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The 8 Parts of Speech | Chart, Definition & Examples

A part of speech (also called a word class ) is a category that describes the role a word plays in a sentence. Understanding the different parts of speech can help you analyze how words function in a sentence and improve your writing.

The parts of speech are classified differently in different grammars, but most traditional grammars list eight parts of speech in English: nouns , pronouns , verbs , adjectives , adverbs , prepositions , conjunctions , and interjections . Some modern grammars add others, such as determiners and articles .

Many words can function as different parts of speech depending on how they are used. For example, “laugh” can be a noun (e.g., “I like your laugh”) or a verb (e.g., “don’t laugh”).

Table of contents

• Prepositions
• Conjunctions
• Interjections

Other parts of speech

Interesting language articles, frequently asked questions.

A noun is a word that refers to a person, concept, place, or thing. Nouns can act as the subject of a sentence (i.e., the person or thing performing the action) or as the object of a verb (i.e., the person or thing affected by the action).

There are numerous types of nouns, including common nouns (used to refer to nonspecific people, concepts, places, or things), proper nouns (used to refer to specific people, concepts, places, or things), and collective nouns (used to refer to a group of people or things).

Ella lives in France .

Other types of nouns include countable and uncountable nouns , concrete nouns , abstract nouns , and gerunds .

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A pronoun is a word used in place of a noun. Pronouns typically refer back to an antecedent (a previously mentioned noun) and must demonstrate correct pronoun-antecedent agreement . Like nouns, pronouns can refer to people, places, concepts, and things.

There are numerous types of pronouns, including personal pronouns (used in place of the proper name of a person), demonstrative pronouns (used to refer to specific things and indicate their relative position), and interrogative pronouns (used to introduce questions about things, people, and ownership).

That is a horrible painting!

A verb is a word that describes an action (e.g., “jump”), occurrence (e.g., “become”), or state of being (e.g., “exist”). Verbs indicate what the subject of a sentence is doing. Every complete sentence must contain at least one verb.

Verbs can change form depending on subject (e.g., first person singular), tense (e.g., simple past), mood (e.g., interrogative), and voice (e.g., passive voice ).

Regular verbs are verbs whose simple past and past participle are formed by adding“-ed” to the end of the word (or “-d” if the word already ends in “e”). Irregular verbs are verbs whose simple past and past participles are formed in some other way.

“I’ve already checked twice.”

“I heard that you used to sing .”

Other types of verbs include auxiliary verbs , linking verbs , modal verbs , and phrasal verbs .

An adjective is a word that describes a noun or pronoun. Adjectives can be attributive , appearing before a noun (e.g., “a red hat”), or predicative , appearing after a noun with the use of a linking verb like “to be” (e.g., “the hat is red ”).

Adjectives can also have a comparative function. Comparative adjectives compare two or more things. Superlative adjectives describe something as having the most or least of a specific characteristic.

Other types of adjectives include coordinate adjectives , participial adjectives , and denominal adjectives .

An adverb is a word that can modify a verb, adjective, adverb, or sentence. Adverbs are often formed by adding “-ly” to the end of an adjective (e.g., “slow” becomes “slowly”), although not all adverbs have this ending, and not all words with this ending are adverbs.

There are numerous types of adverbs, including adverbs of manner (used to describe how something occurs), adverbs of degree (used to indicate extent or degree), and adverbs of place (used to describe the location of an action or event).

Talia writes quite quickly.

Other types of adverbs include adverbs of frequency , adverbs of purpose , focusing adverbs , and adverbial phrases .

A preposition is a word (e.g., “at”) or phrase (e.g., “on top of”) used to show the relationship between the different parts of a sentence. Prepositions can be used to indicate aspects such as time , place , and direction .

I left the cup on the kitchen counter.

A conjunction is a word used to connect different parts of a sentence (e.g., words, phrases, or clauses).

The main types of conjunctions are coordinating conjunctions (used to connect items that are grammatically equal), subordinating conjunctions (used to introduce a dependent clause), and correlative conjunctions (used in pairs to join grammatically equal parts of a sentence).

You can choose what movie we watch because I chose the last time.

An interjection is a word or phrase used to express a feeling, give a command, or greet someone. Interjections are a grammatically independent part of speech, so they can often be excluded from a sentence without affecting the meaning.

Types of interjections include volitive interjections (used to make a demand or request), emotive interjections (used to express a feeling or reaction), cognitive interjections (used to indicate thoughts), and greetings and parting words (used at the beginning and end of a conversation).

Ouch ! I hurt my arm.

I’m, um , not sure.

The traditional classification of English words into eight parts of speech is by no means the only one or the objective truth. Grammarians have often divided them into more or fewer classes. Other commonly mentioned parts of speech include determiners and articles.

• Determiners

A determiner is a word that describes a noun by indicating quantity, possession, or relative position.

Common types of determiners include demonstrative determiners (used to indicate the relative position of a noun), possessive determiners (used to describe ownership), and quantifiers (used to indicate the quantity of a noun).

My brother is selling his old car.

Other types of determiners include distributive determiners , determiners of difference , and numbers .

An article is a word that modifies a noun by indicating whether it is specific or general.

• The definite article the is used to refer to a specific version of a noun. The can be used with all countable and uncountable nouns (e.g., “the door,” “the energy,” “the mountains”).
• The indefinite articles a and an refer to general or unspecific nouns. The indefinite articles can only be used with singular countable nouns (e.g., “a poster,” “an engine”).

There’s a concert this weekend.

If you want to know more about nouns , pronouns , verbs , and other parts of speech, make sure to check out some of our language articles with explanations and examples.

Nouns & pronouns

• Common nouns
• Proper nouns
• Collective nouns
• Personal pronouns
• Uncountable and countable nouns
• Verb tenses
• Phrasal verbs
• Types of verbs
• Active vs passive voice
• Subject-verb agreement

A is an indefinite article (along with an ). While articles can be classed as their own part of speech, they’re also considered a type of determiner .

The indefinite articles are used to introduce nonspecific countable nouns (e.g., “a dog,” “an island”).

In is primarily classed as a preposition, but it can be classed as various other parts of speech, depending on how it is used:

• Preposition (e.g., “ in the field”)
• Noun (e.g., “I have an in with that company”)
• Adjective (e.g., “Tim is part of the in crowd”)
• Adverb (e.g., “Will you be in this evening?”)

As a part of speech, and is classed as a conjunction . Specifically, it’s a coordinating conjunction .

And can be used to connect grammatically equal parts of a sentence, such as two nouns (e.g., “a cup and plate”), or two adjectives (e.g., “strong and smart”). And can also be used to connect phrases and clauses.

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Parts of Speech

What are the parts of speech, a formal definition.

Table of Contents

The Part of Speech Is Determined by the Word's Function

Are there 8 or 9 parts of speech, the nine parts of speech, (1) adjective, (3) conjunction, (4) determiner, (5) interjection, (7) preposition, (8) pronoun, why the parts of speech are important, video lesson.

• You need to dig a well . (noun)
• You look well . (adjective)
• You dance well . (adverb)
• Well , I agree. (interjection)
• My eyes will well up. (verb)
• red, happy, enormous
• Ask the boy in the red jumper.
• I live in a happy place.
• I caught a fish this morning! I mean an enormous one.
• happily, loosely, often
• They skipped happily to the counter.
• Tie the knot loosely so they can escape.
• I often walk to work.
• It is an intriguingly magic setting.
• He plays the piano extremely well.
• and, or, but
• it is a large and important city.
• Shall we run to the hills or hide in the bushes?
• I know you are lying, but I cannot prove it.
• my, those, two, many
• My dog is fine with those cats.
• There are two dogs but many cats.
• ouch, oops, eek
• Ouch , that hurt.
• Oops , it's broken.
• Eek! A mouse just ran past my foot!
• leader, town, apple
• Take me to your leader .
• I will see you in town later.
• An apple fell on his head .
• in, near, on, with
• Sarah is hiding in the box.
• I live near the train station.
• Put your hands on your head.
• She yelled with enthusiasm.
• she, we, they, that
• Joanne is smart. She is also funny.
• Our team has studied the evidence. We know the truth.
• Jack and Jill went up the hill, but they never returned.
• That is clever!
• work, be, write, exist
• Tony works down the pit now. He was unemployed.
• I will write a song for you.
• I think aliens exist .

Are you a visual learner? Do you prefer video to text? Here is a list of all our grammar videos .

Video for Each Part of Speech

The Most Important Writing Issues

The top issue related to adjectives.

The Top Issue Related to Adverbs

• Extremely annoyed, she stared menacingly at her rival.
• Infuriated, she glared at her rival.

The Top Issue Related to Conjunctions

• Burger, Fries, and a shake
• Fish, chips and peas

The Top Issue Related to Determiners

The Top Issue Related to Interjections

The top issue related to nouns, the top issue related to prepositions, the top issue related to pronouns, the top issue related to verbs.

• Crack the parts of speech to help with learning a foreign language or to take your writing to the next level.

This page was written by Craig Shrives .

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What is a Part of Speech?

A part of speech is one of the nine types of English words : VERB, NOUN, ADJECTIVE, ADVERB, PRONOUN, PREPOSITION, DETERMINER, CONJUNCTION, INTERJECTION

There are thousands of words but they don't all have the same job. For example:

• some words express action
• other words express things
• other words join one word to another word

And when we want to build a sentence, we use the different types of word .

Each type of word has its own job.

There are 9 basic types of word , and they are called " parts of speech ".

The most important parts of speech are the BIG FOUR, and the verb is the king of these. Here they are, each with an example and its basic "job":

• verb ( deliver - expresses action)
• noun ( computer - expresses a thing)
• adjective ( yellow - tells us more about a noun)
• adverb ( quickly - tells us more about a verb)

The other parts of speech are mostly small words:

• pronoun ( it - replaces a noun)
• preposition ( on - links a noun to another word)
• determiner ( the - limits a noun)
• conjunction ( and - joins words)
• interjection ( ouch ! - expresses feeling)

The 9 Parts of Speech: Definitions and Examples

• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

A part of speech is a term used in traditional grammar for one of the nine main categories into which words are classified according to their functions in sentences, such as nouns or verbs. Also known as word classes, these are the building blocks of grammar.

Every sentence you write or speak in English includes words that fall into some of the nine parts of speech. These include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, articles/determiners, and interjections. (Some sources include only eight parts of speech and leave interjections in their own category.)

Parts of Speech

• Word types can be divided into nine parts of speech:
• prepositions
• conjunctions
• articles/determiners
• interjections
• Some words can be considered more than one part of speech, depending on context and usage.
• Interjections can form complete sentences on their own.

Learning the names of the parts of speech probably won't make you witty, healthy, wealthy, or wise. In fact, learning just the names of the parts of speech won't even make you a better writer. However, you will gain a basic understanding of sentence structure  and the  English language by familiarizing yourself with these labels.

Open and Closed Word Classes

The parts of speech are commonly divided into  open classes  (nouns, verbs, adjectives, and adverbs) and  closed classes  (pronouns, prepositions, conjunctions, articles/determiners, and interjections). Open classes can be altered and added to as language develops, and closed classes are pretty much set in stone. For example, new nouns are created every day, but conjunctions never change.

In contemporary linguistics , parts of speech are generally referred to as word classes or syntactic categories. The main difference is that word classes are classified according to more strict linguistic criteria. Within word classes, there is the lexical, or open class, and the function, or closed class.

The 9 Parts of Speech

Read about each part of speech below, and practice identifying each.

Nouns are a person, place, thing, or idea. They can take on a myriad of roles in a sentence, from the subject of it all to the object of an action. They are capitalized when they're the official name of something or someone, and they're called proper nouns in these cases. Examples: pirate, Caribbean, ship, freedom, Captain Jack Sparrow.

Pronouns stand in for nouns in a sentence . They are more generic versions of nouns that refer only to people. Examples:​  I, you, he, she, it, ours, them, who, which, anybody, ourselves.

Verbs are action words that tell what happens in a sentence. They can also show a sentence subject's state of being ( is , was ). Verbs change form based on tense (present, past) and count distinction (singular or plural). Examples:  sing, dance, believes, seemed, finish, eat, drink, be, became.

Adjectives describe nouns and pronouns. They specify which one, how much, what kind, and more. Adjectives allow readers and listeners to use their senses to imagine something more clearly. Examples:  hot, lazy, funny, unique, bright, beautiful, poor, smooth.

Adverbs describe verbs, adjectives, and even other adverbs. They specify when, where, how, and why something happened and to what extent or how often. Many adjectives can be turned into adjectives by adding the suffix - ly . Examples:  softly, quickly, lazily, often, only, hopefully, sometimes.

Preposition

Prepositions  show spatial, temporal, and role relations between a noun or pronoun and the other words in a sentence. They come at the start of a prepositional phrase , which contains a preposition and its object. Examples:  up, over, against, by, for, into, close to, out of, apart from.

Conjunction

Conjunctions join words, phrases, and clauses in a sentence. There are coordinating, subordinating, and correlative conjunctions. Examples:  and, but, or, so, yet.

Articles and Determiners

Articles and determiners function like adjectives by modifying nouns, but they are different than adjectives in that they are necessary for a sentence to have proper syntax. Articles and determiners specify and identify nouns, and there are indefinite and definite articles. Examples of articles:  a, an, the ; examples of determiners:  these, that, those, enough, much, few, which, what.

Some traditional grammars have treated articles  as a distinct part of speech. Modern grammars, however, more often include articles in the category of determiners , which identify or quantify a noun. Even though they modify nouns like adjectives, articles are different in that they are essential to the proper syntax of a sentence, just as determiners are necessary to convey the meaning of a sentence, while adjectives are optional.

Interjection

Interjections are expressions that can stand on their own or be contained within sentences. These words and phrases often carry strong emotions and convey reactions. Examples:  ah, whoops, ouch, yabba dabba do!

How to Determine the Part of Speech

Only interjections ( Hooray! ) have a habit of standing alone; every other part of speech must be contained within a sentence and some are even required in sentences (nouns and verbs). Other parts of speech come in many varieties and may appear just about anywhere in a sentence.

To know for sure what part of speech a word falls into, look not only at the word itself but also at its meaning, position, and use in a sentence.

For example, in the first sentence below,  work  functions as a noun; in the second sentence, a verb; and in the third sentence, an adjective:

• Bosco showed up for  work  two hours late.
• The noun  work  is the thing Bosco shows up for.
• He will have to  work  until midnight.
• The verb  work  is the action he must perform.
• His  work  permit expires next month.
• The  attributive noun  (or converted adjective) work  modifies the noun  permit .

Learning the names and uses of the basic parts of speech is just one way to understand how sentences are constructed.

Dissecting Basic Sentences

To form a basic complete sentence, you only need two elements: a noun (or pronoun standing in for a noun) and a verb. The noun acts as a subject, and the verb, by telling what action the subject is taking, acts as the predicate. 

In the short sentence above,  birds  is the noun and  fly  is the verb. The sentence makes sense and gets the point across.

You can have a sentence with just one word without breaking any sentence formation rules. The short sentence below is complete because it's a verb command with an understood "you" noun.

Here, the pronoun, standing in for a noun, is implied and acts as the subject. The sentence is really saying, "(You) go!"

Constructing More Complex Sentences

Use more parts of speech to add additional information about what's happening in a sentence to make it more complex. Take the first sentence from above, for example, and incorporate more information about how and why birds fly.

• Birds fly when migrating before winter.

Birds and fly remain the noun and the verb, but now there is more description. 

When  is an adverb that modifies the verb fly.  The word before  is a little tricky because it can be either a conjunction, preposition, or adverb depending on the context. In this case, it's a preposition because it's followed by a noun. This preposition begins an adverbial phrase of time ( before winter ) that answers the question of when the birds migrate . Before is not a conjunction because it does not connect two clauses.

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Parts of Speech: A Guide to Learning English Grammar

By: Author English Study Online

Posted on Last updated: December 27, 2023

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In this page, we will break down each part of speech and provide examples to help you understand their usage. We will also discuss how to identify the different parts of speech in a sentence and provide tips on how to use them correctly. Whether you are a beginner or an advanced English learner, this article will provide valuable insights into the parts of speech and improve your language skills. Let’s get started!

Table of Contents

Overview of Parts of Speech

In this section, we will provide a brief overview of the eight parts of speech in English. Understanding the parts of speech is essential for anyone learning the English language, as it enables them to construct meaningful sentences and communicate effectively.

The eight parts of speech are:

Prepositions

Conjunctions, interjections.

Each part of speech has a specific function in a sentence. For example, nouns are used to name people, places, things, or ideas, while verbs are used to describe an action or state of being. Adjectives are used to describe nouns, while adverbs are used to describe verbs, adjectives, or other adverbs.

Pronouns are used to replace nouns in a sentence, while prepositions are used to indicate the relationship between a noun or pronoun and other words in a sentence. Conjunctions are used to connect words, phrases, or clauses, while interjections are used to express emotions or feelings.

Nouns are words that represent people, places, things, or ideas. They are one of the most important parts of speech in English and are used in nearly every sentence. In this section, we will explore the different types of nouns and their functions.

Common Nouns

Common nouns are general names for people, places, or things. They are not capitalized unless they appear at the beginning of a sentence.

• Examples of common nouns include “book,” “city,” and “teacher.”

Proper Nouns

Proper nouns are specific names for people, places, or things. They are always capitalized.

• Examples of proper nouns include “Harry Potter,” “New York City,” and “Ms. Johnson.”

Abstract Nouns

Abstract nouns are names for ideas, concepts, or emotions. They are intangible and cannot be seen, heard, or touched.

• Examples of abstract nouns include “love,” “happiness,” and “freedom.”

Collective Nouns

Collective nouns are names for groups of people or things. They can be singular or plural, depending on the context.

• Examples of collective nouns include “team,” “family,” and “herd.”

In this section, we will discuss the different types of pronouns used in English grammar. Pronouns are words that replace nouns in a sentence. They help to avoid repetition and make sentences more concise.

Personal Pronouns

Personal pronouns refer to specific people or things. They can be used as the subject or object of a sentence. Here are the personal pronouns in English:

Demonstrative Pronouns

Demonstrative pronouns are used to point to specific people or things. They can be used to indicate distance or location. Here are the demonstrative pronouns in English:

Interrogative Pronouns

Interrogative pronouns are used to ask questions. They are typically used at the beginning of a sentence. Here are the interrogative pronouns in English:

Indefinite Pronouns

Indefinite pronouns refer to non-specific people or things. They can be used as the subject or object of a sentence. Here are the indefinite pronouns in English:

Verbs are one of the most important parts of speech in English. They are used to describe an action, state, or occurrence. In this section, we will cover the three types of verbs: action verbs, linking verbs, and helping verbs.

Action Verbs

Action verbs are used to describe an action that is being performed by the subject of the sentence. They can be used in the present, past, or future tense. Here are a few examples of action verbs:

Linking Verbs

Linking verbs are used to connect the subject of the sentence to a noun, pronoun, or adjective that describes it. They do not show action. Here are a few examples of linking verbs:

Helping Verbs

Helping verbs are used in conjunction with the main verb to express tense, voice, or mood. They do not have a meaning on their own. Here are a few examples of helping verbs:

In conclusion, verbs are an essential part of English grammar. Understanding the different types of verbs and how they are used in a sentence can help you communicate more effectively in both written and spoken English.

In this section, we will discuss adjectives, which are an important part of speech in English. Adjectives are words that describe or modify nouns or pronouns. They provide more information about the noun or pronoun, such as its size, shape, color, or quality.

Descriptive Adjectives

Descriptive adjectives are the most common type of adjectives. They describe the physical or observable characteristics of a noun or pronoun. For example, in the sentence “The red car is fast,” “red” is a descriptive adjective that describes the color of the car, and “fast” is another descriptive adjective that describes its speed.

Here are some examples of descriptive adjectives:

Quantitative Adjectives

Quantitative adjectives are used to describe the quantity or amount of a noun or pronoun. They answer the question “how much” or “how many.” For example, in the sentence “I have two apples,” “two” is a quantitative adjective that describes the number of apples.

Here are some examples of quantitative adjectives:

Demonstrative Adjectives

Demonstrative adjectives are used to point out or indicate a specific noun or pronoun. They answer the question “which one” or “whose.” For example, in the sentence “This book is mine,” “this” is a demonstrative adjective that indicates the specific book that belongs to the speaker.

Here are some examples of demonstrative adjectives:

In conclusion, adjectives are an important part of speech in English. They provide more information about nouns and pronouns, and they help to make our language more descriptive and precise. By understanding the different types of adjectives, we can use them effectively in our speaking and writing.

In this section, we will discuss adverbs, which are words that modify or describe verbs, adjectives, or other adverbs. Adverbs give more information about the action, manner, place, time, frequency, degree, or intensity of a verb.

Adverbs of Manner

Adverbs of manner describe how an action is performed. They answer the question “how?” and usually end in “-ly”, but not always. Here are some examples:

• She sings beautifully.
• He speaks softly.
• They ran quickly.
• The dog barked loudly.

Adverbs of manner can also be formed by adding “-ly” to some adjectives. For example:

• She is a quick learner. (adjective: quick)
• He is a careful driver. (adjective: careful)

Adverbs of Place

Adverbs of place describe where an action takes place. They answer the question “where?” and usually come after the verb or object. Here are some examples:

• She looked everywhere.
• He lives nearby.
• They went outside.
• The cat hid underneath the bed.

Adverbs of Time

Adverbs of time describe when an action takes place. They answer the question “when?” and can come at the beginning, middle, or end of a sentence. Here are some examples:

• She wakes up early every day.
• He arrived yesterday.
• They will leave soon.
• The concert starts tonight.

Adverbs of time can also be used to show the duration of an action. For example:

• She studied for hours.
• He worked all day.
• They talked for a long time.

In this section, we will discuss prepositions and their usage in English. Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. They usually indicate the position or direction of the noun or pronoun in relation to other elements in the sentence.

Prepositions of Time

Prepositions of time are used to indicate when an action took place. They include words such as “at,” “in,” and “on.”

• “At” is used for specific times, such as “at 2 pm” or “at midnight.”
• “In” is used for longer periods of time, such as “in the morning” or “in October.”
• “On” is used for dates, such as “on Monday” or “on July 4th.”

Prepositions of Place

Prepositions of place are used to indicate where something is located. They include words such as “in,” “on,” and “at.”

• “In” is used for enclosed spaces, such as “in the house” or “in the car.”
• “On” is used for surfaces, such as “on the table” or “on the floor.”
• “At” is used for specific locations, such as “at the park” or “at the beach.”

Prepositions of Direction

Prepositions of direction are used to indicate movement. They include words such as “to,” “from,” and “towards.”

• “To” is used to indicate movement towards a specific destination, such as “I am going to the store.”
• “From” is used to indicate movement away from a specific location, such as “I am coming from the park.”
• “Towards” is used to indicate movement in the direction of a specific location, such as “I am walking towards the museum.”

In this section, we will discuss the different types of conjunctions and their functions in English grammar. Conjunctions are words that connect words, phrases, or clauses in a sentence. They are essential in creating complex sentences and conveying relationships between ideas.

Coordinating Conjunctions

Coordinating conjunctions join words, phrases, or clauses that are of equal importance. They are easy to remember using the mnemonic device FANBOYS: for, and, nor, but, or, yet, so. Here are some examples:

• I like pizza and pasta.
• She is neither tall nor short.
• He wanted to go to the beach, but it was raining.

Subordinating Conjunctions

Subordinating conjunctions connect dependent clauses to independent clauses and establish a relationship between them. They are used to show cause and effect, time, condition, and contrast. Some examples of subordinating conjunctions are:

Here are some examples:

• Because it was raining, we stayed inside.
• Although she was tired, she stayed up to finish her work.
• While I was studying, my roommate was watching TV.

Correlative Conjunctions

Correlative conjunctions are pairs of words that work together to connect words, phrases, or clauses. They are used to show a relationship between two elements. Here are some examples:

• both…and
• either…or
• neither…nor
• not only…but also
• Both my sister and I like to read.
• Either you come with us or you stay here.
• Not only was he late, but he also forgot his homework.

In conclusion, conjunctions are important in creating complex sentences and conveying relationships between ideas. By understanding the different types of conjunctions and their functions, you can improve your writing and communication skills.

In English grammar, interjections are words or phrases that express strong emotions or feelings. They are also known as exclamations and are one of the eight parts of speech in English. Interjections are grammatically independent from the words around them, and they can often be removed from a sentence or context without affecting its basic meaning.

Interjections can be used to express a wide range of emotions, including surprise, joy, anger, frustration, and pain. Some common examples of interjections include “ wow ,” “ ouch ,” “ yay ,” “ oh no ,” and “ oops .” They can be used to add emphasis to a sentence or to convey a particular tone or mood.

