assignment is countable or not

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Definition of assignment noun from the Oxford Advanced American Dictionary

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2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

Nearby words

Cambridge Dictionary +Plus

Nouns: countable and uncountable

Countable nouns.

Some nouns refer to things which, in English, are treated as separate items which can be counted. These are called countable nouns. Here are some examples:

a car , three cars

my cousin , my two cousins

a book , a box full of books

a city , several big cities

Singular and plural

Countable nouns can be singular or plural. They can be used with a/an and with numbers and many other determiners (e.g. these, a few ):

She’s got two sisters and a younger brother .

Most people buy things like cameras and MP3-players online these days .

These shoes look old now.

I’ll take a few magazines with me for the flight .

Determiners ( the, my , some , this )

Singular and plural nouns

Uncountable nouns

In English grammar, some things are seen as a whole or mass. These are called uncountable nouns, because they cannot be separated or counted.

Some examples of uncountable nouns are:

Ideas and experiences: advice, information, progress, news, luck, fun, work

Materials and substances: water, rice, cement, gold, milk

Weather words: weather, thunder, lightning, rain, snow

Names for groups or collections of things: furniture, equipment, rubbish, luggage

Other common uncountable nouns include: accommodation, baggage, homework, knowledge, money, permission, research, traffic, travel .

These nouns are not used with a/an or numbers and are not used in the plural.

We’re going to get new furniture for the living room.

Not: We’re going to get a new furniture for the living room . or We’re going to get new furnitures for the living room .

We had terrible weather last week.

Not: We had a terrible weather last week .

We need rice next time we go shopping.

Some nouns always have plural form but they are uncountable because we cannot use numbers with them.

I bought two pairs of trousers .

Not: I bought two trousers .

Other nouns of this type are: shorts, pants, pyjamas, glasses (for the eyes), binoculars, scissors .

Some nouns which are uncountable in English are countable in other languages (e.g. accommodation, advice, furniture, information ):

They can give you some information about accommodation at the tourist office.

Not: They can give you some informations about accommodations at the tourist office .

Can you give me some advice about buying a second-hand car?

Not: Can you give me some advices about buying a second-hand car?

A good learner’s dictionary will tell you whether a noun is countable or uncountable.

Quantity expressions ( a bit/piece )

To refer to one or more quantities of an uncountable noun , expressions such as a bit of, a piece of , an item of or words for containers and measures must be used:

He bought a very expensive piece of furniture for his new apartment.

Maggie always has some exciting bits of news when she comes to see us.

I think we’ll need five bags of cement for the patio.

There’s a litre of milk in the fridge for you. And I bought you a bar of chocolate .

Determiners ( my, some, the )

Uncountable nouns can be used with certain determiners (e.g. my, her , some, any , no , the, this, that ) and expressions of quantity (e.g. a lot of, (a) little ):

They gave me some information about courses and scholarships and things.

Have you heard the news ? Fran’s getting engaged.

She’s been studying hard and has made a lot of progress .

There’s no work to do here, so you can go home if you like.

This milk ’s a bit old, I’m afraid.

Countable phrases for uncountable nouns

We can sometimes use countable noun phrases to talk about an individual example of the thing an uncountable noun refers to.

Finding a place to live is difficult if you’re a student and you’ve got no money. (or Finding accommodation … )

Not: Finding an accommodation …

She brought two big suitcases and a rucksack with her.

Not: She brought two big luggages …

I read a poem once about someone riding a horse at night.

Not: I read a poetry …

We went on a trip to the Amazon when we were in Brazil.

Not: We went on a travel …

Countable and uncountable nouns with different meanings

Some nouns can be used either countably or uncountably, but with different meanings.

Uncountable nouns used countably

Measures and examples.

Sometimes uncountable nouns are used countably, to mean ‘a measure of something’ or ‘a type or example of something’:

Can I have two teas and one coffee , please? (two cups of tea and one cup of coffee …?)

A: How many sugars do you want in your tea? (How many spoonfuls/lumps of sugar?) B: Just one, please .

