THE EIGHT PARTS OF SPEECH

There are eight parts of speech in the English language: noun, pronoun, verb, adjective,
adverb, preposition, conjunction, and interjection. The part of speech indicates how the word
functions in meaning as well as grammatically within the sentence. An individual word can
function as more than one part of speech when used in different circumstances. Understanding
parts of speech is essential for determining the correct definition of a word when using the
dictionary.

 NOUN
● A noun is the name of a person, place, thing, or idea.
man... Butte College...  house...  happiness
A noun is a word for a person, place, thing, or idea. Nouns are often used with an article
(the, a, an), but not always. Proper nouns always start with a capital letter; common nouns do
not. Nouns can be singular or plural, concrete or abstract. Nouns show possession by
adding 's. Nouns can function in different roles within a sentence; for example, a noun can be a
subject, direct object, indirect object, subject complement, or object of a preposition.
The young  girl  brought me a very long  letter from the teacher, and then she quickly
disappeared. Oh my!
See the TIP Sheet on "Nouns" for further information.
2. PRONOUN
● A pronoun is a word used in place of a noun.
She... we... they...  it
A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific
noun, which is called its antecedent. In the sentence above, the antecedent for the
pronoun she is the girl. Pronouns are further defined by type: personal pronouns refer to
specific persons or things; possessive pronouns indicate ownership; reflexive pronouns are used
to emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and
demonstrative pronouns identify, point to, or refer to nouns.
The young girl brought  me  a very long letter from the teacher, and then  she  quickly
disappeared. Oh my!
See the TIP Sheet on "Pronouns" for further information.
3. VERB
● A verb expresses action or being.
jump... is... write... become
The verb in a sentence expresses action or being. There is a main verb and sometimes one or
more helping verbs. ("She can sing." Sing is the main verb; can is the helping verb.) A verb
must agree with its subject in number (both are singular, or both are plural). Verbs also take
different forms to express tense.
The young girl  brought me a very long letter from the teacher, and then she
quickly  disappeared. Oh my!
See the TIP Sheet on "Verbs" for more information.
4. ADJECTIVE
● An adjective modifies or describes a noun or pronoun.
pretty...  old... blue... smart
An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the
question of which one, what kind, or how many. (Articles [a, an, the] are usually classified as
adjectives.)
The young girl brought me a very long  letter from the teacher, and then she quickly
disappeared. Oh my!
See the TIP Sheet on "Adjectives" for more information.
5. ADVERB
● An adverb modifies or describes a verb, an adjective, or another adverb.
gently...  extremely... carefully... well
An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It
usually answers the questions of when, where, how, why, under what conditions, or to what
degree. Adverbs often end in -ly.
The young girl brought me a  very long letter from the teacher,
and  then she quickly disappeared. Oh my!
See the TIP Sheet on "Adverbs" for more information.
6. PREPOSITION
● A preposition is a word placed before a noun or pronoun to form a phrase
modifying another word in the sentence.
by... with.... about... until
(by the tree, with our friends, about the book, until tomorrow)
A preposition is a word placed before a noun or pronoun to form a phrase modifying another
word in the sentence. Therefore, a preposition is always part of a prepositional phrase. The
prepositional phrase almost always functions as an adjective or as an adverb. The following list
includes the most common prepositions:
The young girl brought me a very long letter  from  the teacher, and then she quickly
disappeared. Oh my!
See the TIP Sheet on "Prepositions" for more information.
7. CONJUNCTION
● A conjunction joins words, phrases, or clauses.
and...  but... or... while... because
A conjunction joins words, phrases, or clauses, and indicates the relationship between the
elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or,
nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because,
although, while, since, etc. There are other types of conjunctions as well.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared.  Oh my!
See the TIP Sheet on "Conjunctions" for more information.
8. INTERJECTION
● An interjection is a word used to express emotion.
Oh!... Wow!...  Oops!
An interjection is a word used to express emotion. It is often followed by an exclamation point.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared.  Oh my!

