A relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies, or describes, the noun.

The most common relative pronouns are who, whom, whose, which, and that. Sometimes when and where can be used as
relative pronouns as well.

Using Relative Pronouns

Relative pronouns are placed directly after the noun or pronoun they modify. For example:

 The driver whoran the stopsign was careless.

 The children, whomwe love dearly, need better educations.
 Never go to a doctor whoseoffice plants have died. (Erma Bombeck)
 I have a friend whosecat is annoying.
 The book, whichis now out of print, has all the information you need.
 This is the book thateveryone is talking about.

In each example above, the subject of the sentence is described by a relative clause (italicized). As these clauses describe a
noun or a pronoun, they are also known as adjective clauses, because they act like adjectives in the sentence. Each clause is
introduced by a relative pronoun (in bold). Relative pronouns connect the description to the rest of the sentence in an
orderly way.

Occasionally, the relative adverbs "when" and "where" are also used as relative pronouns. For example:

 Grandma remembers a time whenradio shows were popular.

 I want to visit the island wheremy grandma was born.

In these cases, "when" and "where" introduce clauses that describe a noun the refers to a time or place, making them work
as relative pronouns in these sentences.

Defining vs. Non-Defining Relative Clauses

When relative pronouns are used to add descriptive information, that information is either defining or non-defining. A
defining clause - also known as a restrictive clause - gives essential information about the noun in question. It is so
important that it cannot be cut out of the sentence and still convey the intended meaning. For example:

 This is the dog thatwas hit by a car.

 I don't like people whointerrupt me.

In both cases, the italicized clauses contain critical information. You can tell because if you cut out the clause, the
sentence's meaning is fundamentally different. For example, saying "I don't like people" is very different from saying "I
don't like people who interrupt me."

Note that defining clauses require no additional punctuation.

On the other hand, non-defining clauses add information that's nice to have but isn't essential to the sentence's overall
meaning. They could be deleted and the sentence would convey basically the same information. For example:

 This painting, whichI adore, is worth over a million dollars.

 The teacher, whowas about to retire, began writing her memoirs.

In both cases, you could cut out the non-defining clause and still understand the point of the sentence. The important part is
that the paint is worth a million dollars; the fact that it is adored is merely nice to know.

Note that non-defining clauses are set apart from the main sentence by commas, which help to indicate its less important
status in the sentence.
A Note AboutWho, That, and Which
One of the most common mistakes in writing is to use the wrong relative pronoun, particularly when it comes to mixing up
"who" and "that." "Who" is always used to set up a relative clause that describes a person, while "that" is used to describe
an object or another non-human being. For example:

 I like the girl whoruns fast.

 I like the dog thatdoes tricks
 I like the clock thatchimes the hour.

Another common error is to mix up that and which. When describing objects and non-human beings, "that" is used to
introduce a defining relative clause, while "which" is used to introduce a non-defining clause. For example:

 The cat, whichis very old, took a nap.

 The cat thatis very old needs to see the vet today.

The relative pronoun "which" is used for non-essential information set off by commas; "that" is used for essential
information and requires no additional punctuation.

When it comes to people, however, you don't have to worry about confusing "which" or "that." You always use "who:"

 The woman, whois very old, took a nap.

 The woman whois very old needs to see the doctor today.

It's all Relative

Knowing how relative pronouns work in a sentence will help you add important descriptive information in the form of
relative clauses. Once you understand how they work, you'll be able to decide whether your information is defining or non-
defining and choose the appropriate relative pronouns and punctuation to lead your readers to a deeper understanding of
your meaning.

Below are a few examples of a pronoun quiz that can be used when teaching basic grammar on the elementary school level.

Pronoun Quiz 1
Pick the pronoun in each sentence.

1) Gary's mom asked _______ to clean the garage.

a. he

b. him

2) A student at an all boys high school should be on ______ best behavior.

a. their

b. his

3) Neither Mary nor _____ knew why the store was closed.

a. I
b. me

4) After school you and ____ must discuss a few things.

a. I

b. me

5) Everyone at the table has eaten _______ lunch earlier.

a. his or her

b. their

6) My nephew was crying and needed ______ diaper changed.

a. his

b. their

Pronoun Quiz 2
Find the pronoun(s) in each sentence.

1) My son dropped his bottle on the ground.

a. son b. his c. my

2) The girls standing under the tree are eating their lunch.

a. girls b. tree c. their

3) When I looked over eat him, I noticed that he was reading a book.

a. I b. he c. him

4) The guys ate all of their pizzas.

a. guys b. their c. pizzas

5) Grandma is waiting for her shawl.

a. grandma b. her c. waiting

6) Neither him nor I knew the right answer.

a. him b. I c. answer

7) Why don't you go outside?

a. you b. outside c. go

8) Take me with you.

a. me b. take c. you
9) I like running fast.

a. I b. run c. run

10) What are you eating now?

a. you b. eating c. what

Pronoun Quiz 3
Fill in the blank with the right pronoun.

1) Did he see ___?

a. us b. we

2) I took the bag from ____.

a. him b. they

3) My brother and ___ went to the park?

a. I b. us

4) What did ____ do about the car?

a. them b. they

5) What did ____ say about the work?

a. she b. me

6) Where will ___ go from here?

a. you b. us

7) Can ____ talk for a minute?

a. we b. us

8) Is this house _____?

a. theirs b. them

9) Why don't ____ have a seat?

a. you b. us

10) Is that cup ____?

a. his b. him

Pronoun Quiz 4
Circle the right pronouns in the story below.
Last night I/me went out to play with a friend. We/us played jump rope and chased spiders before the moon came out.
Mine/my mother came out to find me/my. When her/she found I/me my mother told me/I it was time for bed. When I/me
said goodbye to my friend her/she told me us/we would play again tomorrow.

Today I/me ate ice cream and it was very tasty. After lunch, we/us went to play in the park. There were swings, slides, and
see-saws. Me/my and Jane went on the see-saw together. She/her laughed loudly when us/we played. It was very fun. After
awhile we/us went back with my mom, and her/she took us/we home again.

Pronoun Quiz 5
Circle any pronouns that you see in the story below.

Jane and Jack went out to play. It was a hot Saturday afternoon as they played ball. After playing with the ball, they went
on the swings in the backyard. Jane ran ahead of Jack.

"I wonder where she is going," Jack said quietly. Waiting for a moment, Jack then ran after Jane quickly. "Wait for me!" he
yelled. As Jane looked back, she smiled sweetly. "I will meet you at the top of the hill," she yelled back as she kept
running. Jack was out of breath, but he still managed to catch up with her.

"Hey," he said panting. "You run fast," he continued.

"I know!" said Jane giggling loudly as she poked Jack's arm playfully and he laughed as well.

Answers
Quiz 1

1) him; 2) his; 3) I; 4) I; 5) his or her; 6) his

Quiz 2

1) his; 2) their; 3) he; 4) their; 5) her; 6) I; 7) you; 8) you; 9) I; 10) you

Quiz 3

1) us; 2) him; 3) I; 4) they; 5) she; 6) you; 7) we; 8) theirs; 9) you; 10) his

Quiz 4

Last night I/me went out to play with a friend. We/us played jump rope and chased spiders before the moon came out.
Mine/My mother came out to find me/my. When her/she found I/me my mother told me/I it was time for bed. When I/me
said goodbye to my friend her/she told me us/we would play again tomorrow.

