part of speech for author's perspective

Reading Skills

Analyzing author’s purpose and point of view.

• The Albert Team
• Last Updated On: June 16, 2023

Introduction

Do you ever wonder why writers write the way they do? Why they pick certain words or tell a story in a specific way? The reason behind this is called the author’s purpose and point of view. It’s like a secret code that helps you understand what they really mean.

In this blog post, we’ll learn about this secret code. You’ll learn to figure out what an author is trying to say, and how they see the world. This will help you understand books, articles, and even posts on social media even better!

What is the Author’s Point of View?

When you read a text, it’s important to think about the author’s point of view. The author’s point of view refers to their unique perspective, opinions, beliefs, and biases that shape how they present information or tell a story. They might see things in a way that’s different from you because of their own experiences, beliefs, and backgrounds.

Understanding an author’s point of view allows us to dig deeper into the underlying motivations and intentions behind their words. It can also help you find hidden messages in the text. So, how do we figure out an author’s point of view? Let’s talk about some ways to do this.

How to Determine the Author’s Point of View

You might think figuring out an author’s point of view is hard, but it can be fun, like solving a mystery! Here are some tips to help you do it:

• Look at the Words : Notice the words the author uses. Are they showing strong feelings or opinions? The way they write can give you hints about what they think and feel.
• Learn About the Author : Knowing more about the author can help you understand their point of view. What kind of job do they have? Where are they from? What are some important things that have happened to them?
• Think About Why the Author Wrote the Text: Why do you think the author wrote this? Do they want to teach you something, make you think, or make you laugh? Knowing this can help you understand what they’re trying to say.
• Notice Patterns: Look for ideas that come up again and again. These can tell you a lot about what the author thinks is important.
• Think About Who the Author is Writing For: Authors often write for specific groups of people. The way they write can tell you a lot about who they are trying to talk to.

Remember, figuring out an author’s point of view is about understanding the text better, not about deciding if they are right or wrong.

Why is the Author’s Point of View Important?

Why should we care about the author’s point of view? Here are some good reasons:

• Contextual Understanding : The author’s point of view helps us make sense of the text. It shows us why they chose to write the way they did and what they want us to learn.
• Uncovering Bias: No author can be totally unbiased. By understanding their point of view, we can see their own opinions in the text. This helps us think critically about what we’re reading.
• Evaluating Objectivity: Knowing the author’s point of view helps us see if the text is objective (without personal feelings) or subjective (based on personal feelings). This can help us decide if we can trust the information in the text.
• Enhancing Interpretation: Understanding the author’s point of view helps us understand what the text really means. We can see what arguments the author is making and think more deeply about the text.
• Encouraging Empathy and Perspective: By seeing things from the author’s point of view, we can better understand people who are different from us. This helps us be more understanding and open-minded.

As you can see, knowing the author’s point of view helps us understand and think about what we read in a deeper way. It makes us better readers and thinkers!

How to Determine the Author’s Purpose

In addition to analyzing the author’s point of view, it is also key to examine the author’s purpose. Here are some tips to help you figure out the author’s purpose:

• Check the Type of Text: Look at what kind of text it is. Is it a story, a news article, or maybe an essay? This can give you clues about why the author wrote it.
• Look at the Words and Tone: Pay attention to the words the author uses and how they write. If they use a lot of emotion, they might be trying to persuade you. If they give a lot of facts, they’re probably trying to inform you.
• Think About Who It’s Written For: Who is the author writing for? For example, a text for experts might be trying to give new information, while a text for kids might be trying to teach something in a fun way.
• Look for Main Ideas: What are the big ideas in the text? What is the author trying to say? This can give you a hint about why they wrote it.
• Check for Facts or Stories: Does the author use a lot of facts and data? Or do they tell stories? This can also help you figure out the author’s purpose.
• Think About the Time and Place: When and where was the text written? Sometimes, this can tell you a lot about why the author wrote the text.

Remember, you might not always see the author’s purpose right away. But if you look closely, you can usually find clues that will help you figure it out.

How Text Structure Contributes to the Author’s Purpose

Text structure, or the way a text is put together, plays a significant role in conveying the author’s purpose and shaping the overall message of a written piece. The way a text is organized and structured can greatly influence how the information is presented and how the reader engages with it. Here are some ways that text structure contributes to the author’s purpose

• Order of Ideas: Authors choose how to order their ideas for a reason. They might use a time order, cause and effect, or compare and contrast to help get their point across.
• Important Points Stand Out: Authors use things like headings or bullet points to show important ideas. This can tell us what the author thinks is most important.
• Storytelling Techniques: In stories, authors might play with the order of events, use flashbacks, or tell the story from different viewpoints. This can make the story more interesting or help make a point.
• Persuasion Techniques: If the author is trying to convince you of something, they will present their arguments in a careful order. They might present a problem, then give evidence, then propose a solution.
• Easy to Follow: A well-organized text is easier to understand. The way the author organizes the text can help you follow their ideas and understand what they want to say.

By looking at how a text is structured, you can get a better idea of what the author’s purpose is. So, next time you read something, pay attention to how it’s put together!

Classroom Application: What is the Author’s Purpose in this Passage?

Analyzing the author’s purpose becomes more engaging and relatable when you can apply your skills to historical speeches. One exemplary text for this exercise is Abraham Lincoln’s Second Inaugural Address. Use this step-by-step guide to  analyze the author’s purpose in this significant piece of writing:

Step 1: Background Research:

First, start by gathering some background information about Abraham Lincoln, his presidency, and the context of the Second Inaugural Address. Learn about the Civil War and how it impacted the nation during that time.

Step 2: Reading and Annotation:

Next, read the Second Inaugural Address carefully, highlighting or underlining key statements and phrases. Take note of any repeated themes or arguments and mark moments where Lincoln’s perspective or tone seems particularly important.

Step 3: Identifying the Type of Text:

Consider the type of text you are analyzing, which is a presidential inauguration speech. Think about the common purposes associated with such speeches, like inspiring unity, expressing gratitude, or outlining a vision for the nation.

Step 4: Analyzing Language and Tone:

Pay close attention to Lincoln’s choice of language and tone throughout the address. Look for emotional or persuasive language and note instances of unity, humility, or calls for reconciliation. Consider how these choices contribute to Lincoln’s purpose.

Step 5: Reflecting on Historical Context:

Think about the historical context surrounding the Second Inaugural Address. For example, you could reflect on the divided nation during the Civil War and how it affected Lincoln’s presidency. Then, connect these historical events to Lincoln’s purpose in addressing the nation during such a critical time.

Step 6: Identifying Key Statements and Arguments:

Identify the central statements and arguments made by Lincoln in the address. Consider how these statements reflect his purpose and the message he wanted to convey. Think critically about the implications of these arguments.

Step 7: Considering the Audience:

Reflect on the intended audience of the Second Inaugural Address, which includes both supporters and opponents of Lincoln. Analyze how Lincoln’s purpose might have been influenced by this diverse audience and how he aimed to unite the nation through his words.

Step 8: Drawing Conclusions:

Based on the evidence you gathered from the text analysis and understanding of the historical context, draw conclusions about Lincoln’s purpose in delivering the Second Inaugural Address. Make sure to support your conclusions with evidence from the text.

Step 9: Classroom Discussion and Reflection:

Finally, wrap up by participating in a classroom discussion, where you can share your analysis and engage in thoughtful reflection. Compare and contrast interpretations with your classmates to deepen your understanding of the author’s purpose and the complexities of historical texts.

By following these steps to analyze Lincoln’s Second Inaugural Address, you’ll develop critical thinking skills, gain historical understanding, and appreciate the power of language in shaping significant historical events. This assignment will enhance your ability to analyze texts and provide you with a deeper insight into the intentions of historical figures like Abraham Lincoln.

Analyzing an author’s purpose and point of view is a skill that empowers you to unlock the hidden meanings within texts. By understanding why authors write the way they do and recognizing their unique perspectives, you can gain valuable insights into the world of written communication. 

Practice Makes Perfect

Albert provides engaging practice questions for key skills like analyzing the author’s purpose as well as a wide range of texts for students to analyze and interpret. For more practice with the skills covered in this post, check out our Author’s Purpose questions in our Short Readings course, which uses short passages to reinforce fundamental reading skills. Readers at all ability levels may enjoy our  Leveled Readings  course, which offers Lexile® leveled passages focused on a unifying essential question that keeps all students on the same page regardless of reading level. Learn more about the Lexile Framework  here !

With our easy-to-use interface and informative feedback, Albert.io is the perfect tool for learning how to determine the author’s purpose and point of view and helping students develop a deeper understanding of the texts they encounter.

Interested in a school license?​

Popular posts.

AP® Score Calculators

Simulate how different MCQ and FRQ scores translate into AP® scores

AP® Review Guides

The ultimate review guides for AP® subjects to help you plan and structure your prep.

Core Subject Review Guides

Review the most important topics in Physics and Algebra 1 .

SAT® Score Calculator

See how scores on each section impacts your overall SAT® score

ACT® Score Calculator

See how scores on each section impacts your overall ACT® score

Grammar Review Hub

Comprehensive review of grammar skills

AP® Posters

Download updated posters summarizing the main topics and structure for each AP® exam.

Point of View

Point of View Definition

What is point of view? Here’s a quick and simple definition:

Point of view refers to the perspective that the narrator holds in relation to the events of the story. The three primary points of view are  first person , in which the narrator tells a story from their own perspective ("I went to the store");  second person , in which the narrator tells a story about you, the reader or viewer ("You went to the store"); and third person , in which the narrator tells a story about other people ("He went to the store"). Each point of view creates a different experience for the reader, because, in each point of view, different types and amounts of information are available to the reader about the story's events and characters.

Some additional key details about point of view:

• Each different point of view has its own specific qualities that influence the narrative. It's up to the author to choose which point of view is best for narrating the story he or she is writing.
• Second person point of view is extremely rare in literature. The vast majority of stories are written in either the first or third person. 
• You may hear "point of view" referred to simply as "perspective." This isn't wrong, it's just another way of referring to the same thing.

The Three "Modes" of Point of View

Stories can be told from one of three main points of view: first person, second person, or third person. Each of the different modes offers an author particular options and benefits, and the point of view that an author chooses will have a tremendous impact on the way that a reader engages with a story.  

First Person Point of View

In first person point of view, the narrator tells the story from his or her own perspective. You can easily recognize first person by its use of the pronouns "I" or "We." First person offers the author a great way to give the reader direct access to a particular character's thoughts, emotions, voice, and way of seeing the world—their  point of view  about the main events of the story. The choice of which  character gets to have first person point of view can dramatically change a story, as shown in this simple scenario of a thief snatching a lady's purse

• Thief's POV: "I was desperate for something to eat. Judging by her expensive-looking shoes, I figured she could afford to part with her purse."
• Victim's POV: "He came out of nowhere! Too bad for him, though: I only had five dollars in my bag."

Consider also one of the most famous examples of first person point of view, the very first line of Herman Melville's  Moby-Dick :

Call me Ishmael.

Melville uses first person here because he wants to establish a confessional tone for the protagonist. He wants the reader to feel like Ishmael has just sat down next to him on a bar stool, and is about to tell him his life's story. Only first person can have this colloquial and intimate effect. Saying, "His name was Ishmael," for instance, would insert more distance between the reader and the character Ishmael, because the third person narrator would sit between  the reader and Ishmael. First person, in this way, can have the effect of connecting the reader directly with the story.

