Attributive adjectives are placed in front of Predicative adjectives are used after a

a noun linking verb. They are called the

complement of the linking verb.

• Handsome boys • Those boys are handsome.

• An old lady • She grew old.

Read the text below carefully and then 1) identify all the adjectives, 2)
determine whether they are used attributively or predicatively, 3) identify
any linking verbs other than be and also any intensifiers.

Text 1

In fairy tales, the heroes are handsome, the heroines are very beautiful, and the bad people are
ugly. As children, we learn implicitly that good people are beautiful and bad people are ugly, and
society restates that message in many subtle ways as we grow older.

(Adapted from "Why Does Beauty Matter" by Diane Ackerman)

Text 2

We ate often at Basel’s, a favorite Greek restaurant, and loved going to the movies at the
Lincoln, a small theater set back, on a residential street. One evening after a blizzard stopped,
we decided to go to the movies. We walked there and back, through the foot-high snowdrifts,
feeling very much alive and in love.
After Christmas, Bill drove up from Hot Spring to Park Ridge to spend a few days with my
family. Both my parents had met him the previous summer, but I was nervous because my dad
was quite uninhibited in his criticism of my boyfriends. I wondered what he would say to a
Southern Democrat with Elvis sideburns.

(Adapted from "Living History" by Hillary Rodham Clinton)

Advanced Grammar | English Literature Program – FBS, UKSW 70

 DESCRIBING CLASSIFIYING

Describing or Qualifying adjectives identify Classifying adjectives are used to identify

a quality that someone or something has. the particular class something belongs to.

• a sad story • abdominal pains

• a healthy baby • a medieval manuscript
• wealthy bankers • absolute power
• The heroes are handsome. • human errors
• I think it would be wise to give up. • my daily shower
• American citizens
• Indonesian beaches
• Victorian houses
• Shakespearian tragedies

Qualitative adjectives are gradable. We can Classifying adjectives are NOT gradable.
add intensifiers, such as very and rather Do not use them with intensifiers, such as
in front of the qualitative adjective. We can very and rather or in comparisons.
also use them in comparisons.

• She is very beautiful. • This is very Indonesian food.*

• We need a bigger classroom. • The error is very human.*

Some adjectives can be either qualitative or classifying depending on the meaning we

wish to convey. For instance, the word emotional in an emotional person is a
qualitative adjective meaning feeling or expressing strong emotions. However, in the
emotional needs of children, emotional is a classifying adjective meaning relating
to a person's emotion.

Here is a list of adjectives frequently used both as qualitative and as classifying

adjectives.

• academic • effective • modern • regular • scientific

• conscious • emotional • moral • religious • secret
• dry • extreme • objective • revolutionary • similar
• educational • late • ordinary • rural

Decide whether each adjective is qualitative or classifying.

1. dry towel / food 4. religious person/ ceremony

2. modern girl/ world 5. revolutionary leader/ era
3. objective test/ person 6. similar problem/ term

Advanced Grammar | English Literature Program – FBS, UKSW 71

-ing adjective is an adjective that has the An adjective that ends in -ed, and usually
same form as the -ing participle of a verb. has the same form as the –ed participle of
a verb, or is formed by adding -ed to a
a smiling face noun
a winning streak
a worried look
skilled workers.

Adjectives that do not end in -ed but have

the same forms as irregular -ed participles
are also called -ed adjectives
broken heart

The present participle adjectives describe The past participle adjectives describe a
something or somebody that causes a feeling caused by something or somebody
feeling. else.
Poetry is an interesting subject to learn. Kate is interested in poetry.
Cambridge EGiC int 219

MacMillan EiGC Intermediate 139

Choose the correct form.

There are some students who feel 1. depressed / depressing by studying,

especially subjects which they find 2. confused / confusing. They often
leave their work until the last minute, and then find the amount they have to
do is simply 3. exhausted / exhausting, or they are 4. embarrassed /
embarrassing to admit that they need help. They simply become more and
more 5. worried / worrying, and then work even less than before. Or they
blame the school system, because the subjects they are studying are just not
6. interested / interesting. However, you may be 7. surprised /
surprising. to know that very few students feel this way, according to
recent research. In fact, most students don't find school work 8. annoyed /
annoying at all. They are usually 9. excited / exciting by the subjects they
are studying, and they feel 10. satisfied / satisfying when they do
something well.

Advanced Grammar | English Literature Program – FBS, UKSW 72

 UEG 4th, 238
Complete the sentences with the present or past participle of the verbs in
parentheses.

