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UNIT 13

Adverbs

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Unit 13 Overview

Lesson 13.1: Adverbs Modifying Verbs

Lesson 13.2: Adverbs ModifyingAdjectives and Adverbs

Lesson 13.3: Adverbs That Compare

Lesson 13.4: Telling Adjectives andAdverbs Apart

Lesson 13.5: Avoiding Double Negatives

Grammar Review

Click a hyperlink to view the corresponding slides.

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Click the mouse button or press the Space Bar to display the information.

• To identify adverbs and the words they modify in sentences

• To recognize and use correctly comparative and superlative adverbs

• To understand the differences between adjectives and adverbs and to use both correctly in writing

• To eliminate double negatives in sentences

Unit Objectives

Click the mouse button to return to the Contents slide.

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• To recognize and apply the rules for using adverbs


• To identify adverbs and the words they modify in sentences

Objectives

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• Adjectives are words that modify, or describe, nouns and pronouns.

• They modify verbs, adjectives, and other adverbs.

• An adverb is a word that describes a verb, an adjective, or another adverb.

• In the example below, the adverb grandly describes the action verb entertained.

Adverbs Modifying Verbs

– Thomas Jefferson entertained grandly at the White House.

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• An adverb supplies one of three types of information.

• When modifying an adjective or another adverb, an adverb usually comes before the word.

Adverbs Modifying Verbs (cont.)

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• When modifying a verb, an adverb can occupy different positions in a sentence.

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• Most adverbs are formed by adding ly to an adjective, as in actively, fondly, and quietly.

• Some adverbs are exceptions, however.

• These include after, often, now, well, and later.

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Write the adverb to complete each sentence.

Click the mouse button or press the Space Bar to display the answers.

1. The federal government looked for an architect. (build, eager, everywhere, official)

2. A committee chose James Hoban. (decide, finally, happy, enthusiastic)

3. Hoban’s White House stood on a large plot of land. (proud, sit, majestically, to)

4. The Adams family moved into the unfinished house. (eagerly, quick, had, grand)

5. They gave visitors tours of their new home. (glad, proudly, want, famous)

everywhere

finally

majestically

eagerly

proudly

Exercise 1 Identifying Adverbs

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Underline the adverb and draw an arrow to the word the adverb describes.

1. Thomas Jefferson lived happily in the White House.

2. Jefferson quickly sought the aid of another architect.

3. Fire nearly destroyed the mansion during the War of 1812.

4. Theodore Roosevelt had it rebuilt completely.

5. Franklin Roosevelt further expanded it.

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Click the mouse button or press the Space Bar to display possible answers.

Exercise 3 Writing Adverbs to Complete Sentences

Write an adverb that describes the verb in each sentence.

1. Our class goes to the White House when visiting Washington, D.C.

2. We visit the other attractions.

3. We travel by bus to our nation’s capital.

4. Last year the seventh graders waited in line to see Congress in session.

5. The tour guide spoke to us.

always

often

quickly

patiently

proudly

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Write five sentences that include adverbs modifying adverbs. Then rewrite each sentence with the adverbs in as many positions as possible.

Close

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• To recognize adverbs that describe adjectives and other adverbs


• To use adverbs to modify adjectives and other adverbs

Objectives

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Adverbs Modifying Adjectives and Adverbs


• Adverbs are often used to modify adjectives and other adverbs.

• Most often they tell how. • Notice how adverbs intensify the meaning of

the adjectives in the following sentences.

– Harry Truman used extremely direct language.

– He became a very popular president.

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Adverbs Modifying Adjectives and Adverbs (cont.)

– Harry Truman used extremely direct language.

– He became a very popular president.

• In the first sentence, the adverb extremely modifies the adjective direct.

• The adverb tells how direct Truman’s language was.

• In the second sentence, the adverb very modifies the adjective popular.

• The adverb tells how popular Truman was.

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• In the sentences below, adverbs modify other adverbs.

• In the first sentence above, the adverb unusually modifies the adverb late.

• Unusually tells how late Truman entered politics.

– Truman entered politics unusually late in life.

– He moved through the political ranks quite quickly.

