assignment verb examples

Sentences with Assignment: 53 Examples for Better English

Here we will practice 53 sentences with assignment so that you can see just how it is used in natural, smooth English! To improve your English, I would recommend reading and repeating all of these sentences enough times so that you can say them comfortably.

Sentences with assignment

Here are the first 10 sentences with assignment . Read and repeat them all. If any of the sentences are tricky to pronounce, say them slowly a few times so that you can build up confidence with them.

The assignment was due at the end of the week.
Lucy worked diligently on her assignment.
Their assignment was to be completed in a team.
The teacher gave a challenging assignment.
His first assignment was to write an essay.
Each assignment helps develop new skills.
The assignment requirements were clearly outlined.
Their group project assignment was innovative.
She asked for help with her math assignment.
The assignment deadline was moved up.

Related: Asset In A Sentence: 41 Examples For Successful English

What does assignment mean?

Assignment means a task or piece of work given to students or workers. It can be anything from a school homework task to a work-related job. It is an English noun. The verb form is assign . We use that like this:

I will assign you a new task tomorrow.

Common Situations for Using the word Assignment

School: Homework or projects given to students.
Work: Tasks or projects given to employees.
Tasks: Any specific duties assigned for completion.

Synonyms for Assignment and Example Sentences

Here are 3 common synonyms for assignment. It’s always good to learn different ways to say something, or at least words that are related in meaning!

Meaning: A piece of work to be done.
Example sentence: The managers assigned a new task to the team.
Meaning: A moral or legal obligation; a responsibility.
Example sentence: It was her duty to complete the task on time.
Meaning: A paid position of regular employment.
Example sentence: He has a job as a truck driver.

Related: Sentences With Aspect: 53 Examples For English Practice

Sentences with assignment: part 2

Here is the second set of examples for sentences with assignment. Keep reading and repeating them to better remember the words and sentence patterns.

In sports, training is a regular assignment.
The artist’s newest assignment was a large mural.
There was a significant challenge in his assignment – the deadline was pushed forward.
Changing the routine can sometimes improve assignment quality.
The assignment was completed ahead of schedule.
He recorded the assignment details in his notebook.
The weather could delay the outdoor assignment.
They celebrated finishing the big assignment.
His approach to the assignment was unconventional.
The final project assignment was to create a portfolio.

Assignment in a sentence

Here is the next set of sentences with assignment:

Completing the assignment gave them confidence.
He worked on his assignment every evening.
A head start on the assignment prevents last-minute stress.
The assignment requirements were confusing at first.
The plot twist was an exciting assignment for the writer.
A surprise assignment can be tough to handle.
The story starts with the protagonist’s assignment.
She reviewed the guidelines for her assignment.
Project assignment details are posted online.
Completing the assignment brought group unity.
Starting a new assignment is an opportunity to grow.
They watched a video related to their assignment.
An assignment can open doors to new experiences.
His journalistic assignment took him abroad.
Maria finished her assignment.
Their assignment went as expected.
He planned the assignment timetable efficiently.
Departure from routine can make an assignment interesting.
They discussed the assignment in detail.
The instructor prepared them for the difficult assignment.

Questions with assignment

Here are some questions that use the word assignment. Use them to practice English conversation with. Try to answer them in full sentences! Use your imagination to answer them if you need to.

What is your current assignment?
How long do you need to complete this assignment?
What was the most challenging assignment you ever had?
Can you think of a time when an assignment changed your perspective?
What is the most memorable assignment you’ve completed?
How does working on an assignment help you learn?
Describe a situation where a group assignment was beneficial.
Do you enjoy starting a new assignment? Why or why not?
How do you plan your time when given a big assignment?
What assignment are you looking forward to next?

A paragraph about assignments

Below you will find a paragraph about an experience regarding the word “assignment.” You can use this paragraph as a model if you have any writing assignments of your own.

Assignments can be both demanding and rewarding. I remember when I got my first major assignment in high school. It was an essay on the impacts of climate change. I felt overwhelmed at first. The topic was broad, and I didn’t know where to start. After doing some research, I divided the assignment into smaller tasks. Each day, I focused on a different section. Slowly but surely, the essay took shape. I felt a mix of stress and excitement while working on it. My friends and I sometimes discussed our assignments and shared tips. By the time I finished, I had learned so much about the topic and about writing. Turning in the completed assignment gave me a sense of achievement. It taught me that breaking down a task can make it more manageable. In the end, the assignment helped me grow academically and personally.

Sentences with assignment: a useful word to know!

I hope you have enjoyed reading and repeating all of these examples for sentences with assignment ! Here are a final 3 sentences using assignment, gradually getting trickier:

What is the next assignment?
When is the assignment due?
This assignment requires careful attention to detail.

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Home » English Grammar » Subject Verb Agreement Exercises with Answers

Subject Verb Agreement Exercises with Answers

Subject Verb Agreement Exercises are practice activities intended to enhance students’ grammar skills. Understanding subject-verb agreement is crucial in English grammar, and essential for every English language learner to comprehend.

In this article, we’ve organized subject-verb agreement exercises according to the different levels of importance. This subject-verb agreement helps ESL learners grasp the concepts effectively.

We’ve included subject-verb agreement questions and answers covering a range of difficulty levels, aligning with the requirements of various International Entrance English Examinations like IELTS, TOEFL, and others.

Basics Subject Verb Agreement Exercises: Set 1

Basics Subject Verb Agreement Exercises: Set 1 provides foundational practice to help learners grasp the fundamental rules of subject-verb agreement in English sentences. By focusing on basic concepts, this set aims to build a strong understanding of how subjects and verbs should align, laying a solid groundwork for more advanced language skills.

Exercise 1:

1. Choose the correct word from the brackets according to Subject Verb Agreement Rules.

(a) People __________(is/are) fun loving.

( b) Hira __________(was/were) present that day.

(d) She __________ (sing/sings) well.

(e) I __________ (play/plays) in the field.

Exercise 2:

2. Choose the correct word from the brackets according to Subject Verb Agreement Rules.

(a) Hira and Manik __________ (push/pushes) the log.

(b) The players __________ (assemble/assembles) in the dressing room.

(d) These stones __________ (have/has) rough surfaces.

(e) Elephants __________ (are/is) big in size.

Exercise 3:

3. Identify the error and correct it.

(a) She like pizza.

(b) The children is playing in the park.

(d) Every student in the class have completed the assignment.

(e) The news are always interesting.

Exercise 4:

4. Fill in the Blanks:

(a) Everybody (enjoy) __________ a good laugh.

(b) Someone (call) __________ for you on the phone.

(d) Nobody (know) __________ the answer to that question.

(e) Somebody (want) __________ to join the hiking club.

Exercise 5:

5. Fill in the blanks for subject verb agreement

(a) Neither the cat nor the dogs (like) __________ water.

(b) Not only the flowers but also the vase (require) __________ careful handling.

(d) Not only the birds but also the squirrel (be) __________ in the tree.

(e) Either the dog or the cats (be) __________ in the garden.

Exercise 6:

6. Fill in the blanks with proper forms of verbs given in brackets.

(a) The news (be) __________ often sensationalized by the media.

(b) Both the mother and her children (enjoy) __________ the family vacation.

(d) The collection of rare coins (be) __________ displayed in the museum.

(e) Many of the staff members at the company (be) __________ going on vacation.

Exercise 7:

7. Use proper forms of verbs in the blanks

(a) The group of friends (was) __________ excited about the upcoming trip.

(b) Each of the cars (need) __________ a thorough inspection.

(d) Both the car and the bicycle (need) __________ maintenance.

(e) The pile of books (be) __________ on the table.

(f) How (do) __________ the new regulations affect your business?

(g) What (be) __________ your thoughts on the recent developments?

(h) When (was) __________ the last time you visited that museum?

(i) Why (be) _______ the kids playing in the park?

(j) Where (be) _______ the new neighbors from?

(k) A group of skilled artisans (create) __________ intricate designs on the pottery.

(l) The fleet of ships (sail) __________ gracefully into the harbor.

(m) The committee members (hold) __________ diverse opinions on the matter.

(n) Not only the birds but also the squirrel (be) __________in the tree.

(o) The team of experts (be) __________ working tirelessly on the project.

Advanced Subject Verb Agreement Exercises Set 2 :

Advanced Subject Verb Agreement Exercises Set 2 provides targeted practice for learners aiming to master intricate grammatical nuances. Through challenging tasks and complex sentence structures, this set encourages a deeper understanding of subject-verb agreement rules.

1. Use proper forms of verbs and fill in the blanks

(a) The collection of rare coins (be) __________ up for auction.

(b) Fifty percent of the population (support) __________ the new policy.

(d) Most of my family members prefer to (stay) __________ indoors on weekends.

(e) The majority of the students in the class (pass) __________ the exam.

2. Fill in the blanks with subject verb agreement definition

(a) The council (meet) __________ every Tuesday to discuss community matters.

(b) The jury (deliver) __________ its final verdict after hours of deliberation.

(d) The orchestra, led by a renowned conductor, (be) ________ performing tonight.

(e) The herd of elephants (be) ________ roaming through the African savanna.

(f) Neither of the candidates (seem) __________ suitable for the position.

(g) Either of the options (lead) __________ to positive outcomes.

(h) All of the information (be) __________ thoroughly researched.

(i) Both of the candidates (be) ________ qualified for the position.

(j) One of the boys (have) ________ forgotten his backpack.

(k) Some of the cake (be) ________ missing after the party.

3. Fill in the blanks with the correct verb forms

(a) The committee (discuss) __________ the upcoming event.

(b) The orchestra (perform) __________ breathtaking symphonies.

(d) A flock of seagulls (be) ________ overhead.

(e) My family (be) ________ going on vacation next week.

(f) The choir (be) ________ rehearsing for the upcoming concert.

(g) Bread and butter (go) __________ well together as a meal.

(h) The sun, along with the stars, (illuminate) __________ the night sky.

(i) The laughter and chatter of children (fill) __________ the playground.

(j) The book and the magazine ________ on the shelf.

(k) Politics and economics ________ his areas of expertise.

4. Use subject verb agreement rules to fill in the blanks

(a) Fifty dollars (be) __________ a fair price for this antique.

(b) The news (be) __________ both shocking and unexpected.

(d) The group of friends (be) ________ planning a surprise party.

(e) Plenty of books (be) ________ donated to the library.

(f) While the sun (shine) __________, the children played in the park.

(g) Despite their differences, harmony (exist) __________ among the team members.

(h) As the temperature drops, the leaves (turn) __________ vibrant shades of red and gold.

(i) The company, along with its subsidiaries, (have) ________ a global presence.

(j) The concert, which was scheduled for tonight (have) ________ canceled.

(k) The fact that technology (evolve) __________ rapidly is undeniable.

(l) Her belief that perseverance (lead) __________ to success is inspiring.

(m) The idea that nature (heal) __________ the soul is widely accepted.

(n) The idea that we can finish early (be) __________ appealing.

(o) Whoever wins the competition (receive) __________ a cash prize.

(p) A majority of the students (prefer) __________ interactive learning methods.

(q) The entire team (be) __________ dedicated to achieving the project’s goals.

(r) Several of the options (seem) __________ viable for implementation.

(s) Plenty of interesting documentaries (be) __________ available on that streaming platform.

(t) A series of meetings (have) __________ been scheduled for this week.

Difficult Subject Verb Agreement Exercises Set 3:

This Difficult Subject Verb Agreement Exercises Set 3 provides targeted practice to navigate complex subject-verb agreement scenarios, enhancing language skills for advanced communication tasks.

(a) If the weather (permit) __________, we’ll have a picnic tomorrow.

(b) Should you require assistance, our customer service team (be) __________ available.

(d) Unless they (study) ________ harder, they won’t pass the exam.

(e) If the weather (be) ________ nice tomorrow, we will have a picnic.

(a) The success of the company (depend) __________ on its ability to innovate.

(b) The variety of colors (create) __________ a visually stunning display.

(d) The flowers that bloom in spring (be) ________ beautiful.

(e) The computer, as well as the printer, (be) ________ not functioning properly.

(a) Each participant (receive) __________ a certificate of completion.

(b) The government’s response (be) __________ swift and resolute.

(d) Neither the book nor the magazine ________ (contain) the necessary information.

(e) The CEO, along with the senior executives, ________ (attend) the conference.

(a) If the sun (shine) __________, we’ll go for a hike in the afternoon.

(b) Should the opportunity arise, I (pursue) __________ further studies.

(d) If it ________ (rain) tomorrow, we ________ (stay) indoors.

(e) Unless they ________ (finish) the project on time, they ________ (face) consequences.

(a) Despite their differences, mutual respect (exist) __________ among the team members.

(b) While the orchestra (tune) __________ their instruments, the audience settled in.

(d) The report, along with its supporting documents, ________ (have) been submitted by the deadline.

(e) The project, which has been in development for months, ________ (require) additional funding.

(a) The implications of climate change (affect) __________ every corner of the globe.

(b) The analysis of historical data (reveal) __________ fascinating patterns.

(d) In today’s world, access to quality education (be) __________ considered a fundamental right.

(e) The Internet, along with social media, (have) __________transformed how we connect with one another.

(a) The majority of scholars (agree) __________ with the theory’s fundamental premise.

(b) The concept of cultural relativism (give) __________ rise to diverse interpretations.

(d) Literature, as well as other forms of art, (play) __________ a role in stimulating critical thinking.

(e) The impact of literature on society (have) __________ been studied extensively by scholars and academics.

Exercise 8:

(a) The collection of rare artifacts (be) __________ an invaluable resource.

(b) The cluster of stars in that constellation (form) __________ a breathtaking pattern.

(d) The consequences of climate change (be) __________ far-reaching and require immediate action.

(e) Classic literature and modern novels both (play) __________ a significant role in shaping societal values.

Exercise 9:

(a) Each participant (receive) __________ a copy of the conference agenda.

(b) The terms and conditions of the contract (be) __________ subject to negotiation.

(d) Teachers, along with their students, (play) __________ a crucial role in the learning process.

Subject Verb Agreement Exercises for College Students Set 4:

Exercises on Subject Verb Agreement for college students with answers can be invaluable tools for reinforcing grammar knowledge and improving writing skills.

Exercises 1:

1. Each of the students (has/have) completed their assignments.

2. The book on the shelf (belongs/belong) to Sarah.

3. Neither the cat nor the dog (was/were) at home when I arrived.

4. The news about the accident (was/were) shocking to everyone.

5. The group of friends (was/were) excited to go on a road trip.

Exercises 2:

1. My collection of rare coins (is/are) worth a lot of money.

2. One of my favorite hobbies (is/are) reading science fiction novels.

3. The pile of books on the table (needs/need) to be sorted.

4. The jury (has/have) reached a verdict in the case.

5. The team (is/are) practicing hard for the championship.

Exercises 3:

1. The company, along with its subsidiaries, (is/are) expanding into new markets.

2. Neither the teacher nor the students (was/were) aware of the surprise quiz.

3. The variety of options available (makes/make) it difficult to choose.

4. The collection of rare stamps (is/are) on display at the museum.

5. The number of participants in the study (has/have) increased significantly.

Exercises 4:

1. The list of requirements for the job (seems/seem) overwhelming.

2. Either the red or the blue car (is/are) available for rent.

3. His collection of vintage records (is/are) worth a fortune.

4. The sound of the waves crashing on the shore (is/are) so soothing.

5. A pair of shoes (was/were) left in the hallway.

Exercises 5:

1. The majority of the students (was/were) satisfied with their grades.

2. The book, as well as the magazine, (belongs/belong) to me.

3. The police officer, along with the firefighters, (is/are) on the scene.

4. The stack of pancakes on the plate (looks/look) delicious.

5. Ten dollars (is/are) all I have left in my wallet.

Exercises 6:

1. The team of experts (has/have) been working on this project for months.

2. The idea of traveling to distant lands (excites/excite) her.

3. A variety of animals (live/lives) in the rainforest.

4. Each of the students (has/have) their own unique talents.

5. The collection of rare coins (was/were) stolen from the museum.

Exercises 7:

1. The news of her promotion (was/were) unexpected.

2. The number of applicants (has/have) increased significantly.

3. The committee members (disagree/disagrees) on the proposal.

4. The box of chocolates (has/have) been eaten.

5. My favorite pair of jeans (is/are) in the laundry.

Subject Verb Agreement Exercises for Competitive Exams Set 5:

Subject-verb agreement exercises for competitive exams require careful attention to detail and are essential for achieving a high score. Here are 25 challenging subject-verb agreement exercises set for different competitive exams:

Subject Verb Agreement Exercise 1:

1. Neither the teacher nor the students __________ pleased with the exam results. a) is b) are c) was d) were

2. The book, along with several others, __________ on the shelf. a) is b) are c) has d) have

3. The committee’s decision __________ final. a) is b) are c) has been d) have been

4. Each of the team members __________ to submit their report by tomorrow. a) is required b) are required c) requires d) require

5. The quality of the products __________ improved significantly over the years. a) has b) have c) is d) are

Subject Verb Agreement Exercise 2:

1. Neither John nor his siblings __________ interested in politics. a) is b) are c) was d) were

2. The pile of documents on the desk __________ overwhelming. a) is b) are c) was d) were

3. One of the keys to success __________ effective communication. a) is b) are c) was d) were

4. The group of protestors __________ demanding changes in the law. a) is b) are c) was d) were

5. The teacher, as well as the students, __________ excited about the field trip. a) is b) are c) was d) were

1. Both the dog and the cat __________ missing since yesterday. a) is b) are c) was d) were

2. The news of the accident __________ shocking to everyone. a) is b) are c) was d) were

3. The majority of the population __________ in favor of stricter environmental laws. a) is b) are c) was d) were

4. The collection of rare artifacts __________ displayed in the museum. a) is b) are c) was d) were

5. Each of the candidates __________ to give their best performance. a) is expected b) are expected c) expects d) expect

1. The jury __________ reached a unanimous decision. a) has b) have c) is d) are

2. The series of novels __________ been adapted into a popular TV show. a) has b) have c) is d) are

3. The box of chocolates __________ tempting, but I won’t indulge. a) is b) are c) was d) were

4. The supply of fresh vegetables __________ running low. a) is b) are c) was d) were

5. The committee members __________ not yet arrived for the meeting. a) has b) have c) is d) are

1. The staff in this office __________ exceptionally dedicated to their work. a) is b) are c) was d) were

2. Not only the students but also the professor __________ attending the seminar. a) is b) are c) was d) were

3. The list of supplies needed for the project __________ quite extensive. a) is b) are c) was d) were

4. The cost of living in this city __________ high. a) is b) are c) was d) were

5. The number of cases of flu __________ rising steadily. a) is b) are c) was d) were

Exercises for Subject Verb Concord Set 6:

Concord exercises of subject verb agreement are designed to test a student’s knowledge of subject-verb agreement, which is also known as concord. Here are some concord (subject-verb agreement) exercises :

1. The group of students (is/are) going on a field trip.

2. Neither the cats nor the dog (is/are) fond of water.

3. A variety of delicious dishes (was/were) served at the party.

4. Ten dollars (is/are) not enough to buy that book.

5. The news about the election results (was/were) surprising.

6. The collection of antique cars (is/are) on display at the museum.

7. Each of the students (has/have) completed their assignments.

8. The team, along with their coach, (is/are) traveling to the championship.

9. The number of visitors to the museum (has/have) increased this year.

10. The stack of books on the table (needs/need) to be sorted.

Subject Verb Agreement Exercises Set 7:

Read each sentence carefully and identify whether the subject and verb agree. Choose the correct verb form based on the subject. Write your answers on a separate sheet of paper.

