The document provides an overview of the different types of paragraphs that can be used in essays. It describes 7 types: narration, exposition, definition, classification, description, process analysis, and persuasion paragraphs. For each type, it explains the purpose, focus, and elements that should be included when writing that particular type of paragraph.

1. Daria Przybyla Seven Types of Paragraphs Different Body Essay Kinds Mar 3, 2009 Daria Przybyla There are at least seven types of paragraphs. Knowledge of the differences between them can facilitate composing well-structured essays. In order to write coherent essays, students must first learn about the functions of various paragraphs. Most paragraphs will have several functions to fulfill at a time; it is important to know under what circumstances their functions can be conjoined. The following list contains explanations about the content and style of different paragraphs. Narration Paragraph Narration paragraphs are most distinctively used in fiction. As such, they will contain all necessary components of action development: protagonist, setting, goal, obstacle, climax and resolution. Writing a narration paragraph requires, consequently, sequential order and chronology. There are many descriptive elements included into the body of a narration paragraph but, if composed correctly, the paragraph will feature much more action than depiction. Exposition Paragraph Often times, this kind of a paragraph is used as a component of other types. It’s created in order to clarify or explain a problem or a phenomenon. Writing exposition paragraphs requires strict focus on evidence and objective language. It can contain elements of comparison and contrast or cause and effect writing - both facilitate accurate exposition of its subject-matter. Definition Paragraph Definition paragraphs are used in order to explain the meaning, origin and function of things. They are used both in academic writing and in fiction. To write a definition paragraph, writers should concentrate on the role of its subject in the context of the whole essay and list comparisons as well as examples accordingly. Classification Paragraph Writing a classification paragraph takes a slightly varied approach. It should rely on both defining and comparing. Writers should classify the subject of the paragraph in a specific context providing comparisons to corresponding ideas. Classification can be performed on multiple levels – semantic (comparing different meanings of things), linguistic (using vocabulary to show contrast), and more. Description Paragraph Preferably, description paragraphs should concentrate on action (verbs), rather than sensations (adverbs and adjectives). Writers should assume the role of readers whose idea of the described events is, in entirety, constructed by the paragraph content. Description paragraphs should be detailed, clear, and render the represented reality chronologically. Process Analysis Paragraph It, usually, takes the form of a how-to paragraph which guides readers through a process or action to be performed. It’s very concise and uses formal, non-descriptive vocabulary. It should be written in chronological order which accounts for subsequent actions. Persuasion Paragraph Persuasion paragraphs require exhortatory and dynamic language. They are aimed at persuading others into taking a particular action or adopting certain point of view. They should be devoid of descriptive content and, instead, rely on the imperative mode. Ready to take a quiz? You can try doing this exercise. Writing a Strong Essay Introduction Strategies for Constructing a Compelling Thesis Paragraph Mar 2, 2010 Amanda McCoy The first paragraph of an essay is a road map for the rest of the paper. A clear and specific opening gives the reader clues on how to interpret the body paragraphs. Writers who find themselves staring at a blank computer screen need to step back and do some planning about what their paper will say and why. A strong opening paragraph is critical to a successful academic essay since it sets up a road map for how the argument will proceed. Introductions give the reader clues about how to read the rest of the paper by creating a sense that the argument is going somewhere, that the points made in the body paragraphs are all connected by some overarching argument, and that everything will clearly come together in time for the conclusion. Construct a Thesis Statement Effective writing cannot begin until the writer knows what he or she is trying to accomplish. Pay close attention to the wording of essay topics, if the instructor has provided them. Otherwise, try to determine what task needs to be completed by the end of the essay. Remember that while the goal of an essay is often referred to as an &quot;argument&quot;, the word is not necessarily used in the conventional sense to mean a debate or a disagreement. Think of the argument as an assertion. What will the essay assert? What does it have to say? What will it highlight, analyze, illuminate, prove, explain, or examine in detail? Don't wait for inspiration to strike on the grounds that the essay has to be original. Just try to find something to discuss that opens up the material in some way, or offers an interesting angle or perspective on the topic. Open With a Strong, Specific, Detailed Argument Once the goal is narrowed down, it needs to be shaped into a manageable essay topic right from the very first line of the introduction. Avoid claims that are so vague as to be meaningless, or so broad that they cannot be covered within the confines of the essay. Remember that detailed and specific thesis statements make the whole essay easier to write because they provide a clear sense of direction. Weak: &quot;Women make up half of humanity, but they are historically mistreated and overlooked. This essay compares the feminist themes in Ibsen's A Doll's House to modern feminism.&quot; Better: &quot;Nora Helmer of Ibsen's A Doll's House is sometimes positioned as the first feminist character in the theatre. This essay highlights the aspects of Nora's character that might be viewed as expressions of feminism within the play.&quot; Strong: &quot;Nora Helmer, the central figure in Ibsen's A Doll's House, presents herself to her husband as a flighty and innocent woman, while in secret she is extremely intelligent and self-reliant. This essay explores the tension between Nora's playacting and her real self in order to uncover the play's overarching argument that women in the 19th century were held back by social expectations of proper feminine behaviour.&quot; Briefly Summarize the Essay's Main Points Once the introduction has stated the essay's goals by articulating a specific, detailed thesis statement, it needs to very briefly but explicitly lay out how the body paragraphs will unfold. A few words or a sentence describing the main idea behind each paragraph is enough. Again, this gives the reader a sense of how the paper will proceed. Finish the introduction with a final sentence that ties everything together into a sort of mini-conclusion. Revise if Necessary Writers may find that once they have completed the essay, it takes some unexpected directions that deviate somewhat from the introduction. It would be unwise to simply ignore this or to use the conclusion to try to explain how the thesis didn't work out as expected. Instead, the introduction needs to be revised so that it accurately reflects the rest of the paper. Quick Checklist for a Strong Essay Introduction The paper has a clear argument right from its opening sentence The thesis statement is specific and detailed and the topic is manageable within the parameters of the essay The introduction avoids ambiguous or vague statements as well as broad, sweeping generalizations The reader is given a clear sense of what the essay is about and how it will argue its point The introductory paragraph reflects the actual contents of the finished paper Share Article | Recommend Article! Essay Writing for the Beginner Ideas on How to Construct a Good Literary Essay Sep 17, 2009 Michelle Pannecoucke For some students, writing an essay is a stress they do not enjoy. But more than just homework, writing a good essay can be an achievement with practice and good tips. Essay writing can seem difficult to a beginner, but it will be better with practice and a few tips. Important elements of an essay include a proper introduction, a focussed thesis, strong supportive points and a proper conclusion. A Focus and a Structure An essay must have a focus. The focus of the essay is intent on arguing a statement – the thesis. The thesis is one of the more important elements to an essay. The thesis is more than an observation. It is a constructive argument. An essay must have a beginning, a middle and an end: an introduction paragraph, the body and a concluding paragraph. The purpose of the introduction paragraph is to let the reader know in a nutshell what is in the essay. This paragraph should only be a few sentences that highlight the important parts of the essay. If the essay is about prominent themes of a novel, for instance, those could be briefly mentioned in the introduction paragraph. The first sentence of such an essay should mention the name of the book, and the author as well. The Purpose of a Point The purpose of the body of the essay is to defend the thesis with a strong set of points. Think of the thesis as a theory, and the points as explanations supporting that theory. The set of points have been briefly mentioned in the introduction paragraph. The body of the essay will mention them again in detail and use them to defend the thesis. A great way for a beginner to construct the body of the essay is to separate it into three paragraphs for a set of three points. This is how many teachers will teach essay writing and it is best for a beginner to listen to the teacher. In a body paragraph, mention the main point of the paragraph in the first sentence and go from there. Explain the point without telling the plot of the book. This is where many young students and beginner essay writers go wrong. A good way to keep from retelling the plot is to assume that the reader of the essay has read the book and therefore does not need the plot explanation. Proper Quotations Instead of retelling the plot, use a quotation and one or two more points that link the quotation to the main point of the paragraph. An essay should always include quotations that prove the points made to support the thesis. For the beginner, one quotation for each body paragraph will do. Any more than that should be highly appropriate for the point of the paragraph. Be sure to check with the teacher on how to properly cite quotations. The purpose of the concluding paragraph is to briefly recap for the reader what has been argued throughout the essay, without repeating the introduction paragraph. Paraphrase rather than repeat. There is no need to go over every point made in the essay; the main point of each paragraph will do. Good essay writing does not have to be just homework. It is a skill that can be developed through practice, a good teacher and useful tips. For more tips on good essay writing, take a look at: Improving Essay Writing Skills: Simple Steps to Better Literary Essays Share Article | Recommend Article! The copyright of the article Essay Writing for the Beginner in Introduction and Conclusion for a School Essay Jun 2, 2010 Bonnye Good Good introductions and conclusions captivate readers but some writers may be overwhelmed with the task of creating these essential parts of a good essay. Even the best writers may sometimes struggle with crafting just the right sentences for essays and can usually expect revisions to add grace and substance to good work. Although writers may use different methods to draft essays, below are some effective ways to create an illuminating introduction, substantial body and coherent conclusion. Starting an Essay Introduction In order to begin the introduction, preparation work includes thinking about the essay in its entirety. Sometimes students have a general idea of what they would like to say about their topic but rush into writing without narrowing their focus. In order to quickly prioritize information, brainstorming works well as a method to sort through ideas that relate to that subject. While brainstorming, students can randomly consider relevant ideas and write them down as quickly as possible. It is not necessary to flesh out complete thoughts at this point because this process is to help guide the student in deciding the general tone and focus of the material. Some of the ideas may be later discarded if they do not quite fit into the essay's general direction or if they add too much length but it is still useful to consider their inclusion. This winnowing of ideas will result in a more tightly focused essay. For example, an essay about Depression-era Louisiana Governor Huey Long's programs on poverty may inspire thoughts of his time as a United States Senator but these may distract from a narrowly defined topic regarding his work as governor, thus making them unnecessary. Creating Order From Chaos After brainstorming, writers can use those ideas to make full sentences or sometimes even paragraphs from the list of ideas. At this stage, the sentences may remain choppy or unfinished because this is just the first draft. Once the ideas have been fleshed out, it is time to put the new sentences in the order that best conveys the writer's message. This is also the time to add segues, or words or phrases that help link paragraphs and sentences together, to help the essay flow. Examples of segues include referring to ideas from the previous paragraph and briefly noting them in the succeeding paragraph or using phrases such as &quot;for example&quot; or other clauses. While it may seem counter-intuitive, students may find it easiest to write the body of the essay first and then to highlight the body's points in the introduction and conclusion. This approach can add