It is important to note that interjections do not have any grammatical function in a sentence. They are not nouns, verbs, adjectives, or any other part of speech. Instead, they simply stand alone as a way to express emotion.

When using interjections in writing, it is important to consider the context in which they are being used. While they can be a useful tool for adding emphasis or conveying emotion, they can also be overused or misused, which can detract from the overall effectiveness of the writing.

Articles/Determiners

In English grammar, articles and determiners are words that are used with nouns to provide more information about them. They help us to understand the context and meaning of a sentence.

There are three articles in the English language: “ the ,” “ a, ” and “ an. ” “The” is known as the definite article because it refers to a specific noun that has already been mentioned or is known to the reader. For example, “The cat is sleeping on the sofa.” In this sentence, “the” refers to a specific cat that has already been mentioned or is known to the reader.

“A” and “an” are known as indefinite articles because they refer to any member of a group or class of nouns. “A” is used before words that begin with a consonant sound, while “an” is used before words that begin with a vowel sound. For example, “I need a pen” and “She ate an apple.”

Determiners

Determiners are words that come before a noun to provide more information about it. They can include articles, as well as words like “ this ,” “ that ,” “ these ,” and “ those .”

In addition to these, there are other types of determiners such as possessive determiners (e.g. “my,” “your,” “his,” “her,” “its,” “our,” and “their”), demonstrative determiners (e.g. “this,” “that,” “these,” and “those”), and quantifying determiners (e.g. “some,” “any,” “many,” “few,” “several,” etc.).

Determiners can also be used with adjectives to provide more information about a noun. For example, “She ate the delicious apple” and “I saw that beautiful sunset.”

Understanding articles and determiners is crucial for mastering English grammar. By using them correctly, you can convey your thoughts and ideas more clearly and effectively.

Frequently Asked Questions

What are the 8 parts of speech in English?

In English, there are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Each part of speech serves a different function in a sentence and helps to convey meaning.

What are some examples of different parts of speech?

Here are a few examples of different parts of speech:

• Noun: dog, cat, book, table
• Pronoun: he, she, it, they
• Verb: run, jump, sing, dance
• Adjective: happy, sad, tall, short
• Adverb: quickly, slowly, loudly, softly
• Preposition: in, on, at, under
• Conjunction: and, but, or, so
• Interjection: wow, oh, ouch, hooray

What is the difference between a noun and a verb?

A noun is a word that represents a person, place, thing, or idea. A verb is a word that represents an action, occurrence, or state of being. In other words, a noun is a subject or object in a sentence, while a verb is the action or occurrence that takes place.

What are the different types of nouns?

There are several different types of nouns, including:

• Common nouns: refer to general, non-specific people, places, things, or ideas (e.g. dog, city, book)
• Proper nouns: refer to specific people, places, things, or ideas and are always capitalized (e.g. John, Paris, The Great Gatsby )
• Concrete nouns: refer to tangible, physical objects (e.g. table, chair, car)
• Abstract nouns: refer to intangible concepts or ideas (e.g. love, happiness, freedom)
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Parts of Speech: The Ultimate Guide for Students and Teachers

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

What are Parts of Speech ?

Just as a skilled bricklayer must get to grips with the trowel, brick hammer, tape measure, and spirit level, the student-writer must develop a thorough understanding of the tools of their trade too.

In English, words can be categorized according to their common syntactic function in a sentence, i.e. the job they perform.

We call these different categories Parts of Speech . Understanding the various parts of speech and how they work has several compelling benefits for our students.

Without first acquiring a firm grasp of the various parts of speech, students will struggle to fully comprehend how language works. This is essential not only for the development of their reading comprehension but their writing skills too.

Parts of speech are the core building blocks of grammar . To understand how a language works at a sentence and a whole-text level, we must first master parts of speech.

In English, we can identify eight of these individual parts of speech, and these will provide the focus for our Complete Guide to Parts of Speech .

THE EIGHT PARTS OF SPEECH (Click to jump to each section)

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Often the first word a child speaks will be a noun, for example, Mum , Dad , cow , dog , etc.

Nouns are naming words, and, as most school kids can recite, they are the names of people, places, and things . But, what isn’t as widely understood by many of our students is that nouns can be further classified into more specific categories. 

These categories are:

Common Nouns

Proper nouns, concrete nouns, abstract nouns, collective nouns, countable nouns, uncountable nouns.

All nouns can be classified as either common or proper .

Common nouns are the general names of people, places, and things. They are groups or classes on their own, rather than specific types of people, places, or things such as we find in proper nouns.

Common nouns can be further classified as abstract or concrete – more on this shortly!

Some examples of common nouns include:

People: teacher, author, engineer, artist, singer.

Places: country, city, town, house, garden.

Things: language, trophy, magazine, movie, book.

Proper nouns are the specific names for people, places, and things. Unlike common nouns, which are always lowercase, proper nouns are capitalized. This makes them easy to identify in a text.

Where possible, using proper nouns in place of common nouns helps bring precision to a student’s writing.

Some examples of proper nouns include:

People: Mrs Casey, J.K. Rowling, Nikola Tesla, Pablo Picasso, Billie Eilish.

Places: Australia, San Francisco, Llandovery, The White House, Gardens of Versailles.

Things: Bulgarian, The World Cup, Rolling Stone, The Lion King, The Hunger Games.

Nouns Teaching Activity: Common vs Proper Nouns

• Provide students with books suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns.
• Ask students to sort these nouns into two lists according to whether they are common nouns or proper nouns.

As mentioned, all common and proper nouns can be further classified as either concrete or abstract .

A concrete noun is any noun that can be experienced through one of the five senses. In other words, if you can see, smell, hear, taste, or touch it, then it’s a concrete noun.

Some examples of concrete nouns include:

Abstract nouns refer to those things that can’t be experienced or identified through the five senses.

They are not physical things we can perceive but intangible concepts and ideas, qualities and states.

Some examples of abstract nouns include:

Nouns Teaching Activity: Concrete Vs. Abstract Nouns

• Provide students with a book suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns (the lists from Practice Activity #1 may be suitable).
• This time, ask students to sort these nouns into two lists according to whether they are concrete or abstract nouns.

A collective noun is the name of a group of people or things. That is, a collective noun always refers to more than one of something.

Some examples of collective nouns include:

People: a board of directors, a team of football players, a cast of actors, a band of musicians, a class of students.

Places: a range of mountains, a suite of rooms, a union of states, a chain of islands.

Things: a bale of hay, a constellation of stars, a bag of sweets, a school of fish, a flock of seagulls.

Countable nouns are nouns that refer to things that can be counted. They come in two flavors: singular and plural .

In their singular form, countable nouns are often preceded by the article, e.g. a , an , or the .

In their plural form, countable nouns are often preceded by a number. They can also be used in conjunction with quantifiers such as a few and many .

Some examples of countable nouns include:

COUNTABLE NOUNS EXAMPLES

Also known as mass nouns, uncountable nouns are, as their name suggests, impossible to count. Abstract ideas such as bravery and compassion are uncountable, as are things like liquid and bread .

These types of nouns are always treated in the singular and usually do not have a plural form. 

They can stand alone or be used in conjunction with words and phrases such as any , some , a little , a lot of , and much .

Some examples of uncountable nouns include:

UNCOUNTABLE NOUNS EXAMPLES

Nouns Teaching Activity: How many can you list ?

• Organize students into small groups to work collaboratively.
• Challenge students to list as many countable and uncountable nouns as they can in ten minutes.
• To make things more challenging, stipulate that there must be an uncountable noun and a countable noun to gain a point.
• The winning group is the one that scores the most points.

Without a verb, there is no sentence! Verbs are the words we use to represent both internal and external actions or states of being. Without a verb, nothing happens.

There are many different types of verbs. Here, we will look at five important verb forms organised according to the jobs they perform:

Dynamic Verbs

Stative verbs, transitive verbs, intransitive verbs, auxiliary verbs.

Each verb can be classified as being either an action or a stative verb.

Dynamic or action verbs describe the physical activity performed by the subject of a sentence. This type of verb is usually the first we learn as children. 

For example, run , hit , throw , hide , eat , sleep , watch , write , etc. are all dynamic verbs, as is any action performed by the body.

Let’s see a few examples in sentences:

• I jogged around the track three times.
• She will dance as if her life depends on it.
• She took a candy from the bag, unwrapped it, and popped it into her mouth.

If a verb doesn’t describe a physical activity, then it is a stative verb.

Stative verbs refer to states of being, conditions, or mental processes. Generally, we can classify stative verbs into four types:

• Emotions/Thoughts

Some examples of stative verbs include: 

Senses: hurt, see, smell, taste, hear, etc.

Emotions: love, doubt, desire, remember, believe, etc.

Being: be, have, require, involve, contain, etc.

Possession: want, include, own, have, belong, etc.

Here are some stative verbs at work in sentences:

• That is one thing we can agree on.
• I remember my first day at school like it was yesterday.
• The university requires students to score at least 80%.
• She has only three remaining.

Sometimes verbs can fit into more than one category, e.g., be , have , look , see , e.g.,

• She looks beautiful. (Stative)
• I look through the telescope. (Dynamic)

Each action or stative verb can also be further classified as transitive or intransitive .

A transitive verb takes a direct object after it. The object is the noun, noun phrase, or pronoun that has something done to it by the subject of the sentence.

We see this in the most straightforward English sentences, i.e., the Subject-Verb-Object or SVO sentence. 

Here are two examples to illustrate. Note: the subject of each sentence is underlined, and the transitive verbs are in bold.

• The teacher answered the student’s questions.
• She studies languages at university.
• My friend loves cabbage.

Most sentences in English employ transitive verbs.

An intransitive verb does not take a direct object after it. It is important to note that only nouns, noun phrases, and pronouns can be classed as direct objects. 

Here are some examples of intransitive verbs – notice how none of these sentences has direct objects after their verbs.

• Jane’s health improved .
• The car ran smoothly.
• The school opens at 9 o’clock.

Auxiliary verbs, also known as ‘helping’ verbs, work with other verbs to affect the meaning of a sentence. They do this by combining with a main verb to alter the sentence’s tense, mood, or voice.

Auxiliary verbs will frequently use not in the negative.

There are relatively few auxiliary verbs in English. Here is a list of the main ones:

• be (am, are, is, was, were, being)
• do (did, does, doing)
• have (had, has, having)

Here are some examples of auxiliary verbs (in bold) in action alongside a main verb (underlined).

She is working as hard as she can.

• You must not eat dinner until after five o’clock.
• The parents may come to the graduation ceremony.

The Subject-Auxiliary Inversion Test

To test whether or not a verb is an auxiliary verb, you can use the Subject-Auxiliary Inversion Test .

• Take the sentence, e.g:
• Now, invert the subject and the suspected auxiliary verb to see if it creates a question.

Is she working as hard as she can?

• Can it take ‘not’ in the negative form?

She is not working as hard as she can.

• If the answer to both of these questions is yes, you have an auxiliary verb. If not, you have a full verb.

Verbs Teaching Activity: Identify the Verbs

• Instruct students to go through an appropriate text length (e.g., paragraph, page, etc.) and compile a list of verbs.
• In groups, students should then discuss and categorize each verb according to whether they think they are dynamic or stative, transitive or intransitive, and/or auxiliary verbs.

The job of an adjective is to modify a noun or a pronoun. It does this by describing, quantifying, or identifying the noun or pronoun. Adjectives help to make writing more interesting and specific. Usually, the adjective is placed before the word it modifies.

As with other parts of speech, not all adjectives are the same. There are many different types of adjectives and, in this article, we will look at:

Descriptive Adjectives

• Degrees of Adjectives

Quantitative Adjectives

Demonstrative adjectives, possessive adjectives, interrogative adjectives, proper adjectives.

Descriptive adjectives are what most students think of first when asked what an adjective is. Descriptive adjectives tell us something about the quality of the noun or pronoun in question. For this reason, they are sometimes referred to as qualitative adjectives .

Some examples of this type of adjective include:

• hard-working

In sentences, they look like this:

• The pumpkin was enormous .
• It was an impressive feat of athleticism I ever saw.
• Undoubtedly, this was an exquisite vase.
• She faced some tough competition.

Degrees of Adjectives 

Descriptive adjectives have three degrees to express varying degrees of intensity and to compare one thing to another. These degrees are referred to as positive , comparative , and superlative .

The positive degree is the regular form of the descriptive adjective when no comparison is being made, e.g., strong .

The comparative degree is used to compare two people, places, or things, e.g., stronger .

There are several ways to form the comparative, methods include:

• Adding more or less before the adjective
• Adding -er to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -er to the end.

The superlative degree is typically used when comparing three or more things to denote the upper or lowermost limit of a quality, e.g., strongest .

There are several ways to form the superlative, including:

• Adding most or least before the adjective
• Adding -est to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -est to the end.

There are also some irregular adjectives of degree that follow no discernible pattern that must be learned off by students, e.g., good – better – best .

Let’s take a look at these degrees of adjectives in their different forms.

Let’s take a quick look at some sample sentences:

• It was a beautiful example of kindness. 

Comparative

• The red is nice, but the green is prettier .

Superlative

• This mango is the most delicious fruit I have ever tastiest. 

Quantitive adjectives provide information about how many or how much of the noun or pronoun.

Some quantitive adjectives include:

• She only ate half of her sandwich.
• This is my first time here.
• I would like three slices, please.
• There isn’t a single good reason to go.
• There aren’t many places like it.
• It’s too much of a good thing.
• I gave her a whole box of them.

A demonstrative adjective identifies or emphasizes a noun’s place in time or space. The most common demonstrative adjectives are this , that , these , and those .

Here are some examples of demonstrative adjectives in use:

• This boat is mine.
• That car belongs to her.
• These shoes clash with my dress.
• Those people are from Canada.

Possessive adjectives show ownership, and they are sometimes confused with possessive pronouns.

The most common possessive adjectives are my , your , his , her , our , and their .

Students need to be careful not to confuse these with possessive pronouns such as mine , yours , his (same in both contexts), hers , ours , and theirs .

Here are some examples of possessive adjectives in sentences:

• My favorite food is sushi.
• I would like to read your book when you have finished it.
• I believe her car is the red one.
• This is their way of doing things.
• Our work here is done.

Interrogative adjectives ask questions, and, in common with many types of adjectives, they are always followed by a noun. Basically, these are the question words we use to start questions. Be careful however, interrogative adjectives modify nouns. If the word after the question word is a verb, then you have an interrogative adverb on hand.

Some examples of interrogative adjectives include what , which , and whose .

Let’s take a look at these in action:

• What drink would you like?
• Which car should we take?
• Whose shoes are these?

Please note: Whose can also fit into the possessive adjective category too.

We can think of proper adjectives as the adjective form of proper nouns – remember those? They were the specific names of people, places, and things and need to be capitalized.

Let’s take the proper noun for the place America . If we wanted to make an adjective out of this proper noun to describe something, say, a car we would get ‘ American car’.

Let’s take a look at another few examples:

• Joe enjoyed his cup of Ethiopian coffee.
• My favorite plays are Shakespearean tragedies.
• No doubt about it, Fender guitars are some of the best in the world.
• The Mona Lisa is a fine example of Renaissance art.

Though it may come as a surprise to some, articles are also adjectives as, like all adjectives, they modify nouns. Articles help us determine a noun’s specification. 

For example, ‘a’ and ‘an’ are used in front of an unspecific noun, while ‘the’ is used when referring to a specific noun.

Let’s see some articles as adjectives in action!

• You will find an apple inside the cupboard.
• This is a car.
• The recipe is a family secret.

Adjectives Teaching Activity: Types of Adjective Tally

• Choose a suitable book and assign an appropriate number of pages or length of a chapter for students to work with.
• Students work their way through each page, tallying up the number of each type of adjective they can identify using a table like the one below:

• Note how degrees of adjective has been split into comparative and superlative. The positive forms will take care of in the descriptive category.
• You may wish to adapt this table to exclude the easier categories to identify, such as articles and demonstrative, for example.

Traditionally, adverbs are defined as those words that modify verbs, but they do so much more than that. They can be used not only to describe how verbs are performed but also to modify adjectives, other adverbs, clauses, prepositions, or entire sentences.

With such a broad range of tasks at the feet of the humble adverb, it would be impossible to cover every possibility in this article alone. However, there are five main types of adverbs our students should familiarize themselves with. These are:

Adverbs of Manner

Adverbs of time, adverbs of frequency, adverbs of place, adverbs of degree.

Adverbs of manner describe how or the way in which something happens or is done. This type of adverb is often the first type taught to students. Many of these end with -ly . Some common examples include happily , quickly , sadly , slowly , and fast .

Here are a few taster sentences employing adverbs of manner:

• She cooks Chinese food well .
• The children played happily together.
• The students worked diligently on their projects.
• Her mother taught her to cross the road carefully .
• The date went badly .

Adverbs of time indicate when something happens. Common adverbs of time include before , now , then , after , already , immediately , and soon .

Here are some sentences employing adverbs of time:

• I go to school early on Wednesdays.
• She would like to finish her studies eventually .
• Recently , Sarah moved to Bulgaria.
• I have already finished my homework.
• They have been missing training lately .

While adverbs of time deal with when something happens, adverbs of frequency are concerned with how often something happens. Common adverbs of frequency include always , frequently , sometimes , seldom , and never .

Here’s what they look like in sentences:

• Harry usually goes to bed around ten.
• Rachel rarely eats breakfast in the morning.
• Often , I’ll go home straight after school.
• I occasionally have ketchup on my pizza.
• She seldom goes out with her friends.

Adverbs of place, as the name suggests, describe where something happens or where it is. They can refer to position, distance, or direction. Some common adverbs of place include above , below , beside , inside , and anywhere .

Check out some examples in the sentences below:

• Underneath the bridge, there lived a troll.
• There were pizzerias everywhere in the city.
• We walked around the park in the pouring rain.
• If the door is open, then go inside .
• When I am older, I would like to live nearby .

Adverbs of degree express the degree to which or how much of something is done. They can also be used to describe levels of intensity. Some common adverbs of degree include barely , little , lots , completely , and entirely .

Here are some adverbs of degree at work in sentences:

• I hardly noticed her when she walked into the room.
• The little girl had almost finished her homework.
• The job was completely finished.
• I was so delighted to hear the good news.
• Jack was totally delighted to see Diane after all these years.

Adverb Teaching Activity: The Adverb Generator

• Give students a worksheet containing a table divided into five columns. Each column bears a heading of one of the different types of adverbs ( manner , time , frequency , place , degree ).
• Challenge each group to generate as many different examples of each adverb type and record these in the table.
• The winning group is the one with the most adverbs. As a bonus, or tiebreaker, task the students to make sentences with some of the adverbs.

Pronouns are used in place of a specific noun used earlier in a sentence. They are helpful when the writer wants to avoid repetitive use of a particular noun such as a name. For example, in the following sentences, the pronoun she is used to stand for the girl’s name Mary after it is used in the first sentence. 

Mary loved traveling. She had been to France, Thailand, and Taiwan already, but her favorite place in the world was Australia. She had never seen an animal quite as curious-looking as the duck-billed platypus.

We also see her used in place of Mary’s in the above passage. There are many different pronouns and, in this article, we’ll take a look at:

Subject Pronouns

Object pronouns, possessive pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, interrogative pronouns.

Subject pronouns are the type of pronoun most of us think of when we hear the term pronoun . They operate as the subject of a verb in a sentence. They are also known as personal pronouns.

The subject pronouns are:

Here are a few examples of subject pronouns doing what they do best:

• Sarah and I went to the movies last Thursday night.
• That is my pet dog. It is an Irish Wolfhound.
• My friends are coming over tonight, they will be here at seven.
• We won’t all fit into the same car.
• You have done a fantastic job with your grammar homework!

Object pronouns operate as the object of a verb, or a preposition, in a sentence. They act in the same way as object nouns but are used when it is clear what the object is.

The object pronouns are:

Here are a few examples of object pronouns in sentences:

• I told you , this is a great opportunity for you .
• Give her some more time, please.
• I told her I did not want to do it .
• That is for us .
• Catherine is the girl whom I mentioned in my letter.

Possessive pronouns indicate ownership of a noun. For example, in the sentence:

These books are mine .

The word mine stands for my books . It’s important to note that while possessive pronouns look similar to possessive adjectives, their function in a sentence is different.

The possessive pronouns are:

Let’s take a look at how these are used in sentences:

• Yours is the yellow jacket.
• I hope this ticket is mine .
• The train that leaves at midnight is theirs .
• Ours is the first house on the right.
• She is the person whose opinion I value most.
• I believe that is his .

Reflexive pronouns are used in instances where the object and the subject are the same. For example, in the sentence, she did it herself , the words she and herself refer to the same person.

The reflexive pronoun forms are:

Here are a few more examples of reflexive pronouns at work:

• I told myself that numerous times.
• He got himself a new computer with his wages.
• We will go there ourselves .
• You must do it yourself .
• The only thing to fear is fear itself .

This type of pronoun can be used to indicate emphasis. For example, when we write, I spoke to the manager herself , the point is made that we talked to the person in charge and not someone lower down the hierarchy. 

Similar to the reflexive pronouns above, we can easily differentiate between reflexive and intensive pronouns by asking if the pronoun is essential to the sentence’s meaning. If it isn’t, then it is used solely for emphasis, and therefore, it’s an intensive rather than a reflexive pronoun.

Often confused with demonstrative adjectives, demonstrative pronouns can stand alone in a sentence.

When this , that , these , and those are used as demonstrative adjectives they come before the noun they modify. When these same words are used as demonstrative pronouns, they replace a noun rather than modify it.

Here are some examples of demonstrative pronouns in sentences:

• This is delicious.
• That is the most beautiful thing I have ever seen.
• These are not mine.
• Those belong to the driver.

Interrogative pronouns are used to form questions. They are the typical question words that come at the start of questions, with a question mark coming at the end. The interrogative pronouns are:

Putting them into sentences looks like this:

• What is the name of your best friend?
• Which of these is your favourite?
• Who goes to the market with you?
• Whom do you think will win?
• Whose is that?

Pronoun Teaching Activity: Pronoun Review Table

• Provide students with a review table like the one below to revise the various pronoun forms.
• They can use this table to help them produce independent sentences.
• Once students have had a chance to familiarize themselves thoroughly with each of the different types of pronouns, provide the students with the headings and ask them to complete a table from memory.  

Prepositions

Prepositions provide extra information showing the relationship between a noun or pronoun and another part of a sentence. These are usually short words that come directly before nouns or pronouns, e.g., in , at , on , etc.

There are, of course, many different types of prepositions, each relating to particular types of information. In this article, we will look at:

Prepositions of Time

Prepositions of place, prepositions of movement, prepositions of manner, prepositions of measure.

• Preposition of Agency
• Preposition of Possession
• Preposition of Source

Phrasal Prepositions

It’s worth noting that several prepositional words make an appearance in several different categories of prepositions.

Prepositions of time indicate when something happens. Common prepositions of time include after , at , before , during , in , on .

Let’s see some of these at work:

• I have been here since Thursday.
• My daughter was born on the first of September.
• He went overseas during the war.
• Before you go, can you pay the bill, please?
• We will go out after work.

Sometimes students have difficulty knowing when to use in , on , or at . These little words are often confused. The table below provides helpful guidance to help students use the right preposition in the right context.

The prepositions of place, in , at , on , will be instantly recognisable as they also double as prepositions of time. Again, students can sometimes struggle a little to select the correct one for the situation they are describing. Some guidelines can be helpful.

• If something is contained or confined inside, we use in .
• If something is placed upon a surface, we use on .
• If something is located at a specific point, we use at .

A few example sentences will assist in illustrating these:

• He is in the house.
• I saw it in a magazine.
• In France, we saw many great works of art.
• Put it on the table.
• We sailed on the river.
• Hang that picture on the wall, please.
• We arrived at the airport just after 1 pm.
• I saw her at university.
• The boy stood at the window.

Usually used with verbs of motion, prepositions of movement indicate movement from one place to another. The most commonly used preposition of movement is to .

Some other prepositions of movement include:

Here’s how they look in some sample sentences:

• The ball rolled across the table towards me.
• We looked up into the sky.
• The children ran past the shop on their way home.
• Jackie ran down the road to greet her friend.
• She walked confidently through the curtains and out onto the stage.

Preposition of manner shows us how something is done or how it happens. The most common of these are by , in , like , on , with .

Let’s take a look at how they work in sentences:

• We went to school by bus.
• During the holidays, they traveled across the Rockies on foot.
• Janet went to the airport in a taxi.
• She played soccer like a professional.
• I greeted her with a smile.

Prepositions of measure are used to indicate quantities and specific units of measurement. The two most common of these are by and of .

Check out these sample sentences:

• I’m afraid we only sell that fabric by the meter.
• I will pay you by the hour.
• She only ate half of the ice cream. I ate the other half.
• A kilogram of apples is the same weight as a kilogram of feathers.