1. Choose the correct verb form:

(a) The cat (is/are) sleeping.

(b) The dogs (barks/bark) in the yard.

(d) Each of the books (has/have) its own charm.

(e) All of the cookies (was/were) eaten.

2. Complete the sentences with the correct verb form:

(a) The team of players (plays/play) exceptionally well.

(b) None of the information (was/were) accurate.

(d) The company, along with its subsidiaries, (is/are) expanding its operations.

(e) Neither the book nor the magazine (interest/interests) me.

3. Decide whether the verb should be singular or plural:

(a) A basket of apples (was/were) on the kitchen counter.

(b) The group of friends (enjoy/enjoys) hiking together.

(d) The collection of stamps (is/are) quite valuable.

(e) Each of the cars (require/requires) regular maintenance.

4. Choose the appropriate verb form:

(a) All the chairs in the room (was/were) arranged neatly.

(b) The committee members (has/have) differing opinions.

(d) The majority of the audience (was/were) impressed by the performance.

(e) Some of the information (seem/seems) unreliable.

5. Fill in the blanks with the correct verb:

(a) Neither the coffee nor the tea _______________ my preferred beverages.

(b) Each of the students _______________ a unique perspective.

(d) All the tickets for the concert _______________ sold out.

(e) The collection of rare coins _______________ on display at the museum.

6. Identify the correct verb form for each sentence:

(a) The movie that you recommended (was/were) captivating.

(b) Each of the students (have/has) completed the assignment.

(d) Neither the cat nor the dog (likes/like) the new food.

(e) The collection of stamps (is/are) stored in a secure album.

7. Fill in the blanks with the correct verb:

(a) Every employee in the department _______________ their role seriously.

(b) The box of chocolates _______________ tempting.

(d) Not only the students but also the teacher _______________ excited about the field trip.

(e) A variety of options _______________ available for breakfast.

8. Choose the suitable verb form:

(a) All the evidence in the case (point/points) to a different conclusion.

(b) The group of musicians (practices/practice) diligently.

(d) One of the paintings on the wall (needs/need) restoration.

(e) The team, along with their coach, (is/are) celebrating their victory.

9. Complete the sentences with the appropriate verb form:

(a) Each of the books in the library (provide/provides) valuable insights

(b) Many of the participants (has/have) already arrived.

(d) The family of birds (build/builds) nests in the tree.

(e) Neither the pen nor the pencil (is/are) on the desk.

Exercise 10

10. Decide whether the verb should be singular or plural:

(a) A group of friends (enjoy/enjoys) hiking together.

(b) The series of events (unfold/unfolds) in a surprising manner.

(d) The list of names (is/are) being reviewed.

(e) Both the cat and the dog (seem/seems) content.

Exercise 11

11. Choose the correct verb form for each sentence:

(a) The team of players (is/are) working hard to win the championship.

(b) Not only the flowers but also the trees (adds/add) beauty to the park.

(d) The collection of coins (belong/belongs) to a passionate collector.

(e) None of the options (seems/seem) suitable for the situation.

Exercise 12

12. Complete the sentences with the appropriate verb:

(a) Each of the cars in the garage _______________ a unique history.

(b) The committee members _______________ unanimous in their decision.

(d) Neither the company nor its subsidiaries _______________ profitable this year.

(e) The flock of birds _______________ south for the winter.

Exercise 13

13. Decide whether the verb should be singular or plural:

(a) All the information provided (is/are) accurate.

(b) The series of events (unfold/unfolds) in a chronological order.

(d) The family of dolphins (swim/swims) gracefully in the ocean.

(e) The collection of vintage posters (is/are) on display.

Exercise 14

14. Fill in the blanks with the correct verb form:

(a) Neither the cake nor the ice cream _______________ appealing to me.

(b) Both the manager and the assistant _______________ working diligently.

(d) The collection of rare stamps _______________ highly valuable.

(e) Every member of the team _______________ dedicated to their role.

Exercise 15

15. Choose the appropriate verb form for each sentence:

(a) The series of novels (capture/captures) the reader’s imagination.

(b) None of the solutions provided (solve/solves) the issue completely.

(d) The group of friends (enjoy/enjoys) spending time together.

(e) The selection of colors (create/creates) a vibrant atmosphere.

Exercise 16

16. Select the correct verb form for each sentence:

(a) The collection of rare coins (is/are) worth a fortune.

(b) Not only the students but also the teacher (is/are) excited for the field trip.

(d) The committee members (disagree/disagrees) on the proposed changes.

(e) A series of novels (transport/transports) readers to different worlds.

Exercise 17

17. Fill in the blanks with the appropriate verb form:

(a) Each of the paintings in the gallery _______________ a story to tell.

(b) The team of researchers _______________ conducting groundbreaking experiments.

(d) Neither the cat nor the dog _______________ allowed on the furniture.

(e) The family of dolphins _______________ in harmony with their surroundings.

Exercise 18

18. Decide whether the verb should be singular or plural:

(a) A group of tourists (explore/explores) the ancient ruins.

(b) All the information in the report (is/are) accurate.

(d) The collection of antique maps (belong/belongs) to a dedicated enthusiast.

(e) The flock of birds (migrate/migrates) to warmer regions.

Exercise 19

19. Complete the sentences with the appropriate verb:

(a) None of the options provided _______________ suitable for the occasion.

(b) Both the manager and the employees _______________ committed to success.

(d) The selection of colors for the painting _______________ carefully chosen.

(e) The family of elephants in the reserve _______________ in their natural habitat.

Exercise 20

20. Choose the suitable verb form for each sentence:

(a) Each of the team members (play/plays) a crucial role.

(b) The list of ingredients for the recipe (seem/seems) exhaustive.

(d) The series of events (lead/leads) to an unexpected twist.

(e) The variety of flavors in the menu (delight/delights) customers.

Exercise 21

21. Choose the accurate verb form for each sentence:

(a) The collection of vintage cars (spark/sparks) excitement among enthusiasts.

(b) Every member of the team (plays/play) a vital role in our success.

(d) A variety of options (is/are) available for the upcoming vacation.

Exercise 22

22. Fill in the blanks with the appropriate verb form:

(a) Each of the paintings in the gallery _______________ a unique perspective.

(b) The group of volunteers _______________ dedicated to their cause.

(d) Neither the book nor the magazine _______________ interesting to me.

(e) The collection of rare stamps _______________ displayed in a special exhibition.

Exercise 23

23. Decide whether the verb should be singular or plural:

(a) A series of lectures on art history (is/are) scheduled for next week.

(b) All the information in the report (appear/appears) accurate.

(d) The collection of antique coins (belong/belongs) to a passionate collector.

(e) The flock of birds (fly/flies) in perfect formation.

Exercise 24

24. Complete the sentences with the appropriate verb form:

(b) Both the manager and the employees _______________ dedicated to their work.

(e) The family of dolphins in the bay _______________ a joy to observe.

Exercise 25

25. Choose the suitable verb form for each sentence:

(a) Each of the team members (contribute/contributes) to the project’s success.

(d) The series of novels (transport/transports) readers to distant lands.

(e) The variety of landscapes in the region (create/creates) a stunning backdrop.

Exercise 26

26. Choose the appropriate verb form for each sentence:

(a) The collection of vintage books (contains/contain) valuable information.

(b) Neither the cat nor the dog (like/likes) the new food.

(d) The committee (meets/meet) every Monday to discuss matters.

(e) A variety of options (is/are) available for the event.

Exercise 27

27. Complete the sentences with the suitable verb form:

(a) Each of the paintings in the museum _______________ a story to tell.

(b) The group of volunteers _______________ dedicated to making a difference.

(d) Neither the book nor the magazine _______________ of interest to me.

(e) The collection of rare coins _______________ displayed with care.

Exercise 28

28. Decide whether the verb should be singular or plural:

(a) A series of lectures on history (is/are) scheduled for next month.

(b) All the information in the report (seem/seems) accurate.

(d) The collection of antique artifacts (belong/belongs) to a private collector.

(e) The flock of birds (fly/flies) in a V formation.

Exercise 29

29. Complete the sentences with the correct verb form:

(b) Both the manager and the employees _______________ dedicated to their roles.

(e) The family of dolphins in the bay _______________ a joy to watch.