Today I/me ate ice cream and it was very tasty. After lunch, we/us went to play in the park. There were swings, slides, and
see-saws. Me/my and Jane went on the see-saw together. She/Her laughed loudly when us/we played. It was very fun.
After awhile we/us went back with my mom, and her/she took us/we home again.

Quiz 5

Jane and Jack went out to play. It was a hot Saturday afternoon as they played ball. After playing with the ball, they went
on the swings in the backyard. Jane ran ahead of Jack.
"I wonder where she is going," Jack said quietly. Waiting for a moment, Jack then ran after Jane quickly. "Wait for me!" he
yelled. As Jane looked back, she smiled sweetly. "I will meet you at the top of the hill," she yelled back as she kept
running. Jack was out of breath, but he still managed to catch up with her.

"Hey," he said panting. "You run fast," he continued.

"I know!" said Jane giggling loudly as she poked Jack's arm playfully and he laughed as well.

Some of the most common ways to garner more information is to ask "when," "where," or "why" questions. When are we
going? Where are we going? Why are we going? In the English language, relative adverbs help to answer these questions.

They offer us more information about the people, places, or things being discussed. Beyond that, relative adverbs join
clauses and sentences together. That's a lot of heavy lifting for a "when," "where," "why" question. Let's take a closer look
at this unique classification of adverbs.

How Relative Adverbs Work

Relative adverbs introduce relative clauses. That sounds like jargony grammar talk, doesn't it? Fear not. All it means is that
relative adverbs join two portions of a sentence together. They join nouns or pronouns to the relative clause.

Relating to Relative Clauses

Relative clauses provide more information about the noun or pronoun in the sentence (usually the subject). They require a
relative adverb to do so. Take a look at these two sentences:

 This is the place.

 He proposed to me.

It's more fluid to write:

 This is the place where he proposed to me.

Now, we know more about the significance of the place. It's where they decided to get married. What joined those two
concepts together? The relative adverb "where."

Identifying Relative Adverbs

If you can spot the relative clause in a sentence, you can spot the relative adverb. They'll always come directly before the
clause. Relative clauses contain both a subject and a verb. Also, they begin with either a pronoun or an adverb. Beyond
that, their primary function is to provide more information about the noun, or subject, of the sentence.

For example:

"The 1700s were a time when men ruled and women obeyed."

Here, we know the subject of the sentence is the 1700s. What about them? Thanks to the relative adverb "when," we know
more about this century.

Examples of Relative Adverbs

So, now we know "when," "where," and "why" are the three most common relative adverbs. Words like "whenever" and
"wherever" can also function as relative adverbs. To get a better sense of how they work, consider these examples of each
word in a complete sentence.
When

First, let's consider the relative adverb "when." What it really means is "in which." However, "in which" takes to take on a
slightly more formal tone, which is where relative adverbs come in. "When" allows us to understand the time in which an
action took place, in a less formal manner.

 Gone are the days when I could stay up all night.

 The 50s were a time when the family unit was largely intact.
 That's the year when we got married.

Where

The relative adverb "where" is used to communicate "in which" or "at which." Again, these are slightly formal phrases.
"Where" allows us to understand the location of the subject of the sentence, in a less formal manner.

 We danced by the table where we could see the view.

 This is the coffee shop where we'll find the best cup o' joe.
 This is the garden where they took their photos.

Why

The relative adverb "why" really means "for which," which is a tad more formal than "why." It provides more reason for
something taking place.

 Her mass of library of books is the reason why she's so well-spoken.

 Can you provide more information why this conclusion is valid?
 I have no idea why he called.

What About Relative Pronouns?

The cousin to the relative adverb is the relative pronoun. These pronouns also join two portions of a sentence together. The
main difference is that relative adverbs join two independent clauses together. That is, they join two clauses that can stand
alone as sentences.

However, relative pronouns join an independent clause and a dependent clause, or one that cannot stand alone as a
complete sentence. The most common relative pronouns include:

 that
 which
 who
 whoever
 whom
 whose
 whomever

Example Sentences

Let's explore each of these pronouns at work in complete sentences.

 The dress that I bought yesterday fits like a dream.

 Donuts, which we enjoy every Sunday morning, are our guilty pleasure.
 The woman who marries the prince is lucky, indeed.
 I will admire whoever wins that lucky prize.
 Can you tell me to whom does this belong?
 I'd like to know whose shoes these are.
  You may take whomever you choose.

Joined Like Relatives

Whether we like them or not, we're joined to our relatives. The same goes for relative adverbs. Whether the subject of the
sentence wants to be elaborated upon or not, a relative adverb can get the job done. For more on this complex yet integral
part of speech, enjoy these adverb phrase examples.

Whether you're a teacher finishing up a unit or a student wanting to test your knowledge, here is a demonstrative adjectives
quiz for you along with a quick explanation of what demonstrative adjectives are and how we use them.

What Are Demonstrative Adjectives?

Adjectives in general describe nouns, telling something about their appearance, origin, make-up or character. Adjectives
also describe our opinions about nouns. Demonstrative adjectives are a specific class of adjectives that describe which
noun we're talking about through demonstration.

When you think "demonstrative," think "demonstration," and then think about the women on The Price is Right who show
off the merchandise while Rod Roddy says, "THIS Kenmore Electric Range features a Hidden Bake Element for increased
capacity and easy clean up... THIS marvelous prize can be yours if the price is right!" Rod, along with Barker's Beauties,
have just demonstrated to us which stove they're talking about by pointing, displaying, and using the word "this."

The demonstrative adjectives in English are:

 This
 That
 These
 Those

Unlike other languages that distinguish between masculine and feminine in their adjectives, we only have to deal with
distinctions between singular/plural and near/far.

A singular noun that is nearby, for example, would be referred to using "this." A singular noun that is far away would be
referred to using "that."

A plural noun close at hand would be referred to using "these," and a plural noun in the distance would be referred to using
"those."

The following might be helpful to students who are learning their demonstratives:

 Near: This (singular) These (plural)

 Far: That (singular) Those (plural)

Demonstrative Adjectives Quiz

The following demonstrative adjectives quiz is in four parts. Use all four or just one or two sections, depending on your
needs. Scroll down to see the answers.

Part 1

Fill in the lines below with this, that, these and those:
Near: _______ (singular) _______ (plural)

Far: _______ (singular) _______ (plural)

Part 2

Choose the best answer to each question:

1. Which of the following contains a demonstrative adjective?

a. red socks

b. old socks

c. stinky socks

d. those socks

2. Which of the following contains a demonstrative adjective used correctly?

a. those car

b. this car

c. these car

d. this cars

3. Which sentence DOES NOT use a demonstrative adjective?

a. The quick brown fox jumps over the lazy dog.

b. That movie was hilarious.

c. I could eat all of these cookies.

d. I couldn't sleep last night because those dogs were barking.

4. Choose the correct sentence.

a. Maria loves this muffins.

b. Maria loves those muffin.

c. Maria loves these muffins.

d. Maria loves that muffins.

5. Choose the INCORRECT sentence.

a. Sam owns that motorcycle.

b. Sam owns these motorcycle.

c. Sam owns this motorcycle.

d. Sam owns those motorcycles.

Part 3

Complete the sentences with this, that, these or those:

1. ________ glass here is mine, but ________ one over there is his.
2. ________ books here are hers, but ________ over there are mine.
3. She can't eat all of ________ popcorn.
4. A: (answering the phone) Hello?
5. B: Hi, Amy?
A: Yes, ________ is Amy speaking. Who is calling?
B: Hi, Amy, ________ is Paul.
6. I found ________ earring in the bedroom. Is it yours?
7. ________ cupcakes are delicious, Shawn. May I have another?
8. I can't finish ________ contracts today. I'll work on them tomorrow.
9. ________ picture here was taken in India. ________ mountains back there are the Himalayas.
10. I think ________ woodpecker is back. I hear it banging on the house.
11. Cathy, could you please make ________ delicious brownies again? You know, the ones you brought to my birthday
party.

Part 4

Correct the mistakes in the following sentences.

1. Can you see these deer out in the field?

2. The robbery took place on May 19th. This night, there was a big storm.
3. This computers over there are old. That computers here are the new ones.
4. This movie ended four hours ago.
5. These cake tastes funny. I think you put too much salt in it.

Hopefully, you found this demonstrative adjectives quiz helpful. For more fun vocabulary and parts of speech quizzes for
students of all ages check out:

 Animals ESL Quiz

 ESL Test Prepositions
 Food ESL Quiz
 Weather ESL Quiz
 Vocabulary Quizzes
 Adverb Quiz

Part 1 answers:
Near: This (singular) These (plural)

Far: That (singular) Those (plural)

Part 2 answers:

1.) d. those socks.

2.) d. this car.

3.) a. The quick brown fox jumps over the lazy dog.

4.) c. Maria loves these muffins.

5.) b. Sam owns these motorcycle.

Part 3 answers:

1. This / that
2. These / those
3. that
4. this / this
5. this
6. These
7. these
8. This / Those ("These" is also possible.)
9. that
10. those

Part 4 answers:

1. Change "these" to "those."

2. Change "This" to "That."
3. Change "This" to "Those." Change "That" to "These."
4. Change "This" to "That."
5. Change "These" to "This.

Most people know what an adjective is, but when it comes to describing an adjective phrase, it's easy to get confused. An
adjective phrase, or an adjectival phrase, is more than a group of words with an adjective in it. It's actually a group of
words that describe a noun or pronoun in a sentence, thus functioning as an adjective.

The good news is, you don't have to be a grammar buff to understand what an adjective phrase is or how it works. In fact,
we use these phrases all the time without even thinking. Let's take a closer look.

How Can I Identify an Adjective Phrase?

The trick to identifying an adjective phrase is to look at the first word within the group of words. If the first word is an
adverb or a preposition, there's a good chance you're looking at an adjective phrase.

Ask yourself, what is this phrase modifying? Is it describing a noun? If it is, in fact, modifying the noun or subject of a
sentence, then you're looking at an adjective phrase.

What Does an Adjective Phrase Consist Of?

An adjective phrase can be formed out of an intensifier and an adjective. An example might be:

The dazzlingly beautiful woman walked down the street.

Sometimes, one adjective isn't descriptive enough. In this case, a string of adjectives can work together as an adjective
phrase to describe a noun, such as: She had the most silky, smooth, and radiant hair I've ever seen.

In the sentence, "Monica is a sweet girl," there is one adjective, namely, sweet. However, in the sentence, "Monica is a
sweet, intelligent, beautiful girl," we see an adjectival phrase that paints a much more in-depth picture of Monica.

What Can Adjective Phrases Do in a Sentence?

Adjective phrases don't simply modify nouns. They can also modify pronouns. Let's look at two examples:

 He is from Boston.
 Tom is from Boston.

Each of these sentences has an adjective phrase. In the first example, the adjective phrase from Boston points back to the
pronoun (and subject) "he." In the second example, the adjective phrase from Boston points back to the noun (and subject)
"Tom."

It doesn't matter if the noun is a pronoun or not; the adjective phrase still functions in the same manner. So, if you're
looking for a more complex way to modify a noun - beyond a simple adjective - try using an adjective phrase. You can
either use several adjectives in a row, begin a phrase with a preposition, or start with an adverb to modify the noun at hand.

Examples of Adjective Phrases

Of course, the best way to understand this type of phrase is to see it in action. Let's take a look at an example with an
adjective and one with an adjective phrase:

 The beautiful house sits atop the hill.

 The house that is so beautiful sits atop the hill.

These two sentences mean the same thing. However, the former has an adjective, while the latter has an adjectival phrase.

Here's another example:

 The angry dog barks all day long.

 The dog that seems very angry barks all day long.

Again, these two sentences mean the same thing. However, the former has an adjective, while the latter has an adjectival
phrase.

Some adjective phrases modify nouns or noun phrases. Here are a few examples:

 The very small kitten jumped at the big dog.

 The cost of the car was way too high.
 The man covered with sweat trudged his way home.
 Something in the corner was moving.
 The big bug under the blanket is coming toward me.

Other adjective phrases modify the predicate of the sentence. Here are some examples:

 Extra buttons came with the coat.

 Gremlins cause mischief inside of machines.
  We were saddened by the news of his demise.
 The brownies smell deliciously sweet.
 I was delighted he was chosen for the part.

Adjective phrases can also modify objects and will follow the word they are modifying. Here are some examples:

 She wanted to paint her room lemony yellow.

 My new kitten makes me very happy.
 I sometimes pity people living in large cities.
 We are collecting money for children born with heart defects.
 They were proud of their team winning the championship.

Adjective Phrases Provide Greater Detail

A well-chosen adjective phrase can give a sentence more life and personality. A single adjective alone may be all the spice
you need, but if it can be built out into an adjective phrase, you may be able to provide readers with greater detail.

When you're ready to sprinkle some adjective phrases into your writing, head over to Adjective Phrase Examples for more
ideas.

People who are looking for words to describe themselves or other people might want to consider looking up a list of
adjectives for personal qualities. It can be especially difficult to come up with just the right descriptive words to talk about
yourself. However, having the right words on hand can make the difference in describing a person in a factual article or
fictional story, or in describing your personal strengths on your resume.

By reading daily and learning more adjectives that are appropriate for describing people and their personalities, you can
build your vocabulary. Using the list of words below, you can choose just the right words when talking about yourself or
others.

List of Personal Adjectives

Are you adventurous, generous, or passionate? How else would you describe yourself? Here are a few words - five good,
five not so good - that could be the perfect match for your next project.

 Active: Energetic, involved, ready for anything. This is a perfect compliment for your friend who always energizes
the room.
 Erudite: Educated and informed, straight up smart. This is great describing the friendly geek in your life, the one
who loves to share their knowledge and enthusiasm.
 Hopeful: Optimistic, has faith in a good outcome. Hopeful people are so important in any setting. Their simple
belief that things will turn out well can be an inspiration in the darkest times.
 Motivated: What's hope without energy? The leader in your life, the person who's always pressing forward to the
next project or experience is definitely motivated.
 Sensible: Careful, wise, prudent. Sensible people hold communities together. They keep the motivated people from
getting hurt and the hopeful ones from being disappointed.

Now for the not-so-good adjectives:

 Argumentative: Arguments happen. Anger is natural. But a person who can't control their anger, or who stirs up
conflicts on purpose, is argumentative.
 Disruptive: The argumentative person above is probably disruptive, but disruptive people come in all forms.
Anyone who goes out of their way to make things difficult without a good reason counts as disruptive. The
important part of the phrase is "without a good reason"; people often have good reason to disrupt situations that are
unhealthy for them or others.
  Inconsiderate: Someone who ignores other people's needs and feelings is inconsiderate.
 One-sided: Competition can be healthy. But when a person chooses a side and refuses to even engage with the
others, especially when they choose out of ignorance or prejudice, they're exhibiting one-sided behavior.
 Selfish: To one degree or another, everyone is selfish. We all think of our own needs and concerns first. "Selfish"
really applies when a person assumes or insists that they come first at all times.