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• In the sentences below, adverbs modify other adverbs.

• In the second sentence, the adverb quite describes the adverb quickly.

– Truman entered politics unusually late in life.

– He moved through the political ranks quite quickly.

• Quite tells how quickly Truman moved through the ranks.

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• When modifying adjectives and other adverbs, adverbs almost always come directly before the word they describe.

• Below is a list of some adverbs that are often used to describe adjectives and other adverbs.

ADVERBS OFTEN USED TO DESCRIBE ADJECTIVES AND OTHER ADVERBS

very really rather justtoo so nearly somewhatalmost partly barely totallyquite extremely unusually hardly

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Underline each adverb and draw an arrow to the word the adverb modifies. Then write whether that modified word is a verb, an adjective, or an adverb.

1. Truman’s career as vice president was unusually brief.

2. The extremely tragic death of Franklin D. Roosevelt left the presidency in Truman’s hands.

3. Truman established a new procedure almost immediately.

adjective

adverb

adjective

verb

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Exercise 4 Identifying Adverbs (cont.)

Underline each adverb and draw an arrow to the word the adverb modifies. Then write whether that modified word is a verb, an adjective, or an adverb.

4. He arose quite early each morning for a walk.

5. News reporters nearly always followed him.adverbverb

adverbverb

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Click the mouse button or press the Space Bar to display sample answers.

Exercise 5 Writing Adverbs to Modify Adjectives and Adverbs

Choose an adverb from the box to modify each word below. Then write a sentence for each pair of words you form.

1. _________ ever

2. _________ enough

3. _________ quiet

hardly

nearly somewhat just extremely hardly very unusually too rather so

just

unusually

We hardly ever go swimming.

Tom brought just enough food for lunch.

It was unusually quiet last evening.

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Click the mouse button or press the Space Bar to display sample answers.

Exercise 5 Writing Adverbs to Modify Adjectives and Adverbs

Choose an adverb from the box to modify each word below. Then write a sentence for each pair of words you form.

4. _________ late

5. _________ popular

so

nearly somewhat just extremely hardly very unusually too rather so

very

We arrived so late that we missed the boat.

The band’s new song is very popular.

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Explain in your own words how adverbs cam be used to modify adjectives or other adverbs. Illustrate your explanations with written examples.

Close

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• To use comparative and superlative adverbs correctly in sentences


• To identify various irregular comparative and superlative adverbs

Objectives

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• The comparative form of an adverb compares two actions or things.

• The superlative form of an adverb compares more than two actions or things.

• For most adverbs of only one syllable, add er to make the comparative form and est to make the superlative form.

Adverbs That Compare

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• For adverbs that end in ly or that have more than one syllable, use the word more to form the comparative and most to form the superlative.

Adverbs That Compare (cont.)

• If an adverb already is comparative or superlative, do not add more or most.

• Never say, for example, more harder or most hardest.

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Adverbs That Compare (cont.)

• Some adverbs do not form the comparative and superlative in the regular manner.

• Study the irregular forms below.

IRREGULAR COMPARATIVE FORMS ADVERB COMPARATIVE SUPERLATIVE

well better bestbadly worse worstlittle (amount) less leastfar (distance) farther farthestfar (degree) further furthest

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For each sentence, choose the correct form of the adverb in parentheses.

Exercise 6 Using the Comparative and Superlative Forms

1. Of all Theodore Roosevelt’s nieces, Eleanor Roosevelt came (close, closest) to the presidency.

2. Many liked Mrs. Roosevelt (better, best) than they had liked any of the previous first ladies.

3. Mrs. Roosevelt worked (more actively, most actively) for human rights than for any other cause.

4. She fought (harder, hardest) of all for minorities.

5. She appeared at human-rights rallies (more frequently, most frequently) than her husband.

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Exercise 7 Writing Comparative and Superlative Forms

Use er, est, more, or most to make the needed form of the adverb in parentheses.