To some degree we tend to eat the foods that we ate as children. (i.e. types of food)

Abstract nouns

Some abstract nouns can be used uncountably or countably. The uncountable use has a more general meaning. The countable use has a more particular meaning.

Nouns of this type include: education, experience, hatred, help, knowledge, life, love, sleep, time, understanding .

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Grammar: Count and Noncount Nouns

Introduction to count and noncount nouns.

Count and noncount nouns vary from language to language. In some languages, there are no count nouns (e.g., Japanese). In addition, some nouns that are noncount in English may be countable in other languages (e.g., hair or information).

Errors with count and noncount nouns can result in errors with article usage and with subject verb agreement .

Count Nouns

What is a count noun.

Count nouns can be separated into individual units and counted. They usually have both a singular and a plural form. Most English nouns are count nouns.

one phone, two phones
one dog, two dogs
one shirt, two shirts

However, a few countable nouns only have a plural form in English. Here are a few examples:

These are often used with some sort of quantifier, or quantity word , to show how they are counted (e.g., "a pair of" pants, "two pairs of" pants, "some " pants).

How are count nouns made plural?

Count nouns are usually made plural by adding an "-s" or an "-es."

one boy, two boy s
one folder, two folder s
one box, two box es
one church, two church es

If the noun ends in "-y," change the "-y" to "-ies" to make it plural.

one family, two famil ies
one party, two part ies

However, if a vowel precedes the "-y," add just an "-s" to make it plural.

one toy, two toy s
one donkey, two donkey s

If the noun ends in "-o," add "-es" to make it plural.

one potato, two potato es
one tomato, two tomato es

If the noun ends in "-f" or "-fe," change the "-f" to a "-v" and add "-es."

one thief, two thiev es
one hoof, two hoov es

Some count nouns have irregular plural forms. Many of these forms come from earlier forms of English.

one foot, two feet
one person, two people
one tooth, two teeth
one criterion, two criteria

When unsure of the plural form, please consult the dictionary. An English learner’s dictionary (such as Merriam-Webster, Cambridge, Oxford, or Longman) may be the most useful.

Important: Singular count nouns must have a word in the determiner slot. This could be an article, a pronoun, or a possessive noun (i.e., "a," "an," "the," "this," or a possessive noun). Please see our page on article usage for more information.

Noncount Nouns

What is a noncount noun.

Noncount (or uncountable) nouns exist as masses or abstract quantities that cannot be counted. They have no plural form. Although most English nouns are count nouns, noncount nouns frequently occur in academic writing.

Here are some common categories of noncount nouns. Like all things in English (and language in general), there may be exceptions.

A mass: work, equipment, homework, money, transportation, clothing, luggage, jewelry, traffic

A natural substance: air, ice, water, fire, wood, blood, hair, gold, silver

Food: milk, rice, coffee, bread, sugar, meat, water

An abstract concept: advice, happiness, health, education, research, knowledge, information, time

A game: soccer, tennis, basketball, hockey, football, chess, checkers

A disease: diabetes, measles, polio, influenza, malaria, hypothyroidism, arthritis

A subject of study: economics, physics, astronomy, biology, history, statistics

A language : Arabic, Chinese, Spanish, English

An activity (in the "-ing" form): swimming, dancing, reading, smoking, drinking, studying

Important: Noncount nouns do not use the indefinite articles "a" or "an." They can, however, use the definite article "the" if what is being referred to is specific. They can also use no article if what is being referred to is general (generic) or nonspecific. Please see our page on article usage for more information.

Double Nouns

Some nouns can be both count and noncount. When they change from a count to a noncount noun, the meaning changes slightly. In the noncount form, the noun refers to the whole idea or quantity. In the count form, the noun refers to a specific example or type. When the noun is countable, it can be used with the indefinite article "a" or "an" or it can be made plural.

Check the published literature in your field of study to determine whether specific nouns are used in a countable or an uncountable way. Sometimes, a noun that is generally countable becomes uncountable when used in a technical way.

Here are a few examples:

Life is a gift. (noncount)
She leads a very fