Words that describe or modify nouns or pronouns.

Primary function is to provide additional information about quality,

characteristics, or attributes of the nouns they are modifying.
Express various aspects such as size, colour, shape, age, origin,
material, etc.
Can be used in different positions within a sentence.
• Can appear before the noun they modify.
• Can appear after linking verbs like be.
 1. Descriptive adjectives
• Describes the qualities or
characteristics of a noun.
• Provide the details about the
appearance, colour, size, shape and
other physical features or
observable features of the noun.
2. Possessive adjectives
• Indicate possessions or ownerships
• Show that something belongs to
someone or something else.
• Common possessive adjectives are
my, your, his, her, our, or their.
5. Comparative adjectives
• Compare 2 things or individuals
• Indicate a higher or lower degree of
a quality when comparing 2 things.

3. Quantitative adjectives
• Indicate the quantity or amount
of something.
• Answer the questions such as
“How many” or “How much”.
4. Proper adjectives
• Derived from proper nouns
• Describe a characteristic or
attribute associated with a
specific proper noun, which can
be a person, place, or thing.

6. Superlative adjectives
• Compare 3 things or individuals
• Indicate the highest degree of a
quality when comparing 3 things.
7. Participial adjectives
• Derived from verbs and described
the condition or quality of a noun.
• Formed by adding ‘-ed’ or ‘-ing’ to
the base form of a verb
8. Compound adjectives
• Combining 2 or more words to
describe a noun.
• They work together as a single unit
to modify the noun.
9. Coordinate adjectives
• Should be separated by a comma.
• They modify the same nouns in a
sentence to the same degree.
10. Adjectival phrases
• Group of words that functions as an
adjective to modify or describe a noun
in a sentence.
• Adds more information or detail about
the noun or pronoun.
• Adjectival phrases can consist of
different elements, such as adjectives,
adverbs or other modifiers.
• Adjectives preceded by ‘adverbs’ as
modifiers considered to be ‘adjectival
phrase’
NOT always end with -ly
 A word or a phrase that modifies or adds information to a verb, an
adjective, another adverb, or a whole adverb.
Typically, express manner, place, time, frequency, degree, or cause.
Provide details on how an action is performed, where it takes place,
when it occurs, how often it happens, to what extent or why it
happens.
Can be single words, such as “quickly”, “here” or a phrase such as
“at home”, “due to the weather”.
What are
adverbs?

1. Adverbs of manner
• Describe how an action is
performed or the manner in
which something happens.
• Examples: beautifully, slowly
Baby, here
are the type
of adverbs!
2. Adverbs of place
• Indicates where an action
takes place or the location of
something like here, there,
everywhere, outside, inside.

3. Adverbs of time
• Describe when, how long, or how often an
action happens.
• When an action occurs, such as soon.
• How long an action lasts, such as all day
• How often an action happens, such as
sometimes.

4. Adverbs of degree
• Indicate the intensity, extent,
or level of an action or a
quality
• Examples: very, quite,
extremely
Baby, here
are the type
5. Adverbs of certainty of adverbs!
• Express the degree of
certainty or doubt about a
situation or statement.
• Examples: certainly, maybe,
definitely

6. Conjunctive adverbs
• Connect ideas, clauses or
sentences together.
• Examples: hence, however
• A distinct part of speech that serves as connectives.
• Join words, phrases, or clauses together to demonstrate relationships
between them.
• Connectives: any words that linked ideas.
• Conjunctions: a limited group under connectives.
F FOR Go Fanboys!
Go co-
ordinating
conjunctions!
A AND

N NOR

B BUT

O OR

Y YET

S SO
 FOR
To show cause or give AND NOR BUT
reason To add or combine To exclude both items To contrast or show an
exception

OR YET
SO
To introduce To contradict and
To show the results or
alternatives present an unexpected
consequences
outcome
 BOTH…AND EITHER…OR NEITHER…NOR
SUCH…THAT
To emphasize To present a To express the
To introduce a
the inclusion choice negotiation
result or
or combination between 2 between 2
consequence.
of 2 elements options options.

