6.2 Adjectives and Adverbs: Usage, Degrees of Comparison, and Modifying Clauses

6.2 Adjectives and Adverbs: Usage, Degrees of Comparison, and Modifying Clauses

Modifiers provide the descriptive precision that transforms basic sentences into nuanced, academic discourse. However, selecting the incorrect part of speech—such as using an adjective when an adverb is required, or choosing a superlative when comparing only two entities—undermines the authority and clarity of professional writing.

On the FTCE English Language Skills (826) subtest, Competencies 3.8 and 3.9 evaluate an educator's command over the standard usage of adjectives and adverbs, the proper formation of comparative and superlative degrees, and the resolution of faulty or illogical comparisons. Candidates must demonstrate an exact understanding of syntactic roles, particularly in complex sentence patterns involving sensory linking verbs and non-gradable (absolute) adjectives.

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The Core Functional Distinction: Adjectives vs. Adverbs

The fundamental boundary between adjectives and adverbs rests upon the specific grammatical element being modified:

[Adjective]  ──► Modifies: Nouns & Pronouns
                 Answers:  Which one? What kind? How many? How much?

[Adverb]     ──► Modifies: Verbs, Adjectives, & Other Adverbs
                 Answers:  How? In what manner? When? Where? To what extent / degree? Why?

The -ly Suffix and Common Pitfalls

While many adverbs end in -ly (e.g., accurately, diligently, thoroughly), the presence or absence of this suffix is not an infallible guide:

1. Adjectives Ending in -ly: Several common adjectives end in -ly and modify nouns directly. Examples include friendly, costly, timely, orderly, lively, scholarly, and cowardly. Writing "The principal spoke friendly" is an error; one must write "The principal spoke in a friendly manner" because friendly cannot function adverbially.
2. Flat Adverbs: Certain adverbs share the identical form of their adjective counterparts without taking -ly (e.g., fast, hard, early, late, straight, high). For instance, "The student worked hard" and "The bus arrived late" are standard.
3. Adverbs Modifying Adjectives: When an adverb modifies an adjective, writers often mistakenly drop the -ly suffix, creating an ungrammatical double adjective:
   • Flawed: The teacher implemented an extreme innovative reading curriculum.
   • Analysis: Innovative is an adjective modifying curriculum. The word modifying innovative must describe the degree of innovation; therefore, it must be the adverb extremely.
   • Correct: The teacher implemented an extremely innovative reading curriculum.

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Action Verbs vs. Linking Verbs: The Predicate Adjective Rule

A critical concept on the FTCE is selecting modifiers after verbs. Verbs in English fall into two broad functional categories: action verbs and linking verbs.

Action Verb   +  [Adverb]              ──► Describes HOW the action is performed.
Linking Verb  +  [Predicate Adjective] ──► Describes the SUBJECT's state or condition.

Sensory Linking Verbs

While true linking verbs (forms of to be, become, seem) always link the subject to a predicate adjective or noun, sensory verbs—such as feel, look, smell, sound, taste, appear, grow, remain, and prove—can function as either action verbs or linking verbs depending on context.

The "Feel Bad" vs. "Feel Badly" Standard

In colloquial speech, individuals often say "I feel badly for the student." In standard formal written English, however, feel in this context is a linking verb expressing emotional state, not physical tactile sensation. An emotional state requires a predicate adjective:

• Flawed: The instructional team felt badly that the field trip was canceled.
• Correct: The instructional team felt bad that the field trip was canceled.

Similarly, with taste and sound:

• Flawed: The cafeteria soup tasted deliciously.
• Correct: The cafeteria soup tasted delicious (predicate adjective modifying soup).

Degrees of Comparison: Positive, Comparative, and Superlative

Adjectives and adverbs change forms to express different degrees of quantity, quality, or intensity. Standard written English recognizes three distinct degrees of comparison:

Positive       ──► Expresses a quality without comparison           (clear, thorough, well)
Comparative    ──► Compares EXACTLY TWO entities or groups         (clearer, more thorough, better)
Superlative    ──► Compares THREE OR MORE entities or groups       (clearest, most thorough, best)

1. Regular Formations

• One-Syllable Modifiers: Typically add -er for comparative and -est for superlative (fast, faster, fastest; great, greater, greatest).
• Two-Syllable Adjectives: Some take -er/-est (simple, simpler, simplest; early, earlier, earliest), while others require more/most (formal, more formal, most formal).
• Modifiers of Three or More Syllables & All Adverbs Ending in -ly: Strictly use more / less and most / least (meticulously, more meticulously, most meticulously; comprehensive, more comprehensive, most comprehensive).