ACTIVITIES / ASSIGNMENTS / ASSESSMENT (PER SUB-TOPIC)

Decide which parts of speech are the underlined words

1. You have to believe in yourself if you ever expect to be successful at

something.          
2. We left for the mountain just before six in the morning.          
3. We first went to the store to buy a few things.           
4. We had a breakfast at a café near the rail station.          
5. My friend wasn't strong enough to lift his heavy rucksack.          
6. I helped him carry it.          
7. The weather was very cold.          
8. My friend said, "Oh! What a cold weather!"          
9. We didn't spend the night there.          
10. We got back home late at night, but we didn't go to sleep immediately. We were
very hungry.          

Run-On Sentences
A run-on sentence occurs when two or more independent clauses (also known as complete
sentences) are connected improperly.
Example: I love to write papers I would write one every day if I had the time.
There are two complete sentences in the above example:
Sentence 1: I love to write papers.
 
Sentence 2: I would write one every day if I had the time.
 

One common type of run-on sentence is a comma splice. A comma splice occurs when
two independent clauses are joined with just a comma.
Example of a comma splice: Participants could leave the study at any time, they needed
to indicate their preference.
Sentence 1: Participants could leave the study at any time.
 
Sentence 2: They needed to indicate their preference.
 
Some comma splices occur when a writer attempts to use a transitional expression in the
middle of a sentence.
Example of a comma splice: The results of the study were inconclusive, therefore more
research needs to be done on the topic.
Sentence 1: The results of the study were inconclusive
 
Transitional expression (conjunctive adverb): therefore
 
Sentence 2: More research needs to be done on the topic
To fix this type of comma splice, use a semicolon before the transitional expression and add
a comma after it. See more examples of this on the semicolon page.
Revision: The results of the study were inconclusive; therefore, more research needs to
be done on the topic.

You can correct a run-on sentence by connecting or separating its parts correctly. There are
several easy ways to connect independent clauses.

Correcting Run-On Sentences

A run-on sentence can be fixed by connecting its parts correctly. There are several ways to
connect independent clauses.

1. Use a period. The easiest way to fix a run-on is to split the sentence into smaller
sentences using a period. This revision works especially well with longer sentences.
 Check, however, to make sure that this solution does not result in short, choppy
sentences.

Revision example: I love to write papers. I would write one every day if I had
the time.

2. Use a semicolon. Inserting a semicolon between independent clauses creates a

grammatically correct sentence. Using a semicolon is a stylistic choice that
establishes a close relationship between the two sentences.

Revision example: I love to write papers; I would write one every day if I had
the time.

3. Use a comma and a coordinating conjunction. A comma, paired with a

coordinating conjunction (e.g., "and," "but," or "or"), corrects a run-on sentence. This
method emphasizes the relationship between the two clauses.

Revision example: I love to write papers, and I would write one every day if I
had the time.

4. Use a subordinating conjunction. Turn one of the independent clauses into

a dependent clause. A subordinating conjunction (e.g., "because," "unless," and
"although") connects two clauses to create a complex sentence. This option works to
cement the relationship between the two parts of the sentence and may improve the
flow of the clauses.

Example: Because I love to write papers, I would write one every day if I

had the time.

However you decide to revise for run-on sentences, remember that maintaining sentence
variety helps to keep the writing clear and interesting for your readers.

Sentence Fragments
A sentence fragment is a string of words that does not form a complete sentence; there is a
necessary component of a complete sentence missing. This missing component may be a
subject (usually a noun) or a predicate (verb or verb phrase) and/or when the sentence
does not express a complete idea.
Here is an example of a fragment with a missing subject.
Example of a fragment: Shows no improvement in any of the vital signs.
The sentence above is a fragment since there is no subject (Who shows no improvement?).
Fragments can be corrected by identifying the missing element and including it.
Revision: The patient shows no improvement in any of the vital signs.
Here is an example of a fragment with a missing predicate, or action:
Example of a fragment: The doctors, who were using peer-reviewed research articles that
contributed to the body of knowledge in their fields, which was obstetrics.
Notice here that although the sentence is quite long, it still contains no action (What are the
doctors doing?). Once identified, the sentence can be corrected easily.
Revision: The doctors, who were using peer-reviewed research articles that contributed to
the body of knowledge in their field, improved their knowledge of obstetrics.

Sentence Fragments and Run-on Sentences

A sentence is a group of words that names something and makes a statement about what is
named.
A sentence fragment is an incomplete sentence because it lacks a subject, lacks a verb, or is a
dependent clause.
Fragments usually begin with a subordinate conjunction or a relative pronoun. When sentences
begin with subordinate conjunctions or relative pronouns, they must be joined to a main clause.
Fragments
Although he wanted to go to the meeting.
Whoever goes to the meeting.

Complete sentences
Although he wanted to go to the meeting, his doctor advised him to stay home.
Whoever goes to the meeting should bring back handouts for the rest of the group.
Subordinate Conjunctions: after, although, as, as if, as though, because, before, except, if, since,
though, unless, until, when, whereas
Relative Pronouns: that, what, whatever, which, who, whoever, whom, whose
Run-on sentences usually occur as comma splices or fused sentences.
A fused sentence occurs when independent clauses are joined with no punctuation.
A comma splice occurs when only a comma joins two independent clauses.
An independent clause is a sentence. It can stand alone and make sense.
A dependent clause is a fragment. It cannot stand alone and make sense.

Sentence Fragment Practice

Place a ( ) in the left hand column if the sentence is actually a fragment.
___ 1. While they were gone to the grocery store.
___ 2. Going to Florida and to Jamaica for Spring Break.
___ 3. Before the children have to go to bed.
___ 4. They are beautiful.
___ 5. Three of us went on the retreat.
___ 6. Because she had gone to her friend's house late at night without asking for permission.
___ 7. She won't eat them.
___ 8. I don't know when she's coming back.
___ 9. Since they left early in the morning. Lone Star College—North Harris Updated Tara Edwards
5/2011
___ 10. Mike doesn't know.
___ 11. Don't go into that room alone.
___ 12. After you return from the store.
___ 13. Because education is important.
___ 14. We are leaving at 3:00.
___ 15. Since she was dressed in white.
___ 16. While he is planning to be in Europe for the summer.
___ 17. There is nobody to help her.
___ 18. They are running four miles every morning.
___ 19. The importance of eating a healthy diet.
___ 20. When they arrive tomorrow.

