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Verbs: Types of Verbs, Definition and Examples

Think of all the actions you can perform. You can walk , run , and dance . You can speak , read , and write .

All of these are verbs —words that tell us what the subject of a sentence is doing.

Verbs are one of the most important parts of speech. In fact, they’re the only word that every complete sentence needs to include.

You can build a grammatically complete sentence without any nouns or adjectives , but no matter what, you need a verb.

If you want your writing to be clear and effective, you need to understand the different types of verbs and how they work.

This article will give you a complete guide to verbs to help you improve your writing.

What Is a Verb: A Simple Explanation

A verb is a word that denotes action or a state of being.

As a part of speech in grammar, a verb is the action in the sentence. Along with a noun, the verb is a critical component of a complete sentence. Somebody (noun) does something (verb).

In grammar, the doer is the subject, and the action is the predicate (the part of the sentence containing the verb and describing the subject).

Those two elements form a complete sentence: “Jim grins .”

You may want more information in your sentence, like an object: “Jim grins at Sally .”

You may add subordinate clauses : “Jim grins at Sally when she fumbles the ball .”

However complex your sentence, the verb is the action. It tells you what the subject is doing, feeling, or being.

How to Use Verbs in Writing

You use verbs every day when you talk and write. Because verbs denote action, they move every story forward.

In writing, your verb choice delivers a punch to your prose.

Using the right verb also increases readability for your audience because you don’t need to lengthen the sentence by describing the action with extra modifiers. The verb does all the work.

Here are our three favorite tips for how to use verbs well in your writing.

Tip #1: Don’t Hide Your Verbs

Many writers unintentionally hide their verbs by turning them into nouns accompanied by a weak verb.

Take these two sentences:

• "We will decide tomorrow.”
• “We will make a decision tomorrow.”

The first sentence is shorter and more direct. In the second sentence, the strong verb decide is changed into the weaker make , which dilutes the meaning.

How can you spot hidden verbs? Look for words ending in -ment , -tion , -sion , and -ance .

Also, if you’ve used weak verbs like give , have , make , reach , and take , this could be a sign of a hidden verb.

Reading through your whole document to find weak verbs takes time. ProWritingAid automatically highlights your hidden verbs so you can change them with a single click.

Tip #2: Avoid Passive Verbs

You could say “The ball was thrown by me” or “I threw the ball,” and both sentences mean the same thing.

However, it’s normally better to convey action and grab your reader’s attention, rather than using passive verbs like is , has , and was .

Rewording your sentences to favor active verbs instead of passive verbs will strengthen your writing.

For example, you can use a verb instead of an adjective:

• Original Sentence: He is asleep under the tree.
• Improved Sentence: He sleeps under the tree.

The verb sleeps is more powerful than the passive version is asleep .

Similarly, you can use a verb instead of a noun:

• Original Sentence: She was a good writer .
• Improved Sentence: She wrote well.

Once again, the verb wrote is more powerful than the passive version was a writer , because it conveys movement and action.

Letting active verbs do the heavy lifting in your sentence will help you convey your point in a strong and concise way.

Tip #3: Choose Specific Verbs Instead of Modifying Weak Verbs

Some verbs in the English language are more descriptive and precise than others.

For example, the word whispered conveys more information than the word said , because it implies adverbs like quietly or furtively .

Similarly, the verb sprint conveys more information than move , because it tells the reader the specific type of movement being described.

There’s nothing wrong with using a generic verb like said , but if you want to provide more information, it’s almost always better to use a specific verb instead of modifying a weak verb.

Sometimes, this rule means replacing a generic verb and its adverb with a stronger, more specific verb. Consider the following example:

Original Sentence: She walked slowly up the stairs.

Improved Sentence: She trudged up the stairs.

Trudged is more concise and evocative than walked slowly .

Other times, this rule can also mean replacing a generic verb and a modifying phrase with a stronger verb.

• Original Sentence: He smiled in a mean way at the new kid in class.
• Improved Sentence: He sneered at the new kid in class.

Sneered is a more interesting way to say smiled in a mean way and will make your writing more powerful.

Keep in mind it's okay to use phrasal verbs, which are verbs that consist of multiple words, such as break down and let go .

There's a difference between using a phrasal verb and modifying a generic verb.

Choosing the right verb can help you say a lot more with fewer words.

A grammar guru, style editor, and writing mentor in one package.

Types of Verbs

There are three main types of verbs. Familiarity with verb types will help you understand when to use each type and when to avoid a verb type.

The three verb types are:

• Action verbs (which can be transitive or intransitive )
• Modal or helping verbs
• Linking verbs

Let’s take a closer look at each of these verb types and how they function in a sentence.

Action Verb: Definition & Examples

When a person or thing is doing something, that’s an action verb.

Action verbs are the best ones to use in your writing to move your story forward and create tension .

Action verbs can also clarify articles and papers by indicating direct action.

Action verbs are split into two categories: transitive verbs and intransitive verbs.

1) Transitive Verbs

A transitive verb is always followed by a noun that receives the action, called the direct object.

Consider the sentence “I patted my dog’s head.”

The transitive verb is “patted,” and the noun that’s receiving this action is “my dog’s head,” which is the direct object of the action verb.

Sometimes an object can be indirect, such as when you’re expressing to whom the action is being done.

Consider the sentence “Mary gave Angelina a kiss on the cheek.”

The verb is “gave,” and the direct object was “a kiss.” To whom it happened was Angelina, the indirect object of the sentence.

Transitive verbs act on direct and indirect objects. Something or someone always gets affected by this type of verb.

2) Intransitive Verbs

When an action verb has no direct object, it’s called an intransitive verb. An adverb or adverb phrase can follow intransitive verbs, but there will not be a direct object.

Consider the sentence “Matthew runs away quickly.”

The verb is runs , and the phrase “away quickly” tells us more about the verb, but there is no object in the sentence to receive the action. Therefore, runs is an intransitive verb.

An easy way to tell the difference between a transitive and an intransitive verb is to ask the question, “Who or what is receiving the action from this verb?”

• If you can name a noun that’s on the receiving end, it’s a transitive verb.
• If you can’t name a noun, whether a direct or indirect object, then the verb is intransitive.

Either way, transitive or intransitive, active verbs lend immediacy to your sentence, drawing in the reader.

Auxiliary Verb: Definition & Examples

An auxiliary verb, also called a helping verb, modifies the action in the main verb.

Auxiliary verbs help readers to understand the main verb. They typically change the mood or tense of the main verb.

Auxiliary verbs provide hints related to the possibility of something happening (can, should, would, etc.) or time (has, did, was, etc.).

When you add auxiliary verbs to your sentence, you create verb phrases.

Auxiliary verb examples:

• Laura is (helping verb) writing (main action verb) her life story.
• Her story might (helping verb) be (main verb) embarrassing for some of her friends.

The following verbs always function as auxiliary verbs or helping verbs:

In addition, you can have auxiliary verbs comprising the forms of to be , to do , and to have .

Keep in mind that the following words can also serve as linking verbs (which we’ll discuss next):

Examples of be, do, have helping verbs in sentences:

• Juliet is changing trains at the station.
• Daniel had eaten everything on his plate.
• Every cyclist does dismount at the crossing.

Linking Verb: Definition & Examples

A linking verb connects the subject of your sentence to a noun or adjective that describes your subject. The noun or adjective is called the “subject complement.”

Here are some examples:

• My daughter is a marketing major.
• We are your new neighbors.

The most common linking verb can be found in the various forms of to be ( am , are , is , was , were , etc.). These are also called stative verbs, because they describe a state of being.

To become and to seem are always linking verbs. The following verbs, however, can sometimes be linking verbs and other times be action verbs:

• To continue

Here is an example of the difference between a linking verb and an action verb.

Linking: The seafood smelled off. (The linking verb smelled links seafood to off )

Action: I smelled the seafood before eating. (The action verb refers to the action of smelling)

Why Are Verbs Important?

Verbs are action words that engage your reader and help them picture what's happening in your writing.

Choosing the right verb can elicit an emotional response, whether you're writing academic essays or narrative fiction .

Verbs in Academic Writing

Academic writing tends to stick to more formal writing styles than fiction writing, but you still want to keep your reader’s interest and communicate your points clearly.

Whether you’re a student writing essays for class, or a professional researcher trying to publish a paper, using strong action verbs will improve your academic writing.

Look for weak verbs in your writing and try to replace them with precise and dynamic verbs.

Consider the following examples of verb choices in academic writing.

• Original Sentence: “A recent psychological study makes it clear that children are more likely to respond to positive reinforcement than negative reinforcement.”

Improved Sentence: “A recent psychological study demonstrates that children are more likely to respond to positive reinforcement than negative reinforcement.”

Original Sentence: “This result is an example of how a single night of sleep loss can have long-term impacts on the brain.”

Improved Sentence: “This result illustrates how a single night of sleep loss can have long-term impacts on the brain.”

Original Sentence: “Her findings are in agreement with the conclusions I’ve presented in this paper.”

• Improved Sentence: “Her findings support the conclusions I’ve presented in this paper.”

If you are new to thinking about verb use, here’s a list of 100 strong English verbs you can use to improve your essays, papers, and articles:

• Contemplate
• Corroborate
• Demonstrate
• Hypothesize
• Misconstrue
• Substantiate

Verbs in Fiction Writing

Fiction writers use verbs with exactitude to prompt reader engagement, thereby sparking emotions and a desire to keep reading.

Dull verbs make for lackluster reading. Finding the right verb for your character’s action brings your story to life.

You might have heard the classic writing advice “Show, don’t tell.” Using strong verbs is a great way to show the reader what’s happening clearly and concisely.

Consider the following examples of verb choice in fiction writing.

