
composed The team is composed of five members.
proud He is proud of his achievements.
To accustomed Students become accustomed to the new schedule.
beneficial Exercise is beneficial to health.
essential Water is essential to life.
grateful I am grateful to my advisor.
opposed She is opposed to the new policy.
similar This case is similar to the previous one.
With familiar Are you familiar with this software?

Key Takeaways

Understanding the parts of speech helps you spot and fix common patterns in your writing, build more complex sentences, and clearly express your ideas in writing. Mastering these fundamentals is key to developing your style and enhancing your communication skills.

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