First Person Point of View and the Protagonist

In a story told in the first person, the character who acts as narrator will often also be the protagonist of the story. However, some stories told from the first person do  not  make the narrator the protagonist:

• First person in which the narrator is the protagonist: In The Catcher in the Rye , the first person narrator Holden Caulfield is the clear protagonist of the story. His voice dominates the story, and the story he tells is his own.
• First person in which the narrator is  not  the protagonist:  The novel The Great Gatsby is narrated by Nick Carraway, but the protagonist of the novel is Jay Gatsby. Nick Carraway tells the story, and the reader is limited to understanding the story through what Nick himself sees, knows, and thinks, but nevertheless the story that Nick tells is not his own but rather Gatsby's.

Second Person Point of View

Second person point of view uses the pronoun "you" to immerse the reader in the experience of being the protagonist. It's important to remember that second person point of view is different from simply addressing the reader. Rather, the second person point of view places the reader "on the playing field" by putting them in the position of the protagonist—the one to whom the action occurs. Few stories are appropriate for such a perspective, but occasionally it is quite successful, as in Jay McInerney's  Bright Lights, Big City , a novel in which the reader is taken on a wild night through Manhattan.

Eventually you ascend the stairs to the street. You think of Plato's pilgrims climbing out of the cave, from the shadow world of appearances toward things as they really are, and you wonder if it is possible to change in this life. Being with a philosopher makes you think.

Of the three points of view, second person is the most rarely used, primarily because it doesn't allow the narrator as much freedom as first person and third person, so it's hard to sustain this style of narration for very long.

Third Person Point of View

In third person point of view, the narrator is someone (or some entity) who is  not  a character in the story being told. Third person point of view uses the pronouns "he," "she," and "they," to refer to all the characters. It is the most common point of view in writing, as it gives the writer a considerable amount of freedom to focus on different people, events, and places without being limited within the consciousness of a single character. Below is an example of dialogue written in third person by Joseph Heller in his novel  Catch-22 :

"What are you doing?" Yossarian asked guardedly when he entered the tent, although he saw at once. "There's a leak here," Orr said. "I'm trying to fix it." "Please stop it," said Yossarian. "You're making me nervous."

The exchange above is narrated by a narrator who is outside the interaction between Yossarian and Orr; such distance is the hallmark of third person point of view.

Third Person and Degree of Distance

The third person mode is unique from first and second person in another way as well: third person has different variants. These variants depend on how far removed the narrator is from the events of the story, and how much the narrator knows about each character:

• Third Person Omniscient Point of View: "Third person omniscient" means that the narrator knows all the thoughts and feelings of every character and can dip in and out of the the internal life of anyone, as needed. Omniscient just means "all-knowing." This type of narrator is more god-like than human, in the sense that their perspective is un limited.
• A story like Young Goodman Brown , which follows one character closely and reports on that character's thoughts and feelings (but not the thoughts and feelings of others), is an example of third person limited point of view. This type of story gives the reader the feeling that they are inside one person's head  without  using first person pronouns like "I."

Alternating Point of View

Many stories are told from alternating points of view—switching between different characters, or even between different modes of storytelling.

• Stories can switch between third person points of view: Many novels switch between different third person points of view. For instance, the chapters of George R.R. Martin's The Song of Ice and Fire books are all named after characters, and each chapter is told from the limited third person point of view of the named character. 
• Stories can switch between first person points of view: William Faulkner's novel As I Lay Dying is structurally similar to the Song of Ice and Fire books in the sense that each chapter is named after a character. However, each chapter is told in the first person by the named character. The Darl chapters are told in the first person by Darl, the Cash chapter are narrated by Cash, the Vardamon chapters by Vardamon, and so on. 
• Stories can even switch between modes of storytelling:  Though less common than other sorts of alternating points of view, some stories can shift not only between different character's points of view, but between actual modes of storytelling. For example, Faulkner's The Sound and the Fury has four parts. The first three parts are all narrated in the first person, with the first part narrated by Benjy, the second part by Quentin, and the third part by Jason. But the fourth part is told in the third person omniscient and follows a bunch of different characters at different times.

Point of View Examples

Every work of literature has a point of view, and so there are essentially endless examples of point of view in literature. The examples below were chosen because they are good examples of the different modes, and in the case of The Metamorphosis the the subtle shift in the nature of the narrator's point of view also shows how an author can play with point of view to suit the themes and ideas of a story.  

Third Person Point of View in Kafka's  Metamorphosis

A great example of third person point of view in literature is the first line from Kafka's  The Metamorphosis . 

As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.

For the remainder of the book, Kafka follows the protagonist, Gregor Samsa, in a limited third person point of view as he struggles to come to terms with his sudden transformation into an insect. For as long as Gregor remains alive, the third person narrator remains limited by Gregor's own consciousness—the story is told in the third person, but the narrator never knows or sees any more than Gregor himself does. 

However, in the few pages of the story that continue after Gregor dies, the narrator shifts into a third person omniscient point of view , almost as if Gregor's death has freed the narrator in a way not so dissimilar to how his death tragically relieves a burden on his family. 

Point of View in Tolstoy's  Anna Karenina

Leo Tolstoy's  Anna Karenina   is a great example of the omniscient third person point of view. In the novel, the narrator sees and knows all, and moves around between the lives of the different characters, dipping into their internal lives and thoughts, and commenting on the narrative as a whole. In Part 5, Chapter 6, the internal lives of two characters are commented on at once, in the moment of their marriage to one another:

Often and much as they had both heard about the belief that whoever is first to step on the rug will be the head in the family, neither Levin nor Kitty could recall it as they made those few steps. Nor did they hear the loud remarks and disputes that, in the observation of some, he had been the first, or, in the opinion of others, they had stepped on it together.

Point of View in Thoreau's  Walden

Henry David Thoreau's transcendental meditations on isolation were based on his actual lived experience. It makes sense, then, that  Walden  (his account of time spent alone in the woods) is written in the first person point of view :

When I wrote the following pages, or rather the bulk of them, I lived alone, in the woods, a mile away from any neighbor, in a house which I had built myself, on the shore of Walden Pond, in Concord, Massachusetts, and earned my living by the labor of my hands only. I lived there two years and two months. At present I am a sojourner in civilized life again.

What's the Function of Point of View in Literature?

Point of view is the means by which an author relays either one or a multiplicity of perspectives about the events of their story. It is the lens crafted by the writer that allows the reader to see a story or argument unfold. Depending on how much information the writer wants to give the reader, this lens will be constructed differently—or in other words, a different mode of point of view will be chosen:

• If the writer wants the reader to have full access to a particular character's internal life, then they might choose either first person or a closely limited third person point of view.
• If the writer wants the reader to know select bits and pieces about every character, they might choose an omniscient third person point of view.
• If the writer wants the reader to know about the rich internal lives of multiple characters, they might choose an alternating first person point of view.
• Lastly, if the writer wants the reader to feel like they themselves are in the center of the action, they might choose a second person point of view.

Other Helpful Point of View Resources

• The Wikipedia Page on Point of View:  An overview of narration with a focus on literary point of view.
• The Dictionary Definition of Point of View:   A very basic definition of the term point of view.
• Examples of Second Person:  A page with some examples of writing in the less common second person point of view.

• PDFs for all 136 Lit Terms we cover
• Downloads of 1917 LitCharts Lit Guides
• Teacher Editions for every Lit Guide
• Explanations and citation info for 40,425 quotes across 1917 books
• Downloadable (PDF) line-by-line translations of every Shakespeare play
• Protagonist
• Dynamic Character
• Epanalepsis
• Onomatopoeia
• Connotation

Perspective

Definition of perspective.

While reading a fiction or non-fiction book, readers see and experience the events and feelings about the characters through a certain point of view , which is called a “perspective.” A perspective is a literary tool, which serves as a lens through which readers observe characters, events, and happenings. A writer may narrate the story from his perspective, or from a character ’s perspective. Its purpose is to make the voice of a writer distinctive from other writers.

Types of Perspective

First person perspective.

First person perspective means writing from the perspective of the author or main character. Such types of perspectives are mostly found in narratives and autobiographical writings. In these writings, the main character narrates his/her story, and uses first person pronouns , such as “I” and “we.” The readers see everything through this person’s eyes.

Examples of First Person Perspective in Literature

Example #1: To Kill a Mockingbird (By ­­­­­­­­­­­­­­­­­­­­­­­­­­ Harper Lee )

“It was times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived.”

Example #2: Jane Eyre (By ­­­­­­­­­­­­­­­­­­­­­­­­­­ Charlotte Bronte )

“I could not unlove him now , merely because I found that he had ceased to notice me.”

Example #3: Gulliver’s Travels (By Jonathan Swift )

 “I cannot but conclude that the Bulk of your Natives, to be the most pernicious Race of little odious Vermin that Nature ever suffered to crawl upon the Surface of the Earth.”

In these examples, the authors have used first person personal pronouns to express themselves. This perspective shows the inner feelings and thinking of the individuals.

Second Person Perspective

Second person perspective uses “you” perspective or a writer tells the story by using second person personal pronouns, like “you” and “your.”

Examples of Second Person Perspective in Literature

Example #4: Pilgrim at Tinker Creek (By Annie Dillard)

“ You are a sculptor. You climb a great ladder; you pour grease all over a growing longleaf pine. Next, you build a hollow cylinder like a cofferdam around the entire pine, and grease its inside walls. You climb your ladder and spend the next week pouring wet plaster into the cofferdam… Now open the walls of the dam, split the plaster, saw down the tree, remove it, discard, and your intricate sculpture is ready: this is the shape of part of the air.”

This expression is not very common in writing. However, here you can see how the “you” perspective captures readers’ attention right from the beginning of the excerpt, giving an impression of a dialogue between the speaker and readers.

Third Person Perspective

The third person perspective uses he, she, it and they personal pronouns. It is a very common method of narration.

Examples of Third Person Perspective in Literature

Example #5: 1984 (By George Orwell )

“It was a bright cold day in April, and the clocks were striking thirteen.”

Example #6: Pride and Prejudice (By Jane Austen )

“He is just what a young man ought to be,” said she, “sensible, good humored, lively; and I never saw such happy manners! — so much ease, with such perfect good breeding!

Example #7: Paul Clifford (By Edward George Bulwer-Lytton)

“It was a dark and stormy night ; the rain fell in torrents, except at occasional intervals, when it was checked by a violent gust of wind which swept up the streets.”

In each of these examples, readers can only know what is happening but cannot know the feelings and thoughts of the characters.

Types of Third Person Perspective

Third Person Perspective has three major types, including:

• Third Person Objective – An impersonal recorder or neutral observer narrates the facts or details to the readers.
• Third Person Omniscient – In third person omniscient, a narrator reports the facts, as well as interpreting and relating the thoughts of a character. It is a very popular technique of storytelling, such as in George Eliot ’s Middle March , and E. B. White’s Charlotte’s Web .
• Third Person Limited – In this type of perspective, a narrator reports and interprets the facts and events from a single character’s perspective. For instance, Katherine Mansfield has used the same perspective in her short story Miss Brill .

Function of Perspective

Perspective is the most important literary tool for writers. Choosing an effective perspective helps them create the right voice for their narratives. When readers can identify with their narrators, they can get detailed information about everything. Perspective also adds dimension to literary works. Furthermore, the writers often mix different viewpoints between alternating characters, scenes and events.

Post navigation

VIDEO COURSE

Finish your draft in our 3-month master class. Sign up now to watch a free lesson!

Learn How to Write a Novel

Finish your draft in our 3-month master class. Enroll now for daily lessons, weekly critique, and live events. Your first lesson is free!

Guides • Perfecting your Craft

Last updated on Nov 14, 2022

Point of View: The Ultimate Guide to Writing Perspectives

Point of view (POV) is the narrative perspective from which a story is told. It’s the angle from which readers experience the plot, observe the characters’ behavior, and learn about their world. In fiction, there are four types of point of view: first person, second person, third person limited, and third person omniscient. 

This guide will look at each point of view, and provide examples to help you understand them better. Let’s dive in.

Which POV is right for your book?

Take our quiz to find out! Takes only 1 minute.

First person

First person narratives are quite common and relatively intuitive to write: it’s how we tell stories in everyday life. Sentences written in first person will use the pronouns I , we , my , and our . For example:

I told my mother that we lost our passports.

First person can create intimacy between the reader and the characters, granting us direct access to their emotions, psyches and inner thoughts. In stories where the protagonist’s internal life is at the fore, you will often find a first-person narrator.

FREE COURSE

Understanding Point of View

Learn to master different POVs and choose the best for your story.

Having a single fixed narrator can limit the scope of a story 一 the reader can only know what the narrator knows. It’s also said that a first person narrator is biased, since they provide a subjective view of the world around them, rather than an objective one. Of course, this isn’t necessarily a bad thing, and intentionally unreliable narrators are fascinating literary creatures in their own right. 

Genres that commonly use a first person POV

Young Adult . Introspective coming-of-age narratives often benefit from a first-person narrative that captures the protagonist’s voice and (often mortifying) internal anxieties. Some examples are novels like The Hunger Games by Suzanne Collins , The Fault in Our Stars by John Green , and The Catcher in the Rye by J.D. Salinger.

Science Fiction . In sci-fi novels, a first person perspective can nicely convey the tension and awe associated with exploring unfamiliar environments and technologies. Some examples of this approach include Project Hail Mary by Andy Weir, Flowers for Algernon by Daniel Keyes, and Ready Player One by Ernest Cline.

Memoir . The first person is perfect for memoirs, which allow readers to relive life events with the author. Some pageturners in this genre are Open by Andre Agassi, Educated by Tara Westover, and Becoming by Michelle Obama. 

As you might expect, after first person comes…

Second person

Second person narratives are far less common in literature — but not entirely unheard of. The pronouns associated with second person include you , your , and yours , as in:

You instruct the chief of police to bring the prisoner to your office.

Second person POV is all about putting the reader directly in the headspace of a particular character: either the protagonist or a secondary figure. When mishandled, this POV can alienate readers — but when executed well, it can create an intimate reading experience like no other.

Since this POV requires quite a lot of focus for most readers, it’s often suited to shorter, lyrical pieces of writing, like poetry. It can also be used alongside other points of view to provide variety in a longer novel, or to indicate a change of character (see: The Fifth Season by N.K. Jemisin).

GET ACCOUNTABILITY

Meet writing coaches on Reedsy

Industry insiders can help you hone your craft, finish your draft, and get published.

Genres that commonly use a second person POV

Creative Fiction . Short stories, poetry, and screenplays can benefit from the immediacy and intimacy of the second person. Two examples are The Brief Wondrous Life of Oscar Wao by Junot Diaz, or Pants are Optional by Aeris Walker 一 a brilliant piece from Reedsy’s Short Story competition. 

Nonfiction . In self-help in particular, the second person can be used to ‘enter the reader's mind’, establish rapport, and guide them through a transformation process. For example, in Eckhart Tolle's The Power of Now many teachings are conveyed through a series of questions and answers written in second person.

Now that you have seen how second person narratives work, let’s meet some third person limited narrators and see how they handle things.

Third person limited

Everyone has read a third person limited narrative, as literature is full of them. This POV uses third-person pronouns such as he , his , she , hers , they , their , to relate the story:

She told him that their assessment of the situation was incorrect. 

Third person limited is where the narrator can only reveal the thoughts, feelings, and understanding of a single character at any given time — hence, the reader is “limited” to that perspective. Between chapters, many books wrote in this POV switch from character to character, but you will only hear one perspective at a time. For instance:

“ She couldn't tell if the witness was lying.”

The limited third person POV portrays characters from a bit of distance, and asks the readers to engage and choose who they’re rooting for 一 but this POV poses a challenge for authors when trying to create truly compelling characters . A limited perspective definitely adds intrigue, but writers should bear in mind that being able to tell only one side of the story at a time can limit their ability to reveal important details.

Genres that commonly use a third person limited POV

Romance . A love story always has two sides, and the third person point of view is ideal for authors who wish to convey both. Examples in this genre include Shadow and Bone by Leigh Bardugo, Eleanor & Park by Rainbow Rowell, and The Grand Sophy by Georgette Heyer.

Thriller . In suspense-driven plots the limited third person POV works well, since it’s fun to try and solve a mystery (or mysterious characters) alongside the protagonists. Two examples are Murder on the Orient Express by Agatha Christie, or Nine Perfect Strangers by Moriarty Liane. 

A solid story structure will help you maintain a coherent point of view. Build it with our free book development template.

FREE RESOURCE

Get our Book Development Template

Use this template to go from a vague idea to a solid plan for a first draft.

If you’re done with the intimacy of “close” viewpoints, perhaps we can interest you in one final POV — a God’s-eye view of storytelling.

Third person Omniscient

The third person omniscient is as popular as the limited one, and uses the same pronouns. The difference, however, is that the narrator is “all knowing” — meaning that they’re not limited to one character’s perspective, but instead can reveal anything that is happening, has happened, or will happen in the world of the story. For example:

He thought the witness was honest, but she didn't think the same of him .

It’s a popular point of view because it allows a writer to pan out beyond the perspective of a single character, so that new information (beyond the protagonist’s comprehension) can be introduced. At the same time, it heavily relies on the voice and authority of the narrator, and  can therefore take some focus away from the character.  

Genres that commonly use a third person omniscient POV

Fantasy fiction . In elaborate fantasy worlds, being unencumbered from a character’s personal narrative means that the narrator can provide commentary on the world, or move between characters and locations with the flick of a pen. You’ll see this approach in action in Reaper Man by Terry Pratchett, Howl's Moving Castle by Diana Wynne Jones, and The Chronicles of Narnia by C. S. Lewis.

Literary fiction . An all-encompassing perspective can allow authors to explore different character quirks, but also interpersonal dynamics between characters. Leo Tolstoy does this masterfully in his great classics Anna Karenina and War and Peace .

Now that we have established the basics of the major points of view, let’s dig a little deeper. If you’re ready for a closer look at POV, head over to the next post in this guide to learn more about first person perspective.

5 responses

Aysha says:

19/04/2020 – 19:56

The Book Thief would be considered First Person POV, similar to Arthur Conan Doyle's Sherlock Holmes, right? Thank you for the wonderful information. It gave a lot of insight into choosing which POV would be most suitable for a particular story. Pretty clear-cut.

Sasha Anderson says:

31/05/2020 – 10:41

I sometimes have difficulty telling the difference between third person limited and omniscient. For example, in the quote from I am Legend, the sentence "If he had been more analytical, he might have calculated the approximate time of their arrival" sounds very omniscient to me, because Robert wasn't, and didn't. Is there an easy way to tell that this is limited rather than omniscient, or does it not really matter as long as it reads well?

Lilian says:

18/06/2020 – 05:15

This was a very helpful piece and I hope it's okay to share the link for reference.

↪️ Martin Cavannagh replied:

18/06/2020 – 08:51

Of course! Share away :)

18/06/2020 – 05:44

It deal with the challenges associated with POV in writing. I like that it clearly distinguishes between third person limited POV and third person omniscient POV as most beginner writers are guilty of abrupt and inconsistent interchange in the two leading to head hopping. Greattach piece, I muse confess.

Comments are currently closed.

Join a community of over 1 million authors

Reedsy is more than just a blog. Become a member today to discover how we can help you publish a beautiful book.

Take our 1 minute quiz to find out.

1 million authors trust the professionals on Reedsy. Come meet them.

Enter your email or get started with a social account:

Point of View in Grammar and Composition

Glossary of Grammatical and Rhetorical Terms

Tim Platt/Getty Images

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Point of view is the perspective from which a speaker or writer recounts a narrative or presents information. Also known as a viewpoint .

Depending on the topic, purpose, and audience , writers of nonfiction may rely on the first-person point of view ( I, we ), the second-person ( you, your, you're ), or the third-person ( he, she, it, they ).

Author Lee Gutkind points out that point of view is "innately tied to voice, and a strong, well-executed point of view will also lead to a strong voice" ( Keep It Real , 2008).

Examples and Observations

" Point of view is the place from which a writer listens in and watches. Choosing one place over another determines what can and can't be seen, what minds can and can't be entered. . . .

"The main choice, of course, is between the third and first person, between a disembodied voice and 'I' (in nonfiction synonymous with the author). For some, the choice is made before sitting down to write. Some writers feel obliged to use the third person, by tradition the voice of objectivity, the disinterested mode of address appropriate for the newspaper or for history. Other writers, by contrast, seem to adopt the first person as a reflex, even if they are not writing autobiographically . But choosing a point of view really is a choice fundamental to the construction of nonfiction narratives , thus carrying relevant consequences. No moral superiority inheres in the first or third person, in their many varieties, but the wrong choice can deaden a story or distort it enough to turn it into a lie, sometimes a lie composed of facts." (Tracy Kidder and Richard Todd, Good Prose: The Art of Nonfiction . Random House, 2013)

Subjective and Objective Viewpoints

" Pronouns reflect the various viewpoints. You can choose first-person ( I, me, us, our ), second person ( you ), or third person ( he, she, they, their ). First-person is considered intense, subjective, and emotionally hot. It is the natural choice for a memoir , autobiography, and most personal-experience essays . The reader is the center of attention for second-person. It is the favored point of view for instructional material, advice, and sometimes admonishment! It is intimate without being intense--unless the 'voice' of the author is authoritarian or controlling instead of instructive. . . .

"Third person can be subjective or objective. For instance, when used for an 'as told to' personal-experience essay, third-person is subjective and warm. When used for news and information, third-person is objective and cool." (Elizabeth Lyon, A Writer's Guide to Nonfiction . Perigee, 2003)

The First-Person Narrator

"It's hard to write a memoir or a personal essay without falling back on the 'I.' In fact, all nonfiction is really told in the technical first-person point of view : there is always a narrator doing the telling, and the narrator is not some fictional persona but the author.

"This single point of view is one of the important—and frustrating—hallmarks that distinguishes nonfiction from fiction.

"Yet there are ways to mimic other points of view--and thereby to tell a more natural sort of story.

"Listen to the opening lines of Daniel Bergner's God of the Rodeo : 'When he had finished work--building fence or penning cattle or castrating bull calves with a knife supplied by his boss on the prison farm--Johnny Brooks lingered in the saddle shed. The small cinder-block building is near the heart of Angola, Louisiana's maximum-security state penitentiary. Alone there, Brooks placed his saddle on the wooden rack in the middle of the room, leapt onto it, and imagined himself riding in the inmate rodeo coming up in October.'

"No sign yet of the author—a strictly third-person presentation. . . . The author won't enter the story directly for many more lines; he'll duck in once to let us know he's there and then disappear for long stretches . . ..

"But in fact, of course, the author has been with us in every line, in the second way that an author participates in a nonfiction story: tone ." (Philip Gerard, "Talking Yourself Out of the Story: Narrative Stance and the Upright Pronoun." Writing Creative Nonfiction , ed. by Carolyn Forché and Philip Gerard. Writer's Digest Books, 2001)

Point of View and Persona

"[T]hese issues of point of view really point to one of the most fundamental skills in creative nonfiction , to writing not as the 'author' but from a constructed persona , even if that persona is taking on the 'I' to tell the story. That persona is formed by time, mood, and distance from the events that are being narrated. And if we decide to foreground the artifice of this construction by using more stylized points of view, such as second- or third-person, we create even more of a relationship between the narrator and the narrated, a high awareness that we are engaged in the reconstruction of experience and not pretending to be mere transcribers of that experience." (Lee Gutkind and Hattie Fletcher Buck, Keep It Real: Everything You Need to Know About Researching and Writing Creative Nonfiction . W.W. Norton, 2008)

Obi-Wan Kenobi on Point of View

Obi-Wan : So, what I told you was true . . . from a certain point of view.