For more, check out our printable list.

an mystify writers because they have a number of different functions within the English language. Reviewing examples of
adverbs and adverb phrases can help you identify them and use this part of speech effectively. With a couple adverbs by
your side, you can add further description, describe an action, or intensify the meaning of another word.

Spotting an Adverb
Adverbs modify verbs, adjectives, or other adverbs. They can add to or change the meaning of a word. A great way to spot
adverbs is to look for words that end in -ly.

Let's take a look at a few examples:

 Abruptly: I thought the movie ended abruptly.

 Beautifully: The beautifully painted landscape is a wonderful addition to my living room decor.
 Delicately: Grandma's crystal vase is a priceless antique that must be handled delicately.
 Delightfully: Her outfit showcased her delightfully quirky personality.
 Firmly: The teacher firmly disciplined the students for their misbehavior.
 Lightly: She lightly dusted the brownies with a layer of powdered sugar before serving.
 Truthfully: She truthfully answered the police officer's questions.
 Quickly: Quickly finish the grocery shopping so we can get to the party in time.
 Wearily: At the end of a long day, she wearily headed to bed.
 Willfully: I sent my son to bed early for willfully refusing to eat his vegetables.
If you're a teacher, our activities with adverbs and lessons about adjectives vs. adverbs can help your students learn to spot
adverbs effectively.

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Adverbs Tell How It Happened

Adverbs are part of a category of descriptive language because they describe how something was done. For example:

 Briskly: Kristen briskly walked to the library, eager to complete her homework.
 Brutally: It was brutally clear he was not interested in hearing my opinion.
 Cheerfully: April cheerfully greeted Mark each morning.
 Expertly: Adam expertly maneuvered the components of the machine into their proper positions.
 Randomly: I love to randomly share interesting trivia with my friends and family.
 Sloppily: He writes sloppily, but insists his ideas are more important than having perfect penmanship.
 Uneasily: Jemma sighed uneasily, knowing that the dark sky was a sign of the impending storm.
 Weirdly: She dances weirdly, but her quirky personality is what I love the most.
 Wholeheartedly: I wholeheartedly believe education is the key to a better future.
 Wickedly: "I don't think you want to know the whole story," he said wickedly.

Adverbs Tell Where It Happened

Some adverbs describe the location of an action. Examples of adverbs like this would include:

 Downstairs: The public library often holds meetings downstairs.

 Everywhere: Jack looked everywhere for his missing keys.
 Here: She will plant her garden here.
 In: We stayed in to watch a movie instead of attending the party.
 Inside: When it's hot and humid, Anna likes to read inside.
 Outside: The children love to play outside.
 Somewhere: I want to go fishing somewhere warm and sunny.
 There: We went to Minnesota for my cousin's wedding and stayed there for three nights.
 Underground: The gopher began burrowing underground.
 Upstairs: I went upstairs to see my grandma who was on bed rest.

Adverbs Tell When It Happened

Examples of adverbs that describe when an action occurred include:

 Early: She arrived early for the meeting.

 First: When I bake, I make cookies first.
 Last: When I clean, I do laundry last.
 Later: I will stop by later to see how you are doing.
 Never: He never wants to go to the park with me.
 Now: The movie is starting now.
 Regularly: Writing regularly in my journal is soothing.
 Today: I have many things to accomplish today.
 Tomorrow: Tomorrow, we are going to the movies.
 Yesterday: She came over for a visit yesterday.

Adverbs Tell the Extent of the Action

Adverbs also describe the extent to which something was done, including:

 Almost: I almost stopped at McDonald's for lunch, but I was running late.
 Also: A talented singer, Jamie also enjoys playing the saxophone.
 Enough: Daniel is finally tall enough to ride the roller coaster.
 Only: I only take the bus to work on Mondays.
 Not: He is not running that race today.
 Quite: I was quite pleased to see my son's progress in school this year.
 Rather: I am rather tired after spending the day at the beach.
 So: I am so hungry, I could eat a horse.
 Too: It is too loud in here for me to concentrate.
 Very: Baby Emily was very tired after missing her afternoon nap.

Adverbs Are Intensifiers

Another function of adverbs is to intensify the meaning of the word it's modifying. It does this by putting more or less
emphasis on the word, amplifying the meaning of the word, or toning down the feeling of the word.

Here are some sentences with the emphasizing adverb in bold:

 He literally wrecked his car.

 I am certain of the facts, for sure.
 You simply don't understand.
 I really don't care what you think.

Sentences that amplify would be like:

 She completely rejected his proposal.

 I heartily endorsed the new restaurant.
 He totally gets me.
 I absolutely refuse to stay here any longer.

Adverbs and adverb phrases that tone down the feeling or mood include:

 You can improve on this to some extent.

 The boss almost quit his job after that.
 I somewhat understand what you are saying.
 She mildly disapproved of his actions.

Adverb Phrases
Adverb phrases function like adverbs, modifying a verb or adjective. They add more information to a sentence, telling us
when, how, where, and to what extent. Adverb phrases don't always contain an adverb and can start with a preposition or
the infinitive form of a verb.

Here's a list of sentences with the adverb phrase in bold:

 He lived in the north of Germany.

 We went out today to buy a new car.
 She goes to the movies every week.
 She made me laugh wildly and uproariously.
 I stacked the books where the students can reach them.
 She looked for wildflowers yesterday afternoon.
 He moves so slowly in the morning.
 I went to bed much later than usual.
 Please stay as long as possible.
 We cheered loudly and crazily to support the team.

Related articles on YourDictionary

List of Adverbs to Strengthen Your Writing

Diagramming Sentences

Adjectives for Personal Qualities

 More articles

Using Adverbs Effectively

An adverb or adverb phrase is a workhorse in the world of grammar, changing and enhancing the meaning of the
accompanying verbs, adjectives, or adverbs. However, adverbs should be used sparingly. When you use multiple adverbs,
you risk alienating your reader with dense prose that's too difficult to read.

Review these adverb flashcards for more examples and help with your adverb practice!

Whether you're a teacher finishing up a unit or a student wanting to test your knowledge, here is a demonstrative adjectives
quiz for you along with a quick explanation of what demonstrative adjectives are and how we use them.

What Are Demonstrative Adjectives?

Adjectives in general describe nouns, telling something about their appearance, origin, make-up or character. Adjectives
also describe our opinions about nouns. Demonstrative adjectives are a specific class of adjectives that describe which
noun we're talking about through demonstration.
When you think "demonstrative," think "demonstration," and then think about the women on The Price is Right who show
off the merchandise while Rod Roddy says, "THIS Kenmore Electric Range features a Hidden Bake Element for increased
capacity and easy clean up... THIS marvelous prize can be yours if the price is right!" Rod, along with Barker's Beauties,
have just demonstrated to us which stove they're talking about by pointing, displaying, and using the word "this."

The demonstrative adjectives in English are:

 This
 That
 These
 Those

Unlike other languages that distinguish between masculine and feminine in their adjectives, we only have to deal with
distinctions between singular/plural and near/far.

A singular noun that is nearby, for example, would be referred to using "this." A singular noun that is far away would be
referred to using "that."

A plural noun close at hand would be referred to using "these," and a plural noun in the distance would be referred to using
"those."

The following might be helpful to students who are learning their demonstratives:

 Near: This (singular) These (plural)

 Far: That (singular) Those (plural)

Demonstrative Adjectives Quiz

The following demonstrative adjectives quiz is in four parts. Use all four or just one or two sections, depending on your
needs. Scroll down to see the answers.