Prepositions of Agency

These prepositions indicate the causal relationship between a noun or pronoun and an action. They show the cause of something happening. The most commonly used prepositions of agency are by and with .

Here are some examples of their use in sentences:

• The Harry Potter series was written by J.K. Rowling.
• This bowl was made by a skilled craftsman.
• His heart was filled with love.
• The glass was filled with water.

Prepositions of Possession

Prepositions of possessions indicate who or what something belongs to. The most common of these are of , to , and with .

Let’s take a look:

• He is the husband of my cousin.
• He is a friend of the mayor.
• This once belonged to my grandmother.
• All these lands belong to the Ministry.
• The man with the hat is waiting outside.
• The boy with the big feet tripped and fell.

Prepositions of Source

Prepositions of source indicate where something comes from or its origins. The two most common prepositions of source are from and by . There is some crossover here with prepositions of agency.

Here are some examples:

• He comes from New Zealand.
• These oranges are from our own orchard.
• I was warmed by the heat of the fire.
• She was hugged by her husband.
• The yoghurt is of Bulgarian origin.

Phrasal prepositions are also known as compound prepositions. These are phrases of two or more words that function in the same way as prepositions. That is, they join nouns or pronouns to the rest of the sentence.

Some common phrasal prepositions are:

• According to
• For a change
• In addition to
• In spite of
• Rather than
• With the exception of

Students should be careful of overusing phrasal prepositions as some of them can seem clichéd. Frequently, it’s best to say things in as few words as is necessary.

Preposition Teaching Activity: Pr eposition Sort

• Print out a selection of the different types of prepositions on pieces of paper.
• Organize students into smaller working groups and provide each group with a set of prepositions.
• Using the headings above as categories, challenge students to sort the prepositions into the correct groups. Note that some prepositions will comfortably fit into more than one group.
• The winning group is the one to sort all prepositions correctly first.
• As an extension exercise, students can select a preposition from each category and write a sample sentence for it.

ConjunctionS

Conjunctions are used to connect words, phrases, and clauses. There are three main types of conjunction that are used to join different parts of sentences. These are:

• Coordinating
• Subordinating
• Correlative

Coordinating Conjunctions

These conjunctions are used to join sentence components that are equal such as two words, two phrases, or two clauses. In English, there are seven of these that can be memorized using the mnemonic FANBOYS:

Here are a few example sentences employing coordinating conjunctions:

• As a writer, he needed only a pen and paper.
• I would describe him as strong but lazy.
• Either we go now or not at all.

Subordinating Conjunctions

Subordinating conjunctions are used to introduce dependent clauses in sentences. Basically, dependent clauses are parts of sentences that cannot stand as complete sentences on their own. 

Some of the most common subordinate conjunctions are: 

Let’s take a look at some example sentences:

• I will complete it by Tuesday if I have time.
• Although she likes it, she won’t buy it.
• Jack will give it to you after he finds it.

Correlative Conjunctions

Correlative conjunctions are like shoes; they come in pairs. They work together to make sentences work. Some come correlative conjunctions are:

• either / or
• neither / nor
• Not only / but also

Let’s see how some of these work together:

• If I were you, I would get either the green one or the yellow one.
• John wants neither pity nor help.
• I don’t know whether you prefer horror or romantic movies.

Conjunction Teaching Activity: Conjunction Challenge

• Organize students into Talking Pairs .
• Partner A gives Partner B an example of a conjunction.
• Partner B must state which type of conjunction it is, e.g. coordinating, subordinating, or correlative.
• Partner B must then compose a sentence that uses the conjunction correctly and tell it to Partner A.
• Partners then swap roles.

InterjectionS

Interjections focus on feelings and are generally grammatically unrelated to the rest of the sentence or sentences around them. They convey thoughts and feelings and are common in our speech. They are often followed by exclamation marks in writing. Interjections include expressions such as:

• Eww! That is so gross!
• Oh , I don’t know. I’ve never used one before.
• That’s very… err …generous of you, I suppose.
• Wow! That is fantastic news!
• Uh-Oh! I don’t have any more left.

Interjection Teaching Activity: Create a scenario

• Once students clearly understand what interjections are, brainstorm as a class as many as possible.
• Write a master list of interjections on the whiteboard.
• Partner A suggests an interjection word or phrase to Partner B.
• Partner B must create a fictional scenario where this interjection would be used appropriately.

With a good grasp of the fundamentals of parts of speech, your students will now be equipped to do a deeper dive into the wild waters of English grammar. 

To learn more about the twists and turns of English grammar, check out our comprehensive article on English grammar here.

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• Parts of speech

The 8 Parts of Speech | Definition & Examples

A part of speech (also called a word class ) is a category that describes the role a word plays in a sentence. Understanding the different parts of speech can help you analyse how words function in a sentence and improve your writing.

The parts of speech are classified differently in different grammars, but most traditional grammars list eight parts of speech in English: nouns , pronouns , verbs , adjectives , adverbs , prepositions , conjunctions , and interjections . Some modern grammars add others, such as determiners and articles .

Many words can function as different parts of speech depending on how they are used. For example, ‘laugh’ can be a noun (e.g., ‘I like your laugh’) or a verb (e.g., ‘don’t laugh’).

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Table of contents

Prepositions, conjunctions, interjections, other parts of speech, frequently asked questions.

A noun is a word that refers to a person, concept, place, or thing. Nouns can act as the subject of a sentence (i.e., the person or thing performing the action) or as the object of a verb (i.e., the person or thing affected by the action).

There are numerous types of nouns, including common nouns (used to refer to nonspecific people, concepts, places, or things), proper nouns (used to refer to specific people, concepts, places, or things), and collective nouns (used to refer to a group of people or things).

Ella lives in France .

Other types of nouns include countable and uncountable nouns , concrete nouns , abstract nouns , and gerunds .

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A pronoun is a word used in place of a noun. Pronouns typically refer back to an antecedent (a previously mentioned noun) and must demonstrate correct pronoun-antecedent agreement . Like nouns, pronouns can refer to people, places, concepts, and things.

There are numerous types of pronouns, including personal pronouns (used in place of the proper name of a person), demonstrative pronouns (used to refer to specific things and indicate their relative position), and interrogative pronouns (used to introduce questions about things, people, and ownership).

That is a horrible painting!

A verb is a word that describes an action (e.g., ‘jump’), occurrence (e.g., ‘become’), or state of being (e.g., ‘exist’). Verbs indicate what the subject of a sentence is doing. Every complete sentence must contain at least one verb.

Verbs can change form depending on subject (e.g., first person singular), tense (e.g., past simple ), mood (e.g., interrogative), and voice (e.g., passive voice ).

Regular verbs are verbs whose simple past and past participle are formed by adding’-ed’ to the end of the word (or ‘-d’ if the word already ends in ‘e’). Irregular verbs are verbs whose simple past and past participles are formed in some other way.

‘I’ve already checked twice’.

‘I heard that you used to sing ‘.

Other types of verbs include auxiliary verbs , linking verbs , modal verbs , and phrasal verbs .

An adjective is a word that describes a noun or pronoun. Adjectives can be attributive , appearing before a noun (e.g., ‘a red hat’), or predicative , appearing after a noun with the use of a linking verb like ‘to be’ (e.g., ‘the hat is red ‘).

Adjectives can also have a comparative function. Comparative adjectives compare two or more things. Superlative adjectives describe something as having the most or least of a specific characteristic.

Other types of adjectives include coordinate adjectives , participial adjectives , and denominal adjectives .

An adverb is a word that can modify a verb, adjective, adverb, or sentence. Adverbs are often formed by adding ‘-ly’ to the end of an adjective (e.g., ‘slow’ becomes ‘slowly’), although not all adverbs have this ending, and not all words with this ending are adverbs.

There are numerous types of adverbs, including adverbs of manner (used to describe how something occurs), adverbs of degree (used to indicate extent or degree), and adverbs of place (used to describe the location of an action or event).

Talia writes quite quickly.

Other types of adverbs include adverbs of frequency , adverbs of purpose , focusing adverbs , and adverbial phrases .

A preposition is a word (e.g., ‘at’) or phrase (e.g., ‘on top of’) used to show the relationship between the different parts of a sentence. Prepositions can be used to indicate aspects such as time , place , and direction .

I left the cup on the kitchen counter.

A conjunction is a word used to connect different parts of a sentence (e.g., words, phrases, or clauses).

The main types of conjunctions are coordinating conjunctions (used to connect items that are grammatically equal), subordinating conjunctions (used to introduce a dependent clause), and correlative conjunctions (used in pairs to join grammatically equal parts of a sentence).

You can choose what movie we watch because I chose the last time.

An interjection is a word or phrase used to express a feeling, give a command, or greet someone. Interjections are a grammatically independent part of speech, so they can often be excluded from a sentence without affecting the meaning.

Types of interjections include volitive interjections (used to make a demand or request), emotive interjections (used to express a feeling or reaction), cognitive interjections (used to indicate thoughts), and greetings and parting words (used at the beginning and end of a conversation).

Ouch ! I hurt my arm.

I’m, um , not sure.

The traditional classification of English words into eight parts of speech is by no means the only one or the objective truth. Grammarians have often divided them into more or fewer classes. Other commonly mentioned parts of speech include determiners and articles.

Determiners

A determiner is a word that describes a noun by indicating quantity, possession, or relative position.

Common types of determiners include demonstrative determiners (used to indicate the relative position of a noun), possessive determiners (used to describe ownership), and quantifiers (used to indicate the quantity of a noun).

My brother is selling his old car.

Other types of determiners include distributive determiners , determiners of difference , and numbers .

An article is a word that modifies a noun by indicating whether it is specific or general.

• The definite article the is used to refer to a specific version of a noun. The can be used with all countable and uncountable nouns (e.g., ‘the door’, ‘the energy’, ‘the mountains’).
• The indefinite articles a and an refer to general or unspecific nouns. The indefinite articles can only be used with singular countable nouns (e.g., ‘a poster’, ‘an engine’).

There’s a concert this weekend.

A is an indefinite article (along with an ). While articles can be classed as their own part of speech, they’re also considered a type of determiner .

The indefinite articles are used to introduce nonspecific countable nouns (e.g., ‘a dog’, ‘an island’).

In is primarily classed as a preposition, but it can be classed as various other parts of speech, depending on how it is used:

• Preposition (e.g., ‘ in the field’)
• Noun (e.g., ‘I have an in with that company’)
• Adjective (e.g., ‘Tim is part of the in crowd’)
• Adverb (e.g., ‘Will you be in this evening?’)

As a part of speech, and is classed as a conjunction . Specifically, it’s a coordinating conjunction .

And can be used to connect grammatically equal parts of a sentence, such as two nouns (e.g., ‘a cup and plate’), or two adjectives (e.g., ‘strong and smart’). And can also be used to connect phrases and clauses.

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Sat / act prep online guides and tips, understanding the 8 parts of speech: definitions and examples.

General Education

If you’re trying to learn the grammatical rules of English, you’ve probably been asked to learn the parts of speech. But what are parts of speech and how many are there? How do you know which words are classified in each part of speech?

The answers to these questions can be a bit complicated—English is a difficult language to learn and understand. Don’t fret, though! We’re going to answer each of these questions for you with a full guide to the parts of speech that explains the following:

• What the parts of speech are, including a comprehensive parts of speech list
• Parts of speech definitions for the individual parts of speech. (If you’re looking for information on a specific part of speech, you can search for it by pressing Command + F, then typing in the part of speech you’re interested in.) 
• Parts of speech examples
• A ten question quiz covering parts of speech definitions and parts of speech examples

We’ve got a lot to cover, so let’s begin!

Feature Image: (Gavina S / Wikimedia Commons)

What Are Parts of Speech? 

The parts of speech definitions in English can vary, but here’s a widely accepted one: a part of speech is a category of words that serve a similar grammatical purpose in sentences.  

To make that definition even simpler, a part of speech is just a category for similar types of words . All of the types of words included under a single part of speech function in similar ways when they’re used properly in sentences.

In the English language, it’s commonly accepted that there are 8 parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, interjections, and prepositions. Each of these categories plays a different role in communicating meaning in the English language. Each of the eight parts of speech—which we might also call the “main classes” of speech—also have subclasses. In other words, we can think of each of the eight parts of speech as being general categories for different types within their part of speech . There are different types of nouns, different types of verbs, different types of adjectives, adverbs, pronouns...you get the idea. 

And that’s an overview of what a part of speech is! Next, we’ll explain each of the 8 parts of speech—definitions and examples included for each category. 

There are tons of nouns in this picture. Can you find them all? 

Nouns are a class of words that refer, generally, to people and living creatures, objects, events, ideas, states of being, places, and actions. You’ve probably heard English nouns referred to as “persons, places, or things.” That definition is a little simplistic, though—while nouns do include people, places, and things, “things” is kind of a vague term. I t’s important to recognize that “things” can include physical things—like objects or belongings—and nonphysical, abstract things—like ideas, states of existence, and actions. 

Since there are many different types of nouns, we’ll include several examples of nouns used in a sentence while we break down the subclasses of nouns next!

Subclasses of Nouns, Including Examples

As an open class of words, the category of “nouns” has a lot of subclasses. The most common and important subclasses of nouns are common nouns, proper nouns, concrete nouns, abstract nouns, collective nouns, and count and mass nouns. Let’s break down each of these subclasses!

Common Nouns and Proper Nouns

Common nouns are generic nouns—they don’t name specific items. They refer to people (the man, the woman), living creatures (cat, bird), objects (pen, computer, car), events (party, work), ideas (culture, freedom), states of being (beauty, integrity), and places (home, neighborhood, country) in a general way. 

Proper nouns are sort of the counterpart to common nouns. Proper nouns refer to specific people, places, events, or ideas. Names are the most obvious example of proper nouns, like in these two examples: 

Common noun: What state are you from?

Proper noun: I’m from Arizona .

Whereas “state” is a common noun, Arizona is a proper noun since it refers to a specific state. Whereas “the election” is a common noun, “Election Day” is a proper noun. Another way to pick out proper nouns: the first letter is often capitalized. If you’d capitalize the word in a sentence, it’s almost always a proper noun. 

Concrete Nouns and Abstract Nouns

Concrete nouns are nouns that can be identified through the five senses. Concrete nouns include people, living creatures, objects, and places, since these things can be sensed in the physical world. In contrast to concrete nouns, abstract nouns are nouns that identify ideas, qualities, concepts, experiences, or states of being. Abstract nouns cannot be detected by the five senses. Here’s an example of concrete and abstract nouns used in a sentence: 

Concrete noun: Could you please fix the weedeater and mow the lawn ?

Abstract noun: Aliyah was delighted to have the freedom to enjoy the art show in peace .

See the difference? A weedeater and the lawn are physical objects or things, and freedom and peace are not physical objects, though they’re “things” people experience! Despite those differences, they all count as nouns. 

Collective Nouns, Count Nouns, and Mass Nouns

Nouns are often categorized based on number and amount. Collective nouns are nouns that refer to a group of something—often groups of people or a type of animal. Team , crowd , and herd are all examples of collective nouns. 

Count nouns are nouns that can appear in the singular or plural form, can be modified by numbers, and can be described by quantifying determiners (e.g. many, most, more, several). For example, “bug” is a count noun. It can occur in singular form if you say, “There is a bug in the kitchen,” but it can also occur in the plural form if you say, “There are many bugs in the kitchen.” (In the case of the latter, you’d call an exterminator...which is an example of a common noun!) Any noun that can accurately occur in one of these singular or plural forms is a count noun. 

Mass nouns are another type of noun that involve numbers and amount. Mass nouns are nouns that usually can’t be pluralized, counted, or quantified and still make sense grammatically. “Charisma” is an example of a mass noun (and an abstract noun!). For example, you could say, “They’ve got charisma, ” which doesn’t imply a specific amount. You couldn’t say, “They’ve got six charismas, ” or, “They’ve got several charismas .” It just doesn’t make sense! 

Verbs are all about action...just like these runners. 

A verb is a part of speech that, when used in a sentence, communicates an action, an occurrence, or a state of being . In sentences, verbs are the most important part of the predicate, which explains or describes what the subject of the sentence is doing or how they are being. And, guess what? All sentences contain verbs!

There are many words in the English language that are classified as verbs. A few common verbs include the words run, sing, cook, talk, and clean. These words are all verbs because they communicate an action performed by a living being. We’ll look at more specific examples of verbs as we discuss the subclasses of verbs next!

Subclasses of Verbs, Including Examples

Like nouns, verbs have several subclasses. The subclasses of verbs include copular or linking verbs, intransitive verbs, transitive verbs, and ditransitive or double transitive verbs. Let’s dive into these subclasses of verbs!

Copular or Linking Verbs

Copular verbs, or linking verbs, are verbs that link a subject with its complement in a sentence. The most familiar linking verb is probably be. Here’s a list of other common copular verbs in English: act, be, become, feel, grow, seem, smell, and taste. 

So how do copular verbs work? Well, in a sentence, if we said, “Michi is ,” and left it at that, it wouldn’t make any sense. “Michi,” the subject, needs to be connected to a complement by the copular verb “is.” Instead, we could say, “Michi is leaving.” In that instance, is links the subject of the sentence to its complement. 

Transitive Verbs, Intransitive Verbs, and Ditransitive Verbs

Transitive verbs are verbs that affect or act upon an object. When unattached to an object in a sentence, a transitive verb does not make sense. Here’s an example of a transitive verb attached to (and appearing before) an object in a sentence: 

Please take the clothes to the dry cleaners.

In this example, “take” is a transitive verb because it requires an object—”the clothes”—to make sense. “The clothes” are the objects being taken. “Please take” wouldn’t make sense by itself, would it? That’s because the transitive verb “take,” like all transitive verbs, transfers its action onto another being or object. 

Conversely, intransitive verbs don’t require an object to act upon in order to make sense in a sentence. These verbs make sense all on their own! For instance, “They ran ,” “We arrived ,” and, “The car stopped ” are all examples of sentences that contain intransitive verbs. 

Finally, ditransitive verbs, or double transitive verbs, are a bit more complicated. Ditransitive verbs are verbs that are followed by two objects in a sentence . One of the objects has the action of the ditransitive verb done to it, and the other object has the action of the ditransitive verb directed towards it. Here’s an example of what that means in a sentence: 

I cooked Nathan a meal.

In this example, “cooked” is a ditransitive verb because it modifies two objects: Nathan and meal . The meal has the action of “cooked” done to it, and “Nathan” has the action of the verb directed towards him. 

Adjectives are descriptors that help us better understand a sentence. A common adjective type is color.

#3: Adjectives

Here’s the simplest definition of adjectives: adjectives are words that describe other words . Specifically, adjectives modify nouns and noun phrases. In sentences, adjectives appear before nouns and pronouns (they have to appear before the words they describe!). 

Adjectives give more detail to nouns and pronouns by describing how a noun looks, smells, tastes, sounds, or feels, or its state of being or existence. . For example, you could say, “The girl rode her bike.” That sentence doesn’t have any adjectives in it, but you could add an adjective before both of the nouns in the sentence—”girl” and “bike”—to give more detail to the sentence. It might read like this: “The young girl rode her red bike.”   You can pick out adjectives in a sentence by asking the following questions: 

• Which one? 
• What kind? 
• How many? 
• Whose’s? 

We’ll look at more examples of adjectives as we explore the subclasses of adjectives next!

Subclasses of Adjectives, Including Examples

Subclasses of adjectives include adjective phrases, comparative adjectives, superlative adjectives, and determiners (which include articles, possessive adjectives, and demonstratives). 

Adjective Phrases

An adjective phrase is a group of words that describe a noun or noun phrase in a sentence. Adjective phrases can appear before the noun or noun phrase in a sentence, like in this example: 

The extremely fragile vase somehow did not break during the move.

In this case, extremely fragile describes the vase. On the other hand, adjective phrases can appear after the noun or noun phrase in a sentence as well: 

The museum was somewhat boring. 

Again, the phrase somewhat boring describes the museum. The takeaway is this: adjective phrases describe the subject of a sentence with greater detail than an individual adjective. 

Comparative Adjectives and Superlative Adjectives

Comparative adjectives are used in sentences where two nouns are compared. They function to compare the differences between the two nouns that they modify. In sentences, comparative adjectives often appear in this pattern and typically end with -er. If we were to describe how comparative adjectives function as a formula, it might look something like this: 

Noun (subject) + verb + comparative adjective + than + noun (object).

Here’s an example of how a comparative adjective would work in that type of sentence: 

The horse was faster than the dog.

The adjective faster compares the speed of the horse to the speed of the dog. Other common comparative adjectives include words that compare distance ( higher, lower, farther ), age ( younger, older ), size and dimensions ( bigger, smaller, wider, taller, shorter ), and quality or feeling ( better, cleaner, happier, angrier ). 

Superlative adjectives are adjectives that describe the extremes of a quality that applies to a subject being compared to a group of objects . Put more simply, superlative adjectives help show how extreme something is. In sentences, superlative adjectives usually appear in this structure and end in -est : 

Noun (subject) + verb + the + superlative adjective + noun (object).

Here’s an example of a superlative adjective that appears in that type of sentence: 

Their story was the funniest story. 

In this example, the subject— story —is being compared to a group of objects—other stories. The superlative adjective “funniest” implies that this particular story is the funniest out of all the stories ever, period. Other common superlative adjectives are best, worst, craziest, and happiest... though there are many more than that! 

It’s also important to know that you can often omit the object from the end of the sentence when using superlative adjectives, like this: “Their story was the funniest.” We still know that “their story” is being compared to other stories without the object at the end of the sentence.

Determiners

The last subclass of adjectives we want to look at are determiners. Determiners are words that determine what kind of reference a noun or noun phrase makes. These words are placed in front of nouns to make it clear what the noun is referring to. Determiners are an example of a part of speech subclass that contains a lot of subclasses of its own. Here is a list of the different types of determiners: 

• Definite article: the
• Indefinite articles : a, an 
• Demonstratives: this, that, these, those
• Pronouns and possessive determiners: my, your, his, her, its, our, their
• Quantifiers : a little, a few, many, much, most, some, any, enough
• Numbers: one, twenty, fifty
• Distributives: all, both, half, either, neither, each, every
• Difference words : other, another
• Pre-determiners: such, what, rather, quite

Here are some examples of how determiners can be used in sentences: 

Definite article: Get in the car.  

Demonstrative: Could you hand me that magazine?  

Possessive determiner: Please put away your clothes. 

Distributive: He ate all of the pie. 

Though some of the words above might not seem descriptive, they actually do describe the specificity and definiteness, relationship, and quantity or amount of a noun or noun phrase. For example, the definite article “the” (a type of determiner) indicates that a noun refers to a specific thing or entity. The indefinite article “an,” on the other hand, indicates that a noun refers to a nonspecific entity. 

One quick note, since English is always more complicated than it seems: while articles are most commonly classified as adjectives, they can also function as adverbs in specific situations, too. Not only that, some people are taught that determiners are their own part of speech...which means that some people are taught there are 9 parts of speech instead of 8! 

It can be a little confusing, which is why we have a whole article explaining how articles function as a part of speech to help clear things up . 

Adverbs can be used to answer questions like "when?" and "how long?"

Adverbs are words that modify verbs, adjectives (including determiners), clauses, prepositions, and sentences. Adverbs typically answer the questions how?, in what way?, when?, where?, and to what extent? In answering these questions, adverbs function to express frequency, degree, manner, time, place, and level of certainty . Adverbs can answer these questions in the form of single words, or in the form of adverbial phrases or adverbial clauses. 

Adverbs are commonly known for being words that end in -ly, but there’s actually a bit more to adverbs than that, which we’ll dive into while we look at the subclasses of adverbs!

Subclasses Of Adverbs, Including Examples

There are many types of adverbs, but the main subclasses we’ll look at are conjunctive adverbs, and adverbs of place, time, manner, degree, and frequency. 

Conjunctive Adverbs

Conjunctive adverbs look like coordinating conjunctions (which we’ll talk about later!), but they are actually their own category: conjunctive adverbs are words that connect independent clauses into a single sentence . These adverbs appear after a semicolon and before a comma in sentences, like in these two examples: 

She was exhausted; nevertheless , she went for a five mile run. 

They didn’t call; instead , they texted.  

Though conjunctive adverbs are frequently used to create shorter sentences using a semicolon and comma, they can also appear at the beginning of sentences, like this: 

He chopped the vegetables. Meanwhile, I boiled the pasta.  

One thing to keep in mind is that conjunctive adverbs come with a comma. When you use them, be sure to include a comma afterward! 

There are a lot of conjunctive adverbs, but some common ones include also, anyway, besides, finally, further, however, indeed, instead, meanwhile, nevertheless, next, nonetheless, now, otherwise, similarly, then, therefore, and thus.  