2. The Two-Entity Rule (Comparative vs. Superlative)

A frequent testing target on the FTCE involves sentences comparing two entities where colloquial speech defaults to the superlative. When exactly two entities or options are being compared, standard formal English strictly mandates the comparative degree.

• Flawed: Between the two proposed reading interventions, the phonics-based approach is the most effective.
• Analysis: Exactly two items are compared (between the two). The superlative most effective is ungrammatical.
• Correct: Between the two proposed reading interventions, the phonics-based approach is the more effective.
• Flawed: Of the two identical twins in third grade, Julian is the tallest.
• Correct: Of the two identical twins in third grade, Julian is the taller.

3. Irregular Adjectives and Adverbs

Certain foundational modifiers follow irregular paradigms that must be memorized:

The Farther vs. Further Distinction

• Farther / Farthest: Refers exclusively to measurable physical distance ("The new middle school is two miles farther down the highway than the high school").
• Further / Furthest: Refers to metaphorical distance, abstract extent, conceptual progression, or additional time/depth ("The committee decided to pursue the investigation further"; "We need no further evidence").

The Good vs. Well Distinction

• Good is an adjective modifying nouns: "She wrote a good essay."
• Well is primarily an adverb modifying verbs: "She wrote well on the essay." (Well functions as an adjective only when describing physical health: "After recovering from the flu, the teacher felt well again").

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Absolute (Non-Gradable) Adjectives

Absolute adjectives denote qualities that exist in an absolute, binary, or non-gradable state. Something is either entirely present or entirely absent; logically, the quality cannot exist in varying degrees, percentages, or comparisons.

Absolute State:  [ Binary / Complete ] ──► Cannot be "more" or "most"
Examples:        unique, perfect, round, square, infinite, impossible, pregnant, unanimous, fatal

The Flaw of Modifying Absolutes

Because unique means "sole, one-of-a-kind, without equal," an item cannot be "more unique," "very unique," or "the most unique." Either something is unique, or it is not.

• Flawed: The magnet school offers a very unique environmental science curriculum.
• Correct: The magnet school offers a unique environmental science curriculum. / ...offers an unusual / exceptional curriculum.
• Flawed: The jury reached a more unanimous verdict than in the previous trial.
• Correct: The jury reached a unanimous verdict... (A verdict cannot be partly or more unanimous; unanimity requires 100% agreement).

Permissible Qualifiers for Absolutes

While absolute adjectives cannot take comparative degrees (more, most, less), standard English permits qualifying adverbs that indicate how close an entity comes to achieving the absolute state: nearly, almost, virtually, essentially.

• Standard: The artisan crafted a nearly perfect sphere.
• Standard: The faculty vote was virtually unanimous.

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Avoiding Double Comparatives and Illogical Class Comparisons

1. Double Comparatives and Superlatives

A double comparative or double superlative occurs when an author combines an -er or -est inflection with more or most. This creates redundant, ungrammatical phrasing:

• Flawed: The revised grading rubric is more easier to understand.
• Correct: The revised grading rubric is easier to understand.
• Flawed: That was the most strictest test proctor on campus.
• Correct: That was the strictest test proctor on campus.

2. Illogical Comparisons Within a Class: The "Other" Rule

When comparing an individual entity to other members of the same group or class, the sentence must use other or else to exclude the subject from the group. Without other, the sentence creates the logical impossibility of an entity being superior to or different from itself.

• Flawed: Ms. Montgomery has higher student passing rates than any teacher at Oakridge Middle School.
• Logical Problem: Ms. Montgomery is a teacher at Oakridge Middle School. As written, the sentence states that she has higher passing rates than all teachers at the school—which means she has higher passing rates than herself.
• Correct: Ms. Montgomery has higher student passing rates than any other teacher at Oakridge Middle School.
• Flawed: Florida produces more citrus fruit than any state in the country.
• Correct: Florida produces more citrus fruit than any other state in the country.

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Master Modifier Diagnostics Table