Luke: A certain point of view?

Obi-Wan : Luke, you're going to find that many of the truths we cling to depend greatly on our own point of view.

( Star Wars: Episode VI--Return of the Jedi , 1983)

• 5 Easy Activities for Teaching Point of View
• Third-Person Point of View
• A Guide to All Types of Narration, With Examples
• Understanding Point of View in Literature
• Definition and Examples of Narratives in Writing
• First-Person Point of View
• Creative Nonfiction
• What is Second-Person Point of View in Literature?
• Didacticism: Definition and Examples in Literature
• What Is Literary Journalism?
• A Look at the Roles Characters Play in Literature
• AP English Exam: 101 Key Terms
• The Essay: History and Definition
• The Writer's Voice in Literature and Rhetoric

• Walden University
• Faculty Portal

Scholarly Voice: Point of View

Personal pronouns are used to indicate point of view in most types of writing. Here are some common points of view:

• A paper using first-person point of view uses pronouns such as "I," "me," "we," and "us."
• A paper using second-person point of view uses the pronoun "you."
• A paper using third-person point of view uses pronouns such as "he," "she," "it," "they," "him," "her," "his," and "them."

In scholarly writing, first-person and third-person point of view are common, but second-person point of view is not. Read more about appropriate points of view on the following pages:

• First-Person Point of View
• Second-Person Point of View

Pronouns Video

• APA Formatting & Style: Pronouns (video transcript)

Related Resource

Didn't find what you need? Email us at [email protected] .

• Previous Page: Varying Sentence Structure
• Next Page: First-Person Point of View
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, perspective – what is the role of perspective in reading & writing.

• © 2023 by Joseph M. Moxley - University of South Florida

This article explores 'perspective' in interpretation, reasoning, and composition. It questions how a reader's or writer's background — personal experiences, cultural and academic influences, and their chosen viewpoint — shapes their engagement with or interpretation of a text .

What is Perspective?

Perspective is a broad term that means many different things in different contexts:

• An example of perspective in literature can be found in Harper Lee’s “To Kill a Mockingbird.” The novel is narrated from the perspective of a young girl, Scout Finch. Her innocent and naive viewpoint shapes the narrative, offering a unique lens through which the reader understands the events and characters of the story. Scout’s perspective, influenced by her age, upbringing, and the societal norms of the American South in the 1930s, frames the story’s exploration of racial injustice and moral growth. This childlike viewpoint provides a contrast to the more complex adult world around her, impacting how the themes of the novel are conveyed and interpreted by the reader.
• To achieve their aims of discourse , writers may speak with an authentic, personal voice. Or, they may adopt a perspective and persona . Or, they may adopt a tough, sweet, or stuffy prose style .
• Critical Disability Studies
• Feminist Criticism
• LGBTQ + Criticism
• Marxist Criticism
• New Historicist Criticism
• Post-Colonial Criticism
• Post-Structuralist, Deconstructive Criticism
• Psychological Criticism
• Reader-Response Criticism
• Russian Formalism and New Criticism
• Structuralist Criticism

Key Concepts

Habits of Mind; How to Foster Intellectual Growth ; Interpretation , Persona ; Point of View ; Stance ; Rhetorical Reasoning

How Do Writers Determine Their Perspective on a Topic?

Ann Berthoff theorizes that writers gain perspective by engaging in acts of composing . For Berthoff, composing is inseparable from the act of the engaged imagination. “Composing is a method of inquiry, a way of ordering and making sense of experience…” (p. 8). Through the act of writing, the writer constructs their perspective, converting their unique experiences and ideas into  text .

How Do Readers’ Perspectives Influence Interpretation?

Our perspective, our unique stance in time, influences our interpretation of the exigencies and problems we face. Our personal experiences, cultural backgrounds, education, access to information, and individual beliefs all shape how we respond we interpret and respond to new information.

When readers engage with a text , they do not passively consume the information ; instead, they actively interpret and assign meaning based on their unique viewpoints. This is why two readers can understand the same text in vastly different ways. For instance, a reader who has experienced loss may interpret a story about grief more profoundly than someone who hasn’t. Thus, the reader’s perspective acts as a lens through which new information expressed orally or in writing is filtered, colored, and understood, leading to a diverse range of interpretations .

From the perspective of reader-response theory, all interpretation of a text is subjective. This theory posits that a text’s meaning isn’t fixed or solely determined by the author’s intentions; instead, it’s created through the interaction between the reader and the text. Each reader brings their unique set of experiences, emotions, cultural background, and personal beliefs to their reading, which shapes their interpretation. Thus, different readers might derive varied, even contrasting meanings from the same text.

Subjectivity is central to reader-response theory, emphasizing the active role of the reader in constructing meaning and acknowledging the diversity of interpretations that a single text can provoke.

Berthoff, A. (1981). The making of meaning: Metaphors, models, and maxims for writing teachers. Montclair, NJ: Boynton/Cook.

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

Inclusivity - Inclusive Language

The Elements of Style - The DNA of Powerful Writing

Suggested Edits

• Please select the purpose of your message. * - Corrections, Typos, or Edits Technical Support/Problems using the site Advertising with Writing Commons Copyright Issues I am contacting you about something else
• Your full name
• Your email address *
• Page URL needing edits *
• Comments This field is for validation purposes and should be left unchanged.

Other Topics:

Citation - Definition - Introduction to Citation in Academic & Professional Writing

• Joseph M. Moxley

Explore the different ways to cite sources in academic and professional writing, including in-text (Parenthetical), numerical, and note citations.

Collaboration - What is the Role of Collaboration in Academic & Professional Writing?

Collaboration refers to the act of working with others or AI to solve problems, coauthor texts, and develop products and services. Collaboration is a highly prized workplace competency in academic...

Genre may reference a type of writing, art, or musical composition; socially-agreed upon expectations about how writers and speakers should respond to particular rhetorical situations; the cultural values; the epistemological assumptions...

Grammar refers to the rules that inform how people and discourse communities use language (e.g., written or spoken English, body language, or visual language) to communicate. Learn about the rhetorical...

Information Literacy - Discerning Quality Information from Noise

Information Literacy refers to the competencies associated with locating, evaluating, using, and archiving information. In order to thrive, much less survive in a global information economy — an economy where information functions as a...

Mindset refers to a person or community’s way of feeling, thinking, and acting about a topic. The mindsets you hold, consciously or subconsciously, shape how you feel, think, and act–and...

Rhetoric: Exploring Its Definition and Impact on Modern Communication

Learn about rhetoric and rhetorical practices (e.g., rhetorical analysis, rhetorical reasoning,  rhetorical situation, and rhetorical stance) so that you can strategically manage how you compose and subsequently produce a text...

Style, most simply, refers to how you say something as opposed to what you say. The style of your writing matters because audiences are unlikely to read your work or...

The Writing Process - Research on Composing

The writing process refers to everything you do in order to complete a writing project. Over the last six decades, researchers have studied and theorized about how writers go about...

Writing Studies

Writing studies refers to an interdisciplinary community of scholars and researchers who study writing. Writing studies also refers to an academic, interdisciplinary discipline – a subject of study. Students in...

Featured Articles

Academic Writing – How to Write for the Academic Community

Professional Writing – How to Write for the Professional World

Credibility & Authority – How to Be Credible & Authoritative in Speech & Writing

• Literary Terms
• Point of View
• Definition & Examples
• When & How to Use Point of View

I. What is Point of View?

Point of view (POV) is what the character or narrator telling the story can see (his or her perspective). The author chooses “who” is to tell the story by determining the point of view. Depending on who the narrator is, he/she will be standing at one point and seeing the action. This viewpoint will give the narrator a partial or whole view of events as they happen. Many stories have the protagonist telling the story, while in others, the narrator may be another character or an outside viewer, a narrator who is not in the story at all. The narrator should not be confused with the author, who is the writer of the story and whose opinions may not be those written into the narrative.

II. Examples of Point of View

Sandra Cisneros wrote a story called “Eleven.” The point of view is the perspective of 11-year-old Rachel. The story takes place at school during her birthday and is about her humiliation of receiving an old sweater. Throughout the story, she speaks in the first-person point of view, sharing her thoughts as events unfold.

“Only today I wish I didn’t have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I’d have known what to say when Mrs. Price put the red sweater on my desk” (Cisneros).

A fun activity is to rewrite the story from each character’s point of view. What is the teacher thinking as she tries to get rid of this ugly red sweater in her classroom? Maybe it reminds her of her demanding mother! How does the sweater feel being tossed and pushed around, unwanted and unloved?  Maybe some sweet old lady had knitted it with love for a granddaughter who now has rejected it. Why does Sylvia say it belongs to Rachel? Is she jealous of Rachel for some reason? Each character will have a slightly different story from his or her perspective.

III. Types of Point of View

First person: The example above with little Rachel is told in the first-person point of view, meaning that we are seeing events through the eyes of the character telling the story.

Second person: In second person, the narrator is speaking to YOU. This isn’t very common in fiction, unless the narrator is trying to talk to the reader personally. We see second-person point of view mostly in poems, speeches, instructional writing, and persuasive articles.

Third person: With third-person point of view, the narrator is describing what’s seen, but as a spectator. If the narrator is a character in the story, then we are reading what he or she observes as the story unfolds. This narrator has three possible perspectives.

• Limited – In limited third-person, the narrator sees only what’s in front of him/her, a spectator of events as they unfold and unable to read any other character’s mind.
• Omniscient – An omniscient narrator sees all, much as an all knowing god of some kind. He or she sees what each character is doing and can see into each character’s mind. This is common with an external character, who is standing above, watching the action below (think of a person with a crystal ball, peering in).
• Limited Omniscient – The limited omniscient third-person narrator can only see into one character’s mind. He/she might see other events happening, but only knows the reasons of one character’s actions in the story.

IV. The Importance of Point of View

Point of view is important in a story because it helps the reader understand characters’ feelings and actions. Each character will have his or her own perspective, so whoever is telling the story will impact the reader’s opinion of other characters and events.

As in the example above with Rachel and the red sweater, each point of view could be an entirely different story. Perhaps Rachel had embarrassed Sylvia horribly one day, so the sympathy we feel for Rachel in her perspective may change to sympathy for Sylvia if the point of view was switched.

Additionally, reading the story from a character in the story versus an external character changes the amount of information a reader has as the story unfolds. With an omniscient third-person, we can see everything before other characters do, which gives us forewarning about other events. With a limited third-person, we are not allowed to see other events until the narrator does so. This may leave us with more surprises as we read.

V. Examples of Point of View in Pop Culture

A very popular (and very old!) game is Mario Brothers. A gamer took the game and made a video of it in first-person point of view. It’s almost a dizzying experience to see Mario catch coins and jump around from his viewpoint.

Arcades have had games with a first-person POV for years. You sit in the console to drive the car in a race, or use the pistol and fire at targets. Racing games are probably the easiest to play as a first-person. With most games, you control the character in a game, but almost from a second-person POV. You can see your character as you control it within the game space just as another character would.

VI. Examples of Point of View in Literature

“Diary of a Wimpy Kid” by Jeff Kinney has been cracking kids up since 2007, as the protagonist, Greg Heffley, details his experiences in his trusty journal; he claims it’s NOT a diary. He even supplies stick drawings with bubble speech to illustrate special, usually devastating or hilarious, occurrences. Written in the first-person POV, we follow him through his days with his friends and family. Greg’s dry sense of reality as he tells his sad tales leaves us giggling sympathetically – you can’t help but feel sorry for him, and many kids can relate to his frustrations. There are nine books as of 2015, each one focusing on specific conflicts Greg must overcome as he makes his way through middle school and attempts to fit in with his family.