• Original Sentence: “Her long skirt was blown outward as she fell through the air.”
• Improved Sentence: “Her long skirt ballooned outward as she fell through the air.”
• Original Sentence: “The sound of his father’s last words was still running through his mind.”
• Improved Sentence: “The sound of his father’s last words reverberated through his mind.”
• Original Sentence: “The man in the black hat walked into the room.”
• Improved Sentence: “The man in the black hat charged into the room.”

If you want a good starting point for stronger verbs to use, here’s a list of 100 strong verbs in English that you can use for fiction writing:

• Reverberate

Using ProWritingAid to Strengthen Your Verbs

It’s easy to skip over weak verbs in your writing when you’re self-editing.

But, taking time to focus directly on your verbs helps ensure you’re always using the best word for your sentence.

ProWritingAid’s Thesaurus Report highlights all the verbs in your writing so you can get an overview of the strength and specificity of your word choices throughout your document.

Hover over a verb to see synonyms and click to replace weak verbs in your text with more powerful alternatives.

Conclusion on Verbs

There you have it: our complete guide to verbs.

Here’s a quick recap of everything we’ve discussed.

Increase the power of your writing by following these three tips:

• Don’t hide your verbs
• Avoid passive verbs
• Choose specific verbs instead of modifying weak verbs

Action verbs (such as run, jump, and dance)

Modal or helping verbs (such as can, was, and has)

Linking verbs (such as to look, to feel, and to taste)

Whether you’re writing fiction or non-fiction, specific verbs spark emotions in your readers and keep them engrossed in your writing.

We hope this article helps you choose strong verbs to create powerful, professional prose.

Take your writing to the next level:

20 Editing Tips From Professional Writers

Whether you are writing a novel, essay, article, or email, good writing is an essential part of communicating your ideas., this guide contains the 20 most important writing tips and techniques from a wide range of professional writers., common questions about verbs: types of verbs, definition and examples, can i use a gerund after "allows", which version of the verb should be used with "every", what verb form should you use after "consider" and "imagine" infinitive or gerund, do you need to include "started to" in a sentence, should you use "going to" or "will", why should you not overuse words like "believe" and "think", why is "do + verb" not a great construct, what is a split infinitive and when should you avoid using one, why should you not overuse "knew", why should you not overuse "feel", why should you not overuse "could", why shouldn't i write "start to" or "begin to", what are modal verbs how do you use them, why should i use "went" instead of "decided to go", when can you omit "in order" in a sentence, what is correct subject–verb agreement, do we need "manage to" in a sentence, "was/were able to" vs "could", "(am/are/is/was/were) not going to" vs "will not", "indicate" vs "show", what form of verb should be used after "been" or "was", should i use "conduct an interrogation of" or "interrogate" in my work, "participate" vs "take part", when should you use "choose/decide" before an infinitive, should i use "demonstrate" or "show" in my work, subject–verb agreement, what form of verb should you use after modal verbs, what forms should you use after "have", incorrect verb form, watch out for hidden verbs in your writing—set them free (video available), obtain vs get, learn more about grammar:, your personal writing coach.

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What are verbs.

Verbs are words that refer to actions or states of being. The three verb categories are action verbs, linking verbs, and helping verbs. Verbs are modified by tense—past, present, and future—and have singular and plural forms.

Action verbs

Action verbs convey an action that a noun is taking.

• Example: Ron throws the ball.

In the above example, Ron is the noun and throws is the verb.

Here are some additional examples of action verbs:

• Example: Julie will watch the movie.
• Example: Hans and Sammy played in a band.
• Example: I ran to third base and then stole home plate.

Linking verbs

Linking verbs convey a state of being.

• Example: Jason is tall.

In the above example, Jason is the noun and is is the verb. Jason is not engaging in an action in the sentence—he is not throwing, or jumping, or running. The verb is conveys his state of being tall . As a linking verb, is connects the noun Jason to the adjective tall.

Here are some additional examples of linking verbs:

• Example: You are very smart.
• Example: Jason was short for his age.
• Example: He seemed like a nice person.
• Example: I became interested in watercolor painting.
• Example: Jamie has been a novelist for many years.

Helping verbs

Helping verbs, also known as auxiliary verbs, are words that help other verbs in a sentence.

• Example: Nathan is writing an essay.

In the above example, is functions as a helping verb to the action verb writing. Notice that is can also function as a linking verb, as in the sentence Julie is a doctor .

Here are some additional examples of helping verbs:

• Example: After all that hard work, I could go for a cup of lemonade.
• Example: I must study for my exam.
• Example: Julie should clean her room; it’s very messy.
• Example: I need to get a haircut.

A sentence can consist of a subject and a helping verb if there is an implied action verb that is being omitted.

• Example: I can help with the project.
• Example: I can .
• Example: I can , since I have enough free time.

Tense refers to the period in time in which verbs occur. The three primary tenses are past tense, present tense, and future tense. Each of these tenses can also be further categorized into simple, continuous, perfect, and perfect continuous aspects.

In English, the continuous aspect is also called progressive or imperfect.

Past tense refers to verbs that already occurred. Many—but not all—past tense verbs end in -ed.

• Example: I walked to the store last week.
• Example: I was sleepy last night.
• Example: I needed to get a haircut.

Present tense

Present tense refers to verbs as they occur.

• Example: Frodo travels to Mordor.
• Example: Frodo is brave.
• Example: Frodo must travel to Mordor.

Future tense

Future tense refers to verbs that will occur. Verbs in the future tense generally require the word will to precede them.

• Example: King Arthur will return from Avalon.
• Example: Sam will be tall when he’s older.
• Example: Julie will help plan your wedding.

Continuous aspect

The continuous aspect refers to verbs that occur over a duration of time and may repeat or continue to occur. Verbs in the continuous aspect generally end in -ing and require the past, present, or future form of the verb to be to precede them.

• Example: Aiden was playing Pokémon yesterday.
• Example: Aiden is playing Pokémon today.
• Example: Aiden will be playing Pokémon tomorrow.

Perfect aspect

The usage of perfect in this term comes from its Latin meaning of “completed.” The perfect aspect refers to verbs that occur over a duration of time but have been completed, are completing, or will be completed. Verbs in the perfect aspect generally use their past tense spelling and require the past, present, or future form of the verb has to precede them.

• Example: Julie had spoken to the man once before.
• Example: Alfonse has trained all his life for this violin concerto.
• Example: Starting February, Frankie will have worked at the company for thirty years.

Perfect continuous aspect

The perfect continuous aspect refers to verbs that occur over a duration of time and formerly occurred continuously, currently occur continuously, or will eventually occur continuously. Verbs in the perfect continuous aspect generally end in -ing and require the past, present, or future form of the verb phrase has been to precede them.

• Example: Megan had been practicing soccer three times a week until she hurt her ankle.
• Example: The oldest pub in town has been operating since the 1600s.
• Example: By the time you get into town, I will have been sleeping at the hotel for three hours.

Verb Pluralization

(NOTE: LINK MUST BE PLACED IN THIS SECTION) Refer to the Pluralization section for rules on pluralizing verbs.

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Definition of essay

 (Entry 1 of 2)

Definition of essay  (Entry 2 of 2)

transitive verb

• composition

attempt , try , endeavor , essay , strive mean to make an effort to accomplish an end.

attempt stresses the initiation or beginning of an effort.

try is often close to attempt but may stress effort or experiment made in the hope of testing or proving something.

endeavor heightens the implications of exertion and difficulty.

essay implies difficulty but also suggests tentative trying or experimenting.

strive implies great exertion against great difficulty and specifically suggests persistent effort.

Examples of essay in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'essay.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle French essai , ultimately from Late Latin exagium act of weighing, from Latin ex- + agere to drive — more at agent

14th century, in the meaning defined at sense 4

14th century, in the meaning defined at sense 2

Phrases Containing essay

• essay question
• photo - essay

Articles Related to essay

To 'Essay' or 'Assay'?

You'll know the difference if you give it the old college essay

Dictionary Entries Near essay

Cite this entry.

“Essay.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/essay. Accessed 1 May. 2024.

Kids Definition

Kids definition of essay.

Kids Definition of essay  (Entry 2 of 2)

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Nglish: Translation of essay for Spanish Speakers

Britannica English: Translation of essay for Arabic Speakers

Britannica.com: Encyclopedia article about essay

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Verb Tense Consistency

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Throughout this document, example sentences with nonstandard or inconsistent usage have verbs in red .

Controlling shifts in verb tense

Writing often involves telling stories. Sometimes we narrate a story as our main purpose in writing; sometimes we include brief anecdotes or hypothetical scenarios as illustrations or reference points in an essay.

Even an essay that does not explicitly tell a story involves implied time frames for the actions discussed and states described. Changes in verb tense help readers understand the temporal relationships among various narrated events. But unnecessary or inconsistent shifts in tense can cause confusion.

Generally, writers maintain one tense for the main discourse and indicate changes in time frame by changing tense relative to that primary tense, which is usually either simple past or simple present. Even apparently non-narrative writing should employ verb tenses consistently and clearly.

General guideline: Do not shift from one tense to another if the time frame for each action or state is the same.

Explains is present tense, referring to a current state; asked is past, but should be present ( ask ) because the students are currently continuing to ask questions during the lecture period.

CORRECTED: The instructor explains the diagram to students who ask questions during the lecture.

Darkened and sprang up are past tense verbs; announces is present but should be past ( announced ) to maintain consistency within the time frame.

CORRECTED: About noon the sky darkened , a breeze sprang up , and a low rumble announced the approaching storm.

Walk is present tense but should be past to maintain consistency within the time frame ( yesterday ); rode is past, referring to an action completed before the current time frame.

CORRECTED: Yesterday we walked to school but later rode the bus home.

General guideline: Do shift tense to indicate a change in time frame from one action or state to another.