Adverbs of Place, Time, Manner, Degree, and Frequency

There are also adverbs of place, time, manner, degree, and frequency. Each of these types of adverbs express a different kind of meaning. 

Adverbs of place express where an action is done or where an event occurs. These are used after the verb, direct object, or at the end of a sentence. A sentence like “She walked outside to watch the sunset” uses outside as an adverb of place. 

Adverbs of time explain when something happens. These adverbs are used at the beginning or at the end of sentences. In a sentence like “The game should be over soon,” soon functions as an adverb of time. 

Adverbs of manner describe the way in which something is done or how something happens. These are the adverbs that usually end in the familiar -ly.  If we were to write “She quickly finished her homework,” quickly is an adverb of manner. 

Adverbs of degree tell us the extent to which something happens or occurs. If we were to say “The play was quite interesting,” quite tells us the extent of how interesting the play was. Thus, quite is an adverb of degree.  

Finally, adverbs of frequency express how often something happens . In a sentence like “They never know what to do with themselves,” never is an adverb of frequency. 

Five subclasses of adverbs is a lot, so we’ve organized the words that fall under each category in a nifty table for you here: 

It’s important to know about these subclasses of adverbs because many of them don’t follow the old adage that adverbs end in -ly. 

Here's a helpful list of pronouns. (Attanata / Flickr )

#5: Pronouns

Pronouns are words that can be substituted for a noun or noun phrase in a sentence . Pronouns function to make sentences less clunky by allowing people to avoid repeating nouns over and over. For example, if you were telling someone a story about your friend Destiny, you wouldn’t keep repeating their name over and over again every time you referred to them. Instead, you’d use a pronoun—like they or them—to refer to Destiny throughout the story. 

Pronouns are typically short words, often only two or three letters long. The most familiar pronouns in the English language are they, she, and he. But these aren’t the only pronouns. There are many more pronouns in English that fall under different subclasses!

Subclasses of Pronouns, Including Examples

There are many subclasses of pronouns, but the most commonly used subclasses are personal pronouns, possessive pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. 

Personal Pronouns

Personal pronouns are probably the most familiar type of pronoun. Personal pronouns include I, me, you, she, her, him, he, we, us, they, and them. These are called personal pronouns because they refer to a person! Personal pronouns can replace specific nouns in sentences, like a person’s name, or refer to specific groups of people, like in these examples: 

Did you see Gia pole vault at the track meet? Her form was incredible!

The Cycling Club is meeting up at six. They said they would be at the park. 

In both of the examples above, a pronoun stands in for a proper noun to avoid repetitiveness. Her replaces Gia in the first example, and they replaces the Cycling Club in the second example. 

(It’s also worth noting that personal pronouns are one of the easiest ways to determine what point of view a writer is using.) 

Possessive Pronouns

Possessive pronouns are used to indicate that something belongs to or is the possession of someone. The possessive pronouns fall into two categories: limiting and absolute. In a sentence, absolute possessive pronouns can be substituted for the thing that belongs to a person, and limiting pronouns cannot. 

The limiting pronouns are my, your, its, his, her, our, their, and whose, and the absolute pronouns are mine, yours, his, hers, ours, and theirs . Here are examples of a limiting possessive pronoun and absolute possessive pronoun used in a sentence: 

Limiting possessive pronoun: Juan is fixing his car. 

In the example above, the car belongs to Juan, and his is the limiting possessive pronoun that shows the car belongs to Juan. Now, here’s an example of an absolute pronoun in a sentence: 

Absolute possessive pronoun: Did you buy your tickets ? We already bought ours . 

In this example, the tickets belong to whoever we is, and in the second sentence, ours is the absolute possessive pronoun standing in for the thing that “we” possess—the tickets. 

Demonstrative Pronouns, Interrogative Pronouns, and Indefinite Pronouns

Demonstrative pronouns include the words that, this, these, and those. These pronouns stand in for a noun or noun phrase that has already been mentioned in a sentence or conversation. This and these are typically used to refer to objects or entities that are nearby distance-wise, and that and those usually refer to objects or entities that are farther away. Here’s an example of a demonstrative pronoun used in a sentence: 

The books are stacked up in the garage. Can you put those away? 

The books have already been mentioned, and those is the demonstrative pronoun that stands in to refer to them in the second sentence above. The use of those indicates that the books aren’t nearby—they’re out in the garage. Here’s another example: 

Do you need shoes? Here...you can borrow these. 

In this sentence, these refers to the noun shoes. Using the word these tells readers that the shoes are nearby...maybe even on the speaker’s feet! 

Indefinite pronouns are used when it isn’t necessary to identify a specific person or thing . The indefinite pronouns are one, other, none, some, anybody, everybody, and no one. Here’s one example of an indefinite pronoun used in a sentence: 

Promise you can keep a secret? 

Of course. I won’t tell anyone. 

In this example, the person speaking in the second two sentences isn’t referring to any particular people who they won’t tell the secret to. They’re saying that, in general, they won’t tell anyone . That doesn’t specify a specific number, type, or category of people who they won’t tell the secret to, which is what makes the pronoun indefinite. 

Finally, interrogative pronouns are used in questions, and these pronouns include who, what, which, and whose. These pronouns are simply used to gather information about specific nouns—persons, places, and ideas. Let’s look at two examples of interrogative pronouns used in sentences: 

Do you remember which glass was mine? 

What time are they arriving? 

In the first glass, the speaker wants to know more about which glass belongs to whom. In the second sentence, the speaker is asking for more clarity about a specific time. 

Conjunctions hook phrases and clauses together so they fit like pieces of a puzzle.

#6: Conjunctions

Conjunctions are words that are used to connect words, phrases, clauses, and sentences in the English language. This function allows conjunctions to connect actions, ideas, and thoughts as well. Conjunctions are also used to make lists within sentences. (Conjunctions are also probably the most famous part of speech, since they were immortalized in the famous “Conjunction Junction” song from Schoolhouse Rock .) 

You’re probably familiar with and, but, and or as conjunctions, but let’s look into some subclasses of conjunctions so you can learn about the array of conjunctions that are out there!

Subclasses of Conjunctions, Including Examples

Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions are three subclasses of conjunctions. Each of these types of conjunctions functions in a different way in sentences!

Coordinating Conjunctions

Coordinating conjunctions are probably the most familiar type of conjunction. These conjunctions include the words for, and, nor, but, or, yet, so (people often recommend using the acronym FANBOYS to remember the seven coordinating conjunctions!). 

Coordinating conjunctions are responsible for connecting two independent clauses in sentences, but can also be used to connect two words in a sentence. Here are two examples of coordinating conjunctions that connect two independent clauses in a sentence: 

He wanted to go to the movies, but he couldn’t find his car keys. 

They put on sunscreen, and they went to the beach. 

Next, here are two examples of coordinating conjunctions that connect two words: 

Would you like to cook or order in for dinner? 

The storm was loud yet refreshing. 

The two examples above show that coordinating conjunctions can connect different types of words as well. In the first example, the coordinating conjunction “or” connects two verbs; in the second example, the coordinating conjunction “yet” connects two adjectives. 

But wait! Why does the first set of sentences have commas while the second set of sentences doesn’t? When using a coordinating conjunction, put a comma before the conjunction when it’s connecting two complete sentences . Otherwise, there’s no comma necessary. 

Subordinating Conjunctions

Subordinating conjunctions are used to link an independent clause to a dependent clause in a sentence. This type of conjunction always appears at the beginning of a dependent clause, which means that subordinating conjunctions can appear at the beginning of a sentence or in the middle of a sentence following an independent clause. (If you’re unsure about what independent and dependent clauses are, be sure to check out our guide to compound sentences.) 

Here is an example of a subordinating conjunction that appears at the beginning of a sentence: 

Because we were hungry, we ordered way too much food. 

Now, here’s an example of a subordinating conjunction that appears in the middle of a sentence, following an independent clause and a comma: 

Rakim was scared after the power went out. 

See? In the example above, the subordinating conjunction after connects the independent clause Rakim was scared to the dependent clause after the power went out. Subordinating conjunctions include (but are not limited to!) the following words: after, as, because, before, even though, one, since, unless, until, whenever, and while. 

Correlative Conjunctions

Finally, correlative conjunctions are conjunctions that come in pairs, like both/and, either/or, and neither/nor. The two correlative conjunctions that come in a pair must appear in different parts of a sentence to make sense— they correlate the meaning in one part of the sentence with the meaning in another part of the sentence . Makes sense, right? 

Here are two examples of correlative conjunctions used in a sentence: 

We’re either going to the Farmer’s Market or the Natural Grocer’s for our shopping today. 

They’re going to have to get dog treats for both Piper and Fudge. 

Other pairs of correlative conjunctions include as many/as, not/but, not only/but also, rather/than, such/that, and whether/or. 

Interjections are single words that express emotions that end in an exclamation point. Cool!

#7: Interjections 

Interjections are words that often appear at the beginning of sentences or between sentences to express emotions or sentiments such as excitement, surprise, joy, disgust, anger, or even pain. Commonly used interjections include wow!, yikes!, ouch!, or ugh! One clue that an interjection is being used is when an exclamation point appears after a single word (but interjections don’t have to be followed by an exclamation point). And, since interjections usually express emotion or feeling, they’re often referred to as being exclamatory. Wow! 

Interjections don’t come together with other parts of speech to form bigger grammatical units, like phrases or clauses. There also aren’t strict rules about where interjections should appear in relation to other sentences . While it’s common for interjections to appear before sentences that describe an action or event that the interjection helps explain, interjections can appear after sentences that contain the action they’re describing as well. 

Subclasses of Interjections, Including Examples

There are two main subclasses of interjections: primary interjections and secondary interjections. Let’s take a look at these two types of interjections!

Primary Interjections  

Primary interjections are single words, like oh!, wow!, or ouch! that don’t enter into the actual structure of a sentence but add to the meaning of a sentence. Here’s an example of how a primary interjection can be used before a sentence to add to the meaning of the sentence that follows it: 

Ouch ! I just burned myself on that pan!

While someone who hears, I just burned myself on that pan might assume that the person who said that is now in pain, the interjection Ouch! makes it clear that burning oneself on the pan definitely was painful. 

Secondary Interjections

Secondary interjections are words that have other meanings but have evolved to be used like interjections in the English language and are often exclamatory. Secondary interjections can be mixed with greetings, oaths, or swear words. In many cases, the use of secondary interjections negates the original meaning of the word that is being used as an interjection. Let’s look at a couple of examples of secondary interjections here: 

Well , look what the cat dragged in!

Heck, I’d help if I could, but I’ve got to get to work. 

You probably know that the words well and heck weren’t originally used as interjections in the English language. Well originally meant that something was done in a good or satisfactory way, or that a person was in good health. Over time and through repeated usage, it’s come to be used as a way to express emotion, such as surprise, anger, relief, or resignation, like in the example above. 

This is a handy list of common prepositional phrases. (attanatta / Flickr) 

#8: Prepositions

The last part of speech we’re going to define is the preposition. Prepositions are words that are used to connect other words in a sentence—typically nouns and verbs—and show the relationship between those words. Prepositions convey concepts such as comparison, position, place, direction, movement, time, possession, and how an action is completed. 

Subclasses of Prepositions, Including Examples

The subclasses of prepositions are simple prepositions, double prepositions, participle prepositions, and prepositional phrases. 

Simple Prepositions

Simple prepositions appear before and between nouns, adjectives, or adverbs in sentences to convey relationships between people, living creatures, things, or places . Here are a couple of examples of simple prepositions used in sentences: 

I’ll order more ink before we run out. 

Your phone was beside your wallet. 

In the first example, the preposition before appears between the noun ink and the personal pronoun we to convey a relationship. In the second example, the preposition beside appears between the verb was and the possessive pronoun your.

In both examples, though, the prepositions help us understand how elements in the sentence are related to one another. In the first sentence, we know that the speaker currently has ink but needs more before it’s gone. In the second sentence, the preposition beside helps us understand how the wallet and the phone are positioned relative to one another! 

Double Prepositions

Double prepositions are exactly what they sound like: two prepositions joined together into one unit to connect phrases, nouns, and pronouns with other words in a sentence. Common examples of double prepositions include outside of, because of, according to, next to, across from, and on top of. Here is an example of a double preposition in a sentence: 

I thought you were sitting across from me. 

You see? Across and from both function as prepositions individually. When combined together in a sentence, they create a double preposition. (Also note that the prepositions help us understand how two people— you and I— are positioned with one another through spacial relationship.)  

Prepositional Phrases

Finally, prepositional phrases are groups of words that include a preposition and a noun or pronoun. Typically, the noun or pronoun that appears after the preposition in a prepositional phrase is called the object of the preposition. The object always appears at the end of the prepositional phrase. Additionally, prepositional phrases never include a verb or a subject. Here are two examples of prepositional phrases: 

The cat sat under the chair . 

In the example above, “under” is the preposition, and “the chair” is the noun, which functions as the object of the preposition. Here’s one more example: 

We walked through the overgrown field . 

Now, this example demonstrates one more thing you need to know about prepositional phrases: they can include an adjective before the object. In this example, “through” is the preposition, and “field” is the object. “Overgrown” is an adjective that modifies “the field,” and it’s quite common for adjectives to appear in prepositional phrases like the one above. 

While that might sound confusing, don’t worry: the key is identifying the preposition in the first place! Once you can find the preposition, you can start looking at the words around it to see if it forms a compound preposition, a double preposition of a prepositional phrase. 

10 Question Quiz: Test Your Knowledge of Parts of Speech Definitions and Examples

Since we’ve covered a lot of material about the 8 parts of speech with examples ( a lot of them!), we want to give you an opportunity to review and see what you’ve learned! While it might seem easier to just use a parts of speech finder instead of learning all this stuff, our parts of speech quiz can help you continue building your knowledge of the 8 parts of speech and master each one. 

Are you ready? Here we go:  

1) What are the 8 parts of speech? 

a) Noun, article, adverb, antecedent, verb, adjective, conjunction, interjection b) Noun, pronoun, verb, adverb, determiner, clause, adjective, preposition c) Noun, verb, adjective, adverb, pronoun, conjunction, interjection, preposition

2) Which parts of speech have subclasses?

a) Nouns, verbs, adjectives, and adverbs b) Nouns, verbs, adjectives, adverbs, conjunctions, and prepositions c) All of them! There are many types of words within each part of speech.

3) What is the difference between common nouns and proper nouns?

a) Common nouns don’t refer to specific people, places, or entities, but proper nouns do refer to specific people, places, or entities.  b) Common nouns refer to regular, everyday people, places, or entities, but proper nouns refer to famous people, places, or entities.  c) Common nouns refer to physical entities, like people, places, and objects, but proper nouns refer to nonphysical entities, like feelings, ideas, and experiences.

4) In which of the following sentences is the emboldened word a verb?

a) He was frightened by the horror film .   b) He adjusted his expectations after the first plan fell through.  c) She walked briskly to get there on time.

5) Which of the following is a correct definition of adjectives, and what other part of speech do adjectives modify?

a) Adjectives are describing words, and they modify nouns and noun phrases.  b) Adjectives are describing words, and they modify verbs and adverbs.  c) Adjectives are describing words, and they modify nouns, verbs, and adverbs.

6) Which of the following describes the function of adverbs in sentences?

a) Adverbs express frequency, degree, manner, time, place, and level of certainty. b) Adverbs express an action performed by a subject.  c) Adverbs describe nouns and noun phrases.

7) Which of the following answers contains a list of personal pronouns?

a) This, that, these, those b) I, you, me, we, he, she, him, her, they, them c) Who, what, which, whose

8) Where do interjections typically appear in a sentence?

a) Interjections can appear at the beginning of or in between sentences. b) Interjections appear at the end of sentences.  c) Interjections appear in prepositional phrases.

9) Which of the following sentences contains a prepositional phrase?

a) The dog happily wagged his tail.  b) The cow jumped over the moon.  c) She glared, angry that he forgot the flowers.

10) Which of the following is an accurate definition of a “part of speech”?

a) A category of words that serve a similar grammatical purpose in sentences. b) A category of words that are of similar length and spelling. c) A category of words that mean the same thing.

So, how did you do? If you got 1C, 2C, 3A, 4B, 5A, 6A, 7B, 8A, 9B, and 10A, you came out on top! There’s a lot to remember where the parts of speech are concerned, and if you’re looking for more practice like our quiz, try looking around for parts of speech games or parts of speech worksheets online!

What’s Next?

You might be brushing up on your grammar so you can ace the verbal portions of the SAT or ACT. Be sure you check out our guides to the grammar you need to know before you tackle those tests! Here’s our expert guide to the grammar rules you need to know for the SAT , and this article teaches you the 14 grammar rules you’ll definitely see on the ACT.

When you have a good handle on parts of speech, it can make writing essays tons easier. Learn how knowing parts of speech can help you get a perfect 12 on the ACT Essay (or an 8/8/8 on the SAT Essay ).

While we’re on the topic of grammar: keep in mind that knowing grammar rules is only part of the battle when it comes to the verbal and written portions of the SAT and ACT. Having a good vocabulary is also important to making the perfect score ! Here are 262 vocabulary words you need to know before you tackle your standardized tests.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Importance of the parts of speech

by Waqar (haripur,nwfp,pakistan)

What is the importance of the parts of speech? Ola's answer: Hi, That's a good question. The parts of speech are important because they show us how the words relate to each other. For example, let's take the words "hit," "Kevin" and "Brian." Now, they are just words, they don't really tell us something. But, as soon as we assign each word a role (a part of speech), and put them into a sentence, we actually get something meaningful: "Kevin hit Brian." Subject = Kevin Verb = hit Object = Brian However, if we change the role (part of speech) of a word, the meaning can become completely different: "Brian hit Kevin." Subject = Brian Verb = hit Object = Kevin So as you see, the role of the word in a sentence (which part of speech it is) actually helps to understand the sentence.

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Grammar: Main Parts of Speech

Definitions and examples.

The name of something, like a person, animal, place, thing, or concept. Nouns are typically used as subjects, objects, objects of prepositions, and modifiers of other nouns.

• I = subject
• the dissertation = object
• in Chapter 4 = object of a preposition
• research = modifier

This expresses what the person, animal, place, thing, or concept does. In English, verbs follow the noun.

• It takes a good deal of dedication to complete a doctoral degree.
• She studied hard for the test.
• Writing a dissertation is difficult. (The "be" verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "writing a dissertation," to the complement or the predicate of the sentence, in this case, "hard.")

This describes a noun or pronoun. Adjectives typically come before a noun or after a stative verb, like the verb "to be."

• Diligent describes the student and appears before the noun student .
• Difficult is placed after the to be verb and describes what it is like to balance time.

Remember that adjectives in English have no plural form. The same form of the adjective is used for both singular and plural nouns.

• A different idea
• Some different ideas
• INCORRECT: some differents ideas

This gives more information about the verb and about how the action was done. Adverbs tells how, where, when, why, etc. Depending on the context, the adverb can come before or after the verb or at the beginning or end of a sentence.

• Enthusiastically describes how he completed the course and answers the how question.
• Recently modifies the verb enroll and answers the when question.
• Then describes and modifies the entire sentence. See this link on transitions for more examples of conjunctive adverbs (adverbs that join one idea to another to improve the cohesion of the writing).

This word substitutes for a noun or a noun phrase (e.g. it, she, he, they, that, those,…).

• they = applicants
• He = Smith; that = ideas; those = those ideas

This word makes the reference of the noun more specific (e.g. his, her, my, their, the, a, an, this, these, … ).

• Jones published her book in 2015.
• The book was very popular.

Preposition

This comes before a noun or a noun phrase and links it to other parts of the sentence. These are usually single words (e.g., on, at, by ,… ) but can be up to four words (e.g., as far as, in addition to, as a result of, …).

• I chose to interview teachers in the district closest to me.
• The recorder was placed next to the interviewee.
• I stopped the recording in the middle of the interview due to a low battery.

Conjunction

A word that joins two clauses. These can be coordinating (an easy way to remember this is memorizing FANBOYS = for, and, nor, but, or, yet, so) or subordinating (e.g., because, although, when, …).

• The results were not significant, so the alternative hypothesis was accepted.
• Although the results seem promising, more research must be conducted in this area.

Auxiliary Verbs

Helping verbs. They are used to build up complete verbs.

• Primary auxiliary verbs (be, have, do) show the progressive, passive, perfect, and negative verb tenses .
• Modal auxiliary verbs (can, could, may, might, must, shall, should, will, would) show a variety of meanings. They represent ability, permission, necessity, and degree of certainty. These are always followed by the simple form of the verb.
• Semimodal auxiliary verbs (e.g., be going to, ought to, have to, had better, used to, be able to,…). These are always followed by the simple form of the verb.
• primary: have investigated = present perfect tense; has not been determined = passive, perfect, negative form
• The modal could shows ability, and the verb conduct stays in its simple form; the modal may shows degree of certainty, and the verb lead stays in its simple form.
• These semimodals are followed by the simple form of the verb.

Common Endings

Nouns, verbs, adjectives, and adverbs often have unique word endings, called suffixes . Looking at the suffix can help to distinguish the word from other parts of speech and help identify the function of the word in the sentence. It is important to use the correct word form in written sentences so that readers can clearly follow the intended meaning.

Here are some common endings for the basic parts of speech. If ever in doubt, consult the dictionary for the correct word form.

Common Noun Endings

Common Verb Endings

Common Adjective Endings

Common Adverb Endings

Placement and Position of Adjectives and Adverbs

Order of adjectives.

If more than one adjective is used in a sentence, they tend to occur in a certain order. In English, two or three adjectives modifying a noun tend to be the limit. However, when writing in APA, not many adjectives should be used (since APA is objective, scientific writing). If adjectives are used, the framework below can be used as guidance in adjective placement.

• Determiner (e.g., this, that, these, those, my, mine, your, yours, him, his, hers they, their, some, our, several,…) or article (a, an, the)
• Opinion, quality, or observation adjective (e.g., lovely, useful, cute, difficult, comfortable)
• Physical description
• (a) size (big, little, tall, short)
• (b) shape (circular,  irregular, triangular)
• (c) age (old, new, young, adolescent)
• (d) color (red, green, yellow)
• Origin (e.g., English, Mexican, Japanese)
• Material (e.g., cotton, metal, plastic)
• Qualifier (noun used as an adjective to modify the noun that follows; i.e., campus activities, rocking chair, business suit)
• Head noun that the adjectives are describing (e.g., activities, chair, suit)

For example:

• This (1) lovely (2) new (3) wooden (4) Italian (5) rocking (6) chair (7) is in my office.
• Your (1) beautiful (2) green (3) French (4) silk (5) business (6) suit (7) has a hole in it.

Commas With Multiple Adjectives

A comma is used between two adjectives only if the adjectives belong to the same category (for example, if there are two adjectives describing color or two adjectives describing material). To test this, ask these two questions:

• Does the sentence make sense if the adjectives are written in reverse order?
• Does the sentence make sense if the word “and” is written between them?

If the answer is yes to the above questions, the adjectives are separated with a comma. Also keep in mind a comma is never used before the noun that it modifies.

• This useful big round old green English leather rocking chair is comfortable . (Note that there are no commas here because there is only one adjective from each category.)
• A lovely large yellow, red, and green oil painting was hung on the wall. (Note the commas between yellow, red, and green since these are all in the same category of color.)

Position of Adverbs

Adverbs can appear in different positions in a sentence.

• At the beginning of a sentence: Generally , teachers work more than 40 hours a week.
• After the subject, before the verb: Teachers generally work more than 40 hours a week.
• At the end of a sentence: Teachers work more than 40 hours a week, generally .
• However, an adverb is not placed between a verb and a direct object. INCORRECT: Teachers work generally more than 40 hours a week.

More Detailed Rules for the Position of Adverbs

• Adverbs that modify the whole sentence can move to different positions, such as certainly, recently, fortunately, actually, and obviously.
• Recently , I started a new job.
• I recently started a new job.
• I started a new job recently .
• Many adverbs of frequency modify the entire sentence and not just the verb, such as frequently, usually, always, sometimes, often , and seldom . These adverbs appear in the middle of the sentence, after the subject.
• INCORRECT: Frequently she gets time to herself.
• INCORRECT: She gets time to herself frequently .
• She has frequently exercised during her lunch hour. (The adverb appears after the first auxiliary verb.)
• She is frequently hanging out with old friends. (The adverb appears after the to be verb.)
• Adverbial phrases work best at the end of a sentence.
• He greeted us in a very friendly way .
• I collected data for 2 months .

