- •Contents
- •Identifying what you are talking about: determiners 50
- •3 Making a message 111
- •Indicating possibility 168
- •8 Combining messages 245
- •9 Making texts 272
- •Introduction
- •Note on Examples
- •Guide to the Use of the Grammar
- •Introduction
- •Glossary of grammatical terms
- •Cobuild Grammar Chart
- •Contents of Chapter 1
- •Identifying what you are talking about: determiners 54
- •3 Making a message 115
- •Indicating possibility 172
- •8 Combining messages 250
- •9 Making texts 276
- •Identifying people and things: nouns
- •Things which can be counted: count nouns
- •Things not usually counted: uncount nouns
- •When there is only one of something: singular nouns
- •Referring to more than one thing: plural nouns
- •Referring to groups: collective nouns
- •Referring to people and things by name: proper nouns
- •Nouns which are rarely used alone
- •Sharing the same quality: adjectives as headwords
- •Nouns referring to males or females
- •Referring to activities and processes: '-ing' nouns
- •Specifying more exactly: compound nouns
- •Referring to people and things without naming them: pronouns
- •Referring to people and things: personal pronouns
- •Mentioning possession: possessive pronouns
- •Referring back to the subject: reflexive pronouns
- •Referring to a particular person or thing: demonstrative pronouns
- •Referring to people and things in a general way: indefinite pronouns
- •Showing that two people do the same thing: reciprocal pronouns
- •Joining clauses together: relative pronouns
- •Asking questions: interrogative pronouns
- •Other pronouns
- •Identifying what you are talking about: determiners
- •The specific way: using 'the'
- •The specific way: using 'this', 'that', 'these', and 'those'
- •The specific way: using possessive determiners
- •The general way
- •The general way: using 'a' and 'an'
- •The general way: other determiners
- •Contents of Chapter 2
- •Identifying what you are talking about: determiners 54
- •3 Making a message 120
- •Indicating possibility 176
- •8 Combining messages 254
- •9 Making texts 280
- •Describing things: adjectives
- •Information focusing: adjective structures
- •Identifying qualities: qualitative adjectives
- •Identifying the class that something belongs to: classifying adjectives
- •Identifying colours: colour adjectives
- •Showing strong feelings: emphasizing adjectives
- •Making the reference more precise: postdeterminers
- •Special classes of adjectives
- •Position of adjectives in noun groups
- •Special forms: '-ing' adjectives
- •Special forms: '-ed' adjectives
- •Compound adjectives
- •Comparing things: comparatives
- •Comparing things: superlatives
- •Other ways of comparing things: saying that things are similar
- •Indicating different amounts of a quality: submodifiers
- •Indicating the degree of difference: submodifiers in comparison
- •Modifying using nouns: noun modifiers
- •Indicating possession or association: possessive structures
- •Indicating close connection: apostrophe s ('s)
- •Other structures with apostrophe s ('s)
- •Talking about quantities and amounts
- •Talking about amounts of things: quantifiers
- •Talking about amounts of things: partitives
- •Referring to an exact number of things: numbers
- •Referring to the number of things: cardinal numbers
- •Referring to things in a sequence: ordinal numbers
- •Referring to an exact part of something: fractions
- •Talking about measurements
- •Talking about age
- •Approximate amounts and measurements
- •Expanding the noun group: qualifiers
- •Nouns with prepositional phrases
- •Nouns with adjectives
- •Nouns with non-finite clauses
- •Contents of Chapter 3
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 181
- •8 Combining messages 258
- •9 Making texts 284
- •Indicating how many participants are involved: transitivity
- •Talking about events which involve only the subject: intransitive verbs
- •Involving someone or something other than the subject: transitive verbs
- •Verbs where the object refers back to the subject: reflexive verbs
- •Verbs with little meaning: delexical verbs
- •Verbs which can be used in both intransitive and transitive clauses
- •Verbs which can take an object or a prepositional phrase
- •Changing your focus by changing the subject: ergative verbs
- •Verbs which involve people doing the same thing to each other: reciprocal verbs
- •Verbs which can have two objects: ditransitive verbs
- •Extending or changing the meaning of a verb: phrasal verbs
- •Verbs which consist of two words: compound verbs
- •Describing and identifying things: complementation
- •Describing things: adjectives as complements of link verbs
- •Saying that one thing is another thing: noun groups as complements of link verbs
- •Commenting: 'to'-infinitive clauses after complements
- •Describing as well as talking about an action: other verbs with complements
- •Describing the object of a verb: object complements
- •Describing something in other ways: adjuncts instead of complements
- •Indicating what role something has or how it is perceived: the preposition 'as'
- •Talking about closely linked actions: using two verbs together in phase
- •Talking about two actions done by the same person: phase verbs together
- •Talking about two actions done by different people: phase verbs separated by an object
- •Contents of Chapter 4
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 262
- •9 Making texts 289
- •Statements, questions, orders, and suggestions
- •Making statements: the declarative mood
- •Asking questions: the interrogative mood
- •'Yes/no'-questions
- •'Wh'-questions
- •Telling someone to do something: the imperative mood
- •Other uses of moods
- •Negation Forming negative statements
- •Forming negative statements: negative affixes
- •Forming negative statements: broad negatives
- •Emphasizing the negative aspect of a statement
- •Using modals
- •The main uses of modals
- •Special features of modals
- •Referring to time
- •Indicating possibility
- •Indicating ability
- •Indicating likelihood
- •Indicating permission
- •Indicating unacceptability
- •Interacting with other people
- •Giving instructions and making requests
- •Making an offer or an invitation
- •Making suggestions
- •Stating an intention
- •Indicating unwillingness or refusal
- •Expressing a wish
- •Indicating importance
- •Introducing what you are going to say
- •Expressions used instead of modals
- •Semi-modals
- •Contents of Chapter 5
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 266
- •9 Making texts 293
- •The present
- •The present in general: the simple present
- •Accent on the present: the present continuous
- •Emphasizing time in the present: using adjuncts
- •The past
- •Stating a definite time in the past: the simple past
- •Accent on the past: the past continuous
- •The past in relation to the present: the present perfect
- •Events before a particular time in the past: the past perfect
- •Emphasizing time in the past: using adjuncts
- •The future
- •Indicating the future using 'will'
- •Other ways of indicating the future
- •Adjuncts with future tenses
- •Other uses of tenses
- •Vivid narrative
- •Firm plans for the future
- •Forward planning from a time in the past
- •Timing by adjuncts
- •Emphasizing the unexpected: continuing, stopping, or not happening
- •Time expressions and prepositional phrases Specific times
- •Non-specific times
- •Subordinate time clauses
- •Extended uses of time expressions
- •Frequency and duration
- •Adjuncts of frequency
- •Adjuncts of duration
- •Indicating the whole of a period
- •Indicating the start or end of a period
- •Duration expressions as modifiers
- •Contents of Chapter 6
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 271
- •9 Making texts 297
- •Position of adjuncts
- •Giving information about manner: adverbs
- •Adverb forms and meanings related to adjectives
- •Comparative and superlative adverbs
- •Adverbs of manner
- •Adverbs of degree
- •Giving information about place: prepositions
- •Position of prepositional phrases
- •Indicating position
- •Indicating direction
- •Prepositional phrases as qualifiers
- •Other ways of giving information about place
- •Destinations and directions
- •Noun groups referring to place: place names
- •Other uses of prepositional phrases
- •Prepositions used with verbs
- •Prepositional phrases after nouns and adjectives
- •Extended meanings of prepositions
- •Contents of Chapter 7
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 275
- •9 Making texts 302
- •Indicating that you are reporting: reporting verbs
- •Reporting someone's actual words: quote structures
- •Reporting in your own words: report structures
- •Reporting statements and thoughts
- •Reporting questions
- •Reporting orders, requests, advice, and intentions
- •Time reference in report structures
- •Making your reference appropriate
- •Using reporting verbs for politeness
- •Avoiding mention of the person speaking or thinking
- •Referring to the speaker and hearer
- •Other ways of indicating what is said
- •Other ways of using reported clauses
- •Contents of Chapter 8
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 306
- •Adverbial clauses
- •Time clauses
- •Conditional clauses
- •Purpose clauses
- •Reason clauses
- •Result clauses
- •Concessive clauses
- •Place clauses
- •Clauses of manner
- •Relative clauses
- •Using relative pronouns in defining clauses
- •Using relative pronouns in non-defining clauses
- •Using relative pronouns with prepositions
- •Using 'whose'
- •Using other relative pronouns
- •Additional points about non-defining relative clauses
- •Nominal relative clauses
- •Non-finite clauses
- •Using non-defining clauses
- •Using defining clauses
- •Other structures used like non-finite clauses
- •Coordination
- •Linking clauses