Love is present tense, referring to a current state (they still love it now;) built is past, referring to an action completed before the current time frame (they are not still building it.)

Began is past tense, referring to an action completed before the current time frame; had reached is past perfect, referring to action from a time frame before that of another past event (the action of reaching was completed before the action of beginning.)

Are installing is present progressive, referring to an ongoing action in the current time frame (the workers are still installing, and have not finished;) will need is future, referring to action expected to begin after the current time frame (the concert will start in the future, and that's when it will need amplification.)

Controlling shifts in a paragraph or essay

General guideline: Establish a primary tense for the main discourse, and use occasional shifts to other tenses to indicate changes in time frame.

• Rely on past tense to narrate events and to refer to an author or an author's ideas as historical entities (biographical information about a historical figure or narration of developments in an author's ideas over time).
• Use present tense to state facts, to refer to perpetual or habitual actions, and to discuss your own ideas or those expressed by an author in a particular work. Also use present tense to describe action in a literary work, movie, or other fictional narrative. Occasionally, for dramatic effect, you may wish to narrate an event in present tense as though it were happening now. If you do, use present tense consistently throughout the narrative, making shifts only where appropriate.
• Future action may be expressed in a variety of ways, including the use of will, shall, is going to, are about to, tomorrow and other adverbs of time, and a wide range of contextual cues.

Using other tenses in conjunction with simple tenses

It is not always easy (or especially helpful) to try to distinguish perfect and/or progressive tenses from simple ones in isolation, for example, the difference between simple past progressive ("She was eating an apple") and present perfect progressive ("She has been eating an apple"). Distinguishing these sentences in isolation is possible, but the differences between them make clear sense only in the context of other sentences since the time-distinctions suggested by different tenses are relative to the time frame implied by the verb tenses in surrounding sentences or clauses.

Example 1: Simple past narration with perfect and progressive elements

On the day in question...

By the time Tom noticed the doorbell, it had already rung three times. As usual, he had been listening to loud music on his stereo. He turned the stereo down and stood up to answer the door. An old man was standing on the steps. The man began to speak slowly, asking for directions.

In this example, the progressive verbs had been listening and was standing suggest action underway at the time some other action took place. The stereo-listening was underway when the doorbell rang. The standing on the steps was underway when the door was opened. The past perfect progressive verb had been listening suggests action that began in the time frame prior to the main narrative time frame and that was still underway as another action began.

If the primary narration is in the present tense, then the present progressive or present perfect progressive is used to indicate action that is or has been underway as some other action begins. This narrative style might be used to describe a scene from a novel, movie, or play, since action in fictional narratives is conventionally treated as always present. For example, we refer to the scene in Hamlet in which the prince first speaks (present) to the ghost of his dead father or the final scene in Spike Lee's Do the Right Thing , which takes place (present) the day after Mookie has smashed (present perfect) the pizzeria window. If the example narrative above were a scene in a play, movie, or novel, it might appear as follows.

Example 2: Simple present narration with perfect and progressive elements

In this scene...

By the time Tom notices the doorbell, it has already rung three times. As usual, he has been listening to loud music on his stereo. He turns the stereo down and stands up to answer the door. An old man is standing on the steps. The man begins to speak slowly, asking for directions.

In this example as in the first one, the progressive verbs has been listening and is standing indicate action underway as some other action takes place. The present perfect progressive verb has been listening suggests action that began in the time frame prior to the main narrative time frame and that is still underway as another action begins. The remaining tense relationships parallel those in the first example.

In all of these cases, the progressive or -ing part of the verb merely indicates ongoing action, that is, action underway as another action occurs. The general comments about tense relationships apply to simple and perfect tenses, regardless of whether there is a progressive element involved.

It is possible to imagine a narrative based on a future time frame as well, for example, the predictions of a psychic or futurist. If the example narrative above were spoken by a psychic, it might appear as follows.

Example 3: Simple future narration with perfect and progressive elements

Sometime in the future...

By the time Tom notices the doorbell, it will have already rung three times. As usual, he will have been listening to loud music on his stereo. He will turn the stereo down and will stand up to answer the door. An old man will be standing on the steps. The man will begin to speak slowly, asking for directions.

In this example as in the first two, the progressive verbs will have been listening and will be standing indicate ongoing action. The future perfect progressive verb will have been listening suggests action that will begin in the time frame prior to the main narrative time frame and that will still be underway when another action begins. The verb notices here is in present-tense form, but the rest of the sentence and the full context of the narrative cue us to understand that it refers to future time. The remaining tense relationships parallel those in the first two examples.

General guidelines for use of perfect tenses

In general the use of perfect tenses is determined by their relationship to the tense of the primary narration. If the primary narration is in simple past, then action initiated before the time frame of the primary narration is described in past perfect. If the primary narration is in simple present, then action initiated before the time frame of the primary narration is described in present perfect. If the primary narration is in simple future, then action initiated before the time frame of the primary narration is described in future perfect.

Past primary narration corresponds to Past Perfect ( had + past participle) for earlier time frames

Present primary narration corresponds to Present Perfect ( has or have + past participle) for earlier time frames

Future primary narration corresponds to Future Perfect ( will have + past participle) for earlier time frames

The present perfect is also used to narrate action that began in real life in the past but is not completed, that is, may continue or may be repeated in the present or future. For example: "I have run in four marathons" (implication: "so far... I may run in others"). This usage is distinct from the simple past, which is used for action that was completed in the past without possible continuation or repetition in the present or future. For example: "Before injuring my leg, I ran in four marathons" (implication: "My injury prevents me from running in any more marathons").

Time-orienting words and phrases like before, after, by the time , and others—when used to relate two or more actions in time—can be good indicators of the need for a perfect-tense verb in a sentence.

• By the time the senator finished (past) his speech, the audience had lost (past perfect) interest.
• By the time the senator finishes (present: habitual action) his speech, the audience has lost (present perfect) interest.
• By the time the senator finishes (present: suggesting future time) his speech, the audience will have lost (future perfect) interest.
• After everyone had finished (past perfect) the main course, we offered (past) our guests dessert.
• After everyone has finished (present perfect) the main course, we offer (present: habitual action) our guests dessert.
• After everyone has finished (present perfect) the main course, we will offer (future: specific one-time action) our guests dessert.
• Long before the sun rose (past), the birds had arrived (past perfect) at the feeder.
• Long before the sun rises (present: habitual action), the birds have arrived (present perfect) at the feeder.
• Long before the sun rises (present: suggesting future time), the birds will have arrived (future perfect) at the feeder.

Sample paragraphs

The main tense in this first sample is past. Tense shifts are inappropriate and are indicated in bold .

(adapted from a narrative)

Inappropriate shifts from past to present, such as those that appear in the above paragraph, are sometimes hard to resist. The writer becomes drawn into the narrative and begins to relive the event as an ongoing experience. The inconsistency should be avoided, however. In the sample, will should be would , and rise should be rose .

The main tense in this second sample is present. Tense shifts—all appropriate—are indicated in bold.

(adapted from an article in the magazine Wilderness )

This writer uses the present tense to describe the appearance of a dragonfly on a particular July morning. However, both past and future tenses are called for when she refers to its previous actions and to its predictable activity in the future.

Click here for exercises on verb tense.

Unlock the Power of Verbs: How Action Words Can Supercharge Your Writing

Understanding the Power of Verbs in English Grammar

Verbs are the superheroes of the English language. They are the dynamic words that bring life to our sentences, expressing actions, emotions, and the existence of things. Without verbs, our language would be dull and lifeless, lacking the power to convey our thoughts and ideas effectively. In this article, we will explore the role of verbs in English grammar and provide expert advice on how to use them with precision and flair.

Verbs are the backbone of sentences and clauses, serving as the key elements that indicate what the subject is doing or feeling. Unlike nouns, which name people, places, things, or ideas, verbs show us the actions or states of being of the subjects. For example, in the sentence "Mary sings beautifully," the verb "sings" tells us that Mary is engaged in the action of singing.

However, verbs go beyond just representing actions. They also help us express emotions and the presence of something. For instance, in the sentence "I love chocolate," the verb "love" conveys the speaker's emotion towards chocolate. In another example, "There is a cat on the table," the verb "is" tells us about the presence of a cat on the table.

In constructing a complete sentence, verbs are indispensable. Without a verb, a sentence lacks the essential element that drives the message forward. Consider the following examples:

Incorrect: "The cat on the table." Correct: "The cat is on the table."

In the incorrect example, the absence of a verb makes the sentence incomplete, leaving us wondering what the cat is doing. However, the correct example includes the verb "is," providing the necessary information to complete the sentence by indicating the cat's position.

Verbs in English come with a set of rules that are more complex than those of other word types. Understanding these rules is crucial for communicating effectively. It is important to know the various types of verbs, their forms, and how they are conjugated in different tenses. By mastering the rules of verb usage, you can enhance your language skills and express yourself with clarity and precision.

In the rest of this article, we will delve into the different types of verbs, explore their forms and conjugations, and provide you with expert tips and strategies to make the most out of them in both spoken and written communication. So let's get started on our journey to unlock the power of verbs in English grammar!

Exploring Verbs: The Foundation of Language

Verbs are a vital part of any language, serving as the foundation of communication. They allow us to express actions, states of being, and relationships between elements. Understanding verbs is crucial for mastering English, as they play a central role in constructing sentences and conveying meaning.

At its essence, a verb is a word that expresses an action, occurrence, or state of being. It is often called the "doing" or "being" word in a sentence. For example, in the sentence "She runs in the park," the verb is "runs," which represents the subject's action.

There are various types of verbs, each with a specific purpose and capturing a particular aspect of language. These types can be further categorized into different groups. These categories not only help us understand language structure, but also provide insights into how verbs function in various contexts.