“First of all, let me get something straight: This is a Journal, not a diary. I know what it says on the cover, but when Mom went out to buy this thing I specifically told her to get one that didn’t say “diary” on it. Great. All I need is for some jerk to catch me carrying this book around and get the wrong idea” (Kinney 1). http://www.funbrain.com/journal/Journal.html?ThisJournalDay=1&ThisPage=2

The book is so popular, that it was also made into a movie.

VII. Related Terms

Narrator: The narrator is the person who tells the story. There are different types of narrators, such as internal and external. Each narrator will have his or her own perspective or point of view as the story is told.

Viewpoint: Viewpoint is the perspective at which something is seen. If three people see an accident, each person will have his or her own version of what happened depending on where the person was at the time it happened.

VIII. Conclusion

Point of view is an important part of all writing. It makes stories interesting, gives research its serious tone, poems and persuasive works their personal tone, and allows readers to easily follow all writing. Keeping in mind the different types of POV and when to use them will make your writing stronger.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

5th grade reading & vocabulary

Course: 5th grade reading & vocabulary   >   unit 3.

• The structures of informational texts | Reading

Analyzing an author's purpose | Reading

• What is an argument? | Reading
• Evaluating a source’s reasoning and evidence
• Reading more than one source on a topic | Reading
• Inventing Progress: reading informational text; Competition and Collaboration 5

Want to join the conversation?

• Upvote Button navigates to signup page
• Downvote Button navigates to signup page
• Flag Button navigates to signup page

Video transcript

You are now leaving the HMH FYI website. HMH is not responsible for the content of third-party websites. Cancel OK

Tips for Reading Nonfiction

Analyze purpose and perspective.

As you may know, an author’s purpose is his or her reason for writing. There are many different purposes an author might have for writing: to inform or explain, to persuade, to entertain, or to express thoughts and feelings. Perspective is the lens through which a writer views a topic. That lens is colored by the writer’s values, beliefs, and experiences and can influence readers’ perceptions of the topic. Analyzing purpose and perspective can help you better understand where the writer of any informational text is coming from. It can also help you determine how a writer might want you to react to his or her ideas. Use these strategies to help you analyze an author’s purpose and perspective:

• Identify the basics. Notice the title of the text, the text type, the subject, and the intended audience. These elements can give clues to the author’s purpose. For instance, while reading the news online, suppose you come across an editorial titled “Why Teens Need More Sleep.” What might you infer about the author’s purpose?
• Examine other clues to the purpose. If there are many facts and statistics, the author’s purpose may be to inform. Statements of opinion, appeals to emotion, and calls to action typically indicate the author’s purpose is to persuade. If the writing includes descriptions of intriguing conflicts or humorous details, then the author’s primary purpose might be to entertain. And if you encounter observations or statements that reveal the writer’s feelings, then the primary purpose is probably to express thoughts.

“According to an eye-opening recent report, a staggering 70 percent of Americans between the ages of 18 and 64 admitted to talking on their cell phones while driving in the last 30 days. Even worse, 30 percent admitted to texting while driving. As a car-accident victim of another driver’s alarming distraction, I urge you to realize that more must be done to enforce the laws that many states have now put into place. And time is of the essence. People’s lives depend on it.”

• Examine language and tone for clues to perspective. When an author’s opinion about a topic isn’t directly stated in the text, you can sometimes determine his or her opinion by looking closely at the word choices. Do you notice any words that seem to put a positive or negative spin on the topic? What does the language communicate about the writer’s attitude, or tone? In the example above, notice how the words eye-opening, staggering, and alarming reveal a sense of urgency and distress.

Author's Point of View and Cultural Context

LESSON When you read a text Words that make up a book, essay, article, poem, or speech. and try to understand its meaning, you must consider various items, including the topic The subject of a reading. and purpose The reason the writer is writing about a topic. It is what the writer wants the reader to know, feel, or do after reading the work. of the piece. Two additional items that are also important to consider are the author A person who wrote a text. 's point of view The perspective from which an author considers a subject or issue. and the cultural context Information about the setting, time, place, community, customs, and beliefs that surround a writing. Thinking about the cultural context helps readers understand what is happening and why. of the reading A piece of writing to be read. A reading can either be a full work (i.e., a book) or partial (i.e., a passage). .

Point of View Point of view refers to the perspective The point of view from which an author considers a subject or issue. used by the writer in a story A description of fictional events that tells how something happened with a beginning, middle, and end. , article A non-fiction, often informative writing that forms a part of a publication, such as a magazine or newspaper. , or essay A short piece of writing that focuses on at least one main idea. Some essays are also focused on the author's unique point of view, making them personal or autobiographical, while others are focused on a particular literary, scientific, or political subject. . It lets the reader know who is telling the story or making the argument. Point of view can be broken down into three types: first person A narration style where the writer uses personal pronouns such as I , me , and we . This point of view is often taken when a writer chooses to share personal information or experiences. Example: It took me years to get used to the sounds of the city at night; I couldn't sleep with the police sirens blaring at all hours . , second person A narration style where the writer uses pronouns such as you and yours . This point of view is often taken when a writer wishes to directly address or instruct the audience. Example: It could take you years to get used to the sounds of the city at night; you might have trouble sleeping with the police sirens blaring at all hours . , and third person A narration style where the writer uses pronouns such as he , she , one , it , they . This point of view is often used in academic or professional writings. Example: Some people find that it takes years to get used to the sounds of the city at night; they often have trouble sleeping with the police sirens blaring at all hours . . Each type has its own perspective about the events within the writing.

First-Person Point of View In the first-person point of view, the writer uses the word I when writing. You, as the reader, get to read the story from the perspective of one person—the narrator The "voice" of the person who is telling a story. Sometimes the narrator is the author, other times it is a character within the work. . When the narrator shares his or her thoughts of what is happening, he or she has a limited point of view because that story is coming only from that person's perspective. First person is usually used in autobiographical A form of writing where the author writes a story about his or her own life and experiences. or other personal writing, such as a journal.

Second-Person Point of View In the second-person point of view, the writer uses the pronouns A part of speech that substitutes for a noun or noun phrase. Examples include: I , he , you , they . you or your, which generally refer to the reader. It is most often used for instruction manuals and lessons, such as this course, where the writer directly refers to the reader. An author may also choose to write in a second-person point of view to purposely draw the reader into the story. Although it is not seen as often as first- or third-person, second-person point of view can be a very effective type of writing when the writer has a specific purpose in mind.

Third-Person Point of View Finally, in the third-person point of view, the writer uses the pronouns he , she , it , and/or they and can write from either an omniscient (all knowing) perspective or from a limited perspective. Using third-person omniscient A narration style where the narrator knows everything about the story and all its characters, including their thoughts, feelings, and motives. This is also called the "God's eye" perspective. , the writer takes on the "God's eye" perspective and shares information about all characters and all the action taking place. The third-person limited A narration style where the narrator only knows one character's thoughts about the story and is told from that perspective. point of view follows the perspective of one person. As a reader, you know you are reading third-person omniscient when the writer lets you know what is going on inside the mind of multiple characters in the text. In third-person limited, the writer lets you inside the mind of only one character. Most formal academic writing is written in the third person.

Cultural Context The cultural context of a text helps the reader understand what is happening and why. It is made of up several factors including setting/location, background, cultures, beliefs, and community. Each of these items affects how a reader looks at and understands what is happening in that text.

For example, to understand the plot The main idea and events of a story, specifically, how major and minor supporting details are structured and how events lead to changes in characters. of the book To Kill a Mockingbird by Harper Lee, the reader must think about where the story is taking place (setting/location), when the story is taking place (year/time), who is involved (the characters), and what values and beliefs those characters have. The setting of the book is in the racially divided Deep South of the United States during the Great Depression in the 1930's. The main character, Atticus Finch, is a lawyer who is also a widowed father of two children. Mr. Finch is called upon to defend an African-American man who is accused of raping a white woman. Knowing the cultural context of the book makes the plot and what Mr. Finch is doing all the more significant, given how African-Americans were viewed and treated at that time and place. In this way, cultural context becomes just as important to understanding the plot of the novel as is knowing about the characters and from what point of view the story is being told.

Note: Keep in mind that your instructor may have a different approach to the information in this lesson. Please be sure to follow your instructor's directions if they differ from the provided information.

Understanding point of view and cultural context are vital components of reading and understanding any piece of writing or communication. As part of the audience, you can determine what you need to know by understanding who is telling the story (and from what point of view), how much information you are receiving as a result (omniscient or limited), and how the setting or situation affects the information (cultural context). Only when you have all the information can you determine how to interpret it, which is a useful skill to have when reading academic texts during school or when reading reports or emails in the workplace.

Read the following memo A short written message from one person to another or to a group of persons, usually containing business information. to employees and consider the author's point of view and other information that describes the cultural context.

TO:                  InfoTech Employees FROM:             Vice President J.P. Jones SUBJECT:       Casual Fridays DATE:             July 10, 2014

It has come to my attention that there has been some confusion about the recent change to the "Casual Friday" dress code. In order to make that clear, I am providing the details as outlined by upper management.

At this time, the following items are deemed appropriate to wear on these days. For men: khakis; short-sleeved collared shirts (e.g. polo shirts) and button-down shirts; and loafers or casual dress shoes. For women: khakis; knee-length or longer skirts; short-sleeved collared shirts (e.g. polo shirts) and button-down shirts; and loafers or casual dress shoes/sandals. Employees are not allowed to wear shorts, jeans, T-shirts, or "beach" shoes, such as flip-flops.

As a law office, our job is to represent the law profession and our dress and professional presentation must reflect that. Thank you for your cooperation.

Point of View This memo is written in the first-person point of view. The vice president of the company is writing to the employees. You can see this is first person because of his use of the word I .

Cultural Context      The memo is written to employees in a law firm that has a very professional dress code. Knowing this, we can infer To reach a conclusion based on context and your own knowledge. from the writer's first and last sentences that the dress code has been misunderstood by some employees and some have perhaps worn inappropriate clothing, which is unacceptable. The culture of the office is one of strict professionalism, as evidenced by the writer's reminder that their duty as law professionals is to "look the part." The writer's tone appears firm and almost disciplinarian, which may reflect the workplace tone, and that, in turn, affects the cultural context of the memo and how the reader should understand it.

Review the following paragraphs. Then identify the author's point of view and the reading's cultural context.

Andy pulled his chair up to his desk. It was his first day of work at the advertising agency and he wasn't really sure what to expect. As he looked around the room, he saw several cubicles with young men and women – probably in their early twenties like him – focusing on the screens in front of them. Some even had white wires hanging down from their ears, a telltale sign they were listening to music on their iPods or other devices as they worked. Some even bobbed their heads a bit as though the music was driving their productivity. Phones rang in the distance and the hum of the copy machine told him that work was being done all around him.

Shifting his eyes back to his own cubicle, he couldn't help but notice that he didn't have a computer yet, and his desk looked eerily bare in comparison to other work stations. He knew that his first job would present some challenges, but he didn't realize how out of place he would feel. Even though he was surrounded by colleagues who seemed close in age to him, he was still the "new guy" and would have to find his place in this new corporate world that was so different from the small town he came from.

What is the point of view?

Sample Answer

The story is being told in the third-person point of view. It appears to be limited, as opposed to omniscient, since the reader is only brought into the mind of the lead character, Andy.

What is the cultural context?