Exercise 30

30. Choose the suitable verb form for each sentence:

(a) Each of the team members (contributes/contribute) uniquely to the project.

(b) The list of ingredients for the recipe (seem/seems) extensive.

(d) The series of novels (transport/transports) readers to far-off places.

(e) The variety of landscapes in the area (create/creates) a breathtaking scene.

Exercise 31

31. Choose the correct verb form for each sentence:

(a) The collection of antique coins (hold/holds) immense value.

(b) Neither the movie nor the book (captivate/captivates) my interest.

(d) The committee (convene/convenes) every Wednesday to discuss important matters.

(e) A variety of options (is/are) available for the upcoming event.

Exercise 32

32. Complete the sentences with the suitable verb form:

(a) Each of the sculptures in the gallery _______________ a unique story.

(b) The group of volunteers _______________ dedicated to making a positive impact.

(e) The collection of rare stamps _______________ carefully preserved.

Exercise 33

33. Decide whether the verb should be singular or plural:

(a) A series of workshops on creativity (stimulate/stimulates) innovation.

(b) All the information in the report (appear/appears) to be accurate.

(d) The collection of historical artifacts (belong/belongs) to a local museum.

(e) The flock of birds (fly/flies) in a graceful V formation.

Exercise 34

34. Complete the sentences with the correct verb form:

(b) Both the manager and the employees _______________ committed to their roles.

(d) The selection of colors for the painting _______________ carefully considered.

(e) The family of dolphins in the bay _______________ a source of wonder.

Exercise 35

35 . Choose the suitable verb form for each sentence:

(a) Each of the team members (contributes/contribute) their expertise to the project.

(b) The list of ingredients for the recipe (seem/seems) quite extensive.

(e) The variety of landscapes in the region (create/creates) a breathtaking panorama.

FAQs on Subject Verb Agreement Exercises

Q: what is a subject-verb agreement exercise.

Ans: A subject-verb agreement exercise is a language learning activity that helps individuals practice matching the grammatical number (singular or plural) of a subject with the corresponding form of the verb in a sentence.

Q: What is an example of a subject-verb agreement with answers?

Ans: An example of a subject-verb agreement with answers is: “The cat sleeps on the windowsill.” Here, the singular subject “cat” matches with the singular verb “sleeps.”

Q: What are the 10 rules of subject-verb agreement?

Ans: Subject-verb agreement is a fundamental aspect of English grammar. Here are ten rules to ensure that the subject and verb in a sentence agree:

1. Singular subjects take singular verbs:

2. Plural subjects take plural verbs:

3. Compound subjects with “and” are plural:

4. Compound subjects with “or” or “nor” follow the closer subject:

5. Collective nouns can be singular or plural:

6. Indefinite pronouns may be singular or plural:

7. Subjects with “each” or “every” are singular:

8. Subjects with “either…or” and “neither…nor” require singular or plural verbs:

9. Phrases beginning with “one of” or “a number of” are plural:

10. Inverted sentences with prepositional phrases:

Mastering these rules helps ensure grammatical correctness in your writing and speaking.

Q: How do you solve subject-verb agreement questions?

Ans: To solve subject-verb agreement questions, identify the subject and verb in the sentence, and ensure they agree in number (singular or plural) based on the rules of subject-verb agreement. If they don’t agree, make the necessary adjustments to match the subject and verb correctly.

Q: How do you teach subject-verb agreement?

Ans: Teaching subject-verb agreement effectively involves several steps and strategies:

1. Introduce the Concept:

2. Provide Clear Examples:

3. Engage in Practice Exercises:

4. Use Visual Aids:

5. Make it Fun:

Consistent practice, clear explanations, and a variety of teaching methods can help students grasp the concept of subject-verb agreement and apply it effectively in their writing and communication.

Congratulations on completing these additional subject-verb agreement exercises! Your dedication to mastering this grammar rule is commendable and will undoubtedly enhance your communication skills.

26 Engaging ESL Conversation Topics for Adults 2024

Verbs in Writing Assignments

One of the most important things that you can do is to read the assignment carefully before you begin to write. The verb that your professor uses can give you clues. To work out exactly what your professor expects from your paper, learn how to look for the verbs in writing assignments.

Here are some verbs commonly used in History essay and paper questions. Be sure you know what you are being asked to do. Also, try to use these verbs in your own writing.

Analyze: Take apart and look at each part closely
Compare: Look for similarities & differences; stress similarities
Contrast: Look for similarities & differences; stress differences
Critique: Point out both positive & negative aspects
Define: Explain exactly what something means
Describe: Show what something looks like, including physical features
Discuss: Explore an issue from all sides; implies wide latitude
Evaluate: make a value judgment according to some criteria (which you make clear)
Explain: Clarify or interpret how something works or happens
Illustrate: Show by means of example or educated speculation
Interpret: Translate how or why; implies some subjective judgment
Justify: Argue in support of something, to find positive reasons
List: Order facts, attributes, or items in sequence
Outline: Organize according to hierarchy and/or category
Prove: Demonstrate correctness by use of logic, fact or example
Review: reexamine the main points or highlights of something
State: Assert with confidence
Summarize: Put together the main points; condense
Synthesize: Combine pieces or concepts into new pieces or concept
Trace: Present an outline, or show a sequence, of how or why something occurs or happened

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Assignment verbs

Knowing what the verbs in your assignment actually mean will help you to do it!


	Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences; To examine the whole to find out its parts and the relationships of those parts NOTE: is subjective writing because it expresses the writer’s opinion or evaluation of a text
	Give reasons for or against something
	To transmit information so that it is satisfactorily understood
	Estimate, measure or note how things are similar or dissimilar
	Compare in such a way as to emphasise differences
	To determine the essential qualities of; to set forth the meaning of; to fix or mark the limits of
	Give an account of characteristics or features
	Talk or write about a topic, taking into account different issues or ideas
	Examine or judge the merit or significance of something
	Determine the nature or condition of
	Provide additional information that demonstrates understanding of reasoning and/or application; To make plain or understandable
	To show the identity or individuality of
	Draw meaning from
	Plan, inquire into and draw conclusions about
	Show how an argument or conclusion is just, right or reasonable
	To indicate the main features or parts of
	Arrange in order
	Give a brief statement of the main points
	Combine elements (information/ideas/components) into a coherent whole
website and some were modified from Britannica for Teens

Look up a word, learn it forever.

/əˈsaɪnmənt/.

Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

Students are required to complete all homework assignments.
You will need to complete three written assignments per semester.
a business/special assignment
I had set myself a tough assignment.
on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
on assignment one of our reporters on assignment in China
The students handed in their assignments.
The teacher gave us an assignment on pollution.
Why did you take on this assignment if you're so busy?
He refused to accept the assignment.
assignment on

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Common Core State Standards Related to Verbs

CCSS.ELA-Literacy.CCRA.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA Standards: Language

CCSS.ELA-Literacy.L.1.1c – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-Literacy.L.1.1e – Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-Literacy.L.2.1d – Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). CCSS.ELA-Literacy.L.3.1a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-Literacy.L.3.1d – Form and use regular and irregular verbs. CCSS.ELA-Literacy.L.3.1e – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CCSS.ELA-Literacy.L.3.1f – Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-Literacy.L.4.1b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-Literacy.L.5.1b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-Literacy.L.5.1c – Use verb tense to convey various times, sequences, states, and conditions. CCSS.ELA-Literacy.L.5.1d – Recognize and correct inappropriate shifts in verb tense. CCSS.ELA-Literacy.L.8.1b – Form and use verbs in the active and passive voice. CCSS.ELA-Literacy.L.8.1c – Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. CCSS.ELA-Literacy.L.8.1d – Recognize and correct inappropriate shifts in verb voice and mood. CCSS.ELA-Literacy.L.9-10.1b – Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

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

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 27 Aug. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Verb Worksheets

Action words.

These printable worksheets help students learn to recognize and use verbs . Verbs are doing words or 'action' words. All worksheets are free, printable pdf files.

Grade 1 verbs worksheets

Identifying action words and verbs
Writing sentences with verbs
Verb-noun agreement
Past, present and future tenses
Verbs ending in "ed" and "ing"

Grade 2 verbs worksheets

Identifying verbs
Writing verbs in sentences
Action verbs vs linking verbs
Conjugating verbs
Commonly confused verbs (saw/seen; lie/lay/laid; is/are)
Verb tenses: past, present and future tenses
Irregular verbs

Grade 3 verbs worksheets

Identifying verbs (actions, mental actions, state of being)
Identify verbs and nouns
Completing sentences with verbs
Commonly confused verbs
Phrasal verbs
Subject-verb agreement
Action verbs
Linking verbs
Helping verbs
Verb tenses
Progressive verb tenses

Grade 4 verbs worksheets

Past perfect, present perfect and future perfect tenses
Progressive (or continuous) verb tenses
Helping or auxiliary verbs
Can vs could
May vs might vs must
Action verbs and linking verbs

Grade 5 verbs worksheets

The perfect tenses
The progressive (continuous) tenses
The perfect progressive tense
Verb conjugation
Noun-verb agreement
Descriptive verbs
Correcting verb tenses
Verb tense shifts
Verb tense practice (longer texts)

Sample verbs Worksheet

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Knowledge Base
Parts of speech

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”).

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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English Grammar
Parts of Speech

Verbs - Definition, Types, Uses and Examples

I that. You this? Not able to figure out what it means?