1. Of all of the first ladies, Eleanor Roosevelt gave (freely) of her time.

2. She traveled (readily) than any other president’s wife to distant parts of the globe.

3. She journeyed (far) in her later years than in her youth.

4. She was (sympathetic) than many other people to the plight of the poor.

5. Eleanor Roosevelt lived (long) than her husband.

most freely

more readily

farther

more sympathetic

longer

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Create posters or pamphlets that show correct usage rules for comparative and superlative adverbs.

Close

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• To distinguish between adjectives and adverbs in sentences


• To determine whether an adjective or an adverb should be used in a sentence

Objectives

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Telling Adjectives and Adverbs Apart


• To tell whether a word in a sentence is an adjective or an adverb you need to look carefully at how the word is used.

– Martha Washington was happy at Mount Vernon.

– Martha Washington lived happily at Mount Vernon.

• In the first sentence, happy is a predicate adjective.

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• It follows the linking verb was and modifies the subject.

• In the second sentence, happily is an adverb.

• It modifies the action verb lived.

Telling Adjectives and Adverbs Apart (cont.)

– Martha Washington was happy at Mount Vernon.

– Martha Washington lived happily at Mount Vernon.

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• People sometimes confuse the words bad, badly, good, and well.

• Bad and good are both adjectives. • They are used after linking verbs. • Badly and well are adverbs. • They are used after action verbs.

• Well can also be used as an adjective after linking verbs.

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• At these times, well describes a person’s health or appearance–for example in He looks well.

DISTINGUISHING ADJECTIVES FROM ADVERBS ADJECTIVE ADVERB

The sound is bad. The actor sang badly.The band sounds good. The band played well.

• Three pairs of modifiers often confuse people: real, really; sure, surely; and most, almost.

• Real and sure are adjectives.

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• Really, surely, and almost are adverbs.

DISTINGUISHING ADJECTIVES FROM ADVERBS ADJECTIVE ADVERB

Music is a real art. Music is really popular.A pianist needs sure hands Piano music surely is

popular.Most pianos have Piano strings almosteighty-eight keys. never break.

• Most can be an adjective or an adverb

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Underline the correct adjective or adverb in parentheses to complete each of the following sentences.

Exercise 8 Telling Adjectives and Adverbs Apart

1. Martha Washington lived (courageous, courageously).

2. She managed the position of first lady (good, well).

3. She supported her husband (active, actively).

4. President Washington must have felt (good, well) about his wife’s support.

5. (Sure, Surely) he was appreciative.

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Click the mouse button or press the Space Bar to display the answers and a sample sentence.

Exercise 9 Identifying and Using Adjectives and Adverbs

Identify each word as an adjective or an adverb. Then write a sentence using the word correctly.

1. good

2. really

3. sure

4. almost

5. real

adjective

adverb

adjective

adverb

adjective

Janet felt good about the grades she earned.

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Read a literary passage containing adjectives and adverbs. As you read, make one list of the adjectives in the passage and another list of the adverbs.

Close

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• To recognize and avoid the use of double negatives in writing


• To eliminate double negatives in sentences

Objectives

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• The adverb not is a negative word, expressing the idea of “no” in a sentence.

• The word not often appears in its shortened form, the contraction n’t.

Avoiding Double Negatives

CONTRACTIONS WITH NOT

is not = isn’t cannot = can’thave not = haven’t was not = wasn’t could not = couldn’t had not = hadn’twere not = weren’t do not = don’twould not = wouldn’t will not = won’tshould not = shouldn’t did not = didn’t

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• Other words besides not may be used to express the negative.

• Each negative word has several opposites, or affirmative words, that show the idea of “yes.”

Avoiding Double Negatives (cont.)

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• Study the following list of negative and affirmative words.

NEGATIVE AND AFFIRMATIVE WORDS NEGATIVE AFFIRMATIVE

never ever, always nobody anybody, somebody

none one, all, some, anyno one everyone, someonenothing something, anythingnowhere somewhere, anywhere

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• People sometimes mistakenly use two negative words together, as in the sentence Lincoln hadn’t never gone to college.

• Avoid using a double negative such as this.

• You need only one negative word to express a negative idea.

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• You can correct a double negative by removing one of the negative words or by replacing it with an affirmative word, as in the following sentences.

– Lincoln had never gone to college.

– Lincoln had not ever gone to college.

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Exercise 10 Expressing Negative Ideas

Underline the correct word in parentheses in each sentence so that it correctly expresses a negative idea.

1. Lincoln didn’t (never, ever) have a speech writer.

2. Nothing (didn’t make, made) him bitter during the war.

3. Lincoln wasn’t dishonest with (no one, anyone).

4. The president didn’t (never, ever) become discouraged.

5. A strong leader, Lincoln wasn’t afraid of (nobody, anyone).

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Click the mouse button or press the Space Bar to display a sample answer.

Exercise 11 Writing Sentences to Express Negative Ideas

Write five sentences to express negative ideas. In each sentence, use the word from Column A and one of the words from Column B.

Column A Column B

1. couldn’t ever, never2. has anything, nothing3. doesn’t any, no4. can anywhere, nowhere5. nothing anybody, nobody

Allen couldn’t ever find anyone from his group.

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Write a paragraph or two explaining how to avoid using double negatives. Imagine that you are writing your explanation for a person who knows none of the rules for using negatives in a sentence.

Close

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Adverbs• The action in Irene Hunt’s Across Five

Aprils takes place during the Civil War, which began in April 1861 and ended in April 1865.

• The Literature Model on page 405 of your textbook focuses on a letter sent by a character named Shadrach Yale to a younger boy named Jethro.

• The passage has been annotated to show some uses of the adverb covered in this unit.

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Review: Exercise 1 Writing Adverbs to Modify Verbs

Write an adverb to complete each sentence correctly .

1. Librarians order new copies of Across Five Aprils because of the book’s popularity.

2. __________ our teacher assigns a group book report to the class.

3. My friends and I volunteered to write about Across Five Aprils.

4. I thought I left my copy of Across Five Aprils ____.

5. Irene Hunt was honored when she received the Newbery Award for her book.

always

Occasionally

once

here

very

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Review: Exercise 2 Identifying Adverbs That Modify Verbs

Underline the adverb in each sentence and write whether it tells how, when, or where.

1. Soon Shadrach would write to his friend Jethro.

2. He proudly described his experience.

3. War can age a president rapidly.

4. Shadrach saw President Lincoln there.

5. Grant was often criticized.

when

how

how

where

when

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Review: Exercise 3 Identifying Adverbs and the Words They Modify

Underline each adverb. Then draw an arrow to the word that the adverb describes and write whether that word is a verb, an adjective, or an adverb. (Some sentences have more than one adverb.)

1. Jethro read the letter, and he placed it carefully in a big envelope.

2. Shadrach wrote thoughtfully; he described events in Washington.

3. The large crowd cheered loudly for the popular General Grant.

verbverb

verb

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Review: Exercise 3 Identifying Adverbs and the Words They Modify

Underline each adverb. Then draw an arrow to the word that the adverb describes and write whether that word is a verb, an adjective, or an adverb. (Some sentences have more than one adverb.)

4. Lincoln was very pleased that the crowd reacted enthusiastically.

5. Union troops fought extremely well under General Grant.

adjective

verb

adverb

verb

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Review: Exercise 4 Writing Adverbs in Sentences

In the blank, write an adverb that describes the underlined word in each sentence.

1. As a boy, Lincoln was a gifted speaker.

2. He worked hard as a clerk in a store.

3. In 1832 Lincoln bought a grocery store with a partner.

4. ________ the grocery store failed.

5. Even though his partner died, Lincoln __________ paid off the unpaid debts from the store.

very

extremely

finally

Eventually

determinedly

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Review: Exercise 5 Using the Comparative and Superlative Forms

Underline the correct comparative or superlative form in parentheses found in each sentence.

1. The crowd applauded (more loudly, loudlier) than they had for any other Union general.

2. The North fared (worse, worst) than the South until Grant took command.

3. Grant drove his armies (farther, farthest) into the South than they had gone before.

4. Grant commanded (better, best) than the other Union generals.

5. Crops in the North suffered (less, lesser) from the war than crops in the South did.

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Review: Exercise 6 Using Comparative and Superlative Adverbs

Write the comparative or superlative adverb form of the word in parentheses.