Main Parts of Speech Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Mastering the Mechanics: Nouns (video transcript)
• Mastering the Mechanics: Introduction to Verbs (video transcript)
• Mastering the Mechanics: Articles (video transcript)
• Mastering the Mechanics: Introduction to Pronouns (video transcript)
• Mastering the Mechanics: Modifiers (video transcript)

Writing Tools: Dictionary and Thesaurus Refresher Video

Note that this video was created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Writing Tools: Dictionary and Thesaurus Refresher (video transcript)

Related Resources

Knowledge Check: Main Parts of Speech

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• All TIP Sheets

The Eight Parts of Speech

• Prepositions
• Conjunctions
• Interjections
• Basic Sentence Structure
• Sentence Fragments
• Run-on Sentences and Comma Splices
• Sentence Type and Purpose
• Independent and Dependent Clauses: Coordination and Subordination
• Subject Verb Agreement
• Consistent Verb Tense
• Other Phrases: Verbal, Appositive, Absolute
• Pronoun Reference
• Relative Pronouns: Restrictive and Nonrestrictive Clauses
• Avoiding Modifier Problems
• Transitions
• Would, Should, Could
• Achieving Parallelism
• Definite and Indefinite Articles
• Two-Word Verbs

TIP Sheet THE EIGHT PARTS OF SPEECH

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

1. NOUN

• A noun is the name of a person, place, thing, or idea.

man... Butte College... house... happiness

A noun is a word for a person, place, thing, or idea. Nouns are often used with an article ( the , a , an ), but not always. Proper nouns always start with a capital letter; common nouns do not. Nouns can be singular or plural, concrete or abstract. Nouns show possession by adding 's . Nouns can function in different roles within a sentence; for example, a noun can be a subject, direct object, indirect object, subject complement, or object of a preposition.

The young girl brought me a very long letter from the teacher , and then she quickly disappeared. Oh my!

See the TIP Sheet on "Nouns" for further information.

2. PRONOUN

• A pronoun is a word used in place of a noun.

She... we... they... it

A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific noun, which is called its antecedent. In the sentence above, the antecedent for the pronoun she is the girl. Pronouns are further defined by type: personal pronouns refer to specific persons or things; possessive pronouns indicate ownership; reflexive pronouns are used to emphasize another noun or pronoun; relative pronouns introduce a subordinate clause; and demonstrative pronouns identify, point to, or refer to nouns.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

See the TIP Sheet on "Pronouns" for further information.

3. VERB

• A verb expresses action or being.

jump... is... write... become

The verb in a sentence expresses action or being. There is a main verb and sometimes one or more helping verbs. (" She can sing." Sing is the main verb; can is the helping verb.) A verb must agree with its subject in number (both are singular or both are plural). Verbs also take different forms to express tense.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared . Oh my!

See the TIP Sheet on "Verbs" for more information.

4. ADJECTIVE

• An adjective modifies or describes a noun or pronoun.

pretty... old... blue... smart

An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the question of which one, what kind, or how many. (Articles [a, an, the] are usually classified as adjectives.)

See the TIP Sheet on "Adjectives" for more information.

5. ADVERB

• An adverb modifies or describes a verb, an adjective, or another adverb.

gently... extremely... carefully... well

An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It usually answers the questions of when, where, how, why, under what conditions, or to what degree. Adverbs often end in -ly.

See the TIP Sheet on "Adverbs" for more information.

6. PREPOSITION

• A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence.

by... with.... about... until

(by the tree, with our friends, about the book, until tomorrow)

A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence. Therefore a preposition is always part of a prepositional phrase. The prepositional phrase almost always functions as an adjective or as an adverb. The following list includes the most common prepositions:

See the TIP Sheet on "Prepositions" for more information.

7. CONJUNCTION

• A conjunction joins words, phrases, or clauses.

and... but... or... while... because

A conjunction joins words, phrases, or clauses, and indicates the relationship between the elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or, nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because, although, while, since, etc. There are other types of conjunctions as well.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

See the TIP Sheet on "Conjunctions" for more information.

8. INTERJECTION

• An interjection is a word used to express emotion.

Oh!... Wow!... Oops!

An interjection is a word used to express emotion. It is often followed by an exclamation point.

The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my !

See the TIP Sheet on "Interjections" for more information.

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What Are The 8 Parts of Speech? Definitions and Examples

Speaking and writing in any language involves using different parts of speech. Understanding what these parts are and how to use them correctly is important for effective communication. In English, there are 8 parts of speech, which include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. In this article, we will explore each of these parts of speech in detail, along with their definitions and examples. By the end of this article, you will have a better understanding of the role and importance of the 8 parts of speech in English.

Content Guide

What Are Parts of Speech?

Parts of speech, also known as word classes, are categories that describe the role a word plays in a sentence. These categories help us understand how words work within sentences and how they relate to one another. In essence, parts of speech are a set of general rules that help us to form sentences that are clear, logical, and expressive. There are a total of 8 parts of speech in the English language, and each has its own set of rules. 

The 8 Parts of Speech

The 8 parts of speech are:

Prepositions

• Conjunctions
• Interjections 

Parts of Speech Chart

The following chart lists the 8 parts of speech—along with brief descriptions and examples.

It’s time to explore them in detail. So, let’s go ahead and learn the 8 parts of speech with definitions and examples.

A noun is a word that refers to a person, animal, place, idea, or thing. For example, John, cat, dog, table, house, office, etc. In English, nouns come in many different forms, including proper nouns, which are names that refer to people or places; descriptive nouns, which describe things; and common nouns, which are words that are used to refer to a wide range of things.

Common nouns are often used to refer to everyday objects, such as “chair,” “table,” and “door.” Other common nouns are used to refer to abstract concepts, such as “love,” “hate,” and “peace.” Nouns can also be singular, plural, and neuter. A singular noun refers to one person or thing, while a plural noun refers to more than one person or thing. A neuter noun is used to refer to something that isn’t either a person or a thing.

Let’s see some examples of nouns in sentences:

Person- Her name is Amy . Place – This park is so crowded. Thing- You never sit on this chair . Animal – They have a dog .

Pronouns are words that we use to replace nouns in sentences that refer to people, animals, objects, or places. Pronouns help us to avoid the repetition of nouns while we speak or write.  Words such as he, she, it, I, you, we, they, them, etc. are pronouns.

Let’s consider this paragraph without using pronouns:

Amy always wakes up early in the morning. Amy goes to the office and comes back in the afternoon. In the evening, Amy cooks dinner. After having dinner Amy goes to bed. This is Amy’s daily routine.

Did you find it a bit repetitive?

Now, when we replace the noun with pronouns, the paragraph becomes more engaging:

Amy always wakes up early in the morning. She goes to the office and comes back in the afternoon. She cooks dinner in the evening. And, after dinner, she goes to bed. This is her routine.

In this case, ‘She’ and ‘her’ are the pronouns we used instead of repeatedly mentioning Amy’s name.

Adjectives are words used to describe the person, place, or thing that a noun refers to. Adjectives are often used to add extra information about a noun. It can be used to describe a person’s age, gender, or personality. Adjectives are also used to describe the quality of a noun, such as its size, shape, or color. Some examples of adjectives are tall, short, good, bad, beautiful, large, funny, sad, etc.

Let’s see some examples of adjectives in sentences:

You look beautiful in this dress. It’s pleasant weather today. He is a kind person. She looks sad today. The movie we watched yesterday was engaging .

A verb is a word that describes specific actions, or an action that is being performed. They are also called action verbs. However, not all verbs are action verbs. There are non-action verbs that denote feelings or state of being. So, a verb can be either an action verb or a state verb. Action verbs are words such as “walk,” “run,” and “jump.” State verbs are words such as “be,” “look,” “love,” and “feel.”

Examples of verbs in sentences:

We play video games every day. They run very fast. I love pizza. He jumped off the bridge. She hates horror movies.

Adverbs describe or provide more information about verbs, adjectives, and other adverbs. They are often used to describe the way something is done, how something is done, or how something feels. Moreover, adverbs can highlight distinctions between things or actions. For instance, we use words such as “slowly” or “carefully” to describe the way something is done. We often use words such as “well” or “badly” to describe how something is done.

Some examples of adverbs are always, quickly, badly, quietly, early, slowly, etc.

He runs faster than me. Can you finish your work early ? She was badly injured while playing. Can you do it silently ?  She was walking slowly towards me.

Prepositions are words that connect words in a sentence. Prepositions can be used to describe the location of something, as well as the time and manner in which something is done. The most common prepositions are: at, on, by, under, over, beside, before, after, behind, above, below, in, out, with, and without. Prepositions can also be used to indicate the relationship between two things (for example, beside means “next to”).

Prepositions are one of the most important parts of speech that you must learn to use correctly. They can make your writing clear and make your sentences more interesting.

Examples of prepositions in sentences:

My books are on the table.  He leaves for home at 8 p.m. You can sit beside me. They came here after me. I travel by public transport.

Conjunction

A conjunction is a word or phrase that connects two ideas or clauses. For example, consider these sentences: “I like sports. I like music.” These are two separate sentences, but you can connect them using the conjunction “and” to say, “ I like sports and music. ” Conjunctions help make our sentences flow smoothly by joining related thoughts or actions.

There are many different types of conjunctions. Some examples of common conjunctions are: and, but, when, unless, or, nor, for, yet, although, but not, because, not only, etc.

Examples of conjunction in sentences:

I cannot go to work today because my mother is sick. My dad used to ride horses when he was young. You are likely to fail unless you work hard.

Interjection

Interjections are words that show sudden feelings or emotions such as joy, surprise, or shock. We usually use the exclamation mark (!) with interjection words.  

Some examples of interjections are:

Oh! Wow! Hello! Ouch! Bravo!

Examples of interjections in sentences:

Oh! I forgot the keys. Wow! It looks great. Hello! Is anybody there?

Frequently Asked Questions (FAQs) about “Parts of Speech”

1. what are the parts of speech in english.

English has eight primary parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections.

2. Why is it important to understand parts of speech?

Understanding parts of speech is crucial for effective communication and writing. It helps you structure sentences correctly, convey your thoughts clearly, and avoid grammatical errors.

3. How can I identify the parts of speech in a sentence?

You can identify parts of speech by understanding their functions and looking for clues within the sentence. Nouns name things, verbs show actions, adjectives describe nouns, and so on. Context and practice are essential tools for identification.

4. Can words change their part of speech in different sentences?

Yes, some words can function as different parts of speech depending on their usage and context. For example, “work” can be a noun (“I have a lot of work to do”) or a verb (“I need to work hard”).

5. What’s the difference between adjectives and adverbs?

Adjectives describe nouns and answer questions like “What kind?” or “Which one?” (e.g., “red car”). Adverbs modify verbs, adjectives, or other adverbs, addressing questions like “How?” “When?” “Where?” or “To what extent?” (e.g., “She sings beautifully”).

6. How do conjunctions function in sentences?

Conjunctions connect words, phrases, or clauses to form more complex sentences. Common conjunctions are “and,” “but,” “or,” “so,” and “because.”

7. What’s the role of prepositions in sentences?

Prepositions establish connections between nouns or pronouns and other words in a sentence, indicating aspects like location, direction, time, or manner. Examples of prepositions include “in,” “on,” “under,” “with,” and “between.”

8. When should interjections be used in communication?

Interjections are used to express strong emotions or sudden exclamations. They add emotional depth to your speech or writing. For instance, “Wow, that’s amazing!” or “Ouch, that hurts!”

9. Are there any online tools to help identify parts of speech in sentences?

Yes, there are many online grammar-checking tools and apps that can analyze and label the parts of speech in a sentence. They can be useful for practice and verification.

10. How can I improve my understanding of parts of speech?

Improving your understanding of parts of speech requires practice. Analyze sentences from books, articles, or conversations. Engage in grammar exercises and quizzes. Reading widely and regularly can also help reinforce your knowledge.

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March 2022 Update: Check out the “Why We Should Learn the Parts of Speech” comic here.

It’s a common experience: The English teacher hands out a paragraph to each student in class. The instructions at the top read Underline each common, proper, or collective noun. Or perhaps they direct students to Write a verb to complete each of the following sentences, or List the ten adjectives that appear in the following passage . Students reluctantly pick up their pencils to begin the task, and soon after someone utters the despairing phrase:

“Why do we have to know this?”

Or better yet:

“When am I ever going to use this?”

These common refrains invite us to consider why we should even spend time learning parts of speech. After all, how often are most people asked to identify nouns , pronouns , verbs , adverbs , adjectives , conjunctions , prepositions , and interjections in their daily lives? What can teachers tell students to explain why this is useful? And what can homeschool parents tell their kids when faced with the same questions?

As an English teacher who has heard these objections more than a few times, I have had to justify to students why they have to know the FANBOYS or identify linking verbs . Thus far, I’ve come up with three compelling reasons to give students as to why it’s important to learn the parts of speech.

1. You can’t make (or understand) sentences without them.

This sounds basic, right? Sentences are made of words, and all words fall into one or more of the parts of speech categories, so… duh! How does that help?

Let’s say your teacher tells you that you are using incomplete sentences, and your grades are suffering because of it. In order to improve your performance in class, you need to first understand what makes a sentence complete. So you look up the definition of a complete sentence only to find this:

A complete sentence has two basic parts: a subject and a predicate. The subject is the part of the sentence about which something is being said. The predicate is the part that says something about the subject. A simple subject is the key noun or pronoun that tells what the sentence is about. A simple predicate is the verb or verb phrase that communicates the essential idea about the subject of the sentence.

If you made it through that paragraph-long definition, you can already start to see the value of knowing your parts of speech. It is not possible to decipher what a subject is unless you know that a noun is a person, place, thing, or idea. Moreover, good luck teasing out what a predicate is if you don’t know that a verb describes an action or state of being.

And sentences are just the start of our troubles! What do we do if we’re asked to fix the passive voice in a paper or minimize our use of adverbs? This brings us to the second reason that knowing the parts of speech is, in fact, a great idea.

2. It helps you master writing techniques.

If you want to be a better writer, there are techniques you can learn to elevate your prose and dazzle your readers. However, it’s much harder to learn those techniques if you don’t know your parts of speech. A great example of this is the use of parallel structure in writing. 

What is parallel structure?

Also called parallelism, it’s the use of repeating grammatical constructions in a sentence. Parallelism is powerful because it creates unity in writing, establishes a rhythm, and calls attention to our words. One famous example comes from the last sentence of the Gettysburg Address :

“… that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.”

What stood out to you in that sentence? I bet it was Abraham Lincoln’s use of parallelism. He used repeating prepositional phrases ( of the people, by the people, for the people ) to underscore the fragility of this newfangled form of government that privileged the people .

If Lincoln hadn’t been the masterful writer that he was, that sentence could have read something like this:

“… that this nation, under God, shall have a new birth of freedom — and that government of the people, created for them, important to preserve our country, shall not perish from the earth.”

It doesn’t have quite the same punch, does it? The problem boils down to parallel structure, and parallel structure can’t be achieved without knowing your parts of speech.

However, even if you don’t plan on becoming a celebrated speech writer, there is still one simple reason that parts of speech are worth the trouble to learn.

3. It makes writing (and life) easier.

Now, you might be thinking, “I could just look this up when I need to know it.” That’s true; you could. But is that what you really want?

Let’s step away from English for a moment and look to a math analogy to shed light on why knowing parts of speech makes life easier:

Imagine you have nine pet lions. Every day, you need to feed each lion a total of four steaks. How many steaks is that per day? 

Odds are that you quickly figured out you would need thirty-six juicy steaks each day. Perhaps you decided that it’s too expensive to own nine lions, and you’re considering just getting a dog. Regardless, you hardly needed to think about the math because you know your multiplication, or “times,” tables from elementary school. It was automatic and easy. This is why we learn our times tables: It gives us more time to set the table (for our lions).

Bad jokes aside, parts of speech are just like multiplication tables in that they are the basic units of grammar. Knowing what a verb is off the top of your head will help you identify if a sentence is incomplete because it is missing a verb; recognizing that your first two list items are nouns will help you see that you should end the list with a noun to maintain parallel structure. The more work you put in on the front end to learn your parts of speech, the less time you will put in on the back end to fix your mistakes.

Like anything else, learning parts of speech takes time and effort. To my mind, it’s worth every agonizing sentence that requires one to Write the word that is being modified by an adverb or Write the conjunction that appears in each sentence .

What do you think? Are parts of speech worth the time to learn? What do you tell your students? Let me know your thoughts in the comments.

Additionally, your students can always get a refresher on parts of speech and other ELA concepts on the Terms page. 

Parts of Speech

The 8 Key Elements of Highly Effective Speech

…and why your words barely matter.

Posted July 10, 2012 | Reviewed by Ekua Hagan

I’d like you to take a moment to experience the following sentence, taken from a recent article exploring the nature of human consciousness: “Neuroplastic mechanisms relevant to the growing number of empirical studies of the capacity of directed attention and mental effort systematically alter brain function.”

Exciting? Hardly! In fact, most of the words you read barely register in your brain, and most of the words you speak barely register in the listener’s brain. In fact, research shows that words are the least important part of communication when you have face-to-face conversations with others. So before you utter another word to another person, memorize this list of the 8 key elements of highly effective speech:

• Gentle eye contact
• Kind facial expression
• Warm tone of voice
• Expressive hand and body gestures
• Relaxed disposition
• Slow speech rate
• The words themselves

Effective communication is based on trust, and if we don’t trust the speaker, we’re not going to listen to their words. Trust begins with eye contact because we need to see the person’s face to evaluate if they are being deceitful or not. In fact, when we are being watched, cooperation increases. [1] When we are not being watched, people tend to act more selfishly, with greater dishonesty. [2]

Gentle eye contact increases trustworthiness and encourages future cooperation, [3] and a happy gaze will increase emotional trust. [4] However, if we see the slightest bit of anger or fear on the speaker’s face, our trust will rapidly decrease. [5] But you can’t fake trustworthiness because the muscles around your mouth and eyes that reflect contentment and sincerity are involuntary. Solution: if you think about someone you love, or an event that brought you deep joy and satisfaction, a "Mona Lisa" smile will appear on your face and the muscles around your eyes will soften.

The tone of your voice is equally important when it comes to understanding what a person is really trying to say. If the facial expression expresses one emotion , but if the tone conveys a different one, neural dissonance takes place in the brain, causing the person confusion. [6] The result: trust erodes, suspicion increases, and cooperation decreases.

Researchers at the University of Amsterdam found that expressions of anger, contempt, disgust, fear, sadness, and surprise were better communicated through vocal tone than facial expression, whereas the face was more accurate for communicating expressions of joy, pride, and embarrassment . [7] And in business, a warm supportive voice is the sign of transformational leadership , generating more satisfaction, commitment, and cooperation between other members of the team. [8]

You can easily train your voice to convey more trust to others, and all you have to do is slow down and drop your pitch. This was tested at the University of Houston: when doctors reduced their speaking rate and pitch, especially when delivering bad news, the listener perceived them “as more caring and sympathetic.” [9] Harvard's Ted Kaptchuk also discovered that using a warm voice would double the healing power of a therapeutic treatment. [10]

If you want to express joy, your voice needs to become increasingly melodic, whereas sadness is spoken with a flat and monotonic voice. When we are angry, excited, or frightened, we raise the pitch and intensity of our voice, and there’s a lot of variability in both the speed and the tone. However, if the emotion is incongruent with the words you are using, it will create confusion for the listener. [11]

Gestures, and especially hand movements, are also important because they help orchestrate the language comprehension centers of your brain. [12] In fact, your brain needs to integrate both the sounds and body movements of the person who is speaking in order to accurately perceive what is meant. [13] From an evolutionary perspective, speech emerged from hand gestures and they both originate the same language area of the brain. [14] If our words and gestures are incongruent, it will create confusion in the listener’s brain. [15] Our suggestion: practice speaking in front of a mirror, consciously using your hands to “describe” the words you are speaking.

Your degree of relaxation is also reflected in your body language , facial expressions, and tone of voice, and any form of stress will convey a message of distrust . Why? Your stress tells the observer’s brain that there may be something wrong, and that stimulates defensive posturing in the listener. Research shows that even a one-minute relaxation exercise will increase activity in those parts of the brain that control language, communication, social awareness, mood-regulation, and decision-making . [16] Thus, a relaxed conversation allows for increased intimacy and empathy. Stress, however, causes us to talk too much because it hinders our ability to speak with clarity.

When you speak, slow down! Slow speech rates will increase the ability for the listener to comprehend what you are saying, and this is true for both young and older adults. [17] Slower speaking will also deepen that person’s respect for you, [18] Speaking slowly is not as natural as it may seem, and as children we automatically speak fast. But you can teach yourself, and your children to slow down by consciously cutting your speech rate in half. A slow voice has a calming effect on a person who is feeling anxious , whereas a loud fast voice will stimulate excitement, anger, or fear. [19]

Try this experiment: pair up with a partner and speak so slowly that … you … leave … 5 … seconds … of … silence … between … each … word. You’ll become aware of your negative inner speech that tells you that you should babble on endlessly and as fast as possible. It’s a trap, because the listener’s brain can only recall about 10 seconds of content! That’s why, when we train people in Compassionate Communication, we ask participants to speak only one sentence at a time, slowly, and then listen deeply as the other person speaks for ten seconds or less. This exercise will increase your overall consciousness about the importance of the first 7 elements of highly effective communication. Then, and only then, will you truly grasp the deeper meaning that is imparted by each word spoken by others.

But what about written communication, where you only have access to the words? When it comes to mutual comprehension, the written word pales in comparison to speech. To compensate, your brain imposes arbitrary meanings onto the words. You, the reader, give the words emotional impact that often differs from what the writer intended, which is why so many email correspondences get misinterpreted. And unless the writer fills in the blanks with specific emotional words and descriptive speech – storytelling – the reader will experience your writing as being flat, boring , dry, and probably more negative than you intended.

The solution: help the reader “paint a picture” in their mind with your words. Use concrete nouns and action verbs because they are easier for the reader’s brain to visualize. Words like “sunset” or “eat” are easy to see in the mind's eye, but words like “freedom” or “identify” force the brain to sort through too many conceptual frameworks. Instead, our lazy brain will skip over as many words as possible, especially the abstract ones. When this happens the deeper levels of meaning and feeling will be lost.

For more information on how to improve your speaking and listening skills, along with additional exercises to practice, see Words Can Change Your Brain: 12 Conversation Strategies for Building Trust, Reducing Conflict, and Increasing Intimacy (Newberg & Waldman, 2012, Hudson Street Press).

[1] Cues of being watched enhance cooperation in a real-world setting. Bateson M, Nettle D, Roberts G. Biol Lett. 2006 Sep 22;2(3):412-4.

[2] Effects of anonymity on antisocial behavior committed by individuals. Nogami T, Takai J. Psychol Rep. 2008 Feb;102(1):119-30.

[3] Eyes are on us, but nobody cares: are eye cues relevant for strong reciprocity? Fehr E, Schneider F. Proc Biol Sci. 2010 May 7;277(1686):1315-23.

[4] Evaluating faces on trustworthiness: an extension of systems for recognition of emotions signaling approach/avoidance behaviors. Todorov A. Ann N Y Acad Sci. 2008 Mar;1124:208-24.

[5] Common neural mechanisms for the evaluation of facial trustworthiness and emotional expressions as revealed by behavioral adaptation. Engell AD, Todorov A, Haxby JV. Perception. 2010;39(7):931-41.

[6] Use of affective prosody by young and older adults. Dupuis K, Pichora-Fuller MK. Psychol Aging. 2010 Mar;25(1):16-29.

[7] "Worth a thousand words": absolute and relative decoding of nonlinguistic affect vocalizations. Hawk ST, van Kleef GA, Fischer AH, van der Schalk J. Emotion. 2009 Jun;9(3):293-305.

[8] Leadership = Communication? The Relations of Leaders' Communication Styles with Leadership Styles, Knowledge Sharing and Leadership Outcomes. de Vries RE, Bakker-Pieper A, Oostenveld W. J Bus Psychol. 2010 Sep;25(3):367-380.

[9] Voice analysis during bad news discussion in oncology: reduced pitch, decreased speaking rate, and nonverbal communication of empathy. McHenry M, Parker PA, Baile WF, Lenzi R. Support Care Cancer. 2011 May 15.

[10] Components of placebo effect: randomised controlled trial in patients with irritable bowel syndrome. Kaptchuk TJ, Kelley JM, Conboy LA, Davis RB, Kerr CE, Jacobson EE, Kirsch I, Schyner RN, Nam BH, Nguyen LT, Park M, Rivers AL, McManus C, Kokkotou E, Drossman DA, Goldman P, Lembo AJ. BMJ. 2008 May 3;336(7651):999-1003.

[11] Use of affective prosody by young and older adults. Dupuis K, Pichora-Fuller MK. Psychol Aging. 2010 Mar;25(1):16-29.

[12] Gestures orchestrate brain networks for language understanding. Skipper JI, Goldin-Meadow S, Nusbaum HC, Small SL. Curr Biol. 2009 Apr 28;19(8):661-7.