I did that. Did you do this?

Have you ever wondered what life would be like if you could not do anything or could not speak about anything you did just because you do not have the words to represent those actions? Well, that would never happen because that is what verbs are for. Learn everything you should know about verbs, the types of verbs and how to use them in everyday communication by going through the following topics.

Definition of a verb, verbs referring to actions, verbs referring to experiences or feelings, verbs referring to a state or condition, the various types of verbs with examples, different categories of verbs, conjugating verbs in the english language – tense forms, points to remember.

Frequently Asked Questions on Verbs

Verbs in English Grammar

In the English language or any language for that matter, verbs happen to be an essential part of speech , without which it would be impossible to indicate what the subject is doing. It refers to all actions, including those related to feelings and emotions. Verbs come in different types and forms so that they can perform differently in order to provide complete meaning. Before we look into the types of verbs and the verb forms , let us look at how various dictionaries define the term ‘verb’.

The Oxford Learners’ Dictionary defines a ‘verb’ as “a word or group of words that express an action (such as eat ), an event (such as happen ) or a state (such as exist )”. According to the Cambridge Dictionary, a ‘verb’ is defined as “a word or phrase that describes an action, condition, or experience”. The Collins Dictionary provides a much more elaborate definition of a verb. According to them, “A verb is a word such as ‘ sing’, ‘ feel’, or ‘ die’ which is used with a subject to say what someone or something does or what happens to them, or to give information about them”.

General Classification of Verbs according to What They Signify

Before we get into a broad classification, let us first have a look at how verbs can be classified generally according to what kind of action they signify.

Verbs referring to action ( action verbs ) are those that involve the movement of one’s body in one way or the other. Some examples of verbs referring to actions are as follows:

These are verbs that refer to something that you can feel or experience and do not necessarily involve a movement of any kind. Some examples of verbs referring to feelings and experiences are as follows:

These verbs are those that refer to situations or the state of being. All forms of ‘to be’ verbs belong to this category. Some examples of verbs referring to a state or condition are as follows:

Verbs can be classified into numerous types according to their function or role in a sentence or context. Let us look into the various types of verbs and some examples of each type of verb.

Auxiliary Verbs/Helping Verbs

Auxiliary verbs or helping verbs , as the name suggests, is a verb that is used to help another verb sound sensible and meaningful. It is used to change the other verb’s tense, mood or voice. So, every time an auxiliary verb is used, you always have one more verb, which acts as the main verb in a sentence.

Examples of auxiliary verbs are as follows:

One point you have to take care of when you use auxiliary verbs is that you should conjugate the auxiliary verb correctly according to the tense form of a sentence. Another specific fact about auxiliary verbs is that they can also be used as a main verb. Also, there are verbs called modal verbs that can be used as a helping verb.

Work out exercises on auxiliary verbs to practise.

Modal Verbs

Modal verbs are those verbs that are used to denote the possibility, probability, capability or necessity of something happening. Modal verbs, unlike other auxiliary verbs, cannot be used as a main verb in a sentence.

Examples of modal verbs are as follows:

Phrasal Verbs

Phrasal verbs include phrases that are formed by combining two or more parts of speech that performs the same function as a verb in a sentence. In most cases, a phrasal verb results from a combination of a verb and a preposition .

Some examples of phrasal verbs are as follows:

Think through
Taken aback

Check out the list of phrasal verbs and exercise on phrasal verbs .

Linking Verbs

A linking verb , just like the name suggests, is a type of verb that is used to link the subjects in a sentence to the other parts of the sentence so that it is meaningful. It connects the subject to the object , an adjective and even a prepositional phrase . All ‘to be’ forms of verbs and verbs like ‘seem’ and ‘become’ can act as linking verbs.

Have a look at the following examples to understand how verbs perform the role of a linking verb in sentences.

Example 1: Connecting Nouns to Other Nouns in a Sentence

Danny is my brother.

In the above example, the verb ‘is’ is used to connect the subject ‘Danny’ as the ‘brother’ of the speaker. In this sentence, the words ‘Danny’ and ‘brother’ are used to refer to the same person.

Example 2: Connecting a Noun to a Prepositional Phrase in a Sentence

The children were in the park.

In Example 2, the verb ‘were’ is used to connect the subject ‘the children’ to the prepositional phrase ‘in the park’.

Example 3: Connecting a Noun/Subject to an Adjective

Your presentation of the life cycle of the silkworm was excellent.

In the above example, the verb ‘was’ is used to link the subject ‘Your presentation of the life cycle of a silkworm’ to the adjective ‘excellent’.

Example 4: Connecting the Subject/Noun to the Predicate using Seem/Become

This book on a treasure hunt seems interesting.

In this sentence, the subject ‘This book on a treasure hunt’ is connected to the adjective ‘interesting’ with the linking verb ‘seem’.

The students became bored after two continuous hours of classes and were not ready to take another hour of class without a break in between.

In the above sentence, the subject ‘The students’ has been linked to the rest of the sentence with the linking verb ‘became’.

Verbs can be divided into different categories according to their behaviour when used in a context. Let us look at the categories explained below.

Regular Verbs and Irregular Verbs

As you can see, verbs are used to denote actions, and they can be used in different forms to indicate when the subject in a sentence is carrying out an action. A regular verb can be conjugated to show if the action takes place in the past or if the action is taking place continuously.

In most cases, the past form of the verb is formed by adding an ‘ed’ to the root verb for regular verbs. On the other hand, there are other verbs that do not follow this rule. They are called irregular verbs . These verbs have their own unique forms. If you are wondering how to learn these irregular verbs, read the article on irregular verbs to find out how.

Have a look at the examples given below.

Dileep searched for his white shirt in his cupboard, but he did not find it. (Root verb – search)
Did you find the book you were looking for?

In the above examples, the verb ‘searched’ is the past form of the regular verb ‘search’ by adding an ‘ed’ and the verb form ‘looking’ indicates the continuous form of the regular verb ‘look’ by adding an ‘ing’ to the end of the root verb.

Selena read the book on the evolution of life on earth.
Vineeth found the keys that went missing yesterday.

In the above examples, the verb ‘read’ stays the same in the past form and when used as a past participle. ‘Found’ is the past form of the root verb ‘find’.

Transitive Verbs and Intransitive Verbs

Transitive and intransitive forms of verbs are used to denote how a verb acts when used with a direct object and an indirect object . Let us look at a few examples.

Vincent gave a box of chocolates to his brother. (Indirect object – his brother, Direct object – a box of chocolates)
Garry passed the water bottle to Kevin, who was sitting in the first row. (Indirect object – Kevin, Direct object – the water bottle)
The little girl ran around the park for two hours.
Francey walked to school every day.
My mom cleaned the house today. (Direct object – the house)
Seena did not like the movie. (Direct object – the movie)

In the above examples, the verbs ‘gave’ and ‘passed’ in the first two sentences are seen to take a direct object and an indirect object, whereas the verbs ‘ran’ and ‘walked’ take no object at all. In the last two sentences, the verbs ‘cleaned’ and ‘did not like’ take a direct object and no indirect object.

Verbs that take a direct object alone are called transitive verbs, and those verbs that do not take either a direct object or an indirect object are called intransitive verbs . There is yet another category of verbs that take both the direct object and the indirect object, and they are called ditransitive verbs .

Also explore: Difference between singular and plural verbs ┃ Finite verbs ┃ Non-finite verbs ┃ Stative verbs ┃ Verbs exercises ┃ Subject-verb agreement exercises for class 9

A verb is used in different ways to indicate the time in which the subject is performing an action. There are various verb forms that are used to do the same. Let us look at the different verb forms explained below.

The raw or original form of the verb, how it originally exists in the English language, without any inflexions or conjugations, is called the root verb.

Some examples of root verbs are as follows:

Simple Present – Third Person Singular

The third person singular form of the verb in the present tense is mostly the verb in the singular form. When using the third person singular pronouns such as he, she and it, and the nouns that can be substituted by the third person singular pronouns, the verb is singular (mostly done just by adding an ‘s’ to the root verb) so that it agrees with the subject in the sentence.

For example:

Kenny likes to have mangoes after every meal. (The noun ‘Kenny’ can be substituted with the third person singular pronoun ‘he’)

The cat chases every rat it catches sight of. (The noun ‘The cat’ can be substituted with the third person singular pronoun ‘it’)

She hates going to work on Saturdays and Mondays.

Present Participle

The present participle is used in the continuous form of tenses to indicate an action that is continuing or in progress at that particular moment or sometime in the past or in the future . These words are formed just by adding an ‘ing’ to the root verb. For verbs ending with an ‘e’, in most cases, the present participle is formed by removing the ‘e’ and then adding ‘ing’ to the remaining portion of the verb.

Jhanvi is watching a movie along with her cousin. (Present Continuous Tense)

My mother is baking cakes (Present Continuous Tense)

All my brothers were playing dodgeball in the evening. (Past Continuous Tense)

Simple Past

There is a change in the spelling of the root verb when it is used to indicate the simple past tense form of the verb. There is no one rule to write a verb in the simple past tense; it changes for each verb – some verbs like ‘give’ and ‘bring’ take a different spelling, and some verbs like ‘cut’ and ‘put’ remain the same when used in the past tense. However, most verbs can be made into the past tense by adding an ‘ed’ at the end of the root verb.