- •Linking verbs
- •Linking noun groups
- •Linking adjectives and adverbs
- •Linking other word groups
- •Emphasizing coordinating conjunctions
- •Linking more than two clauses or word groups
- •Contents of Chapter 9
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Referring back
- •Referring back in a specific way
- •Referring back in a general way
- •Substituting for something already mentioned: using 'so' and 'not'
- •Comparing with something already mentioned
- •Referring forward
- •Leaving out words: ellipsis
- •Ellipsis in conversation
- •Contents of Chapter 10
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Focusing on the thing affected: the passive voice
- •Selecting focus: cleft sentences
- •Taking the focus off the subject: using impersonal 'it'
- •Describing a place or situation
- •Talking about the weather and the time
- •Commenting on an action, activity, or experience
- •Commenting on a fact that you are about to mention
- •Introducing something new: 'there' as subject
- •Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
- •Indicating your attitude to what you are saying
- •Stating your field of reference
- •Showing connections: linking adjuncts
- •Indicating a change in a conversation
- •Emphasizing
- •Indicating the most relevant thing: focusing adverbs
- •Other information structures Putting something first: fronting
- •Introducing your statement: prefacing structures
- •Doing by saying: performative verbs
- •Exclamations
- •Making a statement into a question: question tags
- •Addressing people: vocatives
- •Contents of the Reference Section
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Forming plurals of count nouns
- •Forming comparative and superlative adjectives
- •The spelling and pronunciation of possessives
- •Numbers
- •Cardinal numbers
- •Ordinal numbers
- •Fractions and percentages
- •Verb forms and the formation of verb groups
- •Finite verb groups and the formation of tenses
- •Non-finite verb groups: infinitives and participles
- •Forming adverbs
- •Forming comparative and superlative adverbs
- •Indirect object
- •Inversion
- •Verbal nouns
Other ways of comparing things: saying that things are similar
2.128 Another way of describing things is by saying that something is similar in some way to something else.
indicating things with the same quality 2.129 If you want to say that a thing or a person has as much of a quality as something or someone else, you can use a structure based on the word 'as' in front of a qualitative adjective. Usually this adjective is then followed by a qualifying phrase or clause which also begins with 'as'.
The qualifying phrase can be
• a prepositional phrase beginning with the preposition 'as'
You're just as bad as your sister.
...huge ponds as big as tennis courts.
Takings were as high as ever.
• a clause introduced by the conjunction 'as'
Conversation was not as slow as I feared it would be.
The village gardens aren't as good as they used to be.
2.130 When this comparative structure is followed by a prepositional phrase consisting of 'as' and a pronoun on its own, the pronoun must be an appropriate object pronoun such as 'me', 'him', or 'her'. However when the comparative structure is followed by a clause consisting of the conjunction 'as' and a pronoun which is the subject of a clause, then that pronoun must be an appropriate subject pronoun such as 'I', 'he' or 'her'.
Jane was not as clever as him.
They aren't as clever as they appear to be.
2.131 If it is clear what you are comparing something or someone to, you can omit the qualifying phrase or clause.
A megaphone would be as good.
2.132 You can also use the 'as...as...' structure to say that something has much more or less of a quality than something else. You do this by putting an expression such as 'twice', 'three times', 'ten times', or 'half' in front of the first 'as'. For example, if one building is ten metres high and another building is twenty metres high, you can say that the second building is 'twice as high as' the first building or that the first building is 'half as high as' the second one.
The grass was twice as tall as in the rest of the field.
Water is eight hundred times as dense as air.
This structure is often used In the same way to refer to qualities that cannot be measured. For example, if you want to say that something is much more useful than something else, you can say that the first thing is 'a hundred times as useful as' the second one.
Without this rearing our children would be ten times as hard as it is.
2.133 When the 'as...as...' structure is preceded by 'not', it has the same meaning as 'less...than'. For example, 'I am not as tall as George' means the same as 'I am less tall than George'. Some people use 'not so...as...' instead of 'not as...as...'.
No 14 Sumatra Road was not as pretty as Walnut Cottage.
The young otter is not so handsome as the old.
