Identifying Adjectives Worksheet

When you study or teach English, identifying adjectives can be difficult. However, it is an essential part of grammar. The problem is that most people don’t pay attention to it. And when they do, it’s because they haven’t worked it into their writing.

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An English grammar worksheet will enable you to see how adverbs (ones that stand for a verb) fit in with the rest of your language. It is important to think in terms of structure and flow. In other words, don’t just lump your ideas into one big sentence. Take each idea, break it down, and make sure it has a clear and concise beginning, middle, and end.

Don’t worry about making your ideas one long sentence if that’s not what you have in mind. You should write them out as you would an essay. Start with the main body of the text. Work in bullets or numbers to highlight each idea. In each bullet or number, mentally turn around and replace it with the main idea. For example, if you’re writing about a garden, you could turn each idea into a paragraph, adding examples of gardening to illustrate each idea.

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Another way to make your sentences more effective is to use lists. Start with a piece of paper and list the main verbs that you are using with each word. Next, create a separate list for the main parts of the body, such as the article, the preposition, and the body of the work (the next paragraph). Finally, list your adverbs in order from the verb (I wrote, I spoke, I saw) to the root (I am). This can help you learn English by writing each idea on a new line in your English grammar worksheet.

Some English teachers use a combination of these techniques in conjunction with a real life experiment. They would give a group of students a new assignment that didn’t have any real content. They would instead be asked to write a newspaper column about a topic they were told was the most popular topic for this week. Then they would be given another list of popular topics for the same period of time. As they whiled away their time reading what everyone else had written, they could randomly choose one of their most frequently used articles and compare it to the original in order to identify their “key idea.”

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One thing to keep in mind, however, is that while you may be able to identify an idea in the middle of a list of hundreds, for instance, you won’t be able to do it with the list generated by using just one criterion. When you’re trying to identify an idea, you need a variety of criteria in order to be successful. One of these criteria is to look at how often the word is used in everyday speech. If it’s used infrequently, you probably won’t succeed. Even if you can locate an occasional use, you may not be able to pinpoint exactly what it is.

Another important step in identifying adjectives is to consider how frequently the adjectives are actually used in written communication. For example, you can ask a large group of people what their most frequent words are: car, couch, chair, sink, computer, toilet, pizza, etc. Once you have a list of the most common words, you can move on to using a more refined kind of search. Instead of just looking for words that are used frequently, you should also consider words that are used occasionally, which are less likely to change your speech significantly.

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Finally, when you’re writing articles or short stories, it’s best to avoid using the commonly used adjectives. Instead, you should consider utilizing “I” statements, “we”, “me”, “us”, “our”, “my”, “our”, “myself”, “our”, “also” and “it” for short phrases that only describe one aspect of a related idea. For example, “The dog eats the trash” is much more specific than “The dog eats trash.” Also, avoid using adverbs, unless they are carefully selected: “The car runs fine”, “We had a wonderful time skiing” and “The mountain is so very steep.” These kinds of phrases will be much less vague and more specific to your reader.

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