continuity to the essay and strengthen the opening and closing arguments of the paper. Conclusions Confirm AssertionsAfter the essay's introduction and body are completed, it is time to draft the conclusion. Just as in forming the introduction, the writer will want to review the body of the essay and the introduction to refer back to the central points in the conclusion. This last paragraph or group of paragraphs should remind the reader of the author's argument while wasting few words. Writers should remember to use substantive ideas while avoiding passive voice to create the strongest, and therefore, most persuasive sentences possible. For inspiration, students can find online book review sites which showcase evocative yet professional writing and may give students ideas on strengthening their own work. Professional and Non-Professional Proofreaders When time allows, writers benefit from critical suggestions by other readers. They may ask family members or friends to read the work or, in some cases, ask professionals to do so. Some websites have online professional writing tutors at all times, which works well for students with erratic schedules. If the student has limited time before the essay is due, the writer should leave the essay for a while and then return to it at a later time. Organization Saves Time in Writing Essays These tips can help writers organize their thoughts and transform their arguments into persuasive essays. Of course, essays will always benefit from additional revision no matter which writing method is used. The Basic Rules of Writing Sentences Made Easy The Grammar Detective's Guide for Constructing Sentences Correctly Mar 21, 2010 Lyndsey Davis Several basic rules form the foundation of all sentences. The Grammar Detective's Guide for constructing a proper sentence helps anyone avoid common writing mistakes. A sentence is easy to construct, once the rules are understood. The Grammar Detective's Guide helps anyone find the correct rules to write a sentence properly. Proofreading becomes easier. With practice, it is possible to avoid the common mistakes found in essays, blogs, term papers, reports, articles and personal letters. These mistakes occur because people do not use or know the rules of written grammar. Spoken and Written English are Frequently Quite Different. People often speak without following grammar rules. They can take shortcuts because their facial expressions, inflections and gestures help them say what they mean. However, in writing, the proper use of grammar rules must be observed in order to communicate accurately. Rules may sound complex, but the Grammar Detective's sentence basics are quite easy. The following seven rules are the Grammar Detective's Guide to creating proper sentences. They serve as a ready reference to remind anyone, who needs to proofread, what to look for in sentence construction. Rule 1: Sentences Must Have Subjects and Predicates Every sentence must have a subject made up of a noun e.g. &quot;People&quot; or pronoun &quot;They&quot; and a predicate, which must include an action verb, e.g. &quot;ran&quot; or state of being verb, e.g. &quot;are.&quot; Ads by Google TOEFL® Test Official Site Globally Accepted TOEFL. No Matter Where You Want To Study. Apply Now. www.TOEFLgoanywhere.orgTeaching English Online TESOL/TEFL accredited by Tesl Canada & ACTDEC UK. From $275! www.ontesol.com/Tefl E.g.&quot;Many people ran in the marathon.&quot; E.g. &quot;They are physically fit.&quot; Rule 2: Sentence Order-Subject first, Then Predicate For the majority of sentences, the subject comes first and the predicate follows. E.g. &quot;I ran.&quot; is a sentence. The subject is the pronoun &quot;I&quot;. &quot;Ran&quot; is the action verb that follows, creating a simple predicate. Yoda, in Star Wars, reversed his sentence order, e.g. &quot;Speaking backward, did he.&quot; Rule 3: Some Sentences Have Implied Subjects Sometimes a subject can be implied, e.g. &quot;Stop!&quot; The subject &quot;You&quot; doesn't need to be said. &quot;Stop&quot; is the action verb and makes a complete sentence. Rule 4: Sentences Need Beginning Capitals and Ending Punctuation A sentence must begin with a capital letter and end with a period (.), a question mark (?) or an exclamation mark (!). Rule 4a: Capitals and Periods jn Sentences A sentence begins with a capital, e.g. &quot;I&quot;: &quot;I ran to the store.&quot; It ends with a period (.). Rule 4b: Capitals and Question Marks The sentence begins with a capital, e.g. &quot;D.&quot;: &quot;Did you run to the store?&quot; It ends with a question mark (?). Rule 4c: Capitals and Exclamation Marks This sentence begins with a capital, e.g. &quot;Y&quot;: &quot;You ran to the store in your fastest time ever!