1. The thief tried to pry open the (lock) _______________ cabinet.

2. I found myself in an (embarrass) _______________ situation last night.
3. The (injure) _______________ woman was put into an ambulance.
4. The teacher gave us a (challenge) _______________ assignment, but we all
enjoyed doing it.
5. The (expect) _______________ event did not occur.
6. The invention of the (print) _______________ press was one of the most
important events in the history of the world.
7. (Experience) _______________ travelers pack lightly. They carry little more
than necessities.
8. A (grow) _______________ child needs a (balance) _______________ diet.
9. No one appreciates a (spoil) _______________ child.
10. There is an old saying: “Let (sleep) _______________ dogs lie.” It means “Don’t
bring up past problems."

• an alarming increase Describes the effect that something has on

• a surprising number our feelings and ideas or on the feelings
• a charming house and ideas of people in general.
• a welcoming smile

• booming business Describe a process or state that continues

• increasing labor over a period of time.
• decreasing leisure

• a fast diminishing degree of personal Identify a process can be sub modified by

freedom adverbs that describe the speed with which
• rapidly rising productivity the process happens.

• a walking figure Used attributively as adjectives to indicate

• the governing authorities what someone or something is doing.
• falling employment
• crashing glass

Advanced Grammar | English Literature Program – FBS, UKSW 73

Determine what the following adjectives describe: 1) effect 2) process or
state or 3) what someone or something is doing. Write 1, 2, or 3 next to each
adjective.

1. a dying patient 5. the rising sun 9. a smiling girl

2. pleasing remarks 6. sleeping pills 10. living creatures
3. running water 7. a relaxing atmosphere
4. a confusing explanation 8. aging skin

• A frightened person Most ~ed adjectives are related to a

• A known criminal transitive verb and have a passive meaning.
• satisfied customers They indicate that something has happened
• required subjects or is happening to the person/thing being
described.

• frightened eyes Like other adjectives referring to feelings,

• agitated voice adjectives that refer to a person's mental or
emotional reaction are often used to
describe the expression, voice or manner of
the person affected instead of referring
directly to that person.

• accumulated • fallen A few ~ed adjectives are related to the past

• escaped • retired participle of intransitive verbs and have an
• faded • swollen active meaning, not a passive meaning.
• wilted For example, a fallen tree is a tree that
has fallen. The left column presents a list of
~ed adjectives with an active meaning.

Determine what the ~ed adjectives in the following phrases describe or

indicate.

1. an excited audience 6. swollen feet

2. a puzzled look 7. worried authorities
3. a retired officer 8. troubled times
4. disappointed customers 9. sunken eyes
5. an interested student

Advanced Grammar | English Literature Program – FBS, UKSW 74

 ADJECTIVES (short list)
followed by TO followed by followed by other
followed by OF
WITH prepositions
accustomed afraid* compatible clever at
adjacent ashamed delighted concerned about
afraid* aware pleased descended from
allergic characteristic different from
close fond good at
devoted full interested in
opposed proud lacking in
prone tired ready for
proportional rooted in
related suitable for
resistant surprised at
similar
subject
susceptible
used

Note: There is a difference in meaning between afraid of and afraid to.

○ I don't like dogs. I'm afraid of being bitten.
○ She was afraid to tell her parents that she had failed the exam.

Examples:
• I was allergic to the serum they used.
• Don't sit too close to the fire.
• He was aware of the danger that faced him.
• These ideas are rooted in self-deception.
• Darwin never concluded that people were descended from apes.

Advanced Grammar | English Literature Program – FBS, UKSW 75

In this exercise you have to complete the sentences using the information
given. Supply the appropriate preposition.

e.g. He's able to play bridge well. I'm confident.

Answer: I'm confident of his ability to play bridge.

1. The students are free to do anything. The teachers are opposed . . . . . . . . . . . . . . . . .

2. Pesticide is dangerous. The formers are not aware . . . . . . . . . . . . . . . . .
3. She is reluctant to see a doctor. We are concerned . . . . . . . . . . . . . . . . .
4. Tina doesn't want to teach little children any more. She's tired. . . . . . . . . . . . . . . . . .
5. Bill is learning Indonesian. He's excited .................
6. Her smile indicates her good mood. It's indicative. . . . . . . . . . . . . . . . .
7. He lacks courage to try new things. He is lacking. . . . . . . . . . . . . . . . .
8. Mary always works with enthusiasm. It’s characteristic . . . . . . . . . . . . . . . . .
9. The news surprised us. We were surprised. . . . . . . . . . . . . . . . .
10. The man couldn't move freely because of his heavy overcoat.
He was hampered. . . . . . . . . . .

• Study these examples:

o It is wise of him to help the poor child.
o It is generous of Tom to invite me to the movie.

• Adjectives in this structure usually express morals, intelligence, politeness or

wisdom.
o He is wise to help the poor child.
o It is wise of him to help the poor child.

Since the adjective refers to the whole to infinitive phrase, it construction is

possible. It is wise (of him) to help the poor child.
o Tom was generous to invite me to the movie.
o It was generous of Tom to invite me to the movie.
These mean to invite me to the movie was generous of Tom.

• It in the above sentences is known as impersonal, meaningless, preparatory

or dummy it, because it prepares the real subject, i.e. the to infinitive
phrase.

Advanced Grammar | English Literature Program – FBS, UKSW 76

Use the construction NP + BE + ADJ + TO INFINITIVE to respond to each of
the following sentences. Use the adjectives CRUEL, NAUGHTY, WISE,
CLEVER, INCONSIDERATE, CAREFUL, UNWISE, KIND, NICE, and
CARELESS as appropriate.

1. He has spent all his money on useless things.

➔ He is unwise to have spent all his money on useless things.

2. Jerry has invited us to his dinner.

3. My aunt left her purse on the shop counter.

4. Our maid always locks the front door when she is alone.

5. They studied just the night before the test.

6. The student was able to answer the difficult question.

7. The Smiths lent money at high rates.

8. The boy likes to pull a girl's hair.

9. The lifeguard saved the girl from drowning.

10. Meta always contradicts other people's opinions.

Turn your sentences above into IT CONSTRUCTION.

1. He has spent all his money on useless things.

➔ It is unwise of him to have spent all his money on useless things.
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
7. ________________________________________________________
8. ________________________________________________________
9. ________________________________________________________
10. ________________________________________________________

Advanced Grammar | English Literature Program – FBS, UKSW 77

 Cambridge EGiC intermed 225

Too is used to emphasize an adjective and Enough is used to emphasize an

adverb, and is put before the adjective. It adjective and adverb, and it is put after
means very. the adjective.
Too + adjective suggest a problem or Adjective + enough suggests to the
difficulty. degree needed.

• The car is too expensive. • This new house is big enough for us.
• The soup is too salty. • The exercise is easy enough.

Too + adjective is sometimes used with Adjective + enough is sometimes used

infinitives. NP is sometimes used in this with infinitives.
structure.

• This exercise is too difficult for us to • My son is old enough to join the
do. preschool.
• The car is too heavy for Bob to lift. • This exercise is easy enough to do.

Too + adjective and not + adjective + enough can mean the same when used
with adjectives of opposite meaning.
• This classroom is too small for our class.
• This classroom isn’t big enough for our class.

Structure Practice in Context 2 p23

Complete the sentences with TOO or ENOUGH and the adjectives in the
parentheses.

Wendy I’m (1. fat) _______________ .

Jane Well, go on a diet.
Wendy I am not (2. persistent) _______________ to stay on a diet. I’m so fat
that nobody likes me.
Jane Wendy, that’s not true.
Wendy It is true. Everybody thinks I’m (3. boring) _______________ to be any
fun. I am not (4. rich) _______________ either.
Jane Why don’t you try to get a better job?
Wendy I am not (5. skilful) _______________ and I’m (6. ugly)
_______________ . I can’t get another job.
Jane Wendy, do you know what your problem is? You’re (7. Pessimistic)
_______________ . You’re not (8. confident) _______________
to be who you are.

Advanced Grammar | English Literature Program – FBS, UKSW 78

 https://www.teachingchildrenphilosophy.org/BookModule/GoldilocksAndTheThreeBears

Complete the sentences with TOO or ENOUGH and the adjectives in the
parentheses.

GOLDILOCKS and THE THREE BEARS

Robert Southey

A little girl named Goldilocks, goes for a walk in the forest and comes upon a
house. S she enters and finds to her delight three bowls of porridge. The first one she
tastes is (1. hot) _______________ ; it burns her tongue. The next (2. cold)
_______________ ; it tastes like ice. The third one is just (3. warm)
_______________ for her to eat, so she eats it all up.
Next, Goldilocks goes to the living room. She finds the three different size chairs.
She tries them out. The first one is (4. hard) _______________ ; it hurts her
bottom. The second one is (5. soft) _______________ ; she almost sinks into it. The
little one is perfect. It is not (6. hard) _______________ or (7. soft)
_______________ for her. It is (8. comfortable) _______________ for her to
sit in, but, unfortunately, it breaks when she sits in it.
As she wonders in the home she finds three beds and tries them
out. The first bed is (9. big) _______________. She feels
like sleeping in a football court. The second one is not (10. big)
_______________ for her, but it is (11. soft)
_______________ . She sinks down in it. The third is just
right for her. It is not (12. big) _______________ , but it is
(13. warm) _______________ for her, so she curls up and
falls asleep. Meanwhile the owners come home who happen to be three bears, Papa,
Mama and little baby bear. Much to their surprise they discover the outcome of what
Goldilocks has done to their porridge, chairs and finally their beds. Goldilocks wakes
with a fright when she sees and hears the bears; she jumps from the bed and runs away
as fast as she can.