The doctor asked me to take tablets for ten days. (The rook verb here is ‘ask’)
Nelson bought the car he checked out last week. (The root verbs here are ‘buy’ and ‘check’)
The baby drank the milk completely. (The root verb here is ‘drink’)

Past participle

The past participle form of the verb is used to denote the perfect tense forms in a sentence. In some cases, the past tense and the past participle remain the same, but there are a number of verbs that have different spellings when used as a simple past tense verb and a past participle.

I have searched the entire loft for that box, but I did not find it. (The root verb here is ‘search’, ‘have searched’ is the verb in the sentence that indicates the perfect tense and ‘searched’ is the past participle)
Dylan had read the book already.

In the above example, the root verb here is ‘read’, ‘have read’ is the verb in the sentence that indicates the perfect tense and ‘read’ is the past participle. In this case, all forms of the verb take the same spelling but have a different pronunciation.

Any verb can be transformed into a gerund by adding ‘ing’ to the root verb. Gerunds, when it stands by themselves, can be used as nouns. A gerund can be used as a verb when used with an auxiliary verb to indicate an action that is continuing at a particular period of time.

He is eating an apple.
Joy will be coming home next week.
Walking every day is good exercise.
Drinking and driving is dangerous.

Infinitives

Infinitives, like gerunds, can be used to turn verbs into nouns by adding a preposition ‘to’ in front of the root verb.

Would you like to have something?
I like to dance in my free time.
I am going to talk to my friend.

Active Voice and Passive Voice

According to the position of the subject and object in a sentence, the voice of the verb can be determined. A sentence in which the subject does the action is called the active voice, and a sentence in which the indirect object or the direct object is switched to make it the subject is called the passive voice.

Active Voice – The doctor checked the patient.
Passive Voice – The patient was checked by the doctor.

Verbs can be conjugated to denote the tense you need. There are four tense forms , namely the simple tense, the continuous tense, the perfect tense and the perfect continuous tense. These tense forms are used to represent three time periods such as the present, past and future, thereby forming twelve main tense forms in total.

You can learn more about tenses and how to conjugate them in detail by reading the article on tenses.

Here are some points for you to keep in mind when using verbs in your speech or writing.

Always try to use an active voice in your speech and writing as it is preferred widely and conveys the message in a quick and simple manner. Do not use the passive voice unless it is absolutely necessary.
When you conjugate verbs to indicate different tense forms, see to it that the subject and the verb agree with each other.
Improve your vocabulary. Try to learn the specific verbs for every action instead of modifying other verbs to convey the same. For example, stroll means a leisurely walk, and jabber means to talk in a very excited, rapid and incomprehensible manner, yelp means a short and sharp cry to indicate pain or an alarm.

Frequently Asked Questions on Verbs in English Grammar

What is a verb.

Verbs happen to be an essential part of speech, without which it would be impossible to indicate what the subject is doing. It refers to all actions, including those related to feelings and emotions. Verbs come in different types and forms so that they can perform differently in order to provide complete meaning.

What is the definition of a verb?

The Oxford Learners’ Dictionary defines a ‘verb’ as “a word or group of words that express an action (such as eat), an event (such as happen) or a state (such as exist)”. According to the Cambridge Dictionary, a ‘verb’ is defined as “a word or phrase that describes an action, condition, or experience”. The Collins Dictionary provides a much more elaborate definition of a verb. According to them, “A verb is a word such as ‘ sing’, ‘ feel’, or ‘ die’ which is used with a subject to say what someone or something does or what happens to them, or to give information about them”.

What are the types of verbs?

Verbs can be generally classified into three main categories with reference to what they signify, such as verbs referring to actions, verbs referring to experiences or feelings and verbs referring to a state or condition. Furthermore, it can be classified into auxiliary verbs (otherwise called helping verbs), modal verbs, phrasal verbs and linking verbs.

What are the different verb forms in the English language?

In the English language, there are eight to nine verb forms which include the root verb, the third person singular present form of the verb, the present participle, the simple past, the past participle, the gerunds, the infinitives, the active voice and the passive voice.

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Action Verbs - Examples and Direct Usage

What are Action Verbs? - Explained with Examples

Action Verbs are an integral part of daily communication . They express what a person, object animal or any other subject is doing and/or what actions they are performing. They describe activities, movements and processes. They are an active part of our vocabulary, and we use them every day without even realising they are a part of our speech.

What are Action Verbs?

As discussed earlier, action verbs are defined words that define what the subject of a sentence is doing. While this might be a vague and general explanation of the meaning, it is important to further look into and understand the meaning. For this, we can look at the definition of action verbs across 3 different top dictionaries:

Merriam-Webster Dictionary :

Action Verb : A verb that expresses physical or mental action. For example, in the sentence "She runs every day," "runs" is an action verb because it denotes an activity performed by the subject.

Oxford English Dictionary :

Action Verb : A verb that denotes an action performed by the subject, as opposed to a state or condition. For example, in "They build houses," "build" is an action verb because it describes an activity.

Cambridge Dictionary :

Action Verb : A verb that describes what someone or something does, as opposed to describing a state of being. For example, in the phrase "He jumps over the fence," "jumps" is an action verb because it describes an action that the subject is carrying out.

Action Verbs List

Now that we have a good understanding of what action verbs are, we can list a few out. These can be understood as action verbs examples and cover a wide range of words used to describe a wide range of actions, activities and processes.

Action Verbs Chart
Run	Jump	Swim	Write	Speak
Dance	Read	Sing	Eat	Drink
	Drive	Laugh	Cry	Shout
Cook	Paint	Draw	Climb	Build
Clean	Listen	Watch	Teach	Study
Throw	Catch	Kick	Hit	Push
Pull	Draw	Swim	Jog	Skate
Dig	Slice	Cut	Sew
Plant	Grow	Harvest	Share	Deliver
Send	Receive	Wrap	Pack	Unpack
Fix	Repair	Assemble	Disassemble	Install
Operate	Program	Design	Construct	Organize
Arrange	Decorate	Paint	Photograph	Record
Solve	Calculate		Weigh	Count
Explore	Travel	Visit	Plan	Prepare
Organize	Sort	Arrange	Clean	Cook
Negotiate	Agree	Disagree	Debate	Argue
Complain	Suggest	Propose	Advise	Guide
Direct	Lead	Follow	Observe	Inspect
Search	Investigate	Research	Discover	Analyse
Teach	Instruct	Educate	Train	Mentor
Assist	Help	Support	Encourage	Motivate
Influence	Persuade	Convince	Attract	Engage
Motivate	Stimulate	Drive	Inspire	Captivate
Enter	Exit	Arrive	Depart	Travel
Visit	Stay	Leave	Join	Participate
Compete	Win	Lose	Achieve	Succeed
Fail	Strive	Attempt	Try	Practice
Perform	Act	Execute	Demonstrate	Present
Illustrate	Show	Exhibit	Reveal	Display
Create	Invent	Innovate	Design	Develop
Test	Evaluate	Assess	Review	Critique
Select	Choose	Decide	Determine	Opt
Match	Pair	Connect	Link	Associate
Combine	Blend	Merge	Mix	Integrate
Separate	Divide	Segment	Distribute	Share

Action Verbs Sentences

We can now proceed to look at some action verbs examples by looking at some sentences that use them:

Emily runs every morning in Central Park to stay fit.

Jack jumped over the hurdle during the track meet at Lincoln High School.

The Smith family swam in the Pacific Ocean during their vacation in Hawaii.

Sophie writes letters to her cousin Mia in Spain every month .

Mr. Johnson speaks at the annual science conference held at the university.

Lily danced gracefully at her recital in the Grand Theatre last night.

Robert reads science fiction novels by Isaac Asimov before bed.

The choir sang Christmas carols at the Winter Festival in Boston.

Maria ate a delicious meal at the new Italian restaurant, Bella Notte.

David drank a refreshing smoothie at the café on Main Street.

The eagle flew majestically over Yellowstone National Park.

Sarah drove to the Grand Canyon for a family vacation last summer.

The children laughed at the performance by the circus in Chicago.

Jessica cried when she watched the emotional scene in "The Notebook."

Tom shouted to his friends at the football game at Wembley Stadium.

Linda cooked a special dinner for her family on Thanksgiving Day.

Michael painted a stunning mural at the local community centre.

Anna drew a detailed map of the hiking trail at Yosemite National Park.

Tommy climbed the rock wall at the adventure park with his friends.

Nancy built a sandcastle with her children during their trip to Myrtle Beach.

These sentences will help you understand the function of action verbs and give you an insight into their usage.

Test your Knowledge on Action Verbs

What is an example of an action verb?

a) Happiness

Which sentence contains an action verb?

a) The sky is blue.

b) She sings beautifully.

c) The book is on the table.

d) The house is large.

In the sentence "He built a sandcastle," what is the action verb?

c) Sandcastle

Which of the following verbs is not an action verb?

Identify the action verb in the sentence: "They explore new places."

Check your answers below:

Answer: c) Swim

Answer: b) She sings beautifully.

Answer: b) Built

Answer: d) Be

Answer: b) Explore

Key Takeaways from Action Verbs

Action verbs are words that describe physical or mental activities performed by the subject of a sentence. They indicate what the subject is doing.

Common action verbs include "run," "swim," "write," and "think." These verbs show various activities or processes.