&quot; It ends with an exclamation mark (!). Rule 5: Sentences and Clauses Sentences are built around clauses, which have subjects, predicates and form a whole or part of a sentence. They can be independent or dependent. E.g. &quot;I ran to the store because I needed food.&quot; Rule 5a: Independent Clauses An independent clause can stand alone as a sentence. E.g. &quot;I ran to the store.&quot; can be its own sentence, although it may combine with another clause. (see 5b) Rule 5b: Dependent Clauses A dependent clause &quot;depends&quot; on another clause to make the sentence complete. It cannot stand on its own as a sentence, e.g. &quot;..because I needed food.&quot; Rule 6: Four Types of Sentences Sentences can be simple, compound, complex or a combination of compound and complex. Rule 6a: Simple Sentences A simple sentence has one independent clause and no dependent clauses, e.g. &quot;I ran to the store.&quot; Rule 6b: Compound Sentences A compound sentence includes one independent clauses and another independent clause connected with a conjunction, but it does not have dependent clauses, e.g. &quot;I ran to the store and I bought groceries.&quot; Rule 6c: Complex Sentences A complex sentence has an independent clause, e.g. &quot;I ran to the store…&quot; and a dependent clause, e.g. &quot;…because I needed food.&quot; &quot;I ran to the store because I needed food.&quot; Rule 6d: Complex-Compound Sentences A complex compound sentence has more than one independent clause, e.g. &quot;I ran to the store and I bought groceries…&quot; and one or more dependent clauses, e.g. &quot;…because I needed food. &quot;I ran to the store and I bought groceries because I needed food.&quot; To have two dependent clauses requires that one add a conjunction and another clause, e.g. &quot;because I needed food and had to stop at the ATM before it closed.&quot; The two dependent clauses explain why the person ran to the store but cannot stand alone. Rule 7: Subject and Verbs Must Agree Sentences must have agreement between the subject and the verb. This means the &quot;person&quot; e.g. &quot;he=third person&quot; and &quot;number=one person&quot; e.g. singular must match with the verb conjugation, e.g. third person singular. &quot;He goes running every morning.&quot; not &quot;He go running every morning.&quot; &quot;Goes&quot; agrees with third person singular or &quot;He goes running every morning.&quot; &quot;Go&quot; agrees with the first person singular and would be &quot;I go running every morning.&quot; Keeping the Grammar Detective's Guide for Constructing Sentences Correctly handy will help anyone who wants a quick reminder of what is needed in a sentence. Share Article | Read more at Suite101: The Basic Rules of Writing Sentences Made Easy: The Grammar Detective's Guide for Constructing Sentences Correctly http://resourcesforwriters.suite101.com/article.cfm/the-basic-rules-of-writing-sentences-made-easy#ixzz0riduFb9b Freelance Writing Jobs | Today's Articles | Sign In Articles Writers Browse Sections Home Education & Career Primary School Write For Us » Print Article Subscribe Share Article Susan Whelan Nouns, Adjectives, Verbs, Adverbs Activities to Help Children Learn Basic English Grammar Mar 7, 2008 Susan Whelan Learning grammar rules can be boring for young children. Make learning about language fun with these word games and activities. Most people recollect their primary and high school English grammar courses as tedious and dull. Teaching language and grammar doesn’t have to mean endlessly reciting grammar rules. Encourage children to approach learning about language with enthusiasm by using word games and language activities that entertain as well as educate. Nouns Nouns are parts of speech commonly referring to a person, place, thing, state or quality. They include: concrete nouns (pencil, horse) abstract nouns (hatred, love) proper nouns (William, Sydney Opera House) countable nouns (pebble, coin) common nouns (table, book) Adjectives Adjectives are descriptive terms that modify the meaning of a noun. For example: brown dog, large building, tall tree. Verbs A part of speech that denotes existence, action or occurrence, verbs are more simply explained as “doing words”. Examples: the verb to be, rise, jump, have, carry, sing, run, lift. Adverbs A part of speech that modifies the meaning of a verb, adjective or other adverb. For example easily, very and happily in the sentence: They could easily envy the very happily married couple. Identifying Parts of Speech Play this categories game. Draw up a table with five different categories at the top. These could include boys’ names, food, actions, famous cities, country names, colours, animals or a variety of other subjects. One player selects a letter of the alphabet and all players must find an item for each column starting with that letter. A table with four columns headed noun, verb, adjective and adverb would allow students to demonstrate their understanding of which words fall into each category. Take a block of text or series of unrelated sentences and remove all nouns, adjectives, verbs and adverbs, replacing them with a blank line and a bracket with the type of word that has been removed like this: The brown cat sat on the mat becomes The ......... (adjective) ............. (noun).................. (verb) on the ...................(noun). Without revealing the sentence/story, read through the list of parts of speech required, getting students to make a suggestion for each one (yellow, television, jump, hotdog). Once all blank spaces have been filled in, read out the nonsense sentences (The yellow television jumped on the hotdog). Using Nouns, Adjectives, Verbs and Adverbs Have students write a description of themselves. They must include enough details to enable someone to pick them out from a group based on the description. For a classroom group, read out each description and ask students to guess who the subject is. Give students a simple line drawing, such as a square, crenellation (the pattern of a castle battlement) or simple house (square house, triangle roof, rectangle door). They must write a procedure for someone to follow to reproduce the drawing exactly. This will involve giving approximate measurements and positions of various details. Alternatively, this can be a simple verbal exercise where they give spoken instructions to a partner rather than writing them down. Ask students to write a description of a simple daily task, such as brushing their teeth or making a phone call. Instructions are to be given in enough detail so that someone with no knowledge of the process or objects involved would be able to adequately complete the task (suggesting that they are writing their instructions for an alien seems to convey this most easily). English grammar can be extremely complicated and each of these parts of speech has a variety of obscure and/or complicated uses. For younger students the initial challenge is to help them differentiate between these four parts of speech with commonly used words and phrases. Related articles: Antonym, Synonym, Homonym, Acronym Reference: Reader’s Digest Reverse Dictionary (2004) Collins Australian Internet-linked Dictionary (2004) Share Article | Recommend Article! The copyright of the article Nouns, Adjectives, Verbs, Adverbs in Primary School is owned by Susan Whelan. Permission to republish Nouns, Adjectives, Verbs, Adverbs in print or online must be granted by the author in writing. Learning Grammar can be Fun What do you think about this article? -------------------------------------------------------------------------------- NOTE: Because you are not a Suite101 member, your comment will be moderated before it is viewable. post your commentWhat is 10+4? 54 Comments Comments Mar 23, 2009 3:53 AMGuest : fantastic website!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Mar 29, 2009 10:51 PMGuest : this is realy helping me understand nouns ect by zinnie May 11, 2009 12:34 AMGuest : Greatt Website!!!! Thanks for the post it really helped me! Aug 9, 2009 11:09 AMGuest : Awesome, great help.... keep helping people to understand like this Aug 29, 2009 8:34 AMGuest : this website will help me alot. Thank you for postimg this. Now I know I will make a great grade this year Sep 8, 2009 6:20 PMGuest : i absolutely love mike ciona and jeff rogstad Sep 16, 2009 4:19 PMGuest : thanks a lot for posting these differences.. now I understand.. ^_^ Sep 17, 2009 2:59 PMGuest : thanks for helping me you guys are the best!=]? Sep 20, 2009 12:43 PMHeather Marie Kosur : Verbs are not just &quot;doing words.&quot; Verbs denote both action and state. For example, &quot;eat&quot; is an action verb because eating is something someone does. However, &quot;be&quot; is a state of being verb because being is something someone is, not something someone does. Be careful of narrow definitions that do not reflect the complexities of language. Sep 28, 2009 1:28 AMGuest : omg thx for the website i learned many things here about verbs nouns and others. Oct 4, 2009 3:59 PMGuest : Ya great stuff! Nov 25, 2009 2:08 AMGuest : Thankyou very much for these posts. You helped me a great deal and refreshed my memory. Verbs - doing nouns Nouns - People, places, things and names Adjectives - Decsribe the noun Adverbs - Ver description to