Advanced Grammar | English Literature Program – FBS, UKSW 79

 FEG 3rd ed, SB 394 modified
Combine the sentences. Use TOO.
1. We can't go swimming today. It's very cold.
➔ It's too cold to go swimming today.
2. I couldn't finish my homework last night. I was very sleepy.

3. This jacket is very small. I can't wear it.

4. Mike couldn't go to his aunt's housewarming party. He was very busy.

5. Some movies are very violent. Children shouldn't watch them.

6. The test is very difficult. The students can’t do it.

7. The coffee is very hot. I can’t drink it.

8. The new idea is very radical. The director cannot accept it.

9. My son is very young. He can’t understand why people die.

10. Grandfather is very weak. He can barely walk by himself.

FEG 3rd ed, SB 394 modified

Combine the sentences. Use ENOUGH.
1. I can't reach the top shelf. I'm not that tall.
➔ I'm not tall enough to reach the top shelf.
2. My daughter is smart. She can join the scientists’ club.

3. I can't lift a horse. I'm not that strong.

4. It's not warm today. We can't go outside in shorts and sandals.

5. I didn't stay home and miss work. I wasn't really sick, but I didn't feel good all day.

6. I am strong. I can lift that refrigerator.

7. That little boy can do the spelling test. He is smart.

8. You don’t need a microphone. Your voice is loud. The people at the back row can hear you.

9. I am not important. Nobody will listen to my suggestion.

10. This little fish is not strong. It won’t survive in a new habitat.

Advanced Grammar | English Literature Program – FBS, UKSW 80

 SO SUCH
So is used to emphasize an Such is used to emphasize a noun.
adjective. It is put in front of the
adjective.
• It’s so beautiful here.
• It’s so cold.

So can be used in the following Such is used in this structure:

structure: Such + a/an + adjective + singular noun
So + as + infinitive phrase Such + adjective + plural or uncountable

• She was so kind as to pay for • That was such a wonderful film.
my taxi. • They’re such clever children.

So and such are often followed by a that clause showing the effect of the adjective.
Inversion can apply in the structure so + adjective + that clause to give special
emphasis to adjective.
• The play is so popular that the theater is likely to be full every night.
• So popular is the play that the theater is likely to be full every night.

NOTE:
We can use such + be at the beginning of a clause to emphasize the extent or degree of
something. The subject and verb are inverted in this construction.
• It is such a popular play that the theater is likely to be full every night.
• Such is the popularity of the play that the theater is likely to be full every
night.
Cambridge EGiC intermed 224

FN
Rewrite the sentences in SO + ADJECTIVE/ADVERB + AS + AN INFINITIVE PHRASE.
Example: The senator was very generous. He donated $50,000 to our school.
➔ The senator was so generous as to donate $50,000 to our school

1. The boy was very stupid. He sold his car for only $50.

2. Tom was very sweet. He bought me some roses for my birthday.

3. Marianne was very kind. She lent me some money to buy a new laptop.

4. The students were very careless. They left their motorcycles in an unsecured parking place.

5. Madonna was so scared. She hired 5 bodyguards to protect her 24 hours.

Advanced Grammar | English Literature Program – FBS, UKSW 81

 Interactions 1 Grammar 279
Fill in the blanks with SO or SUCH. Then match the sentence beginnings
with the most logical endings to form complete sentences.

1. I went to ___ a good party last night a) that everyone else in my family was
sleeping.
2. There was ___ delicious food
b) that almost everyone was dancing.
3. The music was ___ good
c) that I made a bunch of new friends.
4. The people were all ___ friendly
d) that he told me I can’t go to any more
5. I met a guy who was ___ funny
parties for a month!
6. The hostess was ___ kind
e) that it was all eaten really quickly.
7. It was ___ late when I got home
f) that I didn’t realize how late it was.
8. My father was ___ this morning
g) that she called a taxi for me.
h) that I couldn’t stop laughing.

FN
Rewrite the sentences in SO + ADJECTIVE + A THAT-CLAUSE.

Example: Mary is very slow. She can only type two pages in one hour.
➔ Mary is so slow that she can only type two pages in one hour.

1. The test was very difficult. All students could only answer one question.

2. The problems are very complicated. No directors are able to come up with a
solution.

3. The new gadget is very easy. My four-year-old daughter can operate it easily.

4. Grandma’s pancakes were very delicious. I ate all of them.

5. My math teacher, Mrs. Green, is very intelligent. NASA has invited her to teach
math to their astronauts.

Advanced Grammar | English Literature Program – FBS, UKSW 82