2.134 Submodifiers such as 'just', 'quite', 'nearly' and 'almost' can be used in front of this comparative structure, modifying the comparison with their usual meanings.
Sunburn can be just as severe as a heat burn.
The use of submodifiers in comparison is explained in paragraphs 2.162 to 2.173.
2.135 When you are using the 'as...as...' structure you can sometimes put a noun group after the adjective and before the qualifying phrase or clause. This noun group must begin with 'a' or 'an'. For example, instead of saying 'This knife is as good as that one', you can say 'This is as good a knife as that one'.
I'm as good a cook as she is.
This was not as bad a result as they expected.
Sometimes, instead of using 'not' before this structure, you can use 'not such' followed by 'a' or 'an', an adjective, a noun, and 'as'.
Water is not such a good conductor as metal.
2.136 Instead of using this 'as...as...' structure you can use expressions such as 'the height of' and 'the size of' to indicate that something is as big as something else, or bigger or smaller.
For a week my hand was the size of a boxing glove.
It is roughly the length of a man's arm.
'like' 2.137 If something has similar qualities or features to something else, instead of using the 'as...as...' comparative structure you can say that the first thing is 'like' the second one. You do this by using prepositional phrases beginning with 'like' after link verbs.
He looked like an actor.
That sounds like an exaggeration.
The whole thing is like a bad dream.
The meaning of this structure is close to the meaning of an ordinary complement structure (see paragraphs 3.139 to 3.143). Compare the last example with 'the whole thing is a bad dream'. This is a more definite statement, where 'a bad dream' is the complement of the link verb.
Here is a list of the link verbs used with 'like':
be feel |
look seem |
smell sound |
taste |
When you want to say that one thing resembles another, you can use a prepositional phrase beginning with 'like' after these link verbs.
It was like a dream.
He still feels like a child.
He looked like a nice man.
The houses seemed like mansions.
You smell like a wild animal.
It sounded like a fine idea.
2.138 'Like' has the comparative 'more like' and 'less like', and the superlative 'most like' and 'least like'.
It made her seem less like another of Theodore's possessions.
Of all his children, she was the one most like me.
USAGE NOTE 2.139 You can use some submodifiers in front of 'like'.
He looks just like a baby.
She looked like a queen, just exactly like a queen.
This is explained in paragraph 2.170.
2.140 If you want to say that one thing is exactly like something else, you can say that it is 'the same as' the other thing.
The output signal will be the same as the input signal.
'The same as' can be followed by a noun group, a pronoun, an adjunct, or a clause.
24 Spring Terrace was the same as all its neighbours.
Her colouring was the same as mine.
The furnishings are not exactly the same as when Morris lived there.
If two or more things are exactly like each other, you can say that they 'the same'.
Come and look! They're exactly the same.
They both taste the same.
You can use 'the same' when you are comparing people or things with other people or things that you have just mentioned.
It looks like a calculator and weighs about the same.
The message was the same.
The end result is the same.
Note that you use 'the opposite', 'the converse', and 'the reverse' in a similar way.
The kind of religious thoughts I had were just the opposite.
This was true though the converse was not true.
2.141 You can use some submodifiers in front of 'the same as' and 'the same':
They are virtually the same as other single cells.
You two look exactly the same.
Here is a list of submodifiers used with 'the same as' and 'the same':
exactly just |
more or less much |
nearly virtually |
Submodifiers are explained in paragraphs 2.145 to 2.173.
2.142 You can put a noun such as 'size', 'length', or 'colour' after 'the same'. For example, if you want to say that one street is as long as another one, you can say that the first street is 'the same length as' the second one, or that the two streets are 'the same length'.
Its brain was about the same size as that of a gorilla.
They were almost the same height.
2.143 The adjectives 'alike', 'comparable', 'equivalent', 'identical', and 'similar' can also be used to say that two or more things are like each other. You can put the preposition 'to' after all of them except 'alike' in order to mention the second of the things being compared.
They all looked alike.
The houses were all identical.
Flemish is similar to Afrikaans.
2.144 When you want to suggest that you are comparing different amounts of a quality, you can use submodifiers such as 'comparatively', 'relative', and 'equally'.
Psychology's a comparatively new subject.
The costs remained relatively low.
Her technique was less dramatic than Ann's, but equally effective.
He was extra polite to his superiors.