the verb. Thankyou once again. Dec 2, 2009 2:27 PMGuest : great website Dec 9, 2009 8:23 AMGuest : thankyou i now understand the definitions:) and im 14!!!!!!! Dec 11, 2009 7:11 AMGuest : very helpful.fantastic!!!!!!!!!!! Dec 14, 2009 3:22 PMGuest : nice Jan 11, 2010 7:59 PMGuest : I love it great help on English II homework i forgot what adverbs and all that stuff was !!!lol Feb 4, 2010 3:19 PMGuest : amazing. Feb 4, 2010 3:20 PMGuest : really helpful :) mad it easy to understand. Feb 5, 2010 5:12 PMGuest : thanks, this helped a lot! and i'm 12 Feb 6, 2010 3:51 AMGuest : it is nice Feb 9, 2010 3:55 PMGuest : this was stuiped Feb 9, 2010 3:57 PMGuest : this was awful ??????? Feb 12, 2010 5:25 AMGuest : this is a huge help Feb 13, 2010 10:33 PMGuest : a bit to long but it's fine with me maybe not for the other people Cea! later aligator Feb 17, 2010 5:10 PMGuest : i need adverbs with the letter e principal Feb 22, 2010 2:06 AMGuest : Thanks, really good stuff Feb 28, 2010 5:00 AMGuest : mad. Feb 28, 2010 5:01 AMGuest : it is nice Mar 3, 2010 10:04 AMGuest : IT IS VERY GOOD Mar 4, 2010 2:21 AMGuest : no other examples for adverb?? DAMN IT!!! Mar 7, 2010 12:16 PMGuest : Its nice make me understand many things not just nous or verbs but alot of things,thank you. Mar 13, 2010 2:13 AMGuest : very very very very badddd Mar 16, 2010 5:13 PMGuest : It's great!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! Mar 17, 2010 2:17 PMGuest : bad!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!! Mar 18, 2010 5:29 AMGuest : ok Mar 22, 2010 4:43 PMGuest : very silly Mar 24, 2010 5:09 PMGuest : more information Mar 24, 2010 5:09 PMGuest : ok Mar 25, 2010 3:18 AMGuest : Help a lot, I didn't understand 'adjectives meaning of noun: e.g dog = noun <> brown dog is adjedtive. Mar 27, 2010 11:51 PMGuest : good but i want more information about abstract nouns (hatred, love) how i can use it or know it thank you Mar 28, 2010 1:34 AMGuest : i want example of adverbs but it does not have....i hate................i dont like it....... Apr 5, 2010 7:27 PMGuest : NOT GOOD Apr 9, 2010 1:19 PMGuest : It is very interesting. Thanks May 5, 2010 10:25 AMGuest : good May 10, 2010 1:15 AMGuest : its great May 12, 2010 5:11 AMGuest : ok....but need to give examples May 12, 2010 8:39 AMGuest : verryyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy ggggggggggggggggggggggoooooooooooooooodddddddddddddddddddddddddd i like it very much thank's May 18, 2010 1:51 AMGuest : i think it's good May 19, 2010 7:48 AMGuest : i fill it is nice. Jun 2, 2010 8:19 AMGuest : rubbish website Jun 16, 2010 1:34 AMGuest : not helpful Jun 16, 2010 6:57 AMGuest : i already know my nouns, verbs etc... but i need help with real work i need to know the noun:thing of employer BUT I THINK ITS A GOOD WEB SITE Jun 22, 2010 2:14 AMGuest : give us the examples of noun, verb , adjectives and adverb 54 Comments Related Articles Learning English as a Second Language English Adjectives and Adjective Phrases Grammar Refresher Course How to Help Children Learn the Parts of Speech Mad Libs Activities The Adjective Phrase in English How to Write in Title Case more in primary school Related Topics Primary School Culture Primary School Curriculum Primary School Lesson Plans Primary School Testing Reference children learn basic english grammar nouns adjectives verbs adverbs english grammar children basic english grammar learning grammar rules learning about language More in Education & Career Arts Education Campus Life Career Advice Colleges Continuing Education Curricula/Lesson Plans Day Care Educational Issues Gifted Education Homeschooling Language Study Middle/High School New Teacher Support Primary School Special Needs Education Teacher Tips/Training Training/Professional Development Universities Work/Study Abroad Youth Development Article by Section Business & FinanceEducation & CareerFilm & TVFood & DrinkHealth & WellnessHistoryHome & StyleMind & SoulMusicOutdoor & RecreationPartners & ParentsPlants & AnimalsPolitics & SocietyReading & LiteratureScience & NatureSportsTechnologyTravelVisual & Performing ArtsWriting & PublishingMore About Suite101 FAQ for Writers Today's Articles Contact Us About Us Press Room Freelance Writing Jobs Site Map Terms & Conditions Privacy Policy CareersSuite101 Links suite101.de suite101.fr suite101.net Latest Articles English Adjectives and Adjective Phrases The Three Main Functions of Adjectives in the English Language Mar 24, 2009 Heather Marie Kosur The following article explains three functions of adjectives and adjective phrases in the English language that students must learn. Adjectives and adjective phrases perform three main grammatical functions within s