[13] When language meets action: the neural integration of gesture and speech. Willems RM, Ozyürek A, Hagoort P. Cereb Cortex. 2007 Oct;17(10):2322-33.

[14] When the hands speak. Gentilucci M, Dalla Volta R, Gianelli C. J Physiol Paris. 2008 Jan-May;102(1-3):21-30. Epub 2008 Mar 18.

[15] How symbolic gestures and words interact with each other. Barbieri F, Buonocore A,Volta RD, Gentilucci M. Brain Lang. 2009 Jul;110(1):1-11.

[16i] Short-term meditation training improves attention and self-regulation. Tang YY, Ma Y, Wang J, Fan Y, Feng S, Lu Q, Yu Q, Sui D, Rothbart MK, Fan M, Posner MI. Proc Natl Acad Sci U S A. 2007 Oct 23;104(43):17152-6.

[17] Comprehension of speeded discourse by younger and older listeners. Gordon MS, Daneman M, Schneider BA. Exp Aging Res. 2009 Jul-Sep;35(3):277-96.

[18] Celerity and cajolery: rapid speech may promote or inhibit persuasion through its impact on message elaboration. Smith SM, Shaffer, DR. Pers Soc Psychol Bull. 1991 Dec;17(6):663-669.

[19] Voices of fear and anxiety and sadness and depression: the effects of speech rate and loudness on fear and anxiety and sadness and depression. Siegman AW, Boyle S. J Abnorm Psychol. 1993 Aug;102(3):430-7. The angry voice: its effects on the experience of anger and cardiovascular reactivity. Siegman AW, Anderson RA, Berger T. Psychosom Med. 1990 Nov-Dec;52(6):631-43.

Andrew Newberg, M.D ., and Mark Robert Waldman are the authors of Words Can Change Your Brain .

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Here’s to those that love us! And for those that do not love us, may God turn their hearts. And if he cannot turn their hearts, may he turn their ankles; so that we may know them, by their limping. Irish Blessing/Curse

Cheers ,  slainte ,  skal ,  prost , and  salud ! A toast speech is a type of tribute speech meant to honor someone. Your goal as a speaker should be to make that person feel special and to allow others in the room to be included in the celebration.

Ceremonial Speaking Wheel

All ceremonial speeches should include the trio –narration, magnification, and identification.

Identification

When thinking about your toast, don’t just think about the person you are toasting but about everyone in the room and think about how to bring them into your speech.  Saying “we” are here to honor the recipient and reminding the audience of shared values helps the audience to be a part of the process.  Say things that invite the audience in several times throughout the speech.

Wedding Toast Instead of saying:  Amy and I played Barbie as children and always made sure that Barbie found her perfect soulmate. Say : As many of you know, Amy and I played Barbie for hours as children.  What you may not know is we always made sure that Barbie found her perfect soulmate.

———-

Graduation Toast Instead of saying: I wish you the best in your journey ahead as you graduate and start your new career. Say: We here, your family and friends, all wish you the best in your journey ahead as you graduate and start your new career

Retirement Toast Instead of saying: Dad, I was so happy you let me come and play in your office even if I ran your stapler out of staples by shooting them at the invisible villains that were hiding under your desk. Say: As many of you here now, dad would sometimes let me come to work with him.  And while most of you thought that I was the perfect little bosses’ kids, you may not have known that I was really a super hero executing the invisible villain that I found in dads desk. I killed it with all the staples from dad’s stapler.

The use of story helps the audience to be drawn in and want to listen. In short toasts, you can tell a series of one-sentence stories. In larger toasts, you can tell one long story or numerous little stories. Tell your story in a way that the audience relives the moment with you.

Magnification

Take a trait of the individual and magnify it. I’m not talking about superfluous embellishment; I’m talking about honest elaboration. For example, you might talk about

• Triumph over obstacles
• Unusual accomplishment
• Superior performance
• Unselfish motive
• Benefit to society
• The greatness of a simple thing

Now you know of the key elements that should be in your speech, let’s talk about the process of building a toast, writing a toast, and delivering a toast.

Gather the Details

What type of toast is it.

Always adapt your toast to the occasion: Wedding, graduation, retirement, business celebration, award celebration, birthday.

Who will attend?

You will give a different speech to your old college roommate on his birthday if it is just you and the gang versus if his conservative parents are in the room. It will be an even different speech if his new employer is present.  Remember, a toast is not just about the person being celebrated but it is about others in the room.  As you write your toast, keep imagining the key people present at the event.

Are there expectations about how long the toast will be?  It is always good to ask. It can be awkward if there are several people toasting and each gives a five-minute toast and you have prepared only a two-minute toast. Typically wedding-type toasts, retirement toasts, and graduation toasts are longer speeches and people speak from notes.  On the other hand, shorter toasts are usually memorized

Sit down and just start jotting ideas.  Think of your brain as a water faucet. You are not going to get any water until you turn the thing on. Many people complain they can’t think of ideas, but they never actually turn on the idea faucet. Think of brainstorming as turning those ideas on and getting your creative juices flowing.   Start brainstorming ideas and memories one day and then give it a day or two to think about more memories.

When I turn off my faucet at home, there are usually a few drips that happen as the rest of the water gets out of the line. Think of your brain that way. Give it time to drip out the last ideas and be there to catch them. They just might be the best ideas of all. Some people find if they brainstorm before bed that they wake up with the best ideas. Always assume that you will forget your ideas, so write them down as soon as you think of them.

For more on brainstorming

  Sit Down and Write

At this point, just get your ideas down. Put down more ideas than you will use.  Allow yourself to write down some cheesy things—by cheesy, I mean those ideas that are silly, extreme, or not right for the occasion. Just go with it. Write those cheesy ideas down, maybe you will use this somehow but probably not. Most importantly, the creative ideas are hiding in your brain behind the cheesy ones and if you don’t get the cheesy ideas out of the way, you will never get to the next level.

Now. Let’s think about that faucet again. Imagine there is something clogging it. You have to put some pressure on it so you can get it working. I like to think of cheesy ideas as that clog in the line. I have to get the cheesy clog out of the way by giving my mind permission to go there and once that line is clear. I need to be ready for all the great ideas that will come out in force after the clog comes out.

Taking It to The Professional Level

If you want to give your toast the professional edge, try using a theme and then adding in some parallel construction. In this next section, I will show you how that works.

Use a Theme

Pick a theme for your toast and carry it throughout the whole toast. I like to think of the theme as the container that holds the speech together.

For example, Drew gave a best man speech and used the theme of a road trip. He told stories of him and his best friend and their adventures (at least the adventures you the ones that you can tell when mom is in the room). He talked about fighting over which music is played, he told stories about bathroom breaks, and he confessed that his friend was always getting lost. These were fun stories and by hearing them we could all imagine the friendship they shared. In his speech, he told us that whoever was in the passenger seat was called the “roundtrip captain.” He gave the new bride advice on how to navigate the relationship since he knew so much about his friend from all these road trips. The speech wrapped up with Drew telling the bride that she was the map reader now and he passed to her the title of “road trip captain.”

Erin gave a graduation toast to her family members who supported her through college. She used the theme of climbing hills. It was the perfect theme since the University of Arkansas campus that she graduated from seems to be arranged so everything is uphill–both ways.  She talked about walking the hills both physically and symbolically. In her speech, she talked about how beautiful the view is from the top. She wrapped up her speech by saying now that she is graduated how she has new hills to climb.

Keep in mind the theme is just the container.  If you have only a container, it will seem cliché and sound like a cheap greeting card. The theme is not the speech, it is the container that holds your many stories.  Make sure to develop those stories.

Use Parallel Construction

Parallel construction is where you take one sentence and you repeat it. It lets you tell a lot of little stories in a short period.  Always have at least 3 sentences, keep them together, and try to give them rhythm.

Consider this format and how it might be used for the different toast types.

At a Wedding Toast

I remember when ___ I remember when ___ I remember when ___ I knew you were the “one” because… I knew you were the “one” because… I knew you were the “one” because…

At a Retirement Toast

Many of you know dad for selling insurance, but I know dad for selling me on the idea to go to college Many of you know dad for working long hours at the office, but I know dad for working long hours on school projects that I only mentioned to him the night before they were due. Many of you know dad as a business profession, but I know dad as my super hero. Many of you know dad for …., but I know dad for …. Many of you know dad for …., but I know dad for …. Many of you know dad for …., but I know dad for ….

TOAST PATTERNS

When picking a speech pattern for the toast, consider the audience and occasion. Many toasts are just one to two minutes while others can be five to seven minutes.

Short Toasts Pattern

• Let us raise our glass to… Today, I would like to recognize…
• Make a list of attributes/accomplishments of the person. With each statement there is a building sensation –each statement you make is better than the next.
•  Build to a climax. Create a building sensation using parallel construction.
• Raise your glass near the end.
• End with a poem, quote, or wish them well. (I really think a well-chosen quote makes these speeches special…it is worth the time to look for one to make it really special)

Note: Typically short toasts are memorized and longer toasts are written as a manuscript.

  Wedding Toasts Possible Patterns

Give Their New Spouse the Manual of How to Get Along with Them

• Tell a story or two about your friendship with your friend
• Tell a story about when your friend met the person they are marrying. What did they say about this person? What were your first impressions? Tell anything about the two of them together? What are they like as a couple? How do you know they are right for each other? Tell something you observe about them when they are together?
• Give the person advice on how to navigate life with your friend since you know them so well. Think of this as passing on the manual.

Three Stories

• Tell three stories about the couple.
• Maybe, how they met, the engagement, and a story they tell on themselves.
• Maybe, three ways you know they are in love.
• Maybe, three things you noticed about how they care for each other.

I Knew It Was Love…

• Tell five ways that you knew it was love. Tell a story attached to each of the ways
• Tell what your friend was like before and how they are better now than they are with the one they love.

Note: Never mention old girlfriend/boyfriends, never give away secrets to clueless family members (they are living together, that you and your friend snuck out in high school), and always keep it positive. You likely have inside information about the person you are toasting–their wedding is not the time to reveal it. 

Retirement Toast Possible Patterns

If you are a work colleague of the person retiring:

• These are the three things that set this person apart.
• These are the three things that I learned from this person.

If you are the child or the spouse of the person retiring:

• Talk about what their career looked like from your position. How were they dedicated?
• How did it help you benefit from their job and friends? What did you learn from watching them work?

Note: It can be fun to use their job as the theme. For example, if the person is a coach make the whole speech in the theme of a game. If the person is in sales, use marketing terms to hold it together. If they collected something interesting that was displayed in the office, it lends itself to the theme.

Graduation Toast Possible Patterns

Looking back, looking ahead

• Tell a few stories about them before graduation and tell what you expect to see in the future.

We’ve come through a lot together, Here’s some advice for your next step.

• Tell stories of your relationship, how that relationship talks about character attributes that led them to graduate.
• Give advice on how to navigate the next step.

Top Ten List

• Ten things you need to know about (surviving college, having your first real job, etc.).
• This can be especially fun coming from the sibling that is in college to the one headed to college.
• Top ten things you learned in school that you can use in life.
• Top ten things about you that will make you successful.

Let Us Not Forget

• A series of memories that you and most of the group present share. Great for a group of friends
• Find some great meaning to it all. What did it all mean? what did you learn?

Note: It can be fun to use their major, their future job, or their hobbies as the theme. 

Anniversary Toast Patterns

• Maybe how they met, the engagement, and a story they tell on themselves.
• Tell five ways that you knew it was love and tell a story attached to each of the ways. Interview five of their friends and tell the five stories from their friends about love.

How They Taught You What Love Is

• What have you learned by watching them love each other well?

A Biography of Love

• Tell a story about their love when they met when they overcame when they did things together.
• Tell a timeline of love events and stories about every major milestone.

Ending a Toast Speech

Typically, a toast speech ends with a thoughtful saying, witty quote, or poem.  There are many toast websites with great one-liners or short poems you can use to end a toast. If it is a longer toast, consider using a theme and connecting the ending with the theme.

“May misfortunes chase you all of your life and never catch up.” “As you slide down the banister of life may the splinters never point the wrong way.”

Short, Short Toasts

There may be times you are called to give a quick, one to three-sentence toast. It is a good idea to have a few memorized quotes ready that can be woven into a short, short toast.

Here is to those who’ve seen us at our best and seen us at our worst and can’t tell the difference. May you live for as long as you want, and never want for as long as you live! May we get what we want, but never what we deserve. May you always lie, cheat, and steal. Lie beside the one you love, cheat the devil, and steal away from bad company. Here’s to friends and family who know us well but love us just the same. Let us drink to bread, for without bread, there would be no toast. “Here’s to that long straight piece in Tetris.”

Toast Etiquette

How Do You Hold the Glass?

Both wine and champagne glasses should be held by the stem, not by the bowl. “You should always hold the glass by the stem, no matter what the shape or size of the glass or the type of wine,” says Michael Greenlee, the sommelier and wine director of Gotham Bar and Grill, in New York City. “The most common mistake I see in restaurants and at dinner parties is people holding a wineglass by the bowl.”

Three reasons to hold the glass by the stem: 

• The glass is pretty;  you don’t want your fingerprints to mess it up.
• Putting your hand on the glass would block seeing the color of the wine or block your ability to watch the bubbles dance in the champagne.
• White wine and champagne are chilled, and red wine is served a room temperature. The temperature influences the taste and your hands on the glass will warm up the beverage and change it from its optimal temperature.

What Do You Do When Listening to a Toast?

Those who are listening to someone being toasted should hold their glass when the toast is being made.  At the end of the toast, listeners should raise their glasses, tilt the glass towards the person being toasted, and then take a sip.

What Do You Do If You Are the One Being Toasted?

When you are being toasted, you should sit and listen.  Smile and nod to let the person toasting know you are listening. You should not hold or lift your glass.  Once the toast is over and everyone has had a sip, then you may nod and/or say, “Thank You.”  One of the more common questions I get is, “Do I drink to myself?” and the answer is “no, you do not drink to yourself.”

Should We Clink our Glasses?

Check five different etiquette specialists and you will get five different answers. Some groups clink and some groups don’t clink. It is best to take your lead from those with the highest power of those in the center of the event. For example, if you have dinner with your co-workers and your boss is present, see what the boss does. If you are at a wedding, see what the head table does and copy.

The larger the group, the less likely there will be glass touching because it is difficult to touch everyone’s glasses. If you are in a clinking group, when you touch the bowl of the glasses together, you should always look them in the eye and smile.

“As with many of our food traditions, the clinking of glasses traces its root to the health and safety of the drinker. In this case, it goes back to the tendency of nobles to kill each other off by poisoning their food! Wine was very commonly drunk during medieval days because it was one of the only safe liquids available. Water was often polluted, and milk was both useful for other things and thought to be for children only. As the wine was often full of sediment, a poison was easily introduced into it. To prove that his wine was safe, the host would pour a bit of his guest’s wine into his own glass and drink it first, to prove it was safe. If the guest trusted his host, however, he would merely clink his flagon against that of his host’s when his host offered his cup for the sample. The ‘clink’ (or perhaps ‘clunk’ back then, since wood or metal was more common for drinking vessels) was a sign of trust and honesty.” Text from Wineintro.  Clinking of Wine Glasses and Toasts. Retrieved March 28, 2008, from  http://www.wineintro.com/champagne/clinkglass.html

Toasting Rules

Hold up your glass while giving a toast.

Never toast with an empty glass, it is considered bad luck.

Always hold the glass by the stem.

Avoid getting the beautiful glasses smudged. That means, not touching the bowl. It also means sipping from the same place on the glass.

Always drink to the person being toasted. If you don’t take a sip then it means that you disagree with the nice things that were said about the person. If you are full of liquid or prefer not to sip the alcohol, just put your lips to the glass and fake it.

If you oversee the filling of the glasses, hold the wine bottle near the bottom and only fill glasses halfway up to give the wine room to breathe. Always offer wine to others before pouring your own wine.

In some regions, people will gently use a knife to tap the glass to bring the group to attention.

At some weddings, the quests may tap their glasses to mean the bride and groom should kiss.

Brainstorm About Your Person

Read through these questions and try to answer them about your person. Not all the questions will relate, and that is OK. That question may trigger an unrelated memory that you can use.

Story What is the story of the two of you as children? What is the first memory you have of this person? How did you meet? What is the story of the two of you as teens? What is the story of the two of you as adults? What is an adventure you had together? When did you do something involving this person that didn’t work out as planned? What is a story that is often told about this person? What is a struggle this person has overcome or a story of where you overcame together? What story will history remember about this person? What story will you tell your kids one day? Why is this person special to you in a way that no one else knows? When did you and this person make a difficult situation fun? How have you seen this person grow?

Stuff What do they collect? What are their hobbies? What types of things are important to them? (Pets, cars, shoes) What are they known for having? (Name brand clothes, a great boat) What does their house/car/backpack say about them? What do you have of theirs that means a lot to you? How is their favorite movie, favorite superhero, favorite song a reflection of them?

The Person What are the physical characteristics that become part of their persona (Tall, big feet, curly hair)? What are they known for emotionally (being kind, being passionate, being stubborn)? What are the phrases they say often? What are they famous for? (Cooking, getting lost)

Relationship How did you meet? What has kept your relationship with this person going? What has been the highlight of the relationship? What do their friends say about them?

Wedding Toast

When and how did they meet? What were your first impressions of them as a couple? What did your friend say about the first time they met? If you were given three wishes for them as a couple, what would they be?

Toast Speech Samples from College Students Toasting Other College Students

Today, I would like to raise my glass (raise your glass) to by the far the most gifted athlete in our class. She showed us what it takes to be a student athlete at the University of Arkansas. She opened up her heart and shared the stories about her mother with us. I know we were all touched. She taught us how to improve our puts and She taught us that golf can be fun. We even learned that even the best athletes get nervous sometimes. In the words of Roy, tin cup, McEvoy, “I hit it again because that shot was a defining moment, and when a defining moment comes along, you define the moment… or the moment defines you.” To Ana, may you always define the moment and not let it define you! I ask students to toast their classmates and to give reference to things that student has said or done in class, consider the following speech ending that references three of the student’s former speeches. Sean here this is to you for all you have given us. May your bike never fail you (reference to speech on changing a tire), May your sense of nature keep you wandering (reference to speech on camping) and may your lessons live on, in this lifetime and the next (reference to speech on missionary work).

To someone who Has opened her heart and mind to this class With hopes that they too will join in her efforts to serve God and humanity

To someone who Has made us all feel as if her papaw was our own Pitching and swinging the bat

To someone who Has made each person in this class believe As if we can make a difference in the world One Krispy Kreme doughnut at a time

Anne Frank said, “How wonderful it is that nobody need wait a single moment Before starting to improve the world. “

To Haley, we toast to you (raise glass) For you have already begun improving the world.

Best Man Toasts the Couple by Joe Burlingame

Thank you all for gathering here tonight on the beautiful occasion to celebrate the love of Korey and Paola. My name is Joe Burlingame and I know many of you have traveled from long distances to be here and we are so grateful that y’all came. Since the lovely maid of honor spoke so highly of Paola I am going to try and make Korey seem like he is worthy.

When Korey told me that things were getting serious and that he was going to propose,

My initial reaction was “Woah, Korey I am flattered but I am perfectly content with being fraternity brothers,” but everybody knew he was talking about Paola. Korey and I’s relationship started about 5 years ago And to this day I remember my first impression–it was like any first impression when we first meet an accounting major/// Aw—wk–kward.

Our friendship though took off like a rocket ship, and before we knew it we were roommates up to the time he betrayed me and found a permanent roommate. I won’t say any names but she is in this room.

In the 4 years, I lived with Korey, I have found 3 things that make him the perfect roommate.

First, Korey loves spontaneous trips. Korey and I went to 6-7 concerts one semester. We only bought tickets in advance for one and that was because it was the one band I wanted to go see. The others were concerts that Korey had caught wind of last-minute and persuaded me to go. One concert, in particular, was the night of Korey and Paola’s first date. They had gone and got coffee and macaroons I think it was maybe an hour-long date. When he got back Korey talked about it as if they had spent a year with each other. Paola I knew then that you had to be special if you had him talking about you for that long.

Second, Korey is a humble servant. Korey if there is a characteristic that describes you it is being a humble servant. I would complain about how hot it was mowing our yard, but you would not only mow ours but our elderly neighbor’s yard as well. You thought you were invisible– I saw it all. Whether it be cleaning dishes, cooking, or constantly going to our neighbors to see if they needed anything done, you were a servant and  I was thankful for you.

Paola I am jealous, I am now going to have to clean and cook for myself now. Nik Birchfield said it best “Korey doesn’t just talk the talk but walks the walk”

Lastly, Korey is someone who is thoughtful. I remember when we first moved in Korey brought in this huge water jug of change and a little wooden chest, I asked what the heck is that for. He responded with “Man I plan on getting married and in order to get married you need a ring.” I was blown away– I never would have thought of that.

Paola I regret that we never really got to hang out. When I saw Korey take that jug of bills and come back with a ring and he started describing why he picked this specific ring out because it matched your characteristics I knew we would be friends.

Korey and I were roommates the night before he was going to pop the question. He practiced a lot with what he was going to say. I know because he practiced on me. I don’t know how many times we practiced the scenario but I could tell you that the words he was going to say to you were heartfelt and genuine

Paola I was able to have the perfect roommate for a few years, but now you will have the perfect roommate for life.

To Paola and Korey!

Hilarious Father of the Bride Toast

This toast is a good example of how to tell a funny story in a speech. This father’s story is brilliant, and his long pauses are perfect for this speech. He goes from having you crying from laughter to tearing up with sentiment.

Atlasobscura. Raise a glass to our readers’ favorite drinking toasts. https://www.atlasobscura.com/articles/best-drinking-toasts-and-cheers

Burlingame, J.  Best man toast. Advanced Public Speaking. University of Arkansas.

Chidi-Ogbonna, K. (2018). Nine wine etiquette habits to know. https://thefinestitallianwine.com

Real Simple (n.d.). From how to hold a wine glass  http://www.realsimple.com/realsimple/content/0,21770,712709,00.html

Revelations Video. The most hilarious father of the bride toast.[Video] YouTube.  https://www.youtube.com/watch?v=BOKduRf7o4k Standard YouTube License.

Wineintro. (2008). Clinking of wine glasses and toasts.  http://www.wineintro.com/champagne/clinkglass.html

Public Speaking by Lynn Meade is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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What Part of Speech Is “That”? | With Examples

That falls under several parts of speech :

• Determiner (e.g., “that screen”)
• Demonstrative pronoun (e.g., “give me that”)
• Relative pronoun (e.g., “the student that left the room”)
• Adverb (e.g., “it was that bad”)
• Conjunction (e.g., “she said that the story wasn’t true”)

Table of Contents

That as a determiner, that as a demonstrative pronoun, that as a relative pronoun, that as an adverb, that as a conjunction.

“That” can function as a demonstrative determiner used to refer to a specific noun . When used in this manner, “that” is always found before the noun it is identifying.

Examples of “that” as a determiner

“That” is only used to indicate singular nouns or uncountable nouns , never plural nouns.

Examples of using “that” for singular nouns

“That” also functions as a demonstrative pronoun, which is a type of word used to refer to a noun that is implied or was already discussed. 

As a demonstrative pronoun, “that” replaces a noun in a sentence, but it can also be used to reference a complete clause. For example, if someone asks, “Would you like to have dinner?” and someone else replies, “That would be nice,” “that” is referring back to the initial question of having dinner.

Examples of using “that” as a demonstrative pronoun

As a relative pronoun, “that” introduces relative clauses, which are phrases that modify a preceding noun by presenting more information. 

Examples of using “that” as a relative pronoun

Please note that “that” can sometimes be removed when used as a relative pronoun, and the sentence could still be grammatically coherent.

Example of removing “that” from a sentence when used as a relative pronoun

“That” can be used as an adverb meaning “to such an extent or degree” (e.g., “It won't be that high”). It can also mean “extremely” and is used to add emphasis or convey intensity (e.g., “I can’t believe he was that upset”).

Examples of using “that” as an adverb

When used as a conjunction, “that” introduces noun clauses and other types of dependent clauses. In this role, “that” functions by linking a dependent clause with the verb, adjective, or noun that precedes it. 

For example, in the sentence “I can imagine that he danced all night,” “that he danced all night” is the noun clause that acts as the direct object of the verb “imagine.”

Examples of using “that” as a conjunction

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7.1 Why is Organizing and Outlining Important?

Click below to play an audio file of this section of the chapter sponsored by the Women for OSU Partnering to Impact grant.

“If you don’t know what you want to achieve in your presentation, your audience never will.” -Harvey Diamond

Introduction to organizing and outlining.