1. Which is the (frequently) visited building in the city?

2. Who entertained (grandly), Dolley Madison or Elizabeth Monroe?

3. Of the two, who guarded her privacy (carefully)?

4. Of all the presidents, who enjoyed the White House the (little)?

5. Who lived there (long) of all?

most frequently

more grandly

more carefully

least

longest

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Review: Exercise 7 Telling Adjectives and Adverbs Apart

Underline the correct word from parentheses. Then write whether the word is an adverb or adjective.

1. Dolley Madison gave (lavish, lavishly) parties.

2. She entertained (good, well).

3. She (proud, proudly) wore rich silks.

4. She was (great, greatly) admired.

5. Her parties were (most, almost) always a success.

adjective

adverb

adverb

adverb

adverb

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Review: Exercise 8 Using Adverbs and Adjectives Correctly

Choose an adjective or adverb from the list below to go in each blank. Write adjective or adverb to identify each word you add.

difficult good least best very less better easily easy quite great eventually

Elizabeth Blackwell had a(n) 1 _____________ desire for a medical education. Her goal was not a(n) 2 _____________ one. She faced a(n) 3 _______ ________ struggle to become a doctor. Blackwell began by writing letters to doctors all over the country. 4 ___________ few answered her. Most people thought it was 5 ____________ foolish for a woman to think of becoming a doctor, but Blackwell was not 6 ____________ discouraged.

difficult

great (adjective)

easy (adjective)

Very (adverb)quite (adverb)

(adjective)

easily (adverb)

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Review: Exercise 9

Underline the correct answer, which completes each sentence so that it correctly expresses a negative idea.

1. No one (ever, never) forgets our twenty-sixth president.

2. I can’t find (anyone, no one) else in history like Theodore Roosevelt.

3. I didn’t know (nothing, anything) about him until recently.

4. I wasn’t (ever, never) expecting to be so impressed.

5. I didn’t expect to find (any, no) books about Teddy Roosevelt at the library.

Avoiding Double Negatives

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Review: Exercise 10 Expressing Negative Ideas

Rewrite each sentence to correctly express a negative idea. (There is more than one correct way to rewrite most sentences.)

1. The Browns weren’t never planning to go to the capital.

2. Margie Brown had never met no one who had been there.

3. They hadn’t gone nowhere near Washington before last summer.

The Browns weren’t ever planning to go to the capital.

Margie Brown had never met anyone who had been there.

They hadn’t gone anywhere near Washington before last summer.

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Review: Exercise 10 Expressing Negative Ideas (cont.)

Rewrite each sentence to correctly express a negative idea. (There is more than one correct way to rewrite most sentences.)

4. Little Billy hadn’t known nothing about the surprise trip.

5. The family hadn’t never seen nothing as impressive as the White House.

Little Billy had known nothing about the surprise trip.

The family had never seen anything as impressive as the White House.

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Review: Exercise 11 Proofreading

The following passage is about American artist Roger Brown, whose painting Lost America appears on page 411 of your textbook. Rewrite the passage, correcting the errors in spelling, capitalization, grammar, and usage. Add any missing punctuation.

1Born in 1941, Roger Brown a painter who lives in Chicago. 2His works, such as Lost America, have sure made him influential in the art world. 3Brown has develop a highly individualized style over the past twenty years. 4Lost America clear exhibits many of the characteristics of his work. 5The painting is immediate recognizable as a portrait of Abraham Lincoln. 6It’s not nothing as simple as that. 7Lincoln is silouetted agenst a sky full of threatening clouds lined up in tightly packed rows. 8At the bottom of the painting is vegetation that resembles the kind of fence that soldiers’ erect in battle.


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Review: Exercise 11 Proofreading (cont.)

The following passage is about American artist Roger Brown, whose painting Lost America appears on page 411 of your textbook. Rewrite the passage, correcting the errors in spelling, capitalization, grammar, and usage. Add any missing punctuation.