Part 1

Fill in the lines below with this, that, these and those:

Near: _______ (singular) _______ (plural)

Far: _______ (singular) _______ (plural)

Part 2

Choose the best answer to each question:

1. Which of the following contains a demonstrative adjective?

a. red socks

b. old socks

c. stinky socks

d. those socks
2. Which of the following contains a demonstrative adjective used correctly?

a. those car

b. this car

c. these car

d. this cars

3. Which sentence DOES NOT use a demonstrative adjective?

a. The quick brown fox jumps over the lazy dog.

b. That movie was hilarious.

c. I could eat all of these cookies.

d. I couldn't sleep last night because those dogs were barking.

4. Choose the correct sentence.

a. Maria loves this muffins.

b. Maria loves those muffin.

c. Maria loves these muffins.

d. Maria loves that muffins.

5. Choose the INCORRECT sentence.

a. Sam owns that motorcycle.

b. Sam owns these motorcycle.

c. Sam owns this motorcycle.

d. Sam owns those motorcycles.

Part 3

Complete the sentences with this, that, these or those:

1. ________ glass here is mine, but ________ one over there is his.
2. ________ books here are hers, but ________ over there are mine.
 3. She can't eat all of ________ popcorn.
4. A: (answering the phone) Hello?
5. B: Hi, Amy?
A: Yes, ________ is Amy speaking. Who is calling?
B: Hi, Amy, ________ is Paul.
6. I found ________ earring in the bedroom. Is it yours?
7. ________ cupcakes are delicious, Shawn. May I have another?
8. I can't finish ________ contracts today. I'll work on them tomorrow.
9. ________ picture here was taken in India. ________ mountains back there are the Himalayas.
10. I think ________ woodpecker is back. I hear it banging on the house.
11. Cathy, could you please make ________ delicious brownies again? You know, the ones you brought to my birthday
party.

Part 4

Correct the mistakes in the following sentences.

1. Can you see these deer out in the field?

2. The robbery took place on May 19th. This night, there was a big storm.
3. This computers over there are old. That computers here are the new ones.
4. This movie ended four hours ago.
5. These cake tastes funny. I think you put too much salt in it.

Hopefully, you found this demonstrative adjectives quiz helpful. For more fun vocabulary and parts of speech quizzes for
students of all ages check out:

 Animals ESL Quiz

 ESL Test Prepositions
 Food ESL Quiz
 Weather ESL Quiz
 Vocabulary Quizzes
 Adverb Quiz

Part 1 answers:

Near: This (singular) These (plural)

Far: That (singular) Those (plural)

Part 2 answers:

1.) d. those socks.

2.) d. this car.

3.) a. The quick brown fox jumps over the lazy dog.

4.) c. Maria loves these muffins.

5.) b. Sam owns these motorcycle.

Part 3 answers:

1. This / that
 2. These / those
3. that
4. this / this
5. this
6. These
7. these
8. This / Those ("These" is also possible.)
9. that
10. those

Part 4 answers:

1. Change "these" to "those."

2. Change "This" to "That."
3. Change "This" to "Those." Change "That" to "These."
4. Change "This" to "That."
5. Change "These" to "This.

For most of us, success doesn't just happen, it takes a lot of hard work and an ocean of dedicated time.

So, whether you're learning your ABCs or studying to become a neurobiologist, hard work in the form of routine study is
undoubtedly the key to success. If you don't feel like you've mastered proper study habits yet, the good news is this is a
skill that can easily be learned at any stage.

Below, you'll find the best 10 ways to study smarter and minimize stress when grappling with homework or preparing for
important tests.

Get Ready to Study Smarter

1. Set up a Study Space

Sometimes, plopping down on the sofa and opening up your textbook is a good way to study. You're comfortably
absorbing new information as you read. However, it's not the most optimal setup.

To maintain focus it's best to sit up at a desk, in a comfortable chair, under bright lighting, and in a clear and organized
space. It's true that some people thrive in organized chaos, and if that's been working for you, stick with it. But, if your old
habits aren't helping, try the clean and clear route.

At minimum, give yourself enough room to spread out your textbook, notes, and laptop. Then, we can get to the business
of a strategic study plan.

2. Ditch the Distractions

Is this asking too much? Perhaps it's better to say minimize the distractions. Let's face it, we're all connected to our phones
and social media constantly. The moment we hear a notification, we're done for.

So, at minimum, turn off the TV, silence your phone and close the social media accounts on your laptop for now. If you
need to, promise yourself that you can check your phone during a break. You'll be surprised how much further you read in
the text and how many added pages of notes you write.

3. Plan Your Breaks

Believe it or not, taking regular breaks increases your focus and helps you retain information better. So reward yourself for
that mighty bout of reading with a 10 minute break every 30 minutes. Try not to break for longer or you'll find it hard to
get back into work mode.

If you want to set the alarm on your phone, that's a great way to help you stay the course, but don't just spend the break on
your phone. In a world of digital distractions, sometimes we need to get strategic about focusing on a task. So go ahead and
check your texts if you have to, but walk around while you do it. Go to the kitchen for a snack, or outside for some fresh
air. And don't forget to stretch.

4. Utilize Old Exams

If reviewing the text is starting to make your eyes feel heavy, switch things up a bit. One of the best ways to study is by
mixing your resources.

Pull out some old exams. See what the focus was when your teacher designed that test. Refresh your memory on any key
terms that are no longer ringing any bells. See if you'd still be able to rattle off a couple answers to the short-answer
questions.

Old exams help you stay focused on important topics while stretching out those memory muscles.

5. Write Things Down

Have you ever noticed that, when you write things down, you tend to remember them better? Typing and talking don't offer
the same levels of retention as putting pen to paper.

So, try writing down some of the key points in the text. Did the teacher provide you with an outline? Write out some of
those key terms and definitions. Going old school and creating a stack of flashcards by hand is also a good idea that will
never go out of style.

The good news is all this activity will make those 10-minute breaks come around a lot faster!

6. Read Aloud

Okay, this might bother your roommate or sibling, so you'll have to time this one well. But, much like writing, reading
aloud tends to make things stick better. If you're in the mood to read that section of the chapter aloud, do it!

As you read aloud, if you want to pause and take note of key terms and definitions the teacher has referenced in class, pull
out that pen and paper! The more you physically engage your body, the more your brain will be on board for retention.

7. Start a Study Group

With the right group of laser-focused friends, a study group can be a real game-changer. Your peers will bring topics to the
table that you didn't necessarily think to highlight in your notes. You can quiz each other on key terms and definitions.
Don't stress wrong answers. Whatever you couldn't remember is simply something you need to go home and review.
Knowing your weak spots ahead of time increases the likelihood of your success on test day.

8. Prepare for Exam Day

Much like setting up your study space, be sure to set up your exam day like a pro. Put everything you'll need in your bag
the night before. Whatever pens, pencils, or tools you'll need, get them ready to go.

Make sure your textbook and notebooks are in there after you've studied for the night, just in case you have time for a last-
minute review outside the classroom.
Throw in a bottle of water and something to snack on, like a granola bar. Whatever you need to succeed, don't try to stuff it
all in your bag and sprint out the door in the morning. Frazzled nerves will only work against all that valuable time you
invested in your studies.

9. Feed Your Brain

On test day, think about brain power. Stay hydrated with regular water, coconut water, or other electrolyte-rich fluids.
Also, take time for a wholesome meal.