Meg jaunted to the front of the classroom—her trusty index cards in one hand and her water bottle in the other. It was the mid-term presentation in her entomology class, a course she enjoyed more than her other classes. The night before, Meg had spent hours scouring the web for information on the Woody Adelgid, an insect that has ravaged hemlock tree populations in the United States in recent years. But when she made it to the podium and finished her well-written and captivating introduction, her speech began to fall apart. Her index cards were a jumble of unorganized information, not linked together by any unifying theme or purpose. As she stumbled through lists of facts, Meg—along with her peers and instructor—quickly realized that her presentation had all the necessary parts to be compelling, but that those parts were not organized into a coherent and convincing speech.

Giving a speech or presentation can be a daunting task for anyone, especially inexperienced public speakers or students in introductory speech courses. Speaking to an audience can also be a rewarding experience for speakers who are willing to put in the extra effort needed to craft rhetorical masterpieces. Indeed, speeches and presentations must be crafted. Such a design requires that speakers do a great deal of preparatory work, like selecting a specific topic and deciding on a particular purpose for their speech. Once the topic and purpose have been decided on, a thesis statement, or central idea, can be prepared. After these things are established, speakers must select the main points of their speech, which should be organized in a way that illuminates the speaker’s perspective, or approach to their speech. In a nutshell, effective public speeches are focused on particular topics and contain main points that are relevant to both the topic and the audience. For all of these components to come together convincingly, organizing and outlining must be done prior to giving a speech.

This chapter addresses a variety of strategies needed to craft the body of public speeches. The chapter begins at the initial stages of speechwriting— selecting an important and relevant topic for your audience. The more difficult task of formulating a purpose statement is discussed next. A purpose statement drives the organization of the speech since different purposes (e.g., informative or persuasive) necessitate different types of evidence and presentation styles. Next, the chapter offers a variety of organizational strategies for the body of your speech. Not every strategy will be appropriate for every speech, so the strengths and weaknesses of the organizational styles are also addressed. The chapter then discusses ways to connect your main points and to draw links between your main points and the purpose you have chosen. In the final section of this chapter, one of the most important steps in speechwriting, outlining your speech, is discussed. The chapter provides the correct format for outlines as well as information on how to write a preparation outline and a speaking outline.

Pistol Pete found himself preparing for an informative speech about the traditions that define the spirit of OSU. The speech was an opportunity to share with his audience, composed of students, faculty, and alumni, the rich history and cherished customs of their beloved university.

First, he started with his specific purpose statement. Given the nature of his speech, he chose a specific purpose that was both audience-centered and measurable:  “After hearing my speech, the audience will be able to identify specific OSU traditions that not only strengthen our community but also perpetuate our Orange Pride.”

Next, he moved on to formulating his thesis . He wanted a statement that encapsulated the essence of his speech and served as the anchor point for all the information he would present. He decided on the following: “The traditions at Oklahoma State University, steeped in history and driven by a collective spirit, are instrumental in fostering a sense of unity, instilling pride, and creating lasting memories for everyone who is part of the Cowboy family.”

With his specific purpose and thesis defined, Pete moved on to identify the three main points that would form the structure of his presentation:

• Historical Traditions: Here, Pete planned to delve into the history of OSU’s longstanding traditions, sharing the origin and evolution of customs such as the Homecoming Celebration, America’s Greatest Homecoming, the waving of the “Waving Song” after victories, and the ringing of the Old Central bell.
• Symbolic Traditions: Pete would discuss the symbolic significance of traditions like the Sea of Orange Parade and the use of the OSU Spirit Rider to lead the football team onto the field. He wanted his audience to appreciate how these traditions encapsulate the spirit of OSU and its community.
• Impact of Traditions: Lastly, Pete would address how these traditions enhance the OSU experience, foster a sense of belonging, and serve as a bonding factor for students, faculty, alumni, and fans alike.

By laying out this roadmap for his speech, Pistol Pete felt prepared and excited to share the cherished traditions of Oklahoma State University. He looked forward to not only informing his audience about these customs but also sparking a sense of pride and unity amongst his fellow Cowboys and Cowgirls.

What do you think of Pete’s planning for his informative speech? Would you do anything different?

*Pistol Pete scenarios are all based on hypothetical events and were written with the use of Chatgpt and careful editing by Speech Communication faculty. 

Introduction to Speech Communication Copyright © 2021 by Individual authors retain copyright of their work. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• The Most Important Part of the Speech
• Speech Coach >>

The Most Important Part of the Speech!

By Craig Valentine

“ Of the modes of persuasion furnished by the spoken word there are three kinds. The first kind depends on the personal character of the speaker; the second on putting the audience into a certain frame of mind; the third on the proof, or apparent proof, provided by the words of the speech itself. ”

The most important part of the speech is also one of the most neglected parts of the speech. You can improve your storytelling, establish interesting conflicts, make fascinating points, sell them with the push, pull, and passion approach, and use all of the nuts & bolts suggested in future newsletters, and yet you will fail to be effective if you do not put into practice the most important part of the speech. Let’s look at it in detail.

When I give a 45-minute workshop on the art of public speaking, I usually open by thanking my introducer and making a comment such as, “That was a great introduction. It was fabulous. It was…just how I wrote it!” This gets a laugh. Then I go into a self-deprecating humorous story about a terrible public speaking experience I had in which I failed miserably. Then I have the audience do a very quick 15-second activity while standing. Then they sit. After I have spoken for about 4 minutes, I ask the audience, “Have I made any points yet?” They think about it for a second and answer, “No!” “ Why not?” I ask. Someone will eventually say, “You were building rapport!” “Absolutely!”

I then explain that it is extremely difficult to give people advice without first knowing them. Therefore, it is critical to use what I call get-to-know-you-time . This is the time you take at the very beginning of your speech to simply get to know the audience and let them get to know you. I am sure that you would not go up to a stranger on the street tomorrow, stop him in his tracks and say, “You know…you should really start setting some goals in your life!” That person would call the cops on you! Well, audiences are similar when you do not spend any get-to-know-you time with them. If you dive immediately into your points, the audience will ask themselves, “Who does he think he is?” Or, “She does not even know me at all so why is she bombarding me with suggestions?

The way to avoid this is by developing some material for the get-to-know-you time and using it for approximately the first 5-10% of your speech. In a 45-minute speech I may use the first 3-5 minutes for the rapport building. What should you do during this time? That is completely up to you, but the one thing you should not do is make any significant points. It’s not the time for that yet. This time is simply used for one thing – to connect! I call it the most important part of the speech because…

If you do not connect up front, your audience will not be around (mentally or sometimes physically) for the remainder of your speech no matter how powerful it may be.

Here are some suggestions for things you can do during these first few make-or-break-your-speech moments:

• Give thanks to the people who brought you in to speak and mention them by name.
• Talk about something interesting that happened on the way to the engagement (perhaps while traveling).
• Share something funny that one of the participants said to you and call them by name to make a greater connection.
• Share a humorous (self-deprecating) story without attaching a point to it. This works great because your humility will attract the audience to you.
• Speak about the city or even the specific location of the event.
• Do a very quick activity (15-30 seconds) that involves them in some kind of physical movement such as crossing their arms and then re-crossing them with the opposite arm on top. These types of activities work because they make a kinesthetic connection with the audience.
• If the group’s energy is already sky high, go ahead and do a call and response, or at least ask them how they are doing and possibly put your hand to your ear so that they will respond verbally.
• Mention something positive about the speakers who spoke before you, if there were any speakers
• Do whatever builds a connection without making any points.

Why is this so important? Check out the Aristotle quote:

Aristotle wrote, way back around 350 BC, about the importance of “putting the audience into a certain frame of mind.” The get-to-know-you time empowers you to put the audience into a certain frame of mind while establishing a solid connection with them.

Craig Valentine, the 1999 World Champion of Public Speaking, is an internationally-known professional speaker, author, and speech coach. Do you want to increase your number of speaking opportunities, maximize each engagement, and become a speaker in high demand? Great! Visit http://www.52SpeakingTips.com and get a year’s worth of speaking lessons for free .

Become a pro at giving a speech in 2024

Jun 22, 2024

Posted by: Regine Fe Arat

Giving a speech can be daunting, but it’s an incredible opportunity to inspire, persuade and make a lasting impact on your audience. 

Whether you're speaking at a conference, a wedding or in a classroom, the ability to deliver a powerful speech is a valuable skill that can open doors and create meaningful connections. 

From Martin Luther King Jr.'s "I Have a Dream" speech to Steve Jobs' commencement address at Stanford University, we’ve seen many amazing speeches. History is full of speeches that have inspired generations and shaped the world. 

In this comprehensive guide, we'll walk you through the essential steps to crafting and delivering a memorable speech that will leave a lasting impression on your listeners.

Crafting an effective main message

At the heart of every great speech is a clear, compelling message. This main idea or theme is what you want your audience to take away from your speech. 

To craft an effective message, start by asking yourself what you want your audience to think, feel or do after hearing your words. 

Once you have a clear goal in mind, distill your message into a single, powerful statement that sums up your main point. 

Imagine you're giving a speech about the importance of volunteering. Your main message might be: "Giving our time and talents to others can create a more compassionate and connected world."

Connecting with your audience through body language

Your body language impacts how your audience perceives and engages with your speech.

It's important to use nonverbal cues that convey confidence, warmth and authenticity to create a strong connection with your listeners. 

Some key body language tips to keep in mind include:

• Maintaining eye contact: Look directly at your audience members, making brief but meaningful eye contact throughout the room.
• Using gestures : Emphasize key points and add visual interest to your speech by using natural, expressive gestures.
• Smiling : A genuine smile can put your audience at ease and create a positive, welcoming atmosphere.
• Standing tall : To project confidence and authority, maintain good posture with your shoulders back and your feet planted firmly on the ground.

Using natural adrenaline to boost confidence

It's normal to feel nervous before giving a speech, and you can use these feelings to boost your confidence and performance. 

The key is to reframe your nerves as excitement and use that energy to fuel your passion and enthusiasm for your topic. 

Some techniques for channeling your adrenaline in a positive way include:

Power posing

Before your speech, take a few minutes to stand in a confident, big stance (such as the Superman pose) to increase your sense of power and self-assurance.

Positive self-talk

Use affirmative statements to remind yourself of your strengths and abilities, such as "I am well-prepared and ready to share my message."

Visualizing success

Picture yourself delivering your speech with clarity, confidence and impact, with your audience responding positively to your words.

Preparing for a successful speech

Effective speech writing involves a systematic process of researching, organizing and refining your content:

Choose and cite authoritative sources

First, you need to research your topic. Look for compelling facts, statistics and examples to illustrate your key points and make your message more memorable.

To give your speech credibility and impact, choose sources that support your key points. Look for references that are:

• Reputable : Look for information from well-known, respected organizations, institutions or people in your field.
• Current : Use the most up-to-date information available to ensure accurate content.
• Relevant : Select sources that directly support your main points and contribute to your overall message.

When citing your sources in your speech, credit the original authors or creators properly. This demonstrates your commitment to academic integrity and helps your audience trust the information you're presenting. 

Some common ways to cite sources in a speech include:

• Verbal attribution : Mention the author or organization name when referencing their work, such as "According to a recent study by Harvard University..."
• Slides or handouts : If you're using visual aids, include a list of references or sources for your audience to refer to later.

Draft a compelling speech summary

Next, summarize your speech's main point or argument. This is usually best near the end of your introduction as a roadmap for the rest of your speech. 

To craft the best summary, consider the following tips:

• Be specific: Avoid broad statements — focus on a clear, specific claim or argument.
• Be arguable: Present a perspective or position with evidence and reasoning.
• Be concise: Aim for a single sentence that captures your main point clearly and directly.

For example, if you're giving a speech on the benefits of meditation, your summary might be: "Regular meditation practice can reduce stress, improve focus and promote overall well-being."

Outline your speech

Once you have a solid foundation of information and your main argument, begin outlining your speech. 

Break your content down into logical sections, such as an introduction, main body and conclusion. Within each section, organize your points to flow naturally and build toward your message.

As you write your speech, focus on clear, concise language. It should be easy for your audience to understand and follow. Use short sentences, active voice and concrete examples to make your points more engaging and memorable. 

Remember to also include transitions between sections to help your audience follow your train of thought and see the connections between your ideas.

If the audience needs a call to action, include it in the conclusion. 

Tighten up sentence structure and flow

The way you structure your sentences and paragraphs can impact how your audience understands and engages with your speech.

To create a clear and compelling flow, consider the following tips:

• Vary your sentence lengths: Alternate between short, punchy sentences and longer ones to create a dynamic and engaging rhythm.
• Use parallel structure: When listing ideas or examples, use the same grammatical structure for each item to create a sense of balance.
• Use transitions: Phrases like "however," "in addition" and "as a result" show the connections between your ideas and help your audience follow your train of thought.

11 tips for effective speech delivery

Practice your microphone technique.

If you're using a microphone during your speech, take some time to practice with it beforehand. 

Get a feel for the optimal distance and angle to hold the microphone, and experiment with your volume and tone to ensure everyone can hear you.

Remember, the microphone is there to project your voice, so you don’t need to yell into it. 

Speak directly into the microphone. Avoid turning your head away while speaking as this can reduce the volume of your voice.

Timing is important

One of the most important things to remember when delivering a speech is to be concise. 

Aim to keep your speech within the allotted time frame and avoid going off on tangents or including unnecessary details. 

A good rule of thumb is around one minute of speaking time for each main point. A concise speech ensures you hold your audience's attention and drive home your key messages.

Consider what your audience wants to hear

When crafting and delivering your speech, keep your audience's needs and interests in mind. 

Research your audience beforehand, and tailor your content and delivery style to their specific needs and preferences. 

For example, if you're speaking to a group of experts in your field, you may want to use more technical language and discuss your topic in more detail. 

However, a general audience will prefer more accessible language and less jargon. Focus on the broader essence of your message and keep it straightforward.

Pick a theme and stick to it

It's important to choose a clear theme and stick to it throughout a speech to create a cohesive and memorable presentation . 

Avoid trying to cover too many different topics or ideas. A confusing, jumbled speech can quickly turn an audience off. 

Instead, focus on developing a single, powerful theme that ties your main points together and reinforces your overall message. 

For example, if you're giving a speech on the importance of sustainability, you might choose a theme like "Small changes, big impact.” You could use examples and anecdotes that illustrate how individual actions can contribute to a more sustainable future.

Speak slowly

When delivering your speech, it's important to speak at a pace that allows your audience to follow along and absorb your message.

Many speakers rush through their material when they're nervous, making it difficult for their audience to keep up. 

To avoid this, practice speaking at a slower, more deliberate pace. Use pauses strategically to emphasize key points or give your audience time to process what you've said. 

If you find yourself speeding up, take a deep breath and consciously slow down your delivery.

Tell a couple of jokes

Incorporating humor into your speech can be a great way to engage your audience and make your message more memorable. 

A well-placed joke or funny anecdote can break the ice, lighten the mood and create a more relaxed and receptive atmosphere. 

However, it's important to use humor carefully and ensure your jokes are appropriate and relevant to your topic. Avoid offensive or insensitive humor, and don't rely too heavily on jokes at the expense of your core message.

If telling jokes doesn’t come naturally, avoid them entirely or practice them until you sound like a seasoned comedian. 

Don't be afraid to repeat yourself if you need to

Repetition is a powerful tool in speech-making, as it reinforces your key points and makes them more memorable. 

A technique known as "the rule of three" suggests that people are more likely to remember information in groups of three. 

So don't be afraid to repeat your primary message or points throughout your speech with slightly different language or examples each time. 

Only use the visual aids you need

Visual aids, such as slides, charts or props, can reinforce your message and make your speech more engaging. 

However, it's important to only include those that are truly necessary to support your points. 

Avoid cluttering your presentation with too many slides or images, as this can detract from your overall message. 

Instead, choose a few key visuals that are clear, relevant and easy to understand. Use them strategically throughout your speech to enhance your words.

Ask for feedback

One of the best ways to improve your speech delivery is to seek feedback from others.

Consider joining a public speaking group, course or Toastmasters club to practice your skills in a supportive environment. 

You can also ask friends, colleagues or mentors to listen to your speech and provide feedback on your content, delivery and overall impact. 

Another challenge of public speaking is being aware of your body language. When certain movements feel normal, you might not realize it’s distracting for those watching. 

Ask a friend or colleague to watch you practice your speech and provide feedback on any awkward mannerisms.

They may notice that you fidget with your hands, sway back and forth or use filler words like "um" or "like" frequently. 

Becoming aware of these habits means you can work to minimize them and project a more confident, polished presence on stage.

Remember that feedback is a gift, and constructive criticism can help you grow as a speaker.

Practice regularly

The key to becoming a confident and effective public speaker is regular practice. The more you practice your speech, the more comfortable and natural you'll feel when delivering it.

Dedicate time each week to work on your public speaking skills, whether you practice a specific speech or work on general techniques like vocal projection, gestures or eye contact.

Consider recording yourself speaking and watch the video to identify areas for improvement. You can also practice your speech in front of a mirror or with a small group of friends to build your confidence.

Look around the room

When delivering your speech, it's important to make eye contact with your audience to create a sense of connection and engagement. 

However, many speakers make the mistake of focusing on just one or two people throughout their entire speech. 

To avoid this, make a conscious effort to look around the room and make eye contact with people in different sections of the audience. 

This will help you connect with a wider range of people and make your speech feel more inclusive and engaging. 

Don’t let your gaze wander aimlessly or linger too long on anyone, as this can be distracting or uncomfortable for your audience.

Overcoming fear and nervousness

One of the most effective ways to calm your nerves before and during a speech is to practice deep breathing techniques. 

Deep breathing slows down your heart rate, relaxes your muscles and calms your mind, which can help you feel more centered and focused. 

To practice deep breathing:

• find a quiet place where you can sit or stand comfortably,
• place one hand on your chest and the other on your belly, 
• take a slow, deep breath in through your nose, 
• allow your belly to expand as you inhale,
• hold the breath for a moment, then exhale slowly through your mouth, 
• feel your belly fall as you release the air,
• repeat this process for several minutes and
• focus on the sensation of the breath moving in and out of your body.

How to effectively handle impromptu speeches

Impromptu speeches can be particularly nerve-wracking, as they require you to think on your feet and organize your thoughts quickly. 

To handle an impromptu speech effectively, try the following tips:

Take a moment to collect your thoughts

Before you start speaking, take a deep breath and give yourself a few seconds to gather your thoughts and choose a main point or theme to focus on.

Use a simple structure

Organize your speech into a basic structure, such as an introduction, three main points and a conclusion. This will help you stay focused and avoid rambling or getting off track.

Speak from experience

Draw on your experiences, knowledge and opinions to provide examples and anecdotes that support your main points. This will help you speak more authentically and confidently.

Embrace the unexpected

Remember that impromptu speeches are an opportunity to showcase your ability to think on your feet and adapt to new situations. Embrace the challenge and try to have fun with it.

Preparing for Q&A sessions and panel discussions

Many speeches are followed by a Q&A session or panel discussion, which can be an opportunity to engage with your audience and provide additional insights and perspectives on your topic. To prepare for these sessions, consider the following tips:

Anticipate common questions

Before your speech, brainstorm a list of questions that your audience may ask, and practice your responses. This will help you feel more prepared and confident when fielding questions.

Be concise and direct

When answering questions, aim to be concise and to the point, while still providing enough context and detail to fully address the question.

Defer to other experts

If you're part of a panel discussion, don't feel like you need to answer every question or dominate the conversation. Defer to other panelists when appropriate and build on their ideas to create a more dynamic and engaging discussion.

Stay positive and professional

Even if you receive a challenging or hostile question, try to remain positive and professional in your response. Avoid getting defensive or argumentative. Instead, focus on providing a thoughtful and measured perspective.

Examples of persuasive speeches

To help illustrate the techniques and strategies we've covered in this guide, let's take a look at a few examples of persuasive speeches that have made a lasting impact:

“The Power of Vulnerability" by Brené Brown

This popular TED Talk by researcher Brené Brown uses humor, personal stories and scientific data to argue that vulnerability is a strength, not a weakness and that it's essential for building authentic connections and living a meaningful life.

"I Have a Dream" by Martin Luther King Jr.

This iconic speech, delivered during the 1963 March on Washington, is a powerful example of using rhetorical devices. King mastered the use of repetition, metaphors and emotional appeal to convey a message of hope and unity.

"The Danger of a Single Story" by Chimamanda Ngozi Adichie

In this TED Talk, novelist Chimamanda Ngozi Adichie uses personal anecdotes and storytelling to illustrate the importance of seeking out diverse perspectives and challenging stereotypes.

“Ain’t I A Woman?” by Sojourner Truth

Sojourner Truth was born into slavery in 1797 and escaped from her master in 1827. She’s a prime example of an early feminist and anti-slavery speaker. In her famous speech, ”Ain’t I A Woman?” she used repetition and thought-provoking questions to highlight the poor treatment of Black women. 

"The Price of Shame" by Monica Lewinsky

In this powerful TED Talk, Monica Lewinsky draws on her own experiences with public shaming and cyberbullying to argue for a more compassionate and empathetic online culture.

The last card

Giving a speech can be challenging but rewarding. It allows you to share your ideas, inspire others and make a positive impact on the world. 

Follow the strategies and techniques outlined in this guide to become a more confident, effective and persuasive speaker. 

Remember to start by crafting a clear and compelling main message, and use body language, vocal techniques and storytelling to engage and connect with your audience. 

Practice regularly, seek feedback from others, and don't be afraid to embrace your natural nervousness and use it to your advantage.

How do I start giving a speech?

To start giving a speech, try:

• opening with a fun or hard-hitting fact,
• making a joke,
• sharing an anecdote,
• asking the audience a question,
• quoting someone famous and
• setting the scene — if you’re solving a problem, tell a relatable, relevant story

What are the steps of preparing for a speech?

• Choose a topic you're passionate about that will resonate with your audience.
• Research your topic thoroughly and organize your ideas into a clear and logical structure.
• Craft an attention-grabbing opening to hook your audience, like a joke or hard-hitting fact.
• Practice your speech, focusing on your delivery, body language and vocal techniques.
• Seek feedback from others and continue refining your speech until you feel confident and prepared.

What are the 4 stages of giving a speech?

The four stages of giving a speech are:

• Preparation: Research your topic, organize ideas and craft your speech outline and content.
• Practice: Rehearse your speech, focusing on your delivery, body language and visual aids.
• Delivery: Give your speech to your audience, using the techniques and strategies you've practiced to engage and persuade them.
• Reflection: After your speech, reflect on what went well and what you could improve. Seek feedback from your audience or a mentor, and use that feedback to continue refining your skills.

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How to Start a Speech That Captivates Your Audience

• The Speaker Lab
• June 25, 2024

Table of Contents

Starting a speech can be nerve-wracking. In a matter of seconds, you have to grab your audience’s attention and set the tone for what’s to come. So how do you kick things off with impact? Whether you’re addressing CEOs, entrepreneurs, or students, nailing the opening is crucial. In this article, we’re diving into practical tips on how to start a speech that captivates your listeners right from the get-go.

You might think it’s all about having an amazing hook or dazzling them with stats. While those help, there’s more at play here—like understanding your audience’s needs and aligning your message accordingly. That’s why we’re going to explore various techniques—from sharing personal anecdotes to asking thought-provoking questions—to make sure you hit it out of the park every time you step up to speak.

1. Understand Your Audience and Purpose

When preparing a speech, it’s crucial to identify your target audience. Consider factors such as age, background, interests, and expectations. Understanding your audience helps you tailor your message and connect with them effectively.

In addition to identifying your audience, you’ll also need to clearly define the purpose of your speech. Are you aiming to inform, persuade, inspire, or entertain? Having a clear purpose guides your content and helps you stay focused throughout your speech.

Identifying Your Target Audience

To identify your target audience, ask yourself questions like:

• Who will be attending your speech?
• What are their demographics (age, gender, profession, etc.)?
• What are their interests and expectations?
• What is their level of knowledge on the topic?

Answering these questions will give you a better understanding of your audience, allowing you to craft a message that resonates with them.

Determining the Purpose of Your Speech

Your speech’s purpose should be clear from the outset. Are you trying to:

• Inform your audience about a specific topic?
• Persuade them to take a particular action or adopt a certain viewpoint?
• Inspire them with a motivational message ?
• Entertain them with humor or storytelling?

Knowing your purpose helps you select relevant content and structure your speech effectively.

Tailoring Your Message to Your Audience

Once you understand your audience and purpose, tailor your message accordingly. Use language, examples, and anecdotes that resonate with your audience. Consider their knowledge level and adapt your content to ensure clarity and engagement.

For example, if you’re speaking to a group of experts in your field, you can use industry jargon and dive deeper into technical aspects. However, if your audience is more general, it’s essential to break down complex concepts and use relatable examples.

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2. Craft a Strong Opening

Your opening sets the tone for your entire speech. Accordingly, aim to create a memorable first impression that captures your audience’s attention and makes them eager to hear more. Use strong body language, maintain eye contact, and speak with confidence to establish a positive connection with your listeners.