Run-on Sentence Practice

Correct the following run-on sentences by dividing them into two complete sentences. Add a
period to the end of the first sentence and capitalize the first letter in the second sentence. She
wanted to go to the movie she called to find out what time the show started. Corrected: She
wanted to go to the movie. She called to find out what time the show started.
1. The red car is in the parking lot I don't know where the van and the motorcycle are.
2. She was the best student in the class all the study groups invited her to participate.
3. She found the house once she didn't think she could find it again.
4. There are four possible routes I don’t know which is the best.
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.
6. There weren't enough copies to go around we had to share the copies that were available.
7. You finished your work early you don't have to stay.
8. She didn't want to miss her meeting she made sure she left early.
9. They were in a desperate situation they didn't know what to do.
10. The children wanted to go fishing they gathered the supplies they needed.
11. She wanted to leave right after the ceremony too many people were around.
12. She sang as loudly as she could everybody heard her.
13. There was complete silence around me I still couldn't fall asleep.
14. She wanted to know her final grade she was the first one waiting for the grades to be posted.
15. The cat finally fell asleep the mouse ran through the room.
16. The player attempted a final shot he won the game for the team.
17. She didn't want to go she had no choice.
18. He had written down his assignment he couldn't remember where he put that piece of paper.
19. I was too sick to go I called and cancelled the plans.
20. I might have gone later in the day before dawn was just too early.
Run-on Sentence Practice
Correct the following run-on sentences by using a semicolon. Semicolons may be used to join
independent clauses not joined by coordinating conjunctions. She wanted to go to the movie she
called to find out what time the show started. Corrected: She wanted to go to the movie; she
called to find out what time the show started.
1. The red car is in the parking lot I don't know where the van and the motorcycle are.
2. She was the best student in the class all the study groups invited her to participate.
3. She found the house once she didn't think she could find it again.
4. There are four possible routes I don’t know which is the best.
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.
6. There weren't enough copies to go around we had to share the copies that were available.
7. You finished your work early you don't have to stay.
8. She didn't want to miss her meeting she made sure she left early.
9. They were in a desperate situation they didn't know what to do.
10. The children wanted to go fishing they gathered the supplies they needed.
11. She wanted to leave right after the ceremony too many people were around.
12. She sang as loudly as she could everybody heard her.
13. There was complete silence around me I still couldn't fall asleep. Lone Star College—North
Harris Updated Tara Edwards 5/2011
14. She wanted to know her final grade she was the first one waiting for the grades to be posted.
15. The cat finally fell asleep the mouse ran through the room.
16. The player attempted a final shot he won the game for the team.
17. She didn't want to go she had no choice.
18. He had written down his assignment he couldn't remember where he put that piece of paper.
19. I was too sick to go I called and cancelled the plans.
20. I might have gone later in the day before dawn was just too early.

Sentence Fragment Practice

Sentence Fragment Practice Place a ( ) in the left hand column if the sentence is actually a
fragment.
___ 1. While they were gone to the grocery store.
___ 2. Going to Florida and to Jamaica for Spring Break.
___ 3. Before the children have to go to bed.
___ 4. They are beautiful.
___ 5. Three of us went on the retreat.
___ 6. Because she had gone to her friend's house late at night without asking for permission.
___ 7. She won't eat them.
___ 8. I don't know when she's coming back.
___ 9. Since they left early in the morning. Lone Star College—North Harris Updated Tara
Edwards 5/2011
___ 10. Mike doesn't know.
___ 11. Don't go into that room alone.
___ 12. After you return from the store.
___ 13. Because education is important.
___ 14. We are leaving at 3:00.
___ 15. Since she was dressed in white.
___ 16. While he is planning to be in Europe for the summer.
___ 17. There is nobody to help her.
___ 18. They are running four miles every morning.
___ 19. The importance of eating a healthy diet.
___ 20. When they arrive tomorrow. Run-on Sentence Practice
Run-on Sentence Practice
Correct the following run-on sentences by dividing them into two complete sentences. Add a
period to the end of the first sentence, and capitalize the first letter in the second sentence. She
wanted to go to the movie she called to find out what time the show started. Corrected: She
wanted to go to the movie. She called to find out what time the show started.
1. The red car is in the parking lot I don't know where the van and the motorcycle are.
2. She was the best student in the class all the study groups invited her to participate.
3. She found the house once she didn't think she could find it again.
4. There are four possible routes I don’t know which is the best.
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.
6. There weren't enough copies to go around we had to share the copies that were available.
7. You finished your work early you don't have to stay.
8. She didn't want to miss her meeting she made sure she left early.
9. They were in a desperate situation they didn't know what to do.
10. The children wanted to go fishing they gathered the supplies they needed.
11. She wanted to leave right after the ceremony too many people were around.
12. She sang as loudly as she could everybody heard her.
13. There was complete silence around me I still couldn't fall asleep. Lone Star College—North
Harris Updated Tara Edwards 5/2011
14. She wanted to know her final grade she was the first one waiting for the grades to be posted.
15. The cat finally fell asleep the mouse ran through the room.
16. The player attempted a final shot he won the game for the team.
17. She didn't want to go she had no choice.
18. He had written down his assignment he couldn't remember where he put that piece of paper.
19. I was too sick to go I called and cancelled the plans.
20. I might have gone later in the day before dawn was just too early.