The setting is in a business environment, specifically an advertising agency. The reader can tell that it is taking place in a relatively current time since it mentions computers and iPods. The main character is a young man from a small town who is starting his first job in the "big city," which also gives the reader some perspective on his background and what beliefs/ideals he is bringing with him to this experience.

Why might a writer choose to write in first person rather than third person?

Even though the third-person point of view allows multiple perspectives, a writer might use first person if he or she wants to connect with the reader on a personal level.

How can the cultural context of a piece support a reader's understanding? 

Cultural context gives the reader clues about what is happening and why it is important. In the passage about Andy, the reader learns about where Andy comes from, how old he is, and the timing of what is happening. Each of these items helps the reader understand what is going on with Andy, which will become important as the story progresses.

Copyright ©2022 The NROC Project

Point of View: It's Personal

What to Know The point of view of a story determines who is telling it and the narrator's relationship to the characters in the story. In first person point of view the narrator is a character in the story telling it from their perspective. In third person point of view the narrator is not part of the story and the characters never acknowledge the narrator's presence. Less common than first and third is second person point of view. In second person point of view the reader is part of the story. The narrator describes the reader's actions, thoughts, and background using "you."

It's all about how you look at it.

When you tell a story, an important thing to choose is the point of view that the story should take. Point of view determines who tells the story, as well as the relationship that the narrator has to the characters in the story. A story can have a much different feel depending on who is doing the telling.

The main points of view are first person and third person, with second person appearing less frequently but still common enough that it gets studied in writing classes. These are also the terms used to distinguish the personal pronouns. The pronouns I and we are first-person pronouns; they refer to the self. The pronoun you , used for both singular and plural antecedents, is the second-person pronoun, the person who is being addressed. The third person pronouns— he , she , it , they —refer to someone or something being referred to apart from the speaker or the person being addressed. Narratives are often identified as first, second, or third person based on the kinds of pronouns they utilize.

First Person Point of View

In first-person narration, the narrator is a person in the story, telling the story from their own point of view. The narration usually utilizes the pronoun I (or we , if the narrator is speaking as part of a group). The character who tells the story might be in the middle of the action or more of a character who observes the action from the outer limits, but in either case you are getting that character’s recounting of what happens.

It also means that impressions and descriptions are colored by that character’s opinions, mood, past experiences, or even their warped perceptions of what they see and hear.

There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs. Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further outdoor exercise was now out of the question. I was glad of it: I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed. — Charlotte Brontë, Jane Eyre , 1847

In Jane Eyre , the narration is provided by the story’s title character, a governess. The information shared comes from her memories and impressions—of the weather, her knowledge of Mrs. Reed’s dining habits, and her dread at receiving a lecture from Nurse Bessie. We are likewise shielded from information that Jane doesn’t know.

Many classic works of fiction feature characters made memorable by their first-person voices: The Catcher in the Rye (Holden Caulfield), The Handmaid's Tale (Offred), or To Kill a Mockingbird (Scout Finch). In some stories, such as in F. Scott Fitzgerald's The Great Gatsby , the first person narrator (Nick Carraway) is an observer of the character around whom the story is centered (Jay Gatsby).

Second Person

Second-person narration is a little-used technique of narrative in which the action is driven by a character ascribed to the reader, one known as you . The reader is immersed into the narrative as a character involved in the story. The narrator describes what "you" do and lets you into your own thoughts and background. The most well-known piece of fiction that employs second-person narration might be Jay McInerney’s novel Bright Lights, Big City .

At the subway station you wait fifteen minutes on the platform for a train. Finally a local, enervated by graffiti, shuffles into the station. You get a seat and hoist a copy of the New York Post. The Post is the most shameful of your several addictions. — Jay McInerney, Bright Lights, Big City , 1984

You will also find second-person narration used in the "Choose Your Own Adventure" style of books popular with younger readers, in which readers determine where the story goes by which page they turn to next. Allowing the reader to "be" the central character in the story provides an immersive reading experience, enhancing what is at stake for the character and reader.

Third Person Point of View

In third-person narration, the narrator exists outside the events of the story, and relates the actions of the characters by referring to their names or by the third-person pronouns he, she, or they.

Third-person narration can be further classified into several types: omniscient, limited, and objective.

Third Person Omniscient

Omniscient means "all-knowing," and likewise an omniscient narrator knows every character’s thoughts, feelings, and motivations even if that character doesn’t reveal any of those things to the other characters.

Little Women by Louisa May Alcott serves as a good example of third-person omniscient narration:

"Christmas won't be Christmas without any presents," grumbled Jo, lying on the rug. "It's so dreadful to be poor!" sighed Meg, looking down at her old dress. "I don't think it's fair for some girls to have plenty of pretty things, and other girls nothing at all," added little Amy, with an injured sniff. "We've got Father and Mother, and each other," said Beth contentedly from her corner. The four young faces on which the firelight shone brightened at the cheerful words, but darkened again as Jo said sadly, "We haven't got Father, and shall not have him for a long time." She didn't say "perhaps never," but each silently added it, thinking of Father far away, where the fighting was. — Louisa May Alcott, Little Women , 1868

The story is not told from the point of view of Meg, Jo, Beth, or Amy, but from someone who is observing the four sisters as they talk to one another. Each character is therefore referred to by their names or the third-person pronoun she . The narrator does not exist as a character in the story, and the girls do not acknowledge the narrator’s presence.

However, the narrator is omniscient, which means that they know what the characters are thinking. This is demonstrated in the last line of the excerpt, when the girls silently ponder the thought of their father never returning from the war.

Third Person Limited

In third-person limited narration, the narrator still exists outside the events of the story, but does not know the motivations or thoughts of all the characters. Rather, one character is the driver of the story, and the reader is given a closer peek into that character’s psyche than the others.

J. K. Rowling utilizes third-person limited narration in the Harry Potter novels. Even though the narrator is not Harry, and Harry is referred to as 'he,' the reader is allowed into Harry's thoughts—what he is wondering without saying out loud. We are also, like Harry, left uncertain about what other characters are thinking:

Three days later, the Dursleys were showing no sign of relenting, and Harry couldn't see any way out of his situation. He lay on his bed watching the sun sinking behind the bars on the window and wondered miserably what was going to happen to him. What was the good of magicking himself out of his room if Hogwarts would expel him for doing it? Yet life at Privet Drive had reached an all-time low. Now that the Dursleys knew they weren't going to wake up as fruit bats, he had lost his only weapon. Dobby might have saved Harry from horrible happenings at Hogwarts, but the way things were going, he'd probably starve to death anyway. — J. K. Rowling, Harry Potter and the Chamber of Secrets , 1999

Third-Person Objective

In third-person objective narration, the narrator reports the events that take place without knowing the motivations or thoughts of any of the characters. We know little about what drives them until we hear them speak or observe their actions. The resulting tone is often matter-of-fact, not colored by any opinions or commentary, nor of knowledge of what takes place outside the scene.

The people of the village began to gather in the square, between the post office and the bank, around ten o'clock; in some towns there were so many people that the lottery took two days and had to be started on June 25th. But in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o'clock in the morning and still be through in time to allow the villagers to get home for noon dinner. — Shirley Jackson, "The Lottery," 1948

Word of the Day

See Definitions and Examples »

Get Word of the Day daily email!

Games & Quizzes

Usage Notes

Prepositions, ending a sentence with, hypercorrections: are you making these 6 common mistakes, a comprehensive guide to forming compounds, can ‘criteria’ ever be singular, singular nonbinary ‘they’: is it ‘they are’ or ‘they is’, grammar & usage, primary and caucus: what is the difference, words commonly mispronounced, merriam-webster’s great big list of words you love to hate, more commonly misspelled words, commonly misspelled words, 12 words for signs of spring, 12 more bird names that sound like insults (and sometimes are), 13 unusually long english words, the words of the week - apr. 26, 9 superb owl words.

Parts of Speech: The Ultimate Guide for Students and Teachers

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

What are Parts of Speech ?

Just as a skilled bricklayer must get to grips with the trowel, brick hammer, tape measure, and spirit level, the student-writer must develop a thorough understanding of the tools of their trade too.

In English, words can be categorized according to their common syntactic function in a sentence, i.e. the job they perform.

We call these different categories Parts of Speech . Understanding the various parts of speech and how they work has several compelling benefits for our students.

Without first acquiring a firm grasp of the various parts of speech, students will struggle to fully comprehend how language works. This is essential not only for the development of their reading comprehension but their writing skills too.

Parts of speech are the core building blocks of grammar . To understand how a language works at a sentence and a whole-text level, we must first master parts of speech.

In English, we can identify eight of these individual parts of speech, and these will provide the focus for our Complete Guide to Parts of Speech .

THE EIGHT PARTS OF SPEECH (Click to jump to each section)

A complete unit on teaching figurative language.

FIGURATIVE LANGUAGE  is like  “SPECIAL EFFECTS FOR AUTHORS.”  It is a powerful tool to create  VIVID IMAGERY  through words. This  HUGE UNIT  guides you through completely understanding  FIGURATIVE LANGUAGE .

⭐⭐⭐⭐⭐ (26 Reviews)

Often the first word a child speaks will be a noun, for example, Mum , Dad , cow , dog , etc.

Nouns are naming words, and, as most school kids can recite, they are the names of people, places, and things . But, what isn’t as widely understood by many of our students is that nouns can be further classified into more specific categories. 

These categories are:

Common Nouns

Proper nouns, concrete nouns, abstract nouns, collective nouns, countable nouns, uncountable nouns.

All nouns can be classified as either common or proper .

Common nouns are the general names of people, places, and things. They are groups or classes on their own, rather than specific types of people, places, or things such as we find in proper nouns.

Common nouns can be further classified as abstract or concrete – more on this shortly!

Some examples of common nouns include:

People: teacher, author, engineer, artist, singer.

Places: country, city, town, house, garden.

Things: language, trophy, magazine, movie, book.

Proper nouns are the specific names for people, places, and things. Unlike common nouns, which are always lowercase, proper nouns are capitalized. This makes them easy to identify in a text.

Where possible, using proper nouns in place of common nouns helps bring precision to a student’s writing.

Some examples of proper nouns include:

People: Mrs Casey, J.K. Rowling, Nikola Tesla, Pablo Picasso, Billie Eilish.

Places: Australia, San Francisco, Llandovery, The White House, Gardens of Versailles.

Things: Bulgarian, The World Cup, Rolling Stone, The Lion King, The Hunger Games.

Nouns Teaching Activity: Common vs Proper Nouns

• Provide students with books suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns.
• Ask students to sort these nouns into two lists according to whether they are common nouns or proper nouns.

As mentioned, all common and proper nouns can be further classified as either concrete or abstract .

A concrete noun is any noun that can be experienced through one of the five senses. In other words, if you can see, smell, hear, taste, or touch it, then it’s a concrete noun.

Some examples of concrete nouns include:

Abstract nouns refer to those things that can’t be experienced or identified through the five senses.

They are not physical things we can perceive but intangible concepts and ideas, qualities and states.

Some examples of abstract nouns include:

Nouns Teaching Activity: Concrete Vs. Abstract Nouns

• Provide students with a book suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns (the lists from Practice Activity #1 may be suitable).
• This time, ask students to sort these nouns into two lists according to whether they are concrete or abstract nouns.

A collective noun is the name of a group of people or things. That is, a collective noun always refers to more than one of something.

Some examples of collective nouns include:

People: a board of directors, a team of football players, a cast of actors, a band of musicians, a class of students.

Places: a range of mountains, a suite of rooms, a union of states, a chain of islands.

Things: a bale of hay, a constellation of stars, a bag of sweets, a school of fish, a flock of seagulls.

Countable nouns are nouns that refer to things that can be counted. They come in two flavors: singular and plural .