1Born in 1941, Roger Brown is a painter who lives in Chicago. 2His works, such as Lost America, have surely made him influential in the art world. 3Brown has developed a highly individualized style over the past twenty years. 4Lost America clearly exhibits many of the characteristics of his work. 5The painting is immediately recognizable as a portrait of Abraham Lincoln. 6It’s not anything as simple as that. 7Lincoln is silhouetted against a sky full of threatening clouds lined up in tightly packed rows. 8At the bottom of the painting is vegetation that resembles the kind of fence that soldiers erect in battle.


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Review: Exercise 12 Mixed Review

Replace the underlined word with an adverb that makes sense.

1. Claiming to be emperor of the United States would certain be considered eccentric behavior.

2. In the middle of the nineteenth century, Joshua Norton actual claimed to be Norton I, Emperor of the United States.

3. The people of San Francisco willing accepted his claim.

4. Emperor Norton took his job quite serious.

5. The best clothing store in the entire city made clothing special for him.

certainly

actually

willingly

seriously

specially

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Write a paragraph comparing two United States presidents. Use adjectives and adverbs correctly to make vivid comparisons.

Close


This time my pet mouse won’t get out so easily.

I patched up his box and did the repair carefully.

Now he sits quietly and looks curiously for that hole.


Yes, adverbs can modify verbs.

They can, of course, also modify adjectives.

I hope you understand that, my friend.


Which will be faster, the plane or the train?

Well, the plane certainly flies more swiftly.

However, we can get to the train station more quickly and easily.


His statement wasn’t nice, but he said it nicely.

If you won’t comb your hair neatly, at least get a neat haircut.


Didn’t anybody tell you that I was coming over?

I couldn’t call because I found no phone anywhere.

You weren’t planning anything for tonight, were you?


We traveled more quickly by train than by car. We arrived earlier than usual. Tom traveled farther to get there than we did.

Click the mouse button or press the Space Bar to display a possible answer.

We didn’t ever hear the president speak. There was no radio where we stayed. We never read any of the speech in the paper, either.

Each sentence has a double negative.


correct

worse

longest

correct

correct

• In this excerpt from Betsy Byars’s novel Coast to Coast, 13-year-old Birch tries to convince her grandfather to take her up in his 1940 airplane. As you read, pay special attention to the underlined words.


“I really want to go!” As she said it, she realized it was true. She needed to get away from this world, and this was the way to do it. “What are we waiting for?” “I don’t guess it would hurt to fly to the beach and back.” “Then get in! Let’s go!” “Don’t get in too big a hurry.” Her grandfather smiled. It was his first real smile of the afternoon. Birch followed him around the plane. “What are you doing?” “Well, right now, I’m doing a preflight inspection. I check the tires, the control surfaces, move them for freedom and cable looseness.”

Adverbs in Writing


• To make your writing more vivid, add adverbs to tell exactly when the action is occurring. Compare the following:

• Try to apply some of Betsy Byars’s writing techniques when you write and revise your own work.

– GENERAL WORDS Well, I’m doing a preflight inspection.

– BYARS’S VERSION Well, right now I’m doing a preflight inspection.

Techniques with Averbs


• Use adverbs to reinforce the mood and tone of your writing.

– UNSPECIFIED TONE I want to go.

– BYARS’S VERSION I really want to go.

Techniques with Pronouns

Practice

Practice the techniques with adverbs by revising the following passage. Remember that adverbs can modify verbs, adjectives, and other adverbs.

Many people read Betsy Byars’s books. She is one of the popular young adult authors of our time. In her book Coast to Coast, Ms. Byars’s love of flying comes across to her readers. Thirteen-year-old Birch does not want her grandfather to sell his plane. She is sure the plane can keep him young at heart. Birch talks her grandfather into letting her get into the plane. He shows her how to operate it. He gets into the plane with her. Will Birch and her grandfather fly the old airplane? You’ll have to read this exciting book to find out.

Explore online information about the topics introduced in this unit.

Click on the Connect button to launch your browser and go to the Writer’s Choice Web site. At this site, you will find unit overviews, interactive activities, and Web sites correlated with the units and lessons in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://writerschoice.glencoe.com

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