Go co-relative
JUST AS…SO conjunctions!
NOT ONLY…BUT
ALSO WHETHER…OR To draw a
To emphasize 2 To present parallel or
actions or alternatives or comparison
elements in responsibilities between 2
parallel elements
 Although Because If Since When

After Before Unless Whereas

Go
subordinating
conjunctions
Until While

Introduce dependent clauses and serve to show the relationship

between the main clause and the dependent clause
“DESPITE” and “IN SPITE OF” are connectives, not conjunctions.
Sentence Length & Structure
 Sentence length refers to the number of words or phrases contained
within a sentence.
It plays a crucial role in shaping the overall writing style and impact of a piece.
Influence the rhythm, flow and emphasis within a text
Allow writers to show specific emotions, highlight key ideas, or engage
readers attention
Sentence structure refers to the arrangement of words and phrases
within a sentence.
Help in determining the organization and relationship of its various elements.
 1. Short sentence techniques
• Sentences within fewer words and
convey information concisely.
• Effect: Create a sense of urgency,
emphasize a point, or fasten the pace
of a narrative.
2. One word sentence techniques
• Sentences that consist of a single word
• Effect: Create a dramatic effect,
emphasize a point, or convey an idea in
a concise and direct manner.

4. Elision techniques
3. Repetition techniques
• Omission of a sound, word or syllable in a word.
• Use of the same word or phrase multiple
• Effect: Create a sense of informality or
times in a sentence or a paragraph Sentence
emphasize a specific sound or word, engages
• Effect: To create emphasis, reinforce a length
the reader, makes the text chatty and closer to
point, link between the paragraphs, or
the writer.
create a rhythmic effects.

5. Delaying the information through using pronouns techniques

• Intentionally withholding information from the reader or
audience to create suspense and keep them engaged.
• Effect: Build tension and anticipation, arouse the reader’s
curiosity and keep them engaged.
 1. Simple sentence (independent clause)
• Contains a subject and a verb.
• Expresses a complete thought
3. Complex sentence
• Contains an independent clause and
one or more dependent clause.
• Characterized by using sub-coordinating
conjunctions
• Two ways to form complex sentence:
• By using a subordinate
conjunctions.
• By using a relative pronoun
2. Compound sentence
• Contains 2 or more simple sentences (main
clauses/ independent clause)
• Linked together by a coordinating conjunction, a
semi-colon or a conjunctive adverb
• Can be linked by using:
• Coordinating conjunctions
• Semi-colon
• Conjunctive adverbs
Sentence
Structure
Figurative Language
• Refers to creative and imaginative language techniques used to
enhance the meaning and impact of a written or spoken expression.
• Involve the use of word or phrases in a non-literal or unconventional
way, deviating from the ordinary or straightforward usage of
language.
• Going deep into the implicit meaning rather than the explicit one.
• Adds depth, vividness, and emphasis to communication by creating
imagery, making comparisons, conveying emotions, or highlighting
certain aspects of a subject.
• Encompasses a wide range of literary device.
• To engage with audience by evoking emotions and convey complex
ideas in a memorable and capitative manner.
Figurative language are cool!
 Imageries

• Aim at addressing the reader’s 5 senses to help them visualize the scene.
• Categories of imageries:
• Visual Imageries  Addressed the reader’s sense of sight.
• Aural Imageries  Addressed the reader’s sense of hearing.
• Tactile Imageries  Addressed the reader’s sense of touch.
• Olfactory Imageries  Addressed the reader’s sense of smell.
• Gustatory Imageries  Addressed the reader’s sense of taste.
• Kinesthetic Imageries  Addressed the reader’s sense of movement and
physical sensations.
• Organic Imageries  Addressed the reader’s internal bodily sensations
and emotions.

Similes
• Comparison using “likes” or “as” to draw similarities between 2 different
things.
• Similes create vivid imagery and make descriptions more engaging and
relatable.
 Metaphors
• Direct comparisons that do not use “like” or “as”, implying a resemblance
between 2 unrelated things.
• Metaphors create deeper connections, evoke emotions, and convey abstract
ideas in a more tangible way.

Personification
• Attributes human qualities to non-human entitles or non-aminate objects.
• Personification breathes life into the descriptions, making them more
engaging and imaginative.

Hyperbole
• Involves exaggeration for emphasis and dramatic effect.
• Hyperbole adds humour, intensifies emotions, and creates a memorable
impact on the reader.
 Irony

• Irony is when the intended meaning is different from the literal or surface meaning.
• Categories of irony:
• Verbal Irony
• Occurs when someone saying something that is the opposite of what they really mean.
• Involves using words to convey a meaning that is different or opposite of the literal
interpretation.
• Often used for humour, or sarcasm to create a dramatic effect
• Situational Irony
• When there is a contrast between what is expected to happen and what actually
happens.
• Occurs when the outcome of a situation is the opposite what is anticipated or logically
expected.
• Often surprises the reader and can create a sense of irony or humour
• Dramatic Irony
• When the audience or reader knows something that the characters in the story do not.
• Involves a gap in knowledge between the characters or audience, leading to discrepancy
between what the characters believe and what the audience knows to be true.
• Create tension, suspense, or add depth to a narrative.
 Idioms
• Expressions that have a figurative meaning different from their literal
expressions.
• Often reflect cultural or contextual understanding

Proverbs

• Short, traditional saying that offer advice, wisdom or general truths about life.
• Folk pieces of advices expressed through brief sentences.
• Can have a figurative or literal meaning.
• Encapsulate cultural values, provide guidance, and convey shared knowledges
and experiences.