When it comes to verb forms, English offers a wide range of variations. Verbs can change their form to indicate tense, aspect, mood, and other grammatical features. For instance, the verb "to run" can appear in forms such as "runs," "ran," and "running," depending on the tense, subject, and other factors in the sentence.

Correctly conjugating verbs is important for maintaining clarity and coherence in English language usage. Mastering conjugation involves understanding the rules and patterns that govern verb forms across different tenses, persons, and numbers. By doing so, we can construct grammatically correct and meaningful sentences.

Although specific tips for effective verb conjugation may vary depending on the verb and its context, there are some general guidelines that can be helpful. Practice is key when it comes to conjugating verbs, as it allows us to become familiar with different verb forms and their usage. Additionally, studying common irregular verbs and their conjugations can provide a solid foundation for understanding and using verbs correctly.

Expert suggestions for using verbs effectively can enhance our overall language skills. By incorporating these suggestions into our writing and speaking, we can create more engaging and impactful sentences. While the specifics of these suggestions are not provided in the article, they serve as a valuable resource for individuals looking to elevate their language abilities.

In summary, verbs form the bedrock of language, facilitating clear communication and conveying meaning. Understanding the nature of verbs, their types and categories, and how to effectively conjugate them is essential for developing strong language skills. With practice, attention to detail, and expert guidance, we can harness the power of verbs to express ourselves with precision and impact.

Understanding Verbs and their Role in English Grammar

Verbs are essential in English, serving as the backbone of sentences and providing vital information about actions, states of being, and mental processes. In this chapter, we will explore the various aspects of verbs, including their types, functions, and relationship with subjects.

Firstly, it's important to understand what a verb is. Simply put, a verb is a word that describes an action, physical or mental, or a "state of being." For example, in the sentence "She runs every morning," the verb "runs" describes the action of the subject (she) engaging in the activity of running. In contrast, in the sentence "He is happy," the verb "is" describes the state of being of the subject (he) experiencing happiness.

Verbs not only convey actions and states, but they also help change the tense of another verb or alter the polarity of a statement. These auxiliary verbs, often called "helper verbs," work with the main verb to create various tenses or verb forms. For example, in the sentence "I have finished my homework," the verb "have" acts as a helper verb, indicating the completion of the action expressed by the main verb "finished."

It's worth noting that every complete sentence requires at least one verb. Without a verb, a sentence would either be incomplete or a sentence fragment. Verbs are crucial components that provide the necessary action or information in a sentence. For instance, in the sentence "They danced all night," the verb "danced" conveys the action of the subject (they) engaging in the activity of dancing.

Subjects play a critical role in verb conjugation. The form and modification of a verb depend on the subject of the sentence. The subject determines whether the verb should be singular or plural, which is crucial for maintaining grammatical agreement. For example, in the sentence "She walks to work every day," the singular subject "she" requires the verb "walks" to be in its singular form to maintain agreement.

To further illustrate the importance of subjects in verb conjugation, consider the following examples:

- The girl plays the piano. - The girls play the piano.

In the first example, the singular subject "the girl" requires the singular verb "plays." In contrast, the plural subject "the girls" requires the plural verb "play." The variation in verb form is directly influenced by the subject of the sentence.

In summary, verbs are fundamental components of the English language, describing actions, states of being, and mental processes. They can also modify the tense and polarity of other verbs. Every complete sentence requires at least one verb, and the form of the verb is determined by its subject. Understanding the role of verbs and their interaction with subjects is crucial for constructing grammatically correct sentences.

Verbs: Understanding the Difference between Active and Static Verbs

Verbs are an essential part of the English language, helping us communicate actions, states of being, and feelings. One way to categorize verbs is by dividing them into active and static verbs. By understanding the difference between these two types of verbs, we can use them correctly in sentences and avoid common grammar mistakes. Let's explore the characteristics and usage of active and static verbs in more detail.

Active Verbs: Describing Actions and Activities

Active verbs are verbs that describe physical actions or activities. They show the subject of a sentence performing an action or engaging in an activity. For example:

The dog chased the ball. She cooked dinner for her family. He sings beautifully.

In each of these examples, the verbs "chased," "cooked," and "sings" depict a specific action or activity. Active verbs are dynamic and often more vivid, as they bring movement and energy to a sentence.

Static Verbs: Depicting States or Feelings

On the other hand, static verbs describe a subject's state or feeling, rather than a physical action. These verbs indicate a state of being, an emotion, a sense perception, or a state of possession. For instance:

The flowers smell delightful. She feels tired after a long day. I possess the necessary skills for the job.

In these examples, the verbs "smell," "feels," and "possess" express a particular state or feeling rather than an action. Static verbs provide a snapshot of a subject's condition or state at a specific moment.

Continuous Tenses and the Limitation of Static Verbs

One essential characteristic of static verbs is that they cannot be used in continuous tenses. Continuous tenses, such as the present continuous or past continuous, indicate ongoing or temporary actions. Since static verbs describe states or feelings, which are typically ongoing or enduring, they do not require the continuous form. For example:

Correct: I know the answer. (static verb used in simple present tense) Incorrect: I am knowing the answer. (continuous tense not suitable for static verb)

In the incorrect example, using the continuous tense with the static verb "know" is grammatically incorrect. Instead, we should use the simple present tense to accurately convey the state of knowing.

Verbs with Dual Nature: Active or Static Depending on Usage

Some verbs can function as both active and static verbs, depending on their specific meaning and usage. A great example of this is the verb "see."

When used to describe a voluntary action, "see" functions as an active verb. For instance:

I see a beautiful rainbow in the sky. She saw her favorite movie last night.

However, "see" can also be used as a static verb when describing involuntary or subconscious actions:

I see what you mean now. He sees ghosts in his dreams.

In these examples, "see" acts as a static verb, conveying a perception or understanding rather than a deliberate action.

Auxiliary Verbs: Adding Depth and Complexity

Another important aspect of verb usage in English is the inclusion of auxiliary verbs. Auxiliary verbs, also known as helping verbs, are used to change the tense, voice, or mood of another verb. Common auxiliary verbs include "am," "have," and "do." Here are a few examples:

I am going to the store. She has finished her homework. They did not enjoy the movie.

Auxiliary verbs assist main verbs in expressing various nuances, such as continuous actions, perfect tenses, negatives, and questions.

Modal Auxiliary Verbs: Expressing Necessity, Possibility, or Capability

Modal auxiliary verbs are a subtype of auxiliary verbs that express necessity, possibility, or capability. Examples of modal auxiliary verbs include "can," "could," "must," "may," "might," "shall," "should," "will," "would," and "ought to." Take a look at the following examples:

You can eat as much as you want. She could understand the instructions. We should visit our grandparents this weekend.

Modal auxiliary verbs provide additional information about the potential, obligation, or permissibility of an action.

Phrasal Verbs: Multi-word Verbs with Different Meanings

Lastly, let's touch on phrasal verbs, which are phrases consisting of a main verb and one or more particles (typically prepositions or adverbs). Phrasal verbs act as individual verbs, but their meaning changes when combined with different particles. For example:

I looked up the word in the dictionary. (to search for something) The plane took off from the runway. (to leave the ground) She ran into her old friend at the supermarket. (to unexpectedly meet someone)

Phrasal verbs add richness and versatility to English vocabulary, but their multiple meanings can also pose challenges for learners.

By understanding the distinctions between active and static verbs, as well as the usage of auxiliary verbs and phrasal verbs, we can improve our language skills and effectively communicate our thoughts, actions, and emotions.

Verbs: Categories and Functions

Verbs are essential components of sentences, providing the action or state of being. However, not all verbs are created equal. They can be categorized based on their characteristics and functions within a sentence. By understanding these categories, we can better comprehend their usage and apply correct grammar in our writing. Let's delve into the different aspects of verbs.

1. Categories of Verbs

Verbs can be grouped into three main categories: dynamic, stative, and auxiliary verbs. Each category has its own distinct characteristics.

Dynamic verbs describe actions or events that can be physically observed or performed. For example:

She runs every morning. The dog chased its tail. He wrote a letter to his grandmother.

Stative verbs, on the other hand, express a state of being, emotion, possession, or thoughts. They denote conditions or qualities that cannot be directly observed or performed. Examples include:

She feels happy today. The car belongs to my neighbor. He knows the answer to that question.

Auxiliary verbs, also known as helping verbs, assist the main verb in a sentence. They can indicate tense, mood, or voice. Some common auxiliary verbs include "is," "have," "do," and "will." Here are a few examples:

She is watching a movie. I have finished my homework. They did not attend the meeting.

2. Verbs and Objects

Verbs can also be classified based on the role they play in relation to objects. There are three types of verbs in this context: transitive, intransitive, and ditransitive.

Transitive verbs require a direct object to complete their meaning. A direct object is a noun or a noun phrase that directly receives the action of the verb. Consider the following examples:

She bought a new dress. The cat caught a mouse. We ate delicious food.

In these examples, the verbs "bought," "caught," and "ate" have direct objects: "a new dress," "a mouse," and "delicious food" respectively.

In contrast, intransitive verbs do not require a direct object to complete their meaning. They express actions or states that do not involve a recipient or object. Consider these examples:

She ran in the park. The sun shine brightly. He laughs often.

These verbs can stand alone and do not require an object to make sense.

Ditransitive verbs, as the name suggests, require both a direct object and an indirect object. An indirect object is a noun or a noun phrase that indicates to whom or for whom the action is done. Here are some examples:

She gave me a present. The teacher told the students a story. I showed my friend the photo.

In these examples, the verbs "gave," "told," and "showed" have both direct objects and indirect objects.