Types of Attention-grabbing Openers

There are various types of attention-grabbing openers you can use to start your speech. For instance, you could

• Ask a thought-provoking question
• Share a surprising fact or statistic
• Tell a relevant story or anecdote
• Use a powerful quote
• Present a bold statement or challenge

Whether you go with a question or a statistic, ensure your opener that aligns with your topic and engages your audience from the start.

Creating a Memorable First Impression

As any speaker knows, your first few seconds on stage are critical. In order to create a memorable first impression,

• Dress appropriately for your audience and the event
• Walk confidently to the stage or podium
• Smile and make eye contact with your audience
• Use a strong, clear voice
• Begin with a pause to gather your thoughts and command attention

Remember, your nonverbal communication is just as important as your words in creating a positive first impression.

Engaging Your Audience from the Start

Engaging your audience from the very beginning may sound easier said than done, but it is possible! Use techniques like addressing the audience directly, asking for a show of hands, or encouraging them to imagine a scenario. By involving your audience early on, you create an interactive atmosphere and keep them invested in your message.

For example, you could start with a question like, “Have you ever faced a challenge that seemed insurmountable at first?” This prompts your audience to reflect on their own experiences and establishes a personal connection with your topic.

Remember, a strong opening is your opportunity to capture your audience’s attention and set the stage for a powerful and engaging speech. By understanding your audience, crafting a memorable first impression, and using attention-grabbing techniques, you’ll be well on your way to delivering a speech that resonates with your listeners.

3. Use a Relevant Anecdote or Story

When you’re up on stage, ready to deliver your speech, you want to capture your audience’s attention right from the start. One of the most effective ways to do that is by sharing a relevant anecdote or story. Of course, when you start your speech with a story, it can’t just be about anything. Rather, ensure that your opening anecdote is relevant, concise, and ties in with your main message.

Choosing a Relevant Story

The key to using an anecdote effectively is to choose one that’s relevant to your topic and resonates with your audience. It could be a personal experience, a client success story, or even a hypothetical scenario that illustrates your point.

For instance, if you’re speaking about persistence, lean on personal stories. Describe a time when you encountered an obstacle, but found a way around it through hard work and perseverance. This type of story not only engages your audience but also boosts your speaker credibility , demonstrating that you actually have experience overcoming obstacles, not just talking about them.

Keeping Your Anecdote Concise

While stories can be powerful, it’s important to keep them concise. Remember, your anecdote should serve as an introduction to your main message, but if the story goes on for too long it will overshadow your main message instead. Aim to capture the essence of your story in just a few sentences, focusing on the key details that support your point.

If you ramble on too long, you also risk losing your audience’s attention. Think of your anecdote as a teaser that leaves your audience wanting more. Keep it short, sweet, and to the point.

Tying Your Story to Your Main Message

Once you’ve shared your anecdote, it’s crucial to tie it back to your main message. Explain how the story relates to your topic and what lessons or insights your audience can take away from it.

Let’s go back to our perseverance example. After sharing your personal story, you might say something like, “Just like in my own journey, each of us will face challenges on the path to success. But if we stay focused on our goals and refuse to give up, we can overcome any obstacle that comes our way.”

By connecting your anecdote to your core message, you reinforce your point and make it more memorable for your audience.

4. Ask a Thought-Provoking Question

Another great way to kick off your speech is by asking a thought-provoking question. When you pose a question to your audience, you invite them to engage with your topic on a deeper level. Not only does it get their wheels turning, but it also encourages them to think critically about the subject at hand.

Crafting an Effective Question

To make your question effective, it should be open-ended and encourage reflection. Avoid yes-or-no questions, and instead, ask something that prompts your audience to consider different perspectives or challenge their assumptions.

For instance, if you’re speaking about the importance of work-life balance, you might ask, “What would your life look like if you prioritized your well-being as much as your career?” This question invites your audience to imagine a different reality and consider the benefits of making a change.

Encouraging Audience Participation

Asking a question is also a great way to encourage audience participation. You can ask your audience to raise their hands, share their thoughts with a neighbor, or even invite a few brave volunteers to share their responses out loud.

When you involve your audience in your speech, you create a more dynamic and engaging experience. It helps break the ice and establishes a sense of connection between you and your listeners.

Using Rhetorical Questions Strategically

In addition to asking questions that invite a response, you can also use rhetorical questions strategically throughout your speech. These are questions that don’t necessarily require an answer, but serve to emphasize a point or encourage further reflection.

For example, you might say something like, “Can we really afford to ignore this problem any longer?” This question isn’t meant to be answered directly, but rather to underscore the urgency of the issue and encourage your audience to consider the consequences of inaction.

By peppering your speech with thought-provoking questions, you keep your audience engaged and encourage them to think more deeply about your message.

Whether you choose to start with an anecdote or a question, the key is to select an opening that resonates with your audience and sets the stage for the rest of your speech. So take some time to brainstorm different options and see what feels most authentic and impactful to you. With a little creativity and practice, you’ll be able to craft an opening that truly captivates your audience from the very first moment.

5. State a Surprising Fact or Statistic

When you’re crafting your speech, one of the most powerful ways to grab your audience’s attention right from the start is by sharing a surprising fact or statistic. However, it can’t just be any old statistic. It needs to be something that’s truly shocking, attention-grabbing, and most importantly, credible.

So where do you find these golden nuggets of information? It all starts with research. While it’s tempting just to Google a few keywords, push yourself to take this step seriously. Dig deep and find reputable sources like academic journals, government databases, or well-respected organizations in your field. These are the places where you’ll uncover the most impactful and trustworthy facts and statistics.

Selecting Impactful Facts or Statistics

Once you’ve done your research, it’s time to sift through all that information and select the facts or statistics that will really make your audience sit up and take notice. Look for data points that challenge common assumptions or reveal something unexpected about your topic.

For example, let’s say you’re giving a speech about the importance of employee engagement. You could start with a statistic like this: “According to a Gallup study , only 23% of employees worldwide are actively engaged in their jobs.” That’s a pretty startling number, and it immediately sets the stage for why your topic matters.

Contextualizing Your Chosen Fact or Statistic

Of course, you can’t just drop a shocking statistic and move on. Once you’ve shared the statistic, you need to provide context and explain why it matters. In the employee engagement example, you might follow up by saying something like, “Think about that for a moment. 77% of the global workforce is either not engaged or actively disengaged. That means they’re just going through the motions, or worse, they’re actively undermining their company’s success. As leaders, we have a responsibility to change that.”

By providing context and explaining the implications of your chosen fact or statistic, you help your audience understand its significance and connect it to your broader message. That’s what makes it such a powerful tool for grabbing attention and setting the stage for a memorable speech.

6. Use a Powerful Quote

Another way to start your speech with a bang is by using a powerful quote. A well-chosen quote can add credibility to your message, inspire your audience, and set the tone for the rest of your presentation. But just like with facts and statistics, not just any quote will do.

Finding Relevant and Impactful Quotes

The key to using quotes effectively is to find ones that are both relevant to your topic and impactful in their own right. Look for quotes from respected figures in your industry, thought leaders, or even historical figures whose words have stood the test of time.

For instance, if you’re giving a speech about leadership, you might start with a quote like this one from John Maxwell: “A leader is one who knows the way, goes the way, and shows the way.” That quote perfectly encapsulates what leadership is all about, and it comes from someone who is widely recognized as an authority on the subject.

Attributing Quotes Correctly

Of course, whenever you use a quote in your speech, it’s important to attribute it correctly. That means mentioning the person’s name and their credentials or background, if relevant. This not only gives credit where it’s due but also adds weight and credibility to the quote itself.

So in the John Maxwell example, you might say something like, “As leadership expert and bestselling author John Maxwell once said, ‘A leader is one who knows the way, goes the way, and shows the way.'”

Explaining the Significance of Your Chosen Quote

Finally, just like with facts and statistics, you need to explain why your chosen quote matters and how it relates to your overall message. Don’t just drop the quote and move on—take a moment to unpack its meaning and significance.

For the John Maxwell quote, you might follow up by saying, “Think about that for a moment. True leadership isn’t just about having a vision or giving orders. It’s about walking the walk and leading by example. It’s about inspiring and guiding others to follow your lead. And that’s exactly what I want to talk to you about today.”

By choosing a relevant and impactful quote, attributing it correctly, and explaining its significance, you can use the power of other people’s words to elevate your own message and connect with your audience on a deeper level. So don’t be afraid to let someone else’s wisdom shine—it just might be the perfect way to start your next speech.

7. Employ Humor or Wit

When it comes to giving a speech, humor is one surefire way to engage your audience and keep them entertained. But before you start cracking jokes, there are a few things to keep in mind.

Understanding Your Audience’s Sense of Humor

For one thing, you need to understand your audience’s sense of humor. What might have your college buddies laughing might not land so well with a room full of corporate executives. It’s all about knowing your crowd and tailoring your humor accordingly. So whether you’re a seasoned speaker or new to the speaking game, always do your homework on who you’ll be speaking to.

Keeping Humor Appropriate and Tasteful

Another key aspect is keeping your humor appropriate and tasteful. You want to avoid anything that could be seen as offensive or insensitive. Stick to lighthearted jokes that avoid making anyone feel uncomfortable. When in doubt, err on the side of caution.

Balancing Humor with Your Main Message

Finally, it’s important to strike a balance between humor and your main message. While a well-placed joke can do wonders for keeping your audience engaged, you don’t want it to overshadow the purpose of your speech. Use humor as a tool to enhance your points, not as a crutch to lean on.

One great example of this is Sir Ken Robinson’s famous TED Talk . In his presentation, Robinson masterfully weaves in humorous anecdotes and witty observations throughout his talk, but never loses sight of his central theme about creativity in education. It’s a perfect balance of entertainment and substance.

The bottom line? When used effectively, humor can be a powerful way to connect with your audience and make your message stick. Just remember to keep it appropriate, know your audience, and use it to complement—not overshadow—your main points.

8. Pose a Problem or Challenge

Another way to grab your audience’s attention right from the start is by posing a problem or challenge. It immediately gets them thinking and invested in what you have to say. But how do you go about identifying and presenting that problem effectively? Let’s break it down.

Identifying a Relevant Problem or Challenge

The key to this particular strategy is relevance. You want to choose a problem or challenge that your audience can relate to and feel a sense of urgency around. It could be something they’re currently facing in their industry, a common pain point, or even a broader societal issue.

For example, let’s say you’re giving a speech to a group of small business owners. You might start by saying something like, “Raise your hand if you’ve ever struggled to keep up with the constantly changing landscape of digital marketing.” Chances are, most hands will shoot up, and you’ve immediately got their attention.

Presenting the Problem Clearly and Concisely

Once you’ve identified your problem, it’s crucial to present it in a way that’s clear, concise, and easy to understand. Avoid jargon or technical terms that might go over people’s heads. Instead, use plain language and concrete examples to illustrate the issue at hand.

Hinting at Potential Solutions or Your Speech’s Purpose

After you’ve laid out the problem, it’s time to give your audience a glimpse of what’s to come. Hint at potential solutions or the overall purpose of your speech. This creates a sense of anticipation and keeps them engaged, wondering how you’ll address the challenge you’ve presented.

You might say something like, “Today, I’m going to share with you three strategies for overcoming this obstacle and taking your business to the next level.” Or, “In the next 30 minutes, we’ll explore how this issue is impacting our community and what steps we can take to create meaningful change.”

By posing a problem or challenge right from the start, you set the stage for a compelling and impactful speech. Just remember to keep it relevant, clear, and forward-looking. Do that, and you’ll have your audience hooked from the very first sentence.

9. Practice and Refine Your Opening

You’ve crafted a strong opening that captures attention and sets the stage for your presentation. But even the most brilliant opening falls flat without practice and refinement. The key to delivering a powerful opening with confidence is repetition. It’s not enough to write it down and call it a day. You need to rehearse your opening until it becomes second nature.

Rehearsing Your Opening Repeatedly

Just like any skill, nailing the opening of your speech takes practice before you can master it. Set aside dedicated time to practice your opening. Stand in front of a mirror, record yourself, or grab a friend to listen. The more you rehearse, the more natural and engaging your delivery will become.

Seeking Feedback from Others

Practicing on your own is great, but getting feedback from others can take your opening to the next level. Share your opening with colleagues, friends, or family members who will give you honest and constructive feedback.

Ask them questions like: Did my opening grab your attention? Was it clear what my presentation is about? Did I seem confident and credible? Their insights can help you refine your content and delivery.

Making Adjustments Based on Feedback and Self-reflection

Once you’ve received feedback and reflected on your own performance, it’s time to make adjustments. Don’t be afraid to tweak your opening based on what you’ve learned. Maybe you need to cut out a sentence that doesn’t land or add a pause for emphasis.

The beauty of practicing and refining your opening is that it’s an ongoing process. Even the most seasoned speakers continue to improve and adapt their openings over time. So embrace the journey and watch as your opening becomes stronger and more impactful with each iteration. By investing time and effort into practicing and refining yours, you’ll be well on your way to captivating your audience from the very first word.

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FAQs on How to Start a Speech

How do you start a speech.

To kick off your speech, start with a bang: ask a thought-provoking question, share an intriguing fact, or tell a compelling story. This grabs attention and sets the stage.

What is a good line to start a speech?

“Let me tell you about the time…” works well for many speakers. It promises an interesting story and instantly draws listeners in.

What is a good intro for starting a speech?

A solid intro hooks your audience right away. Combine humor with curiosity or drop in an unexpected statistic to keep them on their toes.

What is the best word to start a speech?

“Imagine” opens up endless possibilities. It invites listeners into your world, setting up for engaging storytelling or powerful points ahead.

The beginning of any speech sets the stage for everything else you’ll say. It’s where you capture interest and build connection. Accordingly, investing time and energy into your introduction is well worth it. Whether you go with an engaging story or a surprising fact, you have the power to make your introduction unforgettable. And remember—it’s not just about what you say but also how confidently you deliver it.

• Last Updated: June 21, 2024

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126 Good Informative Speech Topics – 2024

June 23, 2024

What is an informative speech? You may be asking this question if you find yourself needing to give one for a class or extracurricular. Unlike a persuasive speech , which is designed to convince an audience of something, or a debate , which can be polemic by nature, an informative speech is meant to educate its listeners on a topic, elucidate an unclear idea, or simply help an audience delve more deeply into a subject. In other words, while informative speeches can persuade or argue, they don’t have to. In this article, we’ll highlight a few tips on how to choose good informative speech topics, and then provide a list of 126 informative speech ideas to get you brainstorming for your next big speech!

How to Choose Informative Speech Topics

Your choice of informative speech topic will depend greatly upon the task at hand: is this speech for a class? A passion project ? A campus rally? A professional development conference? Recruiting for a particular major, club, or community service organization? A high school speech competition? Once you know the purpose and parameters of your speech, it will be easier to select an informative speech topic that is an appropriate subject and size. Additionally, it’s important to consider your audience, expertise, scope, research, and tone before you delve into your writing.

Knowing your target audience is key to creating reciprocity, or the necessary give and take between speaker and listener that creates communication and understanding. Speakers who know their audiences are better able to shape their speeches to be well-received. [i] Imagine, for example, you’re giving an informative speech on “Jane Austen’s narrators.” You must ask yourself: are you giving your speech to a panel of scholars, to educated adult non-experts, or to grade school-aged children? If your audience will be comprised of literature professors, your speech should provide fairly advanced and in-depth knowledge and should be filled with the latest developments in professional literary criticism. If your audience is made up of grade school-aged children, you’ll want to start with the basics, like who was Jane Austen? And what, exactly, is a narrator?

As you give your informative speech, you’ll want to think about not only your audience’s level of expertise in your speech topic, but also your own (and it’s okay if you’re a novice in the subject!). [ii] An informative speech often includes or takes into consideration a synthesis of preexisting scholarship in a field or information around a topic. While you don’t need to apprise your audience of an entire body of research before you begin delivering your speech, you do want to have a working knowledge of the preexisting conversation around your informative speech topic. [iii] This will inform the level of research you’ll need to perform before you begin writing your speech.

In terms of selecting research sources, it’s good to remember the three P’s: peer-reviewed , published , and prestigious . A peer-reviewed source is one that has been evaluated by a group of experts in the field of the writer. It has undergone the most stringent editing and fact-checking and, when first published, is the most up-to-date information in a field. A published source is one that has also usually undergone some editing before publication – though you’ll want to be wary of self-published sources and online publications (these usually don’t receive the same kind of scrutiny as printed texts).

Finally, it’s certainly okay to use online sources, but you want to make sure they are coming from a prestigious or at least well-known source like a national newspaper or even an established commercial website. A good tip for assessing a source’s quality is to check: does this source cite any outside resources in a works cited or in footnotes?

You want to be sure that you are able to cover a topic thoroughly, given the time and resources allotted. For example, if you have five minutes to give an informative speech to your psychology 101 classmates, you could choose a general topic like, “Why was Sigmund Freud important to psychology?” If you have an hour to give an informative speech at a professional psychology conference, you might provide a detailed account of Sigmund Freud’s most important contributions to a particular branch of modern psychology and explain its current significance to the field, including recent developments in research and clinical practice.

Finally, something crucial to consider is the emotional register of your speech. Is the subject matter something serious like an illness or climate change? Or is it a politically charged topic like immigration or gun control? Is it light, like “how to make pizza dough” or “the invention of the roller coaster?” Or is it merely intriguing or educating like, “personality typing and psychology,” “owning a poodle,” or “Ben Franklin’s top five aphorisms?” Gauging the emotional involvement of your audience will help you choose an appropriate informative speech topic for the project at hand and will ultimately let you craft a more effective speech.

The 126 informative speech ideas below run the gamut from broad to very specific and can all serve as starting points as you brainstorm what you’d like to give a speech on. Good luck!

Health & Medicine Informative Speech Topics

1) Ideas on curbing the spread of future global pandemics.

2) What is the endocrine system?

3) What is a physician’s assistant?

4) The importance of blood donation.

5) Disparities in healthcare between different demographic groups.

6) How did Marie Curie contribute to the medical field?

7) What is the role of nurses in primary care settings?

8) What subspecialties are there in women’s health?

9) What recent developments have been made in knee replacement surgery techniques?

Good Informative Speech Topics/Informative Speech Ideas (Continued)

10) What is Traditional Chinese Medicine?

11) Telehealth and patient outcomes in recent years.

12) How to MRI machines work?

13) Comparing healthcare systems in different countries.

14) The five most important cancer research innovations in the past five years.

15) What is a plague?

16) How does social media affect mental health?

17) What is the World Health Organization?

18) What are the differences between a midwife and an obstetrician?

STEM Informative Speech Topics

19) What are some important differences between commercial and government-sponsored space flight programs?

20) How do rollercoasters work?

21) The relationship between AI and defense.

22) How are robots used in surgeries?

23) How do you solve a quadratic equation?

24) Why are information systems an important part of modern marketing?

25) What recent innovations have been made in the field of machine learning algorithms?

26) How has cloud computing changed in the past five years?

27) What is the role of engineers in mining and extraction?

28) What is a black hole?

29) What is internal combustion?

30) How self-driving cars work.

31) What are some differences between aeronautical and aerospace engineers?

32) What is Euclidian geometry?

33) How is probability be used in sport management?

34) Why are we running out of helium?

35) What is the relationship between cybersecurity and national politics?

36) The most important uses of 3D printing?

Arts & Humanities Informative Speech Topics

37) What are the most likely interpretations of Hamlet’s “To be or not to be?” speech ?

38) What was the Dadaism movement?

39) Why is the Mona Lisa so popular?

40) The differences between highbrow, lowbrow, and commercial cultural production.

41) What are the major tenets of postmodernism?

42) The influences of Alfred Hitchcock on modern cinema.

43) What is the difference between “performance” and “performativity?”

44) What are the differences between an early novel and a romance?

45) Recent developments in literature and ecocriticism.

46) What is the debate on the Elgin Marbles?

47) In what ways was fashion an important element of the Belle Epoch era?

48) The top five most influential texts in speculative fiction.

49) What is pop art?

50) Who was Andy Warhol?

51) What is The Iliad ?

52) Postcolonial studies as an academic field.

53) The history of the Louvre museum.

54) Jane Austen’s narrators and free indirect discourse.

Psychology and Sociology Informative Speech Topics

55) What is the Enneagram and how is it used in therapeutic settings?

56) How did Pierre Bourdieu define “fields?”

57) What is the Panopticon?

58) What is intersectionality?

59) The role of psychologists in school settings.

60) How is behavior psychology related to consumerism and marketing?

61) What is gentrification?

62) The role of the pharmaceutical industry in psychiatric treatment.

63) Who was Sigmund Freud and why is he important?

64) What is the difference between clinical and research psychology?

65) What is the relationship between social media and mental health?

66) What is neuropsychology?

67) What is an ethnographic study?

68) How did Habermas define the public sphere?

69) What is multiple personality disorder?

70) What is are the “gaze” and the “mirror stage,” according to Lacan?

71) Describe the prisoner’s dilemma.

72) What is Maslow’s hierarchy of needs?

Nature and Environment Informative Speech Topics

73) What are some pros and cons of wind farming?

74) Why are microbiomes important for health?

75) What is an axolotl?

76) Death Valley: the hottest place on Earth

77) What threats do spotted lanternflies pose?

78) What are the most significant climate change “points of no return?”

79) Water conservation strategies in the American West.

80) What is biodiversity?

81) How do dolphins communicate?

82) Why was Rachel Carson’s Silent Spring significant for the environmentalist movement?

83) How was the Santorini caldera created?

84) What are plate tectonics?

85) How and why tornadoes happen.

86) What is the El Niño phenomenon and why is it important?

87) Fungus and blue spruce disease in Northeast Ohio.

88) What measures are being taken to curb deforestation in the Amazon?

89) How is the Galapagos ecosystem preserved today?

90) Floridian ecosystems and the Red Tide.

Business, Marketing, Finance and Economy

91) The role of sports merchandising in U.S. women’s Olympic events.

92) Subprime mortgages and the housing market crash of 2008.

93) What are the eight best steps you can take to better your personal finances?

94) Which social media platforms are most lucrative for marketing to each current online generation?

95) What is inflation?

96) What is the relationship between politics and the unemployment rate?

97) What is market saturation?

98) How do we measure the GDP of emergent nations?

99) What developments to we expect to see in the industry competition between EVs and regular automobiles?

100) What is an index fund? What is a mutual fund?

101) Bond holdings late in retirement.

102) The role of social justice in branding.

103) How does search engine optimization work for marketing?

104) Is the influencer economy a bubble?

105) Describe the differences between a CFA and a CPA.

106) What developments have we seen in start-up economies in the past five years?

107) What is embezzlement?

108) What is the history of human resource departments?

History and Travel

109) The religious persuasions of each of Henry VIII’s wives .

110) How the aqueduct system worked in ancient Rome

111) What are the tallest buildings in the world?

112) What was the Black Death?

113) The Watergate Scandal.

114) In what ways was the printing press an important invention?

115) What is the Chernobyl site like today?

116) What was the relationship between Thomas Edison and Nikola Tesla?

117) Why was the Great Wall of China built?

118) Who were medieval anchorites?

119) The political significance of whistle-stop train tours.

120) What was the significance of the Second Boer War?

121) The Tennis Court Oath .

122) What are the Seven Wonders of the Ancient World?

123) Witch hunting in 1600s New England.

124) What was the Space Race?

125) Why are the bodies of Pompeiians preserved?

126) What is Machu Picchu?

Good Informative Speech Topics – Works Cited

[i] Lloyd-Hughes, Sarah. How to Be Brilliant at Public Speaking: Any Audience, Any Situation . Pearson Educated Limited, Edinburgh 2011.

[ii] Downs, Douglas and Elizabeth Wardle. “What Can a Novice Contribute? Undergraduate Researchers in First-Year Composition,” Undergraduate Research in English Studies (2010) pp. 173-90).

[iii] Graff, Gerard, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing . W.W. Norton & Company, New York, 2006.

Informative Speech Ideas – Additional Reading

• 149 Capstone Project Ideas and Examples
• 100 Best Political Science Research Topics
• 64 Social Issues Topics 
• High School Success

Jamie Smith

For the past decade, Jamie has taught writing and English literature at several universities, including Boston College, the University of Pittsburgh, and Carnegie Mellon University. She earned a Ph.D. in English from Carnegie Mellon, where she currently teaches courses and conducts research on composition, public writing, and British literature.

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The word of god, not men (part 1 of 2).

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While we’re thankful for those who teach the Bible, it’s important not to confuse the messenger with the message. The simplest proclamation of God’s Word is more impactful than a man’s most eloquent speech. Find out why on Truth For Life with Alistair Begg.

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The Word of God, Not Men

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