Action verbs can be transitive (requiring a direct object, e.g., "She reads a book") or intransitive (not requiring a direct object, e.g., "He sleeps").

Action verbs make sentences more dynamic and engaging by providing a clear picture of the actions being performed.

Unlike state verbs, which describe a condition or state (e.g., "be," "exist"), action verbs focus on activities or actions.

FAQs on Action Verbs - Examples and Direct Usage

1. What are action verbs?

Action verbs are words that describe activities or processes performed by the subject in a sentence. They indicate what the subject is doing, either physically or mentally.

2. How can I identify an action verb in a sentence?

To identify an action verb, look for words that describe what the subject is doing. For example, in the sentence "She sings beautifully," "sings" is the action verb because it shows what she is doing.

3. What is the difference between a transitive and an intransitive action verb?

Transitive action verbs require a direct object to complete their meaning, such as "She reads a book" (where "book" is the direct object). Intransitive action verbs do not need a direct object, as in "He sleeps."

4. Can an action verb be used metaphorically?

Yes, action verbs can be used metaphorically to convey abstract ideas. For instance, "She conquered her fears" uses "conquered" in a non-literal sense.

5. Why are action verbs important in writing?

Action verbs are crucial because they make writing more vivid and engaging by clearly showing the actions and activities taking place. This helps to create a more dynamic and interesting narrative.

6. How do action verbs affect sentence structure?

Action verbs influence sentence structure by providing the main action or activity. This helps to build clear and concise sentences, where the verb dictates the focus of the sentence.

7. Are there any exceptions where a word seems like an action verb but is not?

Yes, some words that appear to be action verbs may not always function as such. For example, "be" is a verb of state, not an action verb, as it describes a condition rather than an action.

8. Can action verbs change form?

Yes, action verbs can change form to indicate tense, aspect, or voice. For example, "run" (present), "ran" (past), and "running" (present participle) are different forms of the same verb.

9. How can I use action verbs effectively in my writing?

Use strong and specific action verbs to create vivid imagery and convey actions clearly. Avoid vague verbs like "do" and "make" when more descriptive verbs are available.

10. What are some common action verbs and their uses?

Common action verbs include "eat," "play," "write," and "read." They are used to describe a variety of activities: "eat" for consuming food, "play" for engaging in activities for enjoyment, "write" for composing text, and "read" for interpreting written material.

Scholarship Resume Examples and Templates for 2024

Scholarship Resume Templates and Examples (Download in App)

How To Write a Scholarship Resume

Athletic Scholarship
Student Scholarship
College Scholarship

College Student Resume Example

High School Student Resume Example

10 Student Resume Examples

Scholarship Text-Only Resume Templates and Examples

Anthony Gentile (123) 456-7890 [email protected] Detroit, MI 12345 LinkedIn | Portfolio

An All-American student athlete with a strong history of success in high school football and basketball. A dedicated team captain with a proven track record of leading championship teams. Seeking the John Atkins Athletic Scholarship at the University of Michigan to pursue a college football career and a bachelor’s degree in philosophy.

Professional Experience

Quarterback , Ithaca High School, Ithaca, MI | August 2021 – December 2024

Completed 229 of 315 pass attempts, achieved a 68% completion rating, and generated 3,210 passing yards, 490 rushing yards, and 37 total touchdowns during the 2024 season
Led the Ithaca Warriors to a 13-2 regular season record and a state championship, resulting in recognition as an All-American Athlete
Served as a team captain for the varsity football team from 2021 to 2024, which included mentoring junior athletes and increasing team morale throughout the season

Point Guard , Ithaca High School, Ithaca, MI | November 2021 – March 2022

Acted as a team captain for the junior basketball team during the 2021 and 2022 seasons, contributing to a semi-final appearance in the state tournament
Generated 17 points per game (PPG), 13 PPG, and five offensive rebounds PPG as a point guard
Attended charity events with the team to raise funding for community initiatives such as food drives and Toys for Tots
Team leadership

High School Diploma Ithaca High School, Ithaca, MI | 2024

All-American Football Award | 2024

This scholarship resume is effective because it highlights the candidate’s athletic achievements using impactful numbers and hard data. The bullet points also convey who the applicant is as a team leader, which strengthens their overall application.

Aliya Jackson (123) 456-7890 [email protected] Philadelphia, PA 12345 LinkedIn | Portfolio

A high school student with a 3.97 GPA and a proven track record of performing community service and supporting social justice issues. Seeking the William Morris Scholarship at Temple University to pursue a bachelor’s degree in social work.

Volunteer Experience

Volunteer, Youth Volunteer Corps, Philadelphia, PA| September 2021 – June 2024

Collaborated with diverse teams of student volunteers and coordinators to execute a wide range of community service projects within the Greater Philadelphia Area, including building a new youth recreation center
Performed over 500 hours of community service, which included volunteering at food pantries, mentoring grade school students, and supporting charity events

Student Volunteer , North Philadelphia High School | June 2020 – June 2024

Served as a student volunteer for over 40 public service initiatives at North Philadelphia High School in support of equitable causes, including cancer research, social justice awareness campaigns, and food drives
Community service
Communication
Relationship building
Fundraising

High School Diploma North Philadelphia High School, Philadelphia, PA | 2024

In this scholarship resume example, the applicant showcases their commitment to community service. Highlighting the number of hours they volunteered and the types of initiatives they supported helps to paint a compelling image of their background for the reader.

Hideo Araki (123) 456-7890 [email protected] Seattle, WA 12345 LinkedIn | Portfolio

A college student with a 3.96 GPA and two consecutive years on the dean’s list. A proven track record of executing innovative academic projects within the computer science field exploring AI and ML. Seeking the Morgan Technology Scholarship to continue pursuing a bachelor’s degree at the University of Washington.

Academic Experience

Computer Science Major, University of Washington, Seattle, WA| September 2022 – June 2024

Achieved recognition as a finalist in the Technovation Competition for a project exploring novel methods for training AI using deep learning and semi-supervised learning techniques
Executed an academic project to build a calendar management mobile application with a UX design centered on improving accessibility for senior citizens
Achieved a 3.96 GPA over four semesters and two dean’s list awards

High School Student , Seattle Central High School | September 2018 – June 2022

Achieved a 760 score in the Silver Division of the USA Computing Olympiad in 2022
Maintained a 3.92 grade point average, served as a member of the National Honor Society, and led the Seattle Central High School Computer Science Club
Software development
Application development
Technology innovation

Bachelor of Science (B.S.) Computer Science University of Washington, Seattle, WA | Expected 2026

Dean’s list | 2022 – 2024

High School Diploma Seattle Central High School, Seattle, WA | 2022

USA Computing Olympiad Silver Division | 2022

This scholarship resume is effective because it explores the candidate’s unique academic achievements within the computer science field at both the high school and college levels. The document shows that the applicant has a genuine passion for technology and has continually gone above and beyond to excel.

To write an effective scholarship resume, start by organizing your academic accomplishments, extracurriculars, and volunteer experience. Scholarship applications are evaluated based on a wide range of factors, but highlighting these aspects of your background is the best way to differentiate yourself from other candidates. Below, we’ll walk you through each step of the resume writing process.

1. Write a dynamic profile summarizing your qualifications

With the sheer number of candidates applying for scholarship programs, it’s essential to make a strong first impression on the reader. Introduce yourself and explain your academic goal. In the subsequent sentences, emphasize impressive accomplishments that demonstrate why you’re deserving of this opportunity.

For example, if you consistently achieved high grades, start by featuring your grade point average and academic awards. If you excelled in an extracurricular activity such as sports, theater, or music, display these achievements in your summary.

Strong Profile Example

A college student with a 3.96 GPA and two consecutive years on the dean’s list. A proven track record of executing innovative academic projects within the computer science field exploring artificial intelligence (AI) and machine learning (ML). Seeking the Morgan Technology Scholarship to continue pursuing a bachelor’s degree at the University of Washington.

Weak Profile Example

A college student with an excellent GPA and a strong work ethic. Passionate about computer science and academia. Seeking the Morgan Technology Scholarship.

2. Add an accomplishment-driven professional experience section

In a scholarship resume, your content needs to be centered around your most impressive academic achievements, extracurriculars, and community service contributions. It’s impossible to know the exact preferences of any individual scholarship review board, so focus on emphasizing key aspects of your high school and college career that can help you stand out from other applicants.

Strong Academic Experience Example

Computer Science Major, University of Washington, Seattle, WA | September 2022 – June 2024

Executed an academic project to build a calendar management mobile application with a user experience (UX) design centered on improving accessibility for senior citizens

Weak Academic Experience Example

Completed difficult computer science courses and projects on time
Maintained a high GPA over four semesters
Worked well with professors and fellow students in the computer science program

3. Include relevant education and academic awards

Feature your high school degree and any relevant academic awards you’ve garnered on your scholarship resume. Be sure to mention your GPA and any other academic distinctions that can bolster the strength of your application. You could also feature memberships in extracurricular clubs, organizations, or honor societies in this section.