Additionally, there are verbs that can act as both transitive and intransitive verbs, depending on the context. These are called ambritransitive verbs. Here are a few examples:

The child sleeps peacefully. (intransitive) The child sleeps the whole night. (transitive)

In the first example, "sleeps" is intransitive because it stands alone, and in the second example, it is transitive because it has a direct object, "the whole night."

3. Voice and Linking Verbs

Verbs can also be categorized based on voice and their role in connecting the subject to other words in a sentence.

The active voice is the standard format where the subject performs the action. Examples include:

She wrote a letter. The dog chased the ball. He ate an apple.

On the other hand, the passive voice can be formed by switching the word order and using a conjugated form of "be" in front of the past participle. It is when the subject receives the action rather than performing it. Examples of sentences in the passive voice are:

A letter was written by her. The ball was chased by the dog. An apple was eaten by him.

Linking verbs, also known as copular or copula verbs, connect the subject of a sentence to other words that provide more information about the subject. They do not show action but rather describe a state of being or connect the subject to a complement. For example:

She is a doctor. The sky looks beautiful. He seems happy today.

These linking verbs help establish a relationship between the subject and the complement of a sentence.

Interestingly, perception verbs, which describe the act of perceiving through the senses, can also function as linking verbs when they describe what is being perceived. Examples include:

The soup tastes delicious. The flowers smell fragrant. The music sounds melodious.

In these examples, "tastes," "smell," and "sounds" act as linking verbs that connect the subject with the attributes being perceived.

4. Regular and Irregular Verbs

Verbs can also be categorized as regular or irregular based on their patterns of conjugation.

Regular verbs follow standard patterns for conjugation, where the past tense and past participle are formed by adding "-ed" to the base form of the verb. For example:

Work (base form) - Work ed (past tense) - Work ed (past participle) Play (base form) - Play ed (past tense) - Play ed (past participle) Walk (base form) - Walk ed (past tense) - Walk ed (past participle)

On the other hand, irregular verbs have unique forms for the past tense and past participle, which do not follow a specific pattern. For example:

Go (base form) - W en t (past tense) - G on e (past participle) Speak (base form) - Sp ok e (past tense) - Sp ok en (past participle) Take (base form) - T ook (past tense) - T aken (past participle)

It is important to memorize irregular verb forms to ensure their correct usage in sentences.

Understanding the different categories and functions of verbs is crucial for mastering English grammar. By recognizing whether a verb is dynamic or stative, transitive or intransitive, and active or passive, we can construct sentences that convey the intended meaning effectively. Furthermore, recognizing the difference between regular and irregular verbs helps us use them correctly in various tenses. By honing our understanding of verbs, we enhance our overall writing and communication skills.

Understanding Verb Forms in English Grammar

Verbs are a vital part of any sentence in the English language, as they enable us to express actions, events, and states of being. To use verbs correctly, it is important to have a grasp on the various forms that verbs can take. In this chapter, we will explore the different verb forms in English grammar, including the base form, 3rd person singular, simple past, present participle, and past participle.

When it comes to verb forms, there are two main categories: regular verbs and irregular verbs. Regular verbs follow a consistent pattern for their different forms, while irregular verbs have their own unique forms. Now, let's take a closer look at each of these forms and how they are used.

The base form of a verb is the fundamental form of the verb, without any additional endings or modifications. This is the form that we typically find in dictionary entries. For example, the base form of the verb "walk" is "walk." Here are some more examples of base forms for common verbs:

- run - jog - eat - sleep - study

Moving on, we have the 3rd person singular form in the present tense. This form is used when the subject of the sentence is a singular noun or pronoun (he, she, it). In most cases, adding an -s to the end of the base form creates this form. For example:

- He walks to school every day. - She jogs in the park in the mornings.

However, there are some exceptions to this rule. If the base form of the verb ends in a consonant followed by -y, the -y is changed to -ies in the 3rd person singular form. For example:

- He studies at the library for hours. - She tries her best in every exam.

On the other hand, if the base form ends in a vowel followed by -y, we simply add an -s to form the 3rd person singular. For example:

- He plays the guitar beautifully. - She enjoys reading books in her free time.

Next, let's discuss the simple past tense. The past tense is used to indicate an action or event that has already happened in the past. For regular verbs, the simple past is formed by adding -ed to the end of the base form. For example:

- I walked to the store yesterday. - They studied for the exam all night.

However, if the base form of the verb already ends in an -e, we simply add -d to form the simple past. For example:

- She smiled when she saw the surprise. - They lived in that house for many years.

It is important to note that irregular verbs have their own unique forms in the simple past tense. For example, the simple past tense of the verb "go" is "went" and the simple past tense of the verb "eat" is "ate." These irregular forms must be memorized as they do not follow the usual pattern.

Moving on to the present participle, this form is used to indicate ongoing or continuous actions. The present participle is formed by adding -ing to the end of the base form. For example:

- I am walking to work today. - They are jogging in the park right now.

In some cases, when the base form ends in an -e, the -e is dropped before adding -ing. For example:

- He is taking a nap in his room. - She is riding her bike to school.

Lastly, we have the past participle form, which is used for the perfect tenses and the passive voice. For regular verbs, the past participle is the same as the simple past tense. For example, the past participle of the verb "walk" is "walked." Here are some more examples:

- I have studied for hours. - They have finished their work.

However, just like the simple past tense, irregular verbs have their own unique forms for the past participle. For example, the past participle of the verb "go" is "gone" and the past participle of the verb "eat" is "eaten."

To sum up, having a solid understanding of the different forms that verbs can take is essential for effective communication in English. Regular verbs follow predictable patterns, while irregular verbs have their own distinct forms. By mastering these verb forms, you will be able to express yourself accurately and confidently in both written and spoken English.

Noun Forms of Verbs: Infinitives and Gerunds

When it comes to English grammar, it's important to understand the different forms a verb can take. One important aspect to consider is the noun forms of verbs, which include infinitives and gerunds. By understanding how these forms are created and how they can function in a sentence, you'll be better equipped to use them correctly in your writing.

Let's start with infinitives. An infinitive is created by adding the word "to" before the base form of a verb. For example:

To eat is one of life's greatest pleasures. I need to study for my upcoming exam.

Infinitives can serve as nouns, adjectives, or adverbs in a sentence. Take a look at these examples:

To love is to be vulnerable. (Noun) This is the best book to read before bed. (Adjective) She ran quickly to catch the bus. (Adverb)

Now let's move on to gerunds. Gerunds are created by adding "-ing" to the base form of a verb. The resulting form can also function as a noun, adjective, or adverb. Consider these examples:

Eating healthy is important for overall well-being. (Noun) I saw a man running down the street. (Adjective) She sang a lullaby softly , calming the baby. (Adverb)

In addition to functioning as stand-alone nouns, gerunds can also form gerund phrases. A gerund phrase is made up of a gerund and its modifiers, objects, or complements. Here's an example:

Swimming in the ocean is my favorite summer activity.

It's important to note that infinitives and gerunds can be used interchangeably as subjects and direct objects in a sentence. For example:

To travel the world is her ultimate goal. (Infinitive as subject) Traveling the world has broadened her horizons. (Gerund as subject) I love to play the guitar. (Infinitive as direct object) I love playing the guitar. (Gerund as direct object)

However, it's important to keep in mind that only gerunds can be the object of a preposition. Take a look at this example:

He is afraid of flying .

Lastly, there are certain transitive verbs that only take infinitives as their direct objects. Some common examples include choose, decide, hope, plan, prepare, promise, and wish. Here are a couple of sentences illustrating this usage:

I hope to find a job soon. She decided to start a new hobby.

To summarize, infinitives are typically used for situations that are abstract, unreal, or in the future. Gerunds, on the other hand, are used for situations that are specific, real, or in the past. By understanding the different functions and uses of infinitives and gerunds, you'll be able to enhance your writing and communicate your thoughts more effectively.

The correct conjugation of verbs and subject-verb agreement is crucial in English grammar. It helps accurately indicate the tense of a sentence and ensures that the verb matches the subject. This adds clarity to our communication and allows us to express actions in a specific time frame. English has four main tenses: simple, continuous, perfect, and perfect continuous, which are further divided into three time periods: present, past, and future.

When conjugating regular verbs, we simply add the appropriate suffix to the base form of the verb, depending on the tense and subject. For example, in the present simple tense, we add "s" or "es" to the base form of the verb for third person singular subjects. Let's use the verb "to walk" as an example:

- I walk to school every day. - You walk to school every day. - He walks to school every day. - She walks to school every day.

However, irregular verbs have unique conjugation forms for different tenses. For instance, the verb "to be" has different conjugations for each pronoun. Consider the following examples:

- I am going to the store. - You are going to the store. - He is going to the store. - She is going to the store.

Subject-verb agreement is another crucial aspect of English grammar. It means that the verb must match the number of the subject. When dealing with singular subjects, the verb takes a singular form, and for plural subjects, the verb takes a plural form. Let's illustrate this with a few examples using the verb "to run":

- The dog runs in the park. (singular subject) - The dogs run in the park. (plural subject)

It is worth mentioning that advanced tenses, such as the perfect and perfect continuous tenses, require auxiliary verbs alongside the main verb. In these cases, it is crucial to use the correct forms of these auxiliary verbs. Let's look at an example using the verb "to have" as an auxiliary verb in the present perfect tense:

- I have studied English for five years. - You have studied English for five years. - He has studied English for five years. - She has studied English for five years.

To sum up, a solid understanding of verb conjugation and subject-verb agreement is essential in English grammar. By applying these rules correctly, we can express ourselves accurately and coherently. Whether it involves the conjugation of regular or irregular verbs, ensuring agreement between subjects and verbs, or mastering advanced tenses with auxiliary verbs, paying attention to detail plays a critical role in effective communication in the English language.