If you can make time for some quality carbs, such as wholewheat toast or oatmeal, or protein, like a couple of hard-boiled
eggs, along with some mixed berries, you'll be ready to smash that exam.

Also, if you're going to have coffee make it a cup or two, not an entire vat. Caffeine is a double-edged sword because it can
provide a temporary perk but it's more likely to make you jittery and anxious if drunk in excess - two of the worst states to
be in for test day!

10. Stay Calm, Go Zen

In a perfect world, we might find time for a little zen on the big day. This is different for everyone. If a little yoga or
meditation is your thing, dive right in. Students of different ages might find other activities relaxing, from shooting hoops
or coloring in. The task doesn't matter; promoting a calm state of mind does.

Get on Schedule
So, this all seems pretty attainable, right? Make yourself a cozy yet efficient study space. Schedule your study time with
routine breaks where you can reward yourself for going distraction-free. Make it a whole body experience with some
writing and speaking aloud. Quiz your friends on study night, and don't forget to stay calm!

When you make these tips and tricks the core of your study routine, you're sure to steer your academic career in the right
direction.

What is a verb? Songs, poems and language teachers throughout history have attempted to explain verbs to us. In its most
basic definition, a verb is a word used to indicate an action. For example, "She ironed her dress," or, "He drove to the
mountains." It puts the subject of the sentence into motion and, often, provides further information to help clarify the
subject.

However, to add another layer, verbs also describe a state of being, such as, "She feels tired," or, "He prefers coffee." Let's
talk a little bit more about what verbs are and then dive into their many different types.
Defining a Verb
A brilliant professor once said that "a verb is a word that does verb-y things." He said the same thing about nouns (they do
"noun-y things") and other parts of speech as well, and while it's not a very concrete or satisfying definition, it's probably
the best one out there.

You see, the way English works is that every word sits in a specific place and plays a specific role in a sentence. And even
though a word might not really even be a real word, if it's playing the role of the verb, then it's a verb. Look at these
examples:

 As I phlomoggled my yard, I accidentally shallimped two birds.

 Jack pazotors as often as he can.
 They couldn't believe she had never chorstined before.
 This time next week, we'll be forrisking through the jungle!

If you speak English fairly well, you can identify the verbs in those sentences even though they aren't real words. You can
do this because they are doing verb-y things. They have -ing, -ed, and -s endings depending on when they happen and who
is doing them. They also follow the subjects of the sentence and appear next to adverbs. Even though we don't know what
they mean, they somehow convey action. They behave like verbs.

Action Verbs
Most verbs are action verbs (also called dynamic verbs): things you can do, things you can ask someone to demonstrate,
and things "Simon" tells you to do when you're playing Simon Says. Hop, skip, pat your head, make a pair of moccasins -
these are all action verbs.

For example, "She accepted the job offer." In this sentence, she is carrying out an action, as in accepting the job offer.
Another example would be, "He sings down at the bar every night." He's performing a specific action, singing, every night.

Here are a few more examples of action verbs:

 Ask
 Bake
 Build
 Carry
 Help
 Jump
 Play
 Read
 Throw
 Walk

Linking Verbs
The next most popular type of verbs are linking verbs. These verbs do not express action. Rather, they connect the subject
to the additional information that's about to come. "To be" verbs are typically linking verbs. These are verbs like "am,"
"is," "are," and "were."

For example, "Damien is an expert craftsman." You can see how the verb is merely acting as a link from the subject to the
additional details.

True Linking Verbs

Some verbs are strictly linking verbs. Here's a short list:

  Am
 Are
 Become
 Being
 Has
 Is
 Seems
 Was
 Were

Linking Verbs or Action Verbs

The tricky thing is that some verbs can be linking verbs or action verbs, depending on context. Here are a few examples:

 Appear
 Feel
 Get
 Grow
 Look
 Prove
 Remain
 Smell
 Sound
 Stay
 Taste
 Turn

So, the question you'd have to ask yourself is, "Is the verb performing an action or linking the subject to further details?"

Helping Verbs
Helping verbs do exactly what it seems like they should do. They help. That is, they help the main verb of the sentence by
extending its meaning.

Let's look at an example (the main verb is in italics and the helping verb is in bold). "I havebeen there before." In this
sentence, "been" is the primary linking verb, but it's receiving a small assist from "have," making it a complete thought.

Let's look at a few more examples with the main verb in italics and the helping verb in bold.

 I amwalking to the store.

 We arereading the book together.
 He willrun for president.
 We weremoving across town that summer.

Stative Verbs
Stative verbs are much subtler and more difficult to identify as verbs. They describe a position or state of being; they have
no duration, no beginning, and no end. They do not show any action, so if "Simon" tells you to do one, it is practically
impossible for him to know whether or not you are doing it.

Here are some examples of stative verbs:

 You deserve everything you get in life.

 Jane dislikes humidity.
 She hates eating contests.
  Betty knows where to go.
 Henry loves billiards.

You can see how these verbs have neither beginning nor end. They're more intangible than action verbs. While they don't
perform any action, notice that they're typically followed by a direct object.

Transitive Verbs
Sounds technical and tricky, right? Fear not. Transitive verbs simply express an action. Seems on par with what a verb is,
right? The only thing to note with this category of verbs is that they're always followed by a direct object (someone or
something that's receiving the action of the verb).

For example, "Mary sent the package from Ireland." In this sentence, "sent" is the action verb and "package" is the direct
object, or the thing that's receiving the action of the verb.

Let's look at a few more examples. You'll notice each one follows the same pattern - subject, verb, direct object.

 Mary drove the car.

 Sam wants a bike.
 Aileen wrote a poem.
 Joshua ate the noodles.
 Sarah cleaned the kitchen.

Intransitive Verb
That brings us to the transitive verb's sibling: intransitive verbs. Again, they're far simpler than they sound. Intransitive
verbs are verbs that show action. However, they're not followed by a direct object.

For example, "The plane lands at 5 o'clock." In this sentence, "lands" is the verb but there's nothing that's receiving the
action of the verb. There's no direct object, as it is the plane (subject) itself that is doing the landing.

Let's look at a few more examples:

 I arrived at the coffee shop.

 He died in his sleep.
 My dog lies by the couch.
 Together, we sat on the stone wall.
 Then, we went to the coffee shop.

Take Action Today!

Whether a verb is literally performing the action in the sentence or merely linking the subject to the rest of the information,
they're always "doing." They're the busybodies of the sentence that bring the entire thought to completion.

Ready for a little fun? Why not enjoy a few games? Here are some action verb games to test your knowledge, as well as
some helping verb games to help you or your students keep their verb game on point.

Action verbs are verbs that specifically describe what the subject of the sentence is doing. These types of verbs carry a
great deal of information in a sentence and serve to make the sentence complete (remember that all sentences need a
subject and a verb). In English, there are thousands of verbs that convey subtle changes in meaning, so it's important to
choose the right one. For example, the verb "to go" imparts a relatively vague sense of motion, while "to run" is more
specific to add speed while "to stroll" is slower and more leisurely. Understanding action verbs will make students better
writers and communicators.

Types of Action Verbs

Transitive Verbs

Transitive verbs are action verbs that show what the subject is doing to another object. These verbs are coupled with a
direct object, or the thing that is acted upon. For example:

Susan poked John in the eye.

In this sentence, "poked" is a transitive verb that transfers the action of poking directly to John. John is the direct object of
the sentence and is the person being poked.

Below are additional examples of transitive verbs in action:

 My dog ate the food quickly.