Onomatopoeia
• Uses words that imitates sound.
• Onomatopoeia adds sensory details, making the writing more vivid and
immersive.
 Alliterations
• Repetition of consonant sounds at the beginning of closely connected words.
• Alliterations create rhythms, adds musicality to the language, and make the
phrases more memorable.

Assonances
• Repetition of vowel sounds in closely connected words.
• Assonances adds a melodic quality to the language, creates internal rhyme,
and enhances the overall sound of writing.

Consonances
• Repetition of consonant sounds within or at the end of words in a phrase or
sentence.
• Consonances adds a musical quality to the language and creates a sense of
harmony.

Determine by the sound of the repeated letters not by the letters themselves.
 Sibilance
• A specific type of consonance that involves the repetition of “s”, “z”, “sh”
sounds (hissing sounds).
• Sibilance create a hissing or whispering effect, often used to evoke a particular
mood or atmosphere

Rhyme
• Repetition of similar or identical sounds at the end of words, often used in
poetry and songs.
• Rhyme adds musicality, rhythm, and structure to the writing.

Determine by the sound of the repeated letters not by the letters themselves.
 Oxymoron
• A combination of contradictory terms for a dramatic or ironic effect
• Oxymoron creates tension, emphasizes contrasts and challenges conventional
thinking.

Repetition
• Repetition makes something stand out, creates a rhythm, or make it
memorable.
• By repeating certain things, it helps to make an idea stronger, bring out strong
feelings, or make the message more powerful.

Triplets (Rule of 3)

• Involves using 3 parallel words, phrases, clauses together in a sentence or a

series of sentence.
• Triplets can make writing more engaging, memorable, and persuasive.
• Triplets can creates a sense of harmony and rhythm that can captivate the
reader’s attention and make the message more impactful.
Fundamental part of speech I am learning
Words used to identify people, places, things, or abstract concepts. about nouns
today!
Serve as the names of objects, individuals, ideas or qualities.
Function as subjects or objects in sentences.
 Common Nouns Proper Nouns Collective Nouns
• Any group of people, places, • A particular person, place, thing, • Refer to a group of people or
things, or ideas or idea things that is described as a unit.
• Not capitalized • Capitalized

Concrete Nouns Abstract Nouns

• A person, place, or things that can • An idea, a feeling, a quality, or a Baby, here
be perceived by one or more of characteristic. are the type
the 5 senses. of nouns!

Countable Nouns Countable Nouns

• Nouns that can be counted • Nouns that can’t be counted
• Have a plural form • No plural form
• Can use a/an/many/few before • Can’t use a/an/many/few before them
them • Can use much/a little before them
Words that replace nouns in sentences.
Use to avoid repetitions or to make a sentence less complicated
Make communication more concise and efficient.
 Personal pronouns
• Used to refer to specific people or things
• 2 main types:
• Subject pronouns
• Used as the subject of the sentence.
• Includes I, You, He, She, They, We, It.
• Object pronouns
• Used as the object of a verb or a preposition.
• Used to refer to things that receives the actions of the verb or follows the preposition.
• Includes Me, You, Him, Her, It, Us, Them.

Reflexive pronouns
• Used when the subject and the object of the sentence are the same.
• Can be used to emphasize and in this case they’re called ‘intensive pronouns’.
• Include “I and myself”, ”you and yourself”, “him and himself”, “her and herself”, ”it and itself”, “we and ourselves”,
“they and themselves”

Demonstrative pronouns
• Used to point to specific things or people.
• Include this, that, these, those
 Progressive pronouns
• Used to show ownership or possessions.
• Include mine, yours, his, hers, its, ours, theirs

Interrogative pronouns
• Used to ask questions
• Include Who, Whom, What, Which, Whose, Where, When, etc.

Relative pronouns
• Used to connect one clause to another.
• Include Who, Whom, That, Which, Whose
 A word or a phrase that typically express an action, condition, or
experience.
 Action Verbs State Verbs Linking Verbs
• Describe physical or • Describe a condition • Connect the subject of a
mental actions. rather than an sentence with a noun,
action. pronoun, adjective, that
describes or renames it.