The Basics of English Tenses

Understanding English tenses is an essential part of mastering the language. Tenses enable us to talk about actions or states that happened in the past, are happening in the present, or will happen in the future. In this chapter, we will explore the basic tenses in English and how they are used in different situations.

The basic tenses are straightforward and provide a foundation for understanding English grammar. They portray specific, one-time activities, regular actions or things that remain constant, past events or habits, and future events. Let's take a closer look at each of these tenses in detail.

1. Simple Present Tense

The simple present tense is used for actions that occur regularly or for things that remain constant. It is formed by using the base form of the verb.

• He walks to school every day.
• I love chocolate.

In the examples above, "walks" and "love" are in the simple present tense. They represent actions that happen regularly or express a constant state. It is important to note that the third person singular (he, she, it) in the present tense requires the addition of -s or -es at the end of regular verbs.

2. Simple Past Tense

The simple past tense depicts a solitary activity that has already occurred or a habitual action that no longer happens. It is typically formed by adding -ed to regular verbs. However, irregular verbs have their own unique past tense forms.

• She visited her grandmother last weekend.
• We played soccer when we were young.

In these examples, "visited" and "played" represent actions that happened in the past. Regular verbs like "visit" add -ed to indicate the past tense. However, irregular verbs like "play" have their own specific past tense form, which should be memorized.

3. Simple Future Tense

The simple future tense portrays events that have not yet occurred. It is formed by placing the word "will" before the base form of the verb.

• I will travel to Europe next year.
• They will study for the exam tomorrow.

In these sentences, "will travel" and "will study" indicate actions that are yet to happen. The word "will" acts as an auxiliary verb to express future events. It is important to note that in informal language, "will" is often contracted to "'ll."

Understanding the basic tenses in English allows you to express actions and states in different time frames. By mastering them, you will be able to communicate effectively and convey your thoughts and ideas accurately.

Understanding the Ongoing Tense in English

English verb tenses can sometimes be confusing, especially when it comes to the ongoing tense. In this article, we will explore the various uses of the ongoing tense and provide examples to help clarify its usage.

The ongoing tense, also known as the present continuous or the past continuous, is used to describe events or actions that are currently happening or were happening in the past. It is important to note that the ongoing tense is used for events that are temporary in nature and have a clear beginning and end.

An important rule to remember is that stative verbs, which describe a state of being rather than an action, cannot be used in the ongoing tense. For example, the verb "be" can be used in the ongoing tense ("I am running"), but the stative verb "believe" cannot ("I am believing"). Instead, the simple present tense should be used for stative verbs ("I believe").

When it comes to expressing feelings or states of being in the past, the simple past tense is used. For example, "I was happy" or "She was tired."

Let's dive into the different uses of the ongoing tense...

1. Present Ongoing Tense

The present ongoing tense is used to describe events happening right now, ongoing events that are temporary, and plans for the near future. For example:

I am currently studying for my exams. (ongoing event happening right now) She is working on a new project for her job. (ongoing event happening right now) We are meeting for lunch tomorrow. (plan for the near future)

2. Past Ongoing Tense

The past ongoing tense indicates ongoing events that occurred in the past, with a clear beginning and end. It can also be used to show a past event that was interrupted by another past event. Examples include:

I was cooking dinner when the phone rang. (past event interrupted by another past event) They were playing football all afternoon. (ongoing event in the past with a clear beginning and end)

3. Future Ongoing Tense

The future ongoing tense describes ongoing events that will happen in the future, with a definite beginning and end. For example:

The company will be launching a new product next month. (ongoing event in the future with a clear beginning and end) We will be traveling to Europe next summer. (ongoing event in the future with a clear beginning and end)

By understanding the different uses of the ongoing tense, you can improve your English grammar and effectively communicate in various situations. Remember to pay attention to the verb being used and the context in which it is used to determine if the ongoing tense is appropriate.

The Perfect Tense: A Source of Confusion in English Grammar

English grammar is a complex system, and one of the tenses that tends to confuse learners is the perfect tense. Although it may seem daunting at first, understanding the perfect tense is essential for effective communication in English. In this chapter, we will delve into the three main forms of the perfect tense: the present perfect, the past perfect, and the future perfect. By the end of this chapter, you will have a solid understanding of how and when to use each tense.

Let's start with the present perfect tense. This tense is used to talk about past events that are still relevant in the present. For example, "I have lived in this city for five years." In this sentence, the action of living started in the past and continues up until the present moment. The present perfect tense is also used for actions that started in the past but are still happening. For instance, "She has been studying English since she was a child." In this case, the action of studying English started in the past and is still ongoing.

Another use of the present perfect tense is for repeated actions in the past without specifying when they occurred. For example, "They have visited New York several times." This sentence indicates that the action of visiting New York happened multiple times in the past without providing specific time frames. Additionally, the present perfect is employed to emphasize or create a dramatic effect, as in "I have finally completed my novel." In this sentence, the speaker is emphasizing the completion of the novel as an important achievement.

To form the present perfect tense, add "has" or "have" before the past participle of the verb. For example:

I have eaten dinner. She has finished her homework. We have traveled to many countries.

Now, let's move on to the past perfect tense. This tense is used to show the order of two past events in compound or complex sentences. For example, "He had already left when I arrived." In this sentence, the action of leaving (in the past perfect tense) happened before the action of arriving (in the simple past tense). The past perfect tense helps to establish a clear sequence of events in the past.

To form the past perfect tense, add "had" before the past participle of the verb. Here are some examples:

She had already finished her work when her boss asked for it. They had gone to bed by the time we arrived at their house. He had never seen the ocean until he took his first vacation.

Finally, let's explore the future perfect tense. This tense is used to talk about an unfinished event in the future that will be completed before another future event. For example, "By tomorrow, I will have finished my report." This sentence indicates that the action of finishing the report will be completed before tomorrow. The future perfect tense helps to express the notion of anticipation or expectation of a future outcome.

The future perfect tense is formed by adding "will have" before the past participle of the verb. Here are a few examples:

By the time you arrive, I will have already left. They will have completed the project before the deadline. In two weeks, she will have graduated from college.

Understanding and correctly using the perfect tense can greatly enhance your English language skills. By mastering the present perfect, past perfect, and future perfect tenses, you will be able to convey precise and accurate information about past, present, and future events. Practice using these tenses in various contexts to improve your fluency and confidence in English.

The Ideal Continuous Tense

English grammar has several tenses that enable us to express different aspects of time and action. One tense that combines the aspects of the perfect and continuous tenses is the present perfect continuous tense. This tense is used to describe ongoing actions that have a connection to past, present, or future events. In this chapter, we will explore how the present perfect continuous tense is used in different contexts.

The present perfect continuous tense is used to explain continuous actions that began in the past and are still ongoing in the present. It is formed by using the auxiliary verb "have" in its present perfect form, followed by "been," and then the present participle form of the main verb. For example, "She has been working on this project since last month." This sentence conveys that she started working on the project in the past and continues to work on it in the present.

It is important to note the contrast between the present perfect tense and the present perfect continuous tense. While the present perfect tense simply states a fact or an action that happened in the past, the continuous tense emphasizes an ongoing occurrence. For example, "He has written three books" is a statement about his accomplishment, while "He has been writing three books" highlights the ongoing process of writing those books.

Moving on to the past perfect continuous tense, we use this tense to describe continuous actions that started and concluded in the past. It is formed by using the auxiliary verb "had" in its past perfect form, followed by "been," and then the present participle form of the main verb. For instance, "They had been living in that house for ten years before they decided to move." This sentence indicates that their continuous residence in the house ended before they made the decision to move.

Lastly, we have the future perfect continuous tense, which conveys ongoing actions that will continue to happen in the future. This tense is formed by using the auxiliary verb "will have" in its future perfect form, followed by "been," and then the present participle form of the main verb. For example, "By the time they graduate, they will have been studying at this university for four years." This sentence suggests that their ongoing study at the university will continue until they graduate.

The future perfect continuous tense is commonly used with time expressions to provide more context and clarity. For example, "In two years, she will have been working at the company for a decade." Here, the time expression "in two years" indicates a future point in time, while the tense conveys the ongoing nature of her work up to that point.

In summary, the present perfect continuous tense allows us to express ongoing actions in connection to past, present, or future events. Whether it is the present perfect continuous tense, past perfect continuous tense, or future perfect continuous tense, each has its unique purpose and usage. Mastering the correct formation and understanding the nuances of these tenses will greatly enhance your English language skills.

Enhancing Your Writing: The Power of Verbs

When it comes to writing, the choice of words can make a significant difference in the impact and clarity of your message. One way to improve your writing is by utilizing action words instead of alternate expressions. By doing so, you can enhance the strength and brevity of your sentences, capturing your readers' attention and conveying your ideas more effectively.

The active voice is a powerful tool that writers often overlook. It is generally favored over the passive voice, as it creates stronger and more engaging writing. In the active voice, the subject performs the action, making the sentence more direct and compelling. For example:

Passive voice: The report was written by Sarah. Active voice: Sarah wrote the report.

In the active voice, the subject (Sarah) takes the lead, clearly stating who performed the action. This not only sounds better but also makes it easier for readers to grasp the message and follow the flow of your writing.

Another way to improve the impact of your writing is by opting for specific verbs instead of relying on general ones that require modification. Specific verbs help to convey your message with precision and clarity, leaving no room for ambiguity. Consider the following examples:

General verb: The car was moving quickly. Specific verb: The car raced down the street.

The specific verb "raced" gives a clear and vivid image of the car's speed, leaving no doubt in the reader's mind. It brings the events to life and adds a touch of excitement to your writing.

If you're struggling to find the right verbs or want to enhance your writing quality further, Linguix is an excellent tool to consider. Linguix is an online writing assistant and paraphrasing tool that helps individuals improve their writing skills and enhance the quality of their written content.