 Jonathan chose me to be his best friend.
 Why did your grandmother call my house?
 Rick painted the fence white.
 Ellie married a guy with a black belt in karate.

In each of the sentences above, the verbs are followed by a direct object that receives the action. Food is eaten, friends are
chosen, and fences are painted. These action verbs directly affect things around them, so they are transitive verbs.

Intransitive Verbs

Intransitive verbs are action verbs that do not take a direct object; that is, they don't act upon another noun or pronoun in
the sentence. In general, transitive verbs only describe something the subject of the sentence does, but not something that
happens to someone or something else. For example:

Michael ran to the store.

In this sentence, "ran" only describes what Michael does, but it doesn't affect the store. In this sentence, "store" is the object
of the preposition "to," but it is not a direct object of the verb. "Ran" is an intransitive verb that does not take a direct
object.

Below are additional examples of intransitive verbs used in sentences:

 Charles swam in the pool.

 My dog barked.
 The twins whispered instead of sleeping.
 The elephant sleeps soundly.
 Two shoes fell in the lake.

The Function of Action Verbs

As their name suggests, action verbs create drama and movement in a sentence by showing what the subject is doing. This
is fundamentally different from "to be" verbs, which only show a state of being and set up description. For example,
compare the two sentences below:

Lynn is angry.
Lynn shouted at her brother.
The first sentence does not contain an action verb. Here "is" only serves to introduce the predicate adjective that describes
Lynn, but she doesn't actually do anything in the sentence. In the second sentence, the action verb "shouted" shows what
Lynn does. This action makes something happen and changes things around Lynn.

Pay Attention to Verbs

Action verbs can make or break your writing. They add interest and help propel the plot of a story or the theme of a
persuasive argument, so choose them wisely. It's important to select the verb that conveys exactly the type of action you
want, with the right connotation or emotion so your reader understands your point. YourDictionary's article on examples of
action verbs will help you choose the right one for your work.

 Student Tip! Revise your writing to include verbs that are lively and express action to improve your prose.
Consider what the actions are in a sentence and choose the most expressive, powerful verbs to convey those actions.
 Teacher Tip! Have students circle all the "to be" verbs in their papers and ask them to think about the action in the
sentence. Do these verbs convey the action accurately, or are they only setting up description? Have them
brainstorm other verbs that better express the action of the sentence.

A relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies, or describes, the noun.

The most common relative pronouns are who, whom, whose, which, and that. Sometimes when and where can be used as
relative pronouns as well.

Using Relative Pronouns

Relative pronouns are placed directly after the noun or pronoun they modify. For example:

 The driver whoran the stopsign was careless.

 The children, whomwe love dearly, need better educations.
 Never go to a doctor whoseoffice plants have died. (Erma Bombeck)
 I have a friend whosecat is annoying.
 The book, whichis now out of print, has all the information you need.
 This is the book thateveryone is talking about.

In each example above, the subject of the sentence is described by a relative clause (italicized). As these clauses describe a
noun or a pronoun, they are also known as adjective clauses, because they act like adjectives in the sentence. Each clause is
introduced by a relative pronoun (in bold). Relative pronouns connect the description to the rest of the sentence in an
orderly way.

Occasionally, the relative adverbs "when" and "where" are also used as relative pronouns. For example:

 Grandma remembers a time whenradio shows were popular.

 I want to visit the island wheremy grandma was born.

In these cases, "when" and "where" introduce clauses that describe a noun the refers to a time or place, making them work
as relative pronouns in these sentences.

Defining vs. Non-Defining Relative Clauses

When relative pronouns are used to add descriptive information, that information is either defining or non-defining. A
defining clause - also known as a restrictive clause - gives essential information about the noun in question. It is so
important that it cannot be cut out of the sentence and still convey the intended meaning. For example:
  This is the dog thatwas hit by a car.
 I don't like people whointerrupt me.

In both cases, the italicized clauses contain critical information. You can tell because if you cut out the clause, the
sentence's meaning is fundamentally different. For example, saying "I don't like people" is very different from saying "I
don't like people who interrupt me."

Note that defining clauses require no additional punctuation.

On the other hand, non-defining clauses add information that's nice to have but isn't essential to the sentence's overall
meaning. They could be deleted and the sentence would convey basically the same information. For example:

 This painting, whichI adore, is worth over a million dollars.

 The teacher, whowas about to retire, began writing her memoirs.

In both cases, you could cut out the non-defining clause and still understand the point of the sentence. The important part is
that the paint is worth a million dollars; the fact that it is adored is merely nice to know.

Note that non-defining clauses are set apart from the main sentence by commas, which help to indicate its less important
status in the sentence.

A Note About Who, That, and Which

One of the most common mistakes in writing is to use the wrong relative pronoun, particularly when it comes to mixing up
"who" and "that." "Who" is always used to set up a relative clause that describes a person, while "that" is used to describe
an object or another non-human being. For example:

 I like the girl whoruns fast.

 I like the dog thatdoes tricks
 I like the clock thatchimes the hour.

Another common error is to mix up that and which. When describing objects and non-human beings, "that" is used to
introduce a defining relative clause, while "which" is used to introduce a non-defining clause. For example:

 The cat, whichis very old, took a nap.

 The cat thatis very old needs to see the vet today.

The relative pronoun "which" is used for non-essential information set off by commas; "that" is used for essential
information and requires no additional punctuation.

When it comes to people, however, you don't have to worry about confusing "which" or "that." You always use "who:"

 The woman, whois very old, took a nap.

 The woman whois very old needs to see the doctor today.

It's all Relative

Knowing how relative pronouns work in a sentence will help you add important descriptive information in the form of
relative clauses. Once you understand how they work, you'll be able to decide whether your information is defining or non-
defining and choose the appropriate relative pronouns and punctuation to lead your readers to a deeper understanding of
your meaning.
A relative clause is a kind of subordinate clause that contains the element whose interpretation is provided by an
antecedent on which the subordinate clause is grammatically dependent; that is, there is an anaphoric relation between the
relativized element in the relative clause and antecedent on which it depends.[1]

Typically, a relative clause modifies a noun or noun phrase,[1] and uses some grammatical device to indicate that one of the
arguments within the relative clause has the same referent as that noun or noun phrase. For example, in the sentence I met a
man who wasn't there, the subordinate clause who wasn't there is a relative clause, since it modifies the noun man, and uses
the pronoun who to indicate that the same "man" is referred to within the subordinate clause (in this case, as its subject).

In many European languages, relative clauses are introduced by a special class of pronouns called relative pronouns,[2]
such as who in the example just given. In other languages, relative clauses may be marked in different ways: they may be
introduced by a special class of conjunctions called relativizers; the main verb of the relative clause may appear in a special
morphological variant; or a relative clause may be indicated by word order alone.[3] In some languages, more than one of
these mechanisms may be possible.

A subordinate clause[1][2][3][4][5][6][7] or dependent clause is a clause that provides a sentence element with additional
information, but which cannot stand as a sentence. A dependent clause can either modify an adjacent clause or serve as a
component of an independent clause.

The different types of dependent clauses include content clauses (noun clauses), relative (adjectival) clauses, and adverbial
clauses.

Dependent words
In Indo-European languages, a dependent clause usually begins with a dependent word. One kind of dependent word is a
subordinating conjunction. Subordinating conjunctions are used to begin dependent clauses known as adverbial clauses,
which serve as adverbs. In the following examples, the adverbial clauses are bold and the subordinating conjunctions are
italicized:

 Wherever she goes, she leaves her luggage

(The adverbial clause wherever she goes modifies the verbleaves.)