In their singular form, countable nouns are often preceded by the article, e.g. a , an , or the .

In their plural form, countable nouns are often preceded by a number. They can also be used in conjunction with quantifiers such as a few and many .

Some examples of countable nouns include:

COUNTABLE NOUNS EXAMPLES

Also known as mass nouns, uncountable nouns are, as their name suggests, impossible to count. Abstract ideas such as bravery and compassion are uncountable, as are things like liquid and bread .

These types of nouns are always treated in the singular and usually do not have a plural form. 

They can stand alone or be used in conjunction with words and phrases such as any , some , a little , a lot of , and much .

Some examples of uncountable nouns include:

UNCOUNTABLE NOUNS EXAMPLES

Nouns teaching activity: how many can you list .

• Organize students into small groups to work collaboratively.
• Challenge students to list as many countable and uncountable nouns as they can in ten minutes.
• To make things more challenging, stipulate that there must be an uncountable noun and a countable noun to gain a point.
• The winning group is the one that scores the most points.

Without a verb, there is no sentence! Verbs are the words we use to represent both internal and external actions or states of being. Without a verb, nothing happens.

There are many different types of verbs. Here, we will look at five important verb forms organised according to the jobs they perform:

Dynamic Verbs

Stative verbs, transitive verbs, intransitive verbs, auxiliary verbs.

Each verb can be classified as being either an action or a stative verb.

Dynamic or action verbs describe the physical activity performed by the subject of a sentence. This type of verb is usually the first we learn as children. 

For example, run , hit , throw , hide , eat , sleep , watch , write , etc. are all dynamic verbs, as is any action performed by the body.

Let’s see a few examples in sentences:

• I jogged around the track three times.
• She will dance as if her life depends on it.
• She took a candy from the bag, unwrapped it, and popped it into her mouth.

If a verb doesn’t describe a physical activity, then it is a stative verb.

Stative verbs refer to states of being, conditions, or mental processes. Generally, we can classify stative verbs into four types:

• Emotions/Thoughts

Some examples of stative verbs include: 

Senses: hurt, see, smell, taste, hear, etc.

Emotions: love, doubt, desire, remember, believe, etc.

Being: be, have, require, involve, contain, etc.

Possession: want, include, own, have, belong, etc.

Here are some stative verbs at work in sentences:

• That is one thing we can agree on.
• I remember my first day at school like it was yesterday.
• The university requires students to score at least 80%.
• She has only three remaining.

Sometimes verbs can fit into more than one category, e.g., be , have , look , see , e.g.,

• She looks beautiful. (Stative)
• I look through the telescope. (Dynamic)

Each action or stative verb can also be further classified as transitive or intransitive .

A transitive verb takes a direct object after it. The object is the noun, noun phrase, or pronoun that has something done to it by the subject of the sentence.

We see this in the most straightforward English sentences, i.e., the Subject-Verb-Object or SVO sentence. 

Here are two examples to illustrate. Note: the subject of each sentence is underlined, and the transitive verbs are in bold.

• The teacher answered the student’s questions.
• She studies languages at university.
• My friend loves cabbage.

Most sentences in English employ transitive verbs.

An intransitive verb does not take a direct object after it. It is important to note that only nouns, noun phrases, and pronouns can be classed as direct objects. 

Here are some examples of intransitive verbs – notice how none of these sentences has direct objects after their verbs.

• Jane’s health improved .
• The car ran smoothly.
• The school opens at 9 o’clock.

Auxiliary verbs, also known as ‘helping’ verbs, work with other verbs to affect the meaning of a sentence. They do this by combining with a main verb to alter the sentence’s tense, mood, or voice.

Auxiliary verbs will frequently use not in the negative.

There are relatively few auxiliary verbs in English. Here is a list of the main ones:

• be (am, are, is, was, were, being)
• do (did, does, doing)
• have (had, has, having)

Here are some examples of auxiliary verbs (in bold) in action alongside a main verb (underlined).

She is working as hard as she can.

• You must not eat dinner until after five o’clock.
• The parents may come to the graduation ceremony.

The Subject-Auxiliary Inversion Test

To test whether or not a verb is an auxiliary verb, you can use the Subject-Auxiliary Inversion Test .

• Take the sentence, e.g:
• Now, invert the subject and the suspected auxiliary verb to see if it creates a question.

Is she working as hard as she can?

• Can it take ‘not’ in the negative form?

She is not working as hard as she can.

• If the answer to both of these questions is yes, you have an auxiliary verb. If not, you have a full verb.

Verbs Teaching Activity: Identify the Verbs

• Instruct students to go through an appropriate text length (e.g., paragraph, page, etc.) and compile a list of verbs.
• In groups, students should then discuss and categorize each verb according to whether they think they are dynamic or stative, transitive or intransitive, and/or auxiliary verbs.

The job of an adjective is to modify a noun or a pronoun. It does this by describing, quantifying, or identifying the noun or pronoun. Adjectives help to make writing more interesting and specific. Usually, the adjective is placed before the word it modifies.

As with other parts of speech, not all adjectives are the same. There are many different types of adjectives and, in this article, we will look at:

Descriptive Adjectives

• Degrees of Adjectives

Quantitative Adjectives

Demonstrative adjectives, possessive adjectives, interrogative adjectives, proper adjectives.

Descriptive adjectives are what most students think of first when asked what an adjective is. Descriptive adjectives tell us something about the quality of the noun or pronoun in question. For this reason, they are sometimes referred to as qualitative adjectives .

Some examples of this type of adjective include:

• hard-working

In sentences, they look like this:

• The pumpkin was enormous .
• It was an impressive feat of athleticism I ever saw.
• Undoubtedly, this was an exquisite vase.
• She faced some tough competition.

Degrees of Adjectives 

Descriptive adjectives have three degrees to express varying degrees of intensity and to compare one thing to another. These degrees are referred to as positive , comparative , and superlative .

The positive degree is the regular form of the descriptive adjective when no comparison is being made, e.g., strong .

The comparative degree is used to compare two people, places, or things, e.g., stronger .

There are several ways to form the comparative, methods include:

• Adding more or less before the adjective
• Adding -er to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -er to the end.

The superlative degree is typically used when comparing three or more things to denote the upper or lowermost limit of a quality, e.g., strongest .

There are several ways to form the superlative, including:

• Adding most or least before the adjective
• Adding -est to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -est to the end.

There are also some irregular adjectives of degree that follow no discernible pattern that must be learned off by students, e.g., good – better – best .

Let’s take a look at these degrees of adjectives in their different forms.

Let’s take a quick look at some sample sentences:

• It was a beautiful example of kindness. 

Comparative

• The red is nice, but the green is prettier .

Superlative

• This mango is the most delicious fruit I have ever tastiest. 

Quantitive adjectives provide information about how many or how much of the noun or pronoun.

Some quantitive adjectives include:

• She only ate half of her sandwich.
• This is my first time here.
• I would like three slices, please.
• There isn’t a single good reason to go.
• There aren’t many places like it.
• It’s too much of a good thing.
• I gave her a whole box of them.

A demonstrative adjective identifies or emphasizes a noun’s place in time or space. The most common demonstrative adjectives are this , that , these , and those .

Here are some examples of demonstrative adjectives in use:

• This boat is mine.
• That car belongs to her.
• These shoes clash with my dress.
• Those people are from Canada.

Possessive adjectives show ownership, and they are sometimes confused with possessive pronouns.

The most common possessive adjectives are my , your , his , her , our , and their .

Students need to be careful not to confuse these with possessive pronouns such as mine , yours , his (same in both contexts), hers , ours , and theirs .

Here are some examples of possessive adjectives in sentences:

• My favorite food is sushi.
• I would like to read your book when you have finished it.
• I believe her car is the red one.
• This is their way of doing things.
• Our work here is done.

Interrogative adjectives ask questions, and, in common with many types of adjectives, they are always followed by a noun. Basically, these are the question words we use to start questions. Be careful however, interrogative adjectives modify nouns. If the word after the question word is a verb, then you have an interrogative adverb on hand.

Some examples of interrogative adjectives include what , which , and whose .

Let’s take a look at these in action:

• What drink would you like?
• Which car should we take?
• Whose shoes are these?

Please note: Whose can also fit into the possessive adjective category too.

We can think of proper adjectives as the adjective form of proper nouns – remember those? They were the specific names of people, places, and things and need to be capitalized.

Let’s take the proper noun for the place America . If we wanted to make an adjective out of this proper noun to describe something, say, a car we would get ‘ American car’.

Let’s take a look at another few examples:

• Joe enjoyed his cup of Ethiopian coffee.
• My favorite plays are Shakespearean tragedies.
• No doubt about it, Fender guitars are some of the best in the world.
• The Mona Lisa is a fine example of Renaissance art.

Though it may come as a surprise to some, articles are also adjectives as, like all adjectives, they modify nouns. Articles help us determine a noun’s specification. 

For example, ‘a’ and ‘an’ are used in front of an unspecific noun, while ‘the’ is used when referring to a specific noun.

Let’s see some articles as adjectives in action!

• You will find an apple inside the cupboard.
• This is a car.
• The recipe is a family secret.

Adjectives Teaching Activity: Types of Adjective Tally

• Choose a suitable book and assign an appropriate number of pages or length of a chapter for students to work with.
• Students work their way through each page, tallying up the number of each type of adjective they can identify using a table like the one below:
• Note how degrees of adjective has been split into comparative and superlative. The positive forms will take care of in the descriptive category.
• You may wish to adapt this table to exclude the easier categories to identify, such as articles and demonstrative, for example.

Traditionally, adverbs are defined as those words that modify verbs, but they do so much more than that. They can be used not only to describe how verbs are performed but also to modify adjectives, other adverbs, clauses, prepositions, or entire sentences.

With such a broad range of tasks at the feet of the humble adverb, it would be impossible to cover every possibility in this article alone. However, there are five main types of adverbs our students should familiarize themselves with. These are:

Adverbs of Manner

Adverbs of time, adverbs of frequency, adverbs of place, adverbs of degree.

Adverbs of manner describe how or the way in which something happens or is done. This type of adverb is often the first type taught to students. Many of these end with -ly . Some common examples include happily , quickly , sadly , slowly , and fast .

Here are a few taster sentences employing adverbs of manner:

• She cooks Chinese food well .
• The children played happily together.
• The students worked diligently on their projects.
• Her mother taught her to cross the road carefully .
• The date went badly .

Adverbs of time indicate when something happens. Common adverbs of time include before , now , then , after , already , immediately , and soon .

Here are some sentences employing adverbs of time:

• I go to school early on Wednesdays.
• She would like to finish her studies eventually .
• Recently , Sarah moved to Bulgaria.
• I have already finished my homework.
• They have been missing training lately .

While adverbs of time deal with when something happens, adverbs of frequency are concerned with how often something happens. Common adverbs of frequency include always , frequently , sometimes , seldom , and never .

Here’s what they look like in sentences:

• Harry usually goes to bed around ten.
• Rachel rarely eats breakfast in the morning.
• Often , I’ll go home straight after school.
• I occasionally have ketchup on my pizza.
• She seldom goes out with her friends.

Adverbs of place, as the name suggests, describe where something happens or where it is. They can refer to position, distance, or direction. Some common adverbs of place include above , below , beside , inside , and anywhere .

Check out some examples in the sentences below:

• Underneath the bridge, there lived a troll.
• There were pizzerias everywhere in the city.
• We walked around the park in the pouring rain.
• If the door is open, then go inside .
• When I am older, I would like to live nearby .

Adverbs of degree express the degree to which or how much of something is done. They can also be used to describe levels of intensity. Some common adverbs of degree include barely , little , lots , completely , and entirely .