Main Verbs Helping Verbs Transitive Verbs

• Carry the primary • Work with the main verb • Require a direct
meaning in a to express tense, mood, object to complete
sentence. voice or emphasis. their meaning.
• Modal verbs included

Intransitive Verbs Modal Verbs

• Don’t require a • Part of Helping verbs
direct object to • Expresses the speaker’s attitude, possibility, necessity, ability,
complete their permission, or prediction regarding the action described by
meaning. the main verb.
• . • Can, could, may, might, must, shall, should, will, would,
ought to, need to, have to.
Colons Semi-colons Commas Dash Hyphen
: ; , — -

Ellipsis Brackets Quotation marks Exclamation mark

… () “” ‘’ !

I’m dreaming of a punctuation land….

 • Often used in writing to introduce or emphasize information.
• Provide a useful tool for organizing ideas, signalling a forthcoming
list, elaborating on a statement, or indicating a direct quotation.
• Guide readers and help create clarity and structure within a
sentence or a paragraph.
• Usage:
Colons To introduce a list
To introduce a quotation
To add extra information
To separate hours and minutes in time
To introduce a subtitle, or a description that follows a title.
• Effects:
Emphasize the relationship between two ideas
Clarify or elaborate on previous information
Add variety to sentence structure
Create a formal tone
 • To indicate a short pause in a sentence.
• One of the most commonly used punctuation marks in writing.
• Help clarify the meaning and structure in a sentence.
• Deliver a formal, calm explanatory tone.
• Use:
Listing or separate simple items in a list
Before coordinating conjuctions
To separate introductory elements
To separate additional information
Comma To separate coordinate adjectives
To introduce direct quotations and separate them from the rest of
the sentence
To separate a dependent clause from an independent one in a
complex sentence
To separate the day from the month, and the date from the year.
Before and after an appositive
To set off a vocative
• Effects:
Emphasizing a word or a phrase
Creating a pause
Showing contrast
Building suspense
 Come in 2 forms: “en dashes” and “em dashes”
Make narration more chatty
Less formal and more intense thought
Make the information more remarkable.
Usage:
• To set off parenthetical information
• To indicate a break or interruption
• To create emphasis (em dash)
• To indicate a range (en dash)
• To add a list after a sentence, as a kind of details (em dash)
Dashes • To indicate an incomplete thought (em dash)
Effects:
• Emphasis
• Interruption
• Intensity
• Contrast
• To create a dramatic pause that can indicate:
• A momentary pause in a sentence or a passage, building
suspense and anticipation before a climax.
• An abrupt swift in a sentence or a passage, undercutting
expectations, and creating an anti-climax
• An aside thought, allowing a character to reveal their innermost
feelings or thoughts to the reader.
• Pause
 • Small lines written in the middle of a line
• Usage:
• To form compound words before noun
Hyphens
• To join prefixes to word
• To show word breaks
 • To indicate trailing off or omission of words or ideas
• Usage:
To indicate the omission of words, phrases, or entire sentences
in a text, implying there is more to be said without going into
details
To indicate a pause/ hesitation/ confusion in speech
To show interruption
To indicate a change of thought
• Effects:
Ellipsis Suspense
Emphasis
Fragmentation
Ambiguity
Create dramatic effect
 • To set apart specific elements within a text
• Formal, create the impression of an aside thought and involve the
reader a bit more.
• Usage:
Parenthetical expression
Clarification and Expansion
Corrections and Clarifications
Explanatory Insertions
To indicate an abbreviation
Brackets
• Effects:
Suspense
Emphasis
Fragmentation
Ambiguity
Create dramatic effect
 • Usage:
 Direct Speech
Quotation  Quotations
Marks  Titles
 Irony or sarcasm
 Emphasis
 To indicate that the word is being used figuratively

• To convey strong emotions, surprise, excitement, or emphasis in writing.

• Usage:
Exclamation  To express strong emotion
Marks  Interjections
 Commands
 To express strong emphasis
 Sarcasm or irony
 To indicate a stronger separation between 2 closely related
independent clauses than a comma would provide.
Formal, create the impression of an aside thought and involve the
reader a bit more.
Usage:
¤ Connect closely related independent clauses
¤ Separate items in a list
¤ Before conjuctive adverbs to join 2 closely related clauses
Semi- ¤ Explanatory Insertions
¤ To indicate an abbreviation
colons
Effects:
¤ Emphasize the relationship between 2 ideas
¤ Clarifies complex list
¤ Adds variety to sentence structure
¤ Enhances the flow of writing
¤ Create a sense of suspense
¤ Conveying a sense of importance