 Bob enjoyed the movie more than I did.

(The adverbial clause than I did modifies the adverb more.)

A subordinating conjunction can also introduce a noun clause:

 I know that he likes me.

(The noun clause that he likes me serves as the object of the main-clause verb know.)

Another type of dependent word is the relative pronoun. Relative pronouns begin dependent clauses known as relative
clauses; these are adjective clauses, because they modify nouns. In the following example, the relative clause is bold and
the relative pronoun is italicized:

 The only one of the seven dwarfs who does not have a beard is Dopey.

(The adjective clause who does not have a beard describes the pronoun one.)
A relative adverb plays the part of an adverb in a relative clause, as in

 That is the reason why I came.

(The relative clause why I came describes the noun reason, and within the relative clause the adverb why modifies
the verb came.)

 That is the place where he lives.

(The relative clause where he lives describes the noun place, and within the relative clause the adverb where
modifies the verb lives.)

An interrogative word can serve as an adverb in a noun clause, as in

 No one understands why you need experience.

(The noun clause why you need experience functions as the direct object of the main-clause verb "understands",
and within the noun clause why serves as an adverb modifying need.)

Content clause
Main article: Content clause

A content clause, also known as a "noun clause", provides content implied or commented upon by its main clause. It can be
a subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition. Some of the English
words that introduce content clauses are that, who (and formal whom), whoever (and formal whomever), whether, why,
what, how, when, and where. Notice that some of these words also introduce relative and adverbial clauses. A clause is a
content clause if a pronoun (he, she, it, or they) could be substituted for it.

Examples:

 I know who said that. (I know them. The dependent clause serves as the object of the main-clause verb "know".)
 Whoever made that assertion is wrong. (They are wrong. The dependent clause serves as the subject of the main
clause.)

In English, in some instances the subordinator that can be omitted.

Example 1:

 I know that he is here.

 I know he is here.

Example 2:

 I think that it is pretty. (less common)

 I think it is pretty. (more common)

Relative (adjectival) clause

Main article: Relative clause

In Indo-European languages, a relative clause, also called an adjectival clause or an adjective clause, meets three
requirements:
 1. Like all dependent clauses, it contains a verb (and also a subject unless it is a non-finite dependent clause).
However, in a pro-drop language the subject may be a zero pronoun: the pronoun may not be explicitly included
because its identity is conveyed by a verbal inflection.
2. It begins with a relative adverb [when, where, how, or why in English] or a relative pronoun [who, whom, whose,
that, what or which in English]. However, the English relative pronoun (other than what) may be omitted and only
implied if it plays the role of the object of the verb or object of a preposition in a restrictive clause; for example, He
is the boy I saw is equivalent to He is the boy whom I saw, and I saw the boy you are talking about is equivalent to
the more formal I saw the boy about whom you are talking.
3. The relative clause functions as an adjective, answering questions such as "what kind?", "how many?" or "which
one?"

The adjective clause in English will follow one of these patterns:

 Relative Pronoun [Functioning as Object of Verb] + Subject + Verb

This is the ball that I was bouncing.

 Relative Pronoun [Functioning as Object of Verb] (Omitted but Implied) + Subject + Verb

This is the ball I was bouncing.

 Relative Adverb + Subject + Verb (possibly + Object of Verb)

That is the house where I grew up.

That is the house where I met her.

 Relative Pronoun [Functioning as Subject] + Verb (possibly + Object of Verb)

That is the person whohiccuped.

That is the person who saw me.

 Relative Pronoun [Functioning as Object of Preposition] + Subject + Verb (possibly + Object of Verb) +
Preposition

That is the person who(m) I was talking about.

That is the person who(m) I was telling you about.

 Preposition + Relative Pronoun [Functioning as Object of Preposition] + Subject + Verb (possibly + Object of
Verb)

That is the person about whom I was talking.

That is the person about whom I was telling you.

 Possessive Relative Pronoun + Noun [Functioning as Subject] + Verb (possibly + Object of Verb)

That is the dog whose big brown eyes pleaded for another cookie.
That is the dog whose big brown eyes begged me for another cookie.

 Possessive Relative Pronoun + Noun [Functioning as Object of Verb] + Subject + Verb

That is the person whose car I saw.

For a discussion of adjective clauses in languages other than English, see Relative clause#Examples.

Punctuation
English punctuation

The punctuation of an adjective clause depends on whether it is essential (restrictive) or nonessential (non-restrictive) and
uses commas accordingly. Essential clauses are not set off with commas; nonessential clauses are. An adjective clause is
essential if the information it contains is necessary to the meaning of the sentence:

 The vegetables that people often leave uneaten are usually the most nutritious.

The word "vegetables" is non-specific. Accordingly, for the reader to know which are being mentioned, one must have the
information provided in the adjective clause (in italics). Because it restricts the meaning of "vegetable", the adjective clause
is called a restrictive clause. It is essential to the meaning of the main clause and uses no commas (and so does not
experience a pause when spoken).

However, if the additional information does not help to identify more narrowly the identity of the noun antecedent but
rather simply provides further information about it, the adjective clause is nonrestrictive and so requires commas (or a
spoken pause) to separate it from the rest of the sentence:

 Broccoli, which people often leave uneaten, is very nutritious.

Depending on context, a particular noun could be modified by either a restrictive or nonrestrictive adjective clause. For
example, while "broccoli" is modified nonrestrictively in the preceding sentence, it is modified restrictively in the
following.

 The broccoli which (or that) people leave uneaten is often nutritious.

Adverbial clause
Main article: Adverbial clause

"He saw Mary when he was in New York" and "They studied hard because they had a test" both contain adverbial clauses
(in italics). Adverbial clauses express when, why, where, opposition, and conditions, and, as with all dependent clauses,
they cannot stand alone. For example, When he was in New York is not a complete sentence; it needs to be completed by an
independent clause, as in:

 He went to the Guggenheim Museum when he was in New York.

or equivalently

 When he was in New York, he went to the Guggenheim Museum.

Sentence structure
A complex sentence contains an independent clause and at least one dependent clause. A sentence with two or more
independent clauses plus (one or more) dependent clauses is referred to as a compound-complex sentence. (Every clause
contains a subject and predicate.) Here are some English examples:

My sister cried because she scraped her knee. (complex sentence)

 Subjects: My sister, she

 Predicates: cried, scraped her knee
 Subordinating conjunction: because

When they told me(that) I won the contest, I cried, but I didn't faint. (compound-complex sentence)

 Subjects: they, I, I, I
  Predicates: told me, won the contest, cried, didn't faint
 Subordinating conjunctions: when, that (implied or understood)
 Coordinating conjunction: but

This sentence contains two dependent clauses: "When they told me", and "(that) I won the contest", the latter which serves
as the object of the verb "told". The connecting word "that", if not explicitly included, is understood to implicitly precede
"I won" and in either case functions as a subordinating conjunction. This sentence also includes two independent clauses, "I
cried" and "I didn't faint", connected by the coordinating conjunction "but". The first dependent clause, together with its
object (the second dependent clause), adverbially modifies the verbs of both main clauses.

Non-finite dependent clauses

Main articles: Non-finite clause and Balancing and deranking

Dependent clauses may be headed by an infinitive, gerund, or other non-finite verb form, which in linguistics is called
deranked. For instance:

 Sit up straight while singing.

In these cases, the subject of the dependent clause may take a non-nominative form. An example is:

 I want him to vanish