Here are some adverbs of degree at work in sentences:

• I hardly noticed her when she walked into the room.
• The little girl had almost finished her homework.
• The job was completely finished.
• I was so delighted to hear the good news.
• Jack was totally delighted to see Diane after all these years.

Adverb Teaching Activity: The Adverb Generator

• Give students a worksheet containing a table divided into five columns. Each column bears a heading of one of the different types of adverbs ( manner , time , frequency , place , degree ).
• Challenge each group to generate as many different examples of each adverb type and record these in the table.
• The winning group is the one with the most adverbs. As a bonus, or tiebreaker, task the students to make sentences with some of the adverbs.

Pronouns are used in place of a specific noun used earlier in a sentence. They are helpful when the writer wants to avoid repetitive use of a particular noun such as a name. For example, in the following sentences, the pronoun she is used to stand for the girl’s name Mary after it is used in the first sentence. 

Mary loved traveling. She had been to France, Thailand, and Taiwan already, but her favorite place in the world was Australia. She had never seen an animal quite as curious-looking as the duck-billed platypus.

We also see her used in place of Mary’s in the above passage. There are many different pronouns and, in this article, we’ll take a look at:

Subject Pronouns

Object pronouns, possessive pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, interrogative pronouns.

Subject pronouns are the type of pronoun most of us think of when we hear the term pronoun . They operate as the subject of a verb in a sentence. They are also known as personal pronouns.

The subject pronouns are:

Here are a few examples of subject pronouns doing what they do best:

• Sarah and I went to the movies last Thursday night.
• That is my pet dog. It is an Irish Wolfhound.
• My friends are coming over tonight, they will be here at seven.
• We won’t all fit into the same car.
• You have done a fantastic job with your grammar homework!

Object pronouns operate as the object of a verb, or a preposition, in a sentence. They act in the same way as object nouns but are used when it is clear what the object is.

The object pronouns are:

Here are a few examples of object pronouns in sentences:

• I told you , this is a great opportunity for you .
• Give her some more time, please.
• I told her I did not want to do it .
• That is for us .
• Catherine is the girl whom I mentioned in my letter.

Possessive pronouns indicate ownership of a noun. For example, in the sentence:

These books are mine .

The word mine stands for my books . It’s important to note that while possessive pronouns look similar to possessive adjectives, their function in a sentence is different.

The possessive pronouns are:

Let’s take a look at how these are used in sentences:

• Yours is the yellow jacket.
• I hope this ticket is mine .
• The train that leaves at midnight is theirs .
• Ours is the first house on the right.
• She is the person whose opinion I value most.
• I believe that is his .

Reflexive pronouns are used in instances where the object and the subject are the same. For example, in the sentence, she did it herself , the words she and herself refer to the same person.

The reflexive pronoun forms are:

Here are a few more examples of reflexive pronouns at work:

• I told myself that numerous times.
• He got himself a new computer with his wages.
• We will go there ourselves .
• You must do it yourself .
• The only thing to fear is fear itself .

This type of pronoun can be used to indicate emphasis. For example, when we write, I spoke to the manager herself , the point is made that we talked to the person in charge and not someone lower down the hierarchy. 

Similar to the reflexive pronouns above, we can easily differentiate between reflexive and intensive pronouns by asking if the pronoun is essential to the sentence’s meaning. If it isn’t, then it is used solely for emphasis, and therefore, it’s an intensive rather than a reflexive pronoun.

Often confused with demonstrative adjectives, demonstrative pronouns can stand alone in a sentence.

When this , that , these , and those are used as demonstrative adjectives they come before the noun they modify. When these same words are used as demonstrative pronouns, they replace a noun rather than modify it.

Here are some examples of demonstrative pronouns in sentences:

• This is delicious.
• That is the most beautiful thing I have ever seen.
• These are not mine.
• Those belong to the driver.

Interrogative pronouns are used to form questions. They are the typical question words that come at the start of questions, with a question mark coming at the end. The interrogative pronouns are:

Putting them into sentences looks like this:

• What is the name of your best friend?
• Which of these is your favourite?
• Who goes to the market with you?
• Whom do you think will win?
• Whose is that?

Pronoun Teaching Activity: Pronoun Review Table

• Provide students with a review table like the one below to revise the various pronoun forms.
• They can use this table to help them produce independent sentences.
• Once students have had a chance to familiarize themselves thoroughly with each of the different types of pronouns, provide the students with the headings and ask them to complete a table from memory.  

Prepositions

Prepositions provide extra information showing the relationship between a noun or pronoun and another part of a sentence. These are usually short words that come directly before nouns or pronouns, e.g., in , at , on , etc.

There are, of course, many different types of prepositions, each relating to particular types of information. In this article, we will look at:

Prepositions of Time

Prepositions of place, prepositions of movement, prepositions of manner, prepositions of measure.

• Preposition of Agency
• Preposition of Possession
• Preposition of Source

Phrasal Prepositions

It’s worth noting that several prepositional words make an appearance in several different categories of prepositions.

Prepositions of time indicate when something happens. Common prepositions of time include after , at , before , during , in , on .

Let’s see some of these at work:

• I have been here since Thursday.
• My daughter was born on the first of September.
• He went overseas during the war.
• Before you go, can you pay the bill, please?
• We will go out after work.

Sometimes students have difficulty knowing when to use in , on , or at . These little words are often confused. The table below provides helpful guidance to help students use the right preposition in the right context.

The prepositions of place, in , at , on , will be instantly recognisable as they also double as prepositions of time. Again, students can sometimes struggle a little to select the correct one for the situation they are describing. Some guidelines can be helpful.

• If something is contained or confined inside, we use in .
• If something is placed upon a surface, we use on .
• If something is located at a specific point, we use at .

A few example sentences will assist in illustrating these:

• He is in the house.
• I saw it in a magazine.
• In France, we saw many great works of art.
• Put it on the table.
• We sailed on the river.
• Hang that picture on the wall, please.
• We arrived at the airport just after 1 pm.
• I saw her at university.
• The boy stood at the window.

Usually used with verbs of motion, prepositions of movement indicate movement from one place to another. The most commonly used preposition of movement is to .

Some other prepositions of movement include:

Here’s how they look in some sample sentences:

• The ball rolled across the table towards me.
• We looked up into the sky.
• The children ran past the shop on their way home.
• Jackie ran down the road to greet her friend.
• She walked confidently through the curtains and out onto the stage.

Preposition of manner shows us how something is done or how it happens. The most common of these are by , in , like , on , with .

Let’s take a look at how they work in sentences:

• We went to school by bus.
• During the holidays, they traveled across the Rockies on foot.
• Janet went to the airport in a taxi.
• She played soccer like a professional.
• I greeted her with a smile.

Prepositions of measure are used to indicate quantities and specific units of measurement. The two most common of these are by and of .

Check out these sample sentences:

• I’m afraid we only sell that fabric by the meter.
• I will pay you by the hour.
• She only ate half of the ice cream. I ate the other half.
• A kilogram of apples is the same weight as a kilogram of feathers.

Prepositions of Agency

These prepositions indicate the causal relationship between a noun or pronoun and an action. They show the cause of something happening. The most commonly used prepositions of agency are by and with .

Here are some examples of their use in sentences:

• The Harry Potter series was written by J.K. Rowling.
• This bowl was made by a skilled craftsman.
• His heart was filled with love.
• The glass was filled with water.

Prepositions of Possession

Prepositions of possessions indicate who or what something belongs to. The most common of these are of , to , and with .

Let’s take a look:

• He is the husband of my cousin.
• He is a friend of the mayor.
• This once belonged to my grandmother.
• All these lands belong to the Ministry.
• The man with the hat is waiting outside.
• The boy with the big feet tripped and fell.

Prepositions of Source

Prepositions of source indicate where something comes from or its origins. The two most common prepositions of source are from and by . There is some crossover here with prepositions of agency.

Here are some examples:

• He comes from New Zealand.
• These oranges are from our own orchard.
• I was warmed by the heat of the fire.
• She was hugged by her husband.
• The yoghurt is of Bulgarian origin.

Phrasal prepositions are also known as compound prepositions. These are phrases of two or more words that function in the same way as prepositions. That is, they join nouns or pronouns to the rest of the sentence.

Some common phrasal prepositions are:

• According to
• For a change
• In addition to
• In spite of
• Rather than
• With the exception of

Students should be careful of overusing phrasal prepositions as some of them can seem clichéd. Frequently, it’s best to say things in as few words as is necessary.

Preposition Teaching Activity: Pr eposition Sort

• Print out a selection of the different types of prepositions on pieces of paper.
• Organize students into smaller working groups and provide each group with a set of prepositions.
• Using the headings above as categories, challenge students to sort the prepositions into the correct groups. Note that some prepositions will comfortably fit into more than one group.
• The winning group is the one to sort all prepositions correctly first.
• As an extension exercise, students can select a preposition from each category and write a sample sentence for it.

ConjunctionS

Conjunctions are used to connect words, phrases, and clauses. There are three main types of conjunction that are used to join different parts of sentences. These are:

• Coordinating
• Subordinating
• Correlative

Coordinating Conjunctions

These conjunctions are used to join sentence components that are equal such as two words, two phrases, or two clauses. In English, there are seven of these that can be memorized using the mnemonic FANBOYS:

Here are a few example sentences employing coordinating conjunctions:

• As a writer, he needed only a pen and paper.
• I would describe him as strong but lazy.
• Either we go now or not at all.

Subordinating Conjunctions

Subordinating conjunctions are used to introduce dependent clauses in sentences. Basically, dependent clauses are parts of sentences that cannot stand as complete sentences on their own. 

Some of the most common subordinate conjunctions are: 

Let’s take a look at some example sentences:

• I will complete it by Tuesday if I have time.
• Although she likes it, she won’t buy it.
• Jack will give it to you after he finds it.

Correlative Conjunctions

Correlative conjunctions are like shoes; they come in pairs. They work together to make sentences work. Some come correlative conjunctions are:

• either / or
• neither / nor
• Not only / but also

Let’s see how some of these work together:

• If I were you, I would get either the green one or the yellow one.
• John wants neither pity nor help.
• I don’t know whether you prefer horror or romantic movies.

Conjunction Teaching Activity: Conjunction Challenge

• Organize students into Talking Pairs .
• Partner A gives Partner B an example of a conjunction.
• Partner B must state which type of conjunction it is, e.g. coordinating, subordinating, or correlative.
• Partner B must then compose a sentence that uses the conjunction correctly and tell it to Partner A.
• Partners then swap roles.

InterjectionS

Interjections focus on feelings and are generally grammatically unrelated to the rest of the sentence or sentences around them. They convey thoughts and feelings and are common in our speech. They are often followed by exclamation marks in writing. Interjections include expressions such as:

• Eww! That is so gross!
• Oh , I don’t know. I’ve never used one before.
• That’s very… err …generous of you, I suppose.
• Wow! That is fantastic news!
• Uh-Oh! I don’t have any more left.

Interjection Teaching Activity: Create a scenario

• Once students clearly understand what interjections are, brainstorm as a class as many as possible.
• Write a master list of interjections on the whiteboard.
• Partner A suggests an interjection word or phrase to Partner B.
• Partner B must create a fictional scenario where this interjection would be used appropriately.

With a good grasp of the fundamentals of parts of speech, your students will now be equipped to do a deeper dive into the wild waters of English grammar. 

To learn more about the twists and turns of English grammar, check out our comprehensive article on English grammar here.

DOWNLOAD THESE 9 FREE CLASSROOM PARTS OF SPEECH POSTERS

PARTS OF SPEECH TUTORIAL VIDEOS

MORE ARTICLES RELATED TO PARTS OF SPEECH