Linguix provides real-time grammar, spelling, punctuation, style, and conciseness checks, offering suggestions for corrections and improvements. It can assist you in selecting better verbs, improving sentence structure, and enhancing overall writing quality. By utilizing Linguix, you can ensure that your writing is free from grammar, spelling, punctuation, and style mistakes, allowing you to create powerful and impactful content.

In conclusion, the choice of verbs in your writing plays a crucial role in the impact and effectiveness of your message. By utilizing action words, opting for the active voice, and selecting specific verbs, you can enhance the strength, clarity, and engagement of your writing. Combined with the assistance of tools like Linguix, you can take your writing skills to the next level and ensure that your written content is of the highest quality.

Parts of Speech

Conjunctions

Prepositions

Interjections

Types of Sentence to Master: A Hands-On Tour to English Grammar

Table of contents

• 1 Main Four Kinds of Sentences in English
• 2 4 Different Types of Sentences in One Comparison Table
• 3 Saying What Is What: Exploring Declarative Sentences
• 4.1 The Language of Strong Emotion: Exclamatory Sentences
• 5.1 How to Improve Your Writing: Trying Different Sentence Styles
• 5.2 Offer Diversity to Improve the Flow
• 5.3 Final Advice After Reviewing Different Sentence Types

Sentences are the core of any academic work either dissertation or thesis. Constructing them in different ways can both enrich your reader’s experience and confuse them with obscure information. In today’s material, we aim to do the first ─ supplement you with critical info about sentences, so later you will:

• Discover 4 types of sentences and how to use any type of sentence you need.
• Find out various types of sentences according to their structure and their definitions.
• Review the comprehensive table with all four types of sentences and many examples for every kind of sentences.
• Find valuable tips and practical methods to enhance your writing skills.
• Start by exploring the basics of sentence types, their role, and the structure presented below.

Make sure to review each point so that you can create not a pile of confusing sentences but a comprehensive text that flows smoothly from one sentence to another!

Main Four Kinds of Sentences in English

Have you ever thought you could express yourself more clearly with a proper sentence construction process? ​​Indeed, for effective communication, all students must grasp the nuances of language, especially the four types of sentences.

In English, there are four basic types of sentences: declarative, interrogative, imperative, and exclamatory. They all have a distinct function, whether making a declaration, posing a question, issuing instructions, or describing feelings.

4 Different Types of Sentences in One Comparison Table

We’ll examine the four types of sentences in the following comparison chart. For each type, we’ll explain what it does and how it’s built by showing examples from everyday talk.

Saying What Is What: Exploring Declarative Sentences

Declarative ones are the most prevalent kind of phrases. Their primary duty is to tell information without asking questions or giving orders. Thus, using different sentences and including details in your statements makes you clearer in communication.

Take a look at these declarative sentences:

• Roses are red, and violets are blue.
• His students play the violin perfectly.

They ask nothing and don’t make orders; they just state the facts or share their opinions.

Structurally, declarative sentences operate according to the subject-verb-object pattern: ​​the subject performs the action indicated by the verb upon an object. How do you recognize them?

Declarative sentences typically have a period at the end. They have a calm tone, although they may disclose moods depending on the circumstances. Accordingly, they are the building blocks of both written and spoken communication.

Just Asking: About Interrogative Sentences

Want to ask a question? It’s time to craft some interrogative sentences! Their main function is to provoke a response and get certain information from others.

Here are a few examples of interrogative sentences:

• Where is the independent clause in this sentence?
• Are you available for a quick review?
• Have you been in this restaurant before?
• Who joined you at the concert?

Any interrogative sentence seeks to identify and gather answers. For this purpose, from a structural standpoint, they begin with “ who ,” “ what ,” “ where ,” “ how ,” “ why ,” and “ when ” question elements. At the end of the sentence, there is an obligatory question mark. Thus, these elements help define the information being sought.

Sometimes, interrogative sentences switch the order of the subject and verb to form yes/no questions. As a teaching instance, “ She is going to the market ” transforms into a question: “ Is she going to the market? ”.

Additionally, a conjunctive adverb can pose inquiries that suggest opposition. Example: “ Why did you leave the prom so early? Did you manage to talk with other students? ” Likewise, it allows for creating a complete thought in the last question.

Apparently, interrogative sentences play a critical role in interactions by fostering dialogue. When we ask questions, we’re inviting others to share knowledge. As a result, it helps us receive the needed information, hear interesting quotations, and keep the conversation moving. Whether chatting, having a serious conversation, or writing, asking questions is a great approach to learning something new.

Taking the Headship: The Role of Imperative Sentences

Phrases that issue directives, provide guidelines, or submit requests are known as imperative sentences. Their main purpose is to deliver instructions or give an atmosphere of hurry or seriousness.

As an illustration, “ Open the door ”, “ Make your argumentative essay shorter ”, or “ Write to me later, please ” are imperative sentences.

As you can see, imperative sentences start with the verb in its base form since they frequently exclude the subject. Thus, they clarify and streamline the request. For example, “You contact me” changes into “ Contact me ” without “ you .”

Consequently, imperative sentences are adaptable and function as a communication channel to accomplish tasks quickly. Indeed, they are fundamental for sharing advice or demands, whether given to someone to follow, made as an idea, or provided direction.

The Language of Strong Emotion: Exclamatory Sentences

Exclamatory sentences express thrill, surprise, delight, amazement, or anger. Therefore, their main responsibility is to fully portray these strong feelings, giving the message greater focus and intensity.

“ What a great rhetorical essay! ” and “ Wow, I like the view! ” are examples of an exclamatory sentence. Their expressions of delight and adoration heighten the statement’s effect.

No wonder these sentences typically start with phrases like “ Wow ”, “ What ” or “ How ”, and then the subject and verb come next. Obviously, an exclamation point after a sentence designates an exclamatory statement and indicates an enhanced mood.

As a rule, exclamatory sentences use strong words and punctuation to show how strong their emotions are. When you say, “ Wow, I love this! ” with much energy, it catches people’s interest and represents your feelings. Thus, this approach helps students to express when they’re super excited, surprised, or amazed.

Four Types of Sentences According to Structure

Depending on their sentence structure, sentences vary. In fact, each type creates a different system for structuring ideas, improving students’ writing and speech in harmony and precision. Now, let’s examine the four primary categories of sentences:

• Simple Sentences: It’s the simplest kind with one independent clause. An independent clause involves a subject and a verb as a predicate and offers a whole notion. Apparently, simple statements are easy to understand since they are clear-cut and brief. For instance, “ The water boils ” is a simple sentence.
• Compound Sentences: These join two or more separate clauses. For this reason, two or more independent clauses are joined by coordinating conjunctions like “and,” “but,” and “or”. In a compound sentence like “ My brother works, and my sister sings ”, every clause can be understood as a whole. Besides, writing becomes more nuanced by using compound phrases and a coordinating conjunction to connect every clause and similar concepts.
• Complex Sentences: A complex sentence consists of one independent clause plus at least one dependent clause. Thus, independent and dependent clauses cannot stand alone as a full sentence. It is standard to include dependent clauses with linking words like “ because ,” “ although ,” or “since.” For example, “ Although my brother works, my sister sings. ”
• Compound-Complex Sentences: Here, the elements of both compound and complex sentences are united. They have a minimum of one dependent clause and two independent clauses, but be aware that there can be more than two independent clauses. Using a compound-complex sentence, it is possible to describe several connected thoughts and relationships in a single statement.  Example: “ My brother works, and my sister sings when no one is home to hear. ” However, be careful with every comma and use punctuation correctly ; these sentences are tricky.

How to Improve Your Writing: Trying Different Sentence Styles

Want to write a good essay ? Explore various sentence styles and use the writing tips and techniques we describe below.

Use Declarative Sentences Briefly

Make sure your declarative sentences are clear and short. Be direct in your remarks, and refrain from using extraneous words. Say, for instance, “I am in a cafe”, not “At this wonderful moment, I am sitting in a cafe surrounded by some students, cups, and plates with cheesecake.” Remember: a simple sentence is better when you must quickly pass the info.

Active Participation With Interrogative Sentences

Interrogative sentences are excellent for grabbing your readers’ attention by raising queries or encouraging reflection. They force students to find an answer. “What marvels lurk across the ocean?” is just one example.

Captivate Focus Using Imperative Sentences

An imperative sentence with imperatives draws the reader in and motivates engagement. So, make use of them to offer commands. Take “Imagine yourself in the next five years” as an example.

Describe Feelings With Declarative Phrases

Declarative sentences highlight a point of view. They’re ideal for adding passion to your work. For example: “What an amazing scene!”

Offer Diversity to Improve the Flow

Writing has more rhythm when sentence patterns are switched. For simple narrative writing, use declarative sentences; for intense drama or action, use imperatives and their command. Meanwhile, use interrogative sentences for mystery or rhetorical impact and exclamatory types of statements for a personal reaction. Take a look:

Declarative: “He walks to the office every Monday.”

Interrogative: “Will I ever see her again?”

Imperative: “Hurry up! Students are coming!”

Exclamatory: “How wonderful she looked that night!”

Use these methods to engage audience members, arouse their emotions, and develop a lively story with all four types of sentences.

Final Advice After Reviewing Different Sentence Types

You occasionally write regardless of who you are ─ a writer, student, or astronaut. That is why you must be able to identify different types of sentences to write smoothly. By learning how to employ declarative, interrogative, imperative, and exclamatory sentences, you can create texts that convey your message clearly. However, there is a way to do it faster: using an essay writing service well-versed in every sentence type. Keep it in mind the next time you sit down to write, and consider experimenting with any sentence structure to improve the quality of your work!

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How to replace is, are, am, was, were, be, been and to be.