[Degree Name]
[School Name], [City, State Abbreviation] | [Graduation Year]
Bachelor of Science (B.S.) Computer Science
University of Washington, Seattle, WA | Expected 2026
Dean’s list | 2022 – 2024
High School Diploma
Seattle Central High School, Seattle, WA | 2022

4. List pertinent key skills

It’s unlikely that a university or scholarship board will be using an applicant tracking system (ATS) to identify candidates during the selection process, so you won’t need to optimize your document for keywords. That said, still provide a list of your most impressive skill sets on your scholarship resume. Below, you’ll find a range of different key skills to consider adding to your document:

Key Skills and Proficiencies
Biology	Communication
Community outreach	Computer science
Data analysis	English
Environmental science	Leadership
Literary analysis	Mathematics
Music	Physics
Programming	Psychology
Quantitative analysis	Team collaboration
Visual arts

How To Pick The Best Scholarship Resume Template

To send the right message to the scholarship board, you need a professional resume template that organizes and presents your information effectively. Avoid formats that are overly reliant on visual elements, as this might draw the reader’s eye away from your academic achievements and extracurricular activities. Opt for a straightforward template with a top-down structure that displays each section of your scholarship resume in a sequence.

Frequently Asked Questions: Scholarship Resume Examples and Advice

What are common action verbs for scholarship resumes -.

Incorporating action verbs can add a unique and engaging element to your bullet points. That said, it’s easy to use the same words repeatedly during the resume-building process. We’ve compiled a list of action verbs to diversify your language and enhance the impact of your resume content.

Action Verbs
Achieved	Analyzed
Built	Collaborated
Communicated	Conducted
Created	Designed
Developed	Diagnosed
Evaluated	Identified
Led	Maintained
Supported	Volunteered
Wrote

How do you align your resume with a scholarship description? -

Adjusting your resume to match the scholarship you’re applying for is the best way to strengthen your application. As you begin building your content, start by researching the organization and what they’re looking for in a scholarship recipient. Feature key aspects of your background that match that description.

For example, if a university values students with extensive community service experience, emphasize these projects and initiatives heavily on your scholarship resume. If an organization is primarily interested in extracurricular activities, make those the focal point of your document. By tailoring your resume to each application, you’ll maximize your odds of receiving the scholarship.

What is the best scholarship resume format? -

A combination format is generally best suited for a scholarship resume, as it’s unlikely that your work history will be a key factor in the application. This allows you to reorder your education, volunteer experience, skills, and academic achievements depending on the scholarship. A reverse chronological approach can be considered if you have an impressive internship or relevant work experience you think is valuable.

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Most scholarship applications will require a matching cover letter. To make a strong impression on the reader, explore unique aspects of your background that you wouldn’t normally include on a resume. For example, you could explore your cultural background and personal challenges you’ve overcome. You might also convey why you’re passionate about a particular academic field, sport, or extracurricular activity. For additional information, visit our internship cover letter guide .

Frank Hackett

Certified Professional Resume Writer (CPRW)

Frank Hackett is a professional resume writer and career consultant with over eight years of experience. As the lead editor at a boutique career consulting firm, Frank developed an innovative approach to resume writing that empowers job seekers to tell their professional stories. His approach involves creating accomplishment-driven documents that balance keyword optimization with personal branding. Frank is a Certified Professional Resume Writer (CPRW) with the Professional Association of Resume Writers and Career Coaches (PAWRCC).

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IMAGES

3 Verb Assignment_edited (1)
30 Examples of Verbs in Sentences
Types of Verbs with Examples in English
Assignment: Verb Tense and Form Write the correct
PPT
Webinar Verb Tenses Assignment Answers.docx

COMMENTS

Sentences with Assignment: 53 Examples for Better English
Related: Asset In A Sentence: 41 Examples For Successful English. What does assignment mean? Assignment means a task or piece of work given to students or workers. It can be anything from a school homework task to a work-related job. It is an English noun. The verb form is assign. We use that like this: I will assign you a new task tomorrow.
Understanding Assignments
Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started. ... Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your ...
Simple Present Tense
Revised on September 25, 2023. The simple present tense is a verb form used to talk about habits, unchanging situations, facts, and planned events in the near future. The simple present tense of most verbs is the infinitive form (e.g., "sing"). However, the third person singular (e.g., "he," "she," and "it") takes an "s" at ...
How to Use Assignment with Example Sentences
Listen to all | All sentences (with pause) Used with adjectives: " I am giving you a special assignment. (special, important) " This assignment could be very dangerous. (dangerous, difficult, tough) " I am busy with a work assignment. (work, school, job) " I've finished my reading assignment.
Action Words in Academic Writing
Recognizing action words or verbs used in your assignment prompts will help you broaden your vocabulary, identify specific directives, and organize your ideas accordingly, which will help you write more confidently. Here are some common action words: Analyze. Break down the topic into its parts and explain how the parts relate to each other and ...
Subject Verb Agreement Exercises with Answers
Subject Verb Agreement Exercises for College Students Set 4: Exercises on Subject Verb Agreement for college students with answers can be invaluable tools for reinforcing grammar knowledge and improving writing skills. Exercises 1: 1. Each of the students (has/have) completed their assignments. 2. The book on the shelf (belongs/belong) to Sarah. 3.
Verbs in Writing Assignments
The verb that your professor uses can give you clues. To work out exactly what your professor expects from your paper, learn how to look for the verbs in writing assignments. Here are some verbs commonly used in History essay and paper questions. Be sure you know what you are being asked to do. Also, try to use these verbs in your own writing.
assign verb
Definition of assign verb in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Verb Tenses in Academic Writing
There are three main verb tenses: past , present , and future. In English, each of these tenses can take four main aspects: simple , perfect , continuous (also known as progressive ), and perfect continuous. The perfect aspect is formed using the verb to have, while the continuous aspect is formed using the verb to be.
Assignment verbs
Knowing what the verbs in your assignment actually mean will help you to do it! Verb Means . . . Analyse Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences; To examine the whole to find out its parts and the relationships of those parts NOTE: Critical…
Examples of 'Assignment' in a Sentence
noun. Definition of assignment. Synonyms for assignment. The reporter's assignment is to interview the candidate. The article discusses the recent assignment of senators to some of the more powerful committees. Casey and his wife sometimes drove Auerbach around because not many were willing to brave such an assignment.
What Is a Verb?
Verbs can indicate (physical or mental) actions, occurrences, and states of being. Examples: Verbs in a sentence. Jeffrey builds a house. Anita is thinking about horses. True love exists. Every sentence must have at least one verb. At the most basic level, a sentence can consist solely of a single verb in the imperative form (e.g., "Run.").
assign verb
1 to give someone something that they can use, or some work or responsibility assign something (to somebody) The two large classrooms have been assigned to us. The teacher assigned a different task to each of the children. assign somebody something We have been assigned the two large classrooms. The teacher assigned each of the children a different task.
Examples of 'assignment' in a sentence
I settled for a short hop across the Channel on a work assignment. Times, Sunday Times. ( 2016) His first assignment was to write a program for an insurance broker in Dorset, using assembly code. Times, Sunday Times. ( 2016) They must be capable of being converted into specific targets and specific assignments. Peter F. Drucker.
Subject-Verb Agreement
A singular subject ( she, Bill, car) takes a singular verb ( is, goes, shines ), whereas a plural subject takes a plural verb. Example: The list of items is /are on the desk. If you know that list is the subject, then you will choose is for the verb. Exceptions to the Basic rule: a. The first person pronoun I takes a plural verb ( I go, I drive ...
Assignment
assignment: 1 n an undertaking that you have been assigned to do (as by an instructor) Types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable ...
assignment noun
Extra Examples. The students handed in their assignments. The teacher gave us an assignment on pollution. Why did you take on this assignment if you're so busy? He refused to accept the assignment. Topics Education b1. Oxford Collocations Dictionary adjective. reading; writing; written … verb + assignment.
Verb Worksheets and Activities
Verbs and Gerunds Lesson - An animated slide show lesson teaching about verbs, verb phrases, and gerunds. Includes a seven question practice activity after the lesson. Verbs and Gerunds Lesson PPT. Verbs, Verb Phrases, and Gerunds Lesson 2 - This is a revision of the above PowerPoint lesson covering verbs, verb phrases, and gerunds.It is a little prettier and has slightly different content.
Assignment Definition & Meaning
The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
Verb Worksheets
K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. Become a member to access additional content and skip ads. Verb worksheets for grades 1-5; exercises include identifying verbs, using verbs to complete sentences, linking verbs, conjugating verbs, verb tenses and irregular verbs.
ASSIGNMENT definition and meaning
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
The 8 Parts of Speech
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 ...
Verbs
In the above example, the verb 'is' is used to connect the subject 'Danny' as the 'brother' of the speaker. In this sentence, the words 'Danny' and 'brother' are used to refer to the same person. Example 2: Connecting a Noun to a Prepositional Phrase in a Sentence. The children were in the park.
Action Verbs
Action Verb: A verb that expresses physical or mental action. For example, in the sentence "She runs every day," "runs" is an action verb because it denotes an activity performed by the subject. Oxford English Dictionary: Action Verb: A verb that denotes an action performed by the subject, as opposed to a state or condition. For example, in ...
Account Executive Resume Examples and Templates for 2024
Diversifying your usage of action verbs can be challenging when crafting your account executive resume. Often you'll use the same three or four verbs throughout your bullet points. Although varying your word choice takes more time, it also helps to enhance the reading experience for the hiring manager.
Scholarship Resume Examples and Templates for 2024
Incorporating action verbs can add a unique and engaging element to your bullet points. That said, it's easy to use the same words repeatedly during the resume-building process. We've compiled a list of action verbs to diversify your language and enhance the impact of your resume content.