The hardest skill students learn is how to replace the verb “to be.”  Yet is it the single most important skill for improving the verbs in their writing.

The problem is that the verb “to be” rarely has strong synonyms. As a linking verb it can sometimes be replaced with another linking verb.  “He is sick” can become “He looks sick” or “He feels sick” or “He seems sick.”  But none of those replacements is much stronger than the original verb, “is.”

An excerpt of a third grader’s revised essay.

Even harder is when the verb identifies something that exists.  How do you restate, “That dog is mine.”  “That dog was mine,” changes just the verb tense; it is the same verb.  “That dog becomes mine,” changes the meaning.

What I tell my students is that usually they will need to replace not just the verb, but the whole sentence.  I ask them to tell me what the sentence means, using other words.  For the sentence, “He is sick,” I ask how they know he is sick.  What does he look like that would let me know he is sick?  They might say, “His face is red and he has a fever.”  I might say, “That’s good, but you are still using the word is.  How can you tell me that his face is red and that he has a fever without using the word ‘is’”?  Usually they are stumped, so I offer suggestions.  “His mother placed an ice bag on his flushed forehead.”  Or, “’Wow!  101 degrees,’ said his mother shaking the thermometer.”   Or, “The feverish boy lay down on the cold tile floor, moving every few seconds to chill his hot body.”

The trick is to let the reader see, hear, touch, smell or taste (usually see) what the writer saw in his mind before he wrote, “He is sick.”  “He is sick” is a conclusion based on certain facts.  What are the facts that led the writer to conclude that “He is sick”? Those facts are what the reader needs to know so that the reader can come to his own conclusion that “He is sick.”

We’ll have more blogs on changing the verb “to be” in the future because it is such a vital part of improving writing, yet such a difficult skill to master.  For now, we’ll move on to the next blog about sentence beginnings.

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2 responses to “ How to replace is, are, am, was, were, be, been and to be. ”

Hi, I’m looking for a writing tutor for my 10 year old daughter. One who could grow in the language arts especially in writing. I like your edited writing excerpt, even though i know english as my second language. My deepest desire is to see my daughter Laura to excel in language arts learning. Do you think i could hrar from you? We live in Ventura.

Excellent article……simply outstanding

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A Culture Warrior Takes a Late Swing

The editor and essayist Joseph Epstein looks back on his life and career in two new books.

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By Dwight Garner

NEVER SAY YOU’VE HAD A LUCKY LIFE: Especially If You’ve Had a Lucky Life , by Joseph Epstein

FAMILIARITY BREEDS CONTENT: New and Selected Essays , by Joseph Epstein

When Tammy Wynette was asked to write a memoir in her mid-30s, she initially declined, she said in an interview, because “I didn’t think my life was over yet.” The publisher responded: Has it occurred to you that in 15 years no one might care? She wrote the book. “Stand by Your Man: An Autobiography” (1979) was a hit.

The essayist and editor Joseph Epstein — whose memoir “Never Say You’ve Had a Lucky Life,” is out now, alongside a greatest-hits collection titled “Familiarity Breeds Content” — has probably never heard Wynette sing except by accident. (In a 1993 essay, he wrote that he wished he didn’t know who Willie Nelson was, because it was a sign of a compromised intellect.) But his memoir illustrates another reason not to wait too long to commit your life to print.

There is no indication that Epstein, who is in his late 80s, has lost a step. His prose is as genial and bland, if comparison to his earlier work is any indication, as it ever was. But there’s a softness to his memories of people, perhaps because it was all so long ago. This is the sort of memoir that insists someone was funny, or erudite, or charismatic, while rarely providing the crucial details.

Epstein aw-shucks his way into “Never Say You’ve Had a Lucky Life” — pretending to be self-effacing while not being so in the least is one of his salient qualities as a writer — by warning readers, “I may not have had a sufficiently interesting life to merit an autobiography.” This is because he “did little, saw nothing notably historic, and endured not much out of the ordinary of anguish or trouble or exaltation.” Quickly, however, he concludes that his life is indeed worth relating, in part because “over the years I have acquired the literary skill to recount that life well.”

Here he is wrong in both directions. His story is interesting enough to warrant this memoir. His personal life has taken complicated turns. And as the longtime editor of the quarterly magazine The American Scholar, and a notably literate conservative culture warrior, he’s been in the thick of things.

He does lack the skill to tell his own story, though, if by “skill” we mean not well-scrubbed Strunk and White sentences but close and penetrating observation. Epstein favors tasseled loafers and bow ties, and most of his sentences read as if they were written by a sentient tasseled loafer and edited by a sentient bow tie.

He grew up in Chicago, where his father manufactured costume jewelry. The young Epstein was popular and, in high school, lettered in tennis. His title refers to being lucky, and a big part of that luck, in his estimation, was to grow up back when kids could be kids, before “the therapeutic culture” took over.

This complaint sets the tone of the book. His own story is set next to a rolling series of cultural grievances. He’s against casual dress, the prohibition of the word “Negro,” grade inflation, the Beat Generation, most of what occurred during the 1960s, standards slipping everywhere, de-Westernizing college curriculums, D.E.I. programs, you name it. His politics aren’t the problem. We can argue about those. American culture needs more well-read conservatives. The problem is that in his search for teachable moments, his memoir acquires the cardboard tone of a middling opinion column.

His youth was not all tennis lessons and root beer floats. He and his friends regularly visited brothels because, he writes, sex was not as easy to come by in the 1950s. He was kicked out of the University of Illinois Urbana-Champaign for his role in the selling of a stolen accounting exam to other students.

He was lucky to find a place at the University of Chicago, a place of high seriousness. The school changed him. He began to reassess his values. He began to read writers like Irving Howe, Sidney Hook, Midge Decter and Norman Podhoretz, and felt his politics pull to the right.

After college, he was drafted into the Army and ended up in Little Rock, Ark., where he met his first wife. At the time, she was a waitress at a bar and restaurant called the Gar Hole. Here Epstein’s memoir briefly threatens to acquire genuine weight.

She had lost custody of her two sons after a divorce. Together they got them back, and she and Epstein had two sons of their own. After their divorce, Epstein took all four of the boys. This is grist for an entire memoir, but Epstein passes over it quickly. One never gets much of a sense of what his boys were like, or what it was like to raise them. He later tells us that he has all but lost touch with his stepsons and has not seen them for decades.

He worked for the magazine The New Leader and the Encyclopaedia Britannica before becoming the editor of The American Scholar in 1975. It was a position he would hold for 22 years. He also taught at Northwestern University for nearly three decades.

At The American Scholar he began to write a long personal essay in each issue, under the pseudonym Aristides. He wrote 92 of these, on topics such as smoking and envy and reading and height. Most ran to 6,500 words, or about 4,000 words longer than they should have been.

Many magazine editors like to write every so often, to keep a hand in. But there is something unseemly about an editor chewing up acres of space in his own publication on a regular basis. Editorially, it’s a droit du seigneur imposition.

A selection of these essays, as well as some new ones, can now be found in “Familiarity Breeds Content.” In his introduction to this book, Christopher Buckley overpraises Epstein, leaving the reader no choice but to start mentally pushing back.

Buckley calls Epstein “the most entertaining living essayist in the English language.” (Not while Michael Kinsley, Lorrie Moore, Calvin Trillin, Sloane Crosley and Geoff Dyer, among many others, walk the earth.) He repurposes Martin Amis’s comment about Saul Bellow: “One doesn’t read Saul Bellow. One can only reread him.” To this he adds, “Ditto Epstein.” (Epstein is no Saul Bellow.) Buckley says, “Joe Epstein is incapable of writing a boring sentence.”

Well. How about this one, from an essay about cats?

A cat, I realize, cannot be everyone’s cup of fur.

Or this one, from an essay about sports and other obsessions:

I have been told there are people who wig out on pasta.

Or this one, about … guess:

When I was a boy, it occurs to me now, I always had one or another kind of hat.

Juggling today appears to be undergoing a small renaissance.

If one is looking to save on fuel bills, politics is likely to heat up a room quicker than just about anything else.

In tennis I was most notable for flipping and catching my racket in various snappy routines.

The essays are, by and large, as tweedy and self-satisfied as these lines make them sound. There are no wild hairs in them, no sudden deepenings of tone. Nothing is at stake. We are stranded with him on the putt-putt course.

Epstein fills his essays with quotation after quotation, as ballast. I am a fan of well-deployed, free-range quotations. So many of Epstein’s are musty and reek of Bartlett’s. They are from figures like Lord Chesterfield and Lady Mary Montagu and Sir Herbert Grierson and Tocqueville and Walpole and Carlyle. You can feel the moths escaping from the display case in real time.

To be fair, I circled a few sentences in “Familiarity Breeds Content” happily. I’m with him on his distrust of “fun couples.” He writes, “A cowboy without a hat is suitable only for bartending.” I liked his observation, which he borrowed from someone else, that a career has five stages:

(1) Who is Joseph Epstein? (2) Get me Joseph Epstein. (3) We need someone like Joseph Epstein. (4) What we need is a young Joseph Epstein. (5) Who is Joseph Epstein?

It’s no fun to trip up a writer on what might have been a late-career victory lap. Epstein doesn’t need me to like his work. He’s published more than 30 books, and you can’t do that unless you’ve made a lot of readers happy.

NEVER SAY YOU’VE HAD A LUCKY LIFE : Especially If You’ve Had a Lucky Life | By Joseph Epstein | Free Press | 287 pp. | $29.99

FAMILIARITY BREEDS CONTENT : New and Selected Essays | By Joseph Epstein | Simon & Schuster | 441 pp. | Paperback, $20.99

Dwight Garner has been a book critic for The Times since 2008, and before that was an editor at the Book Review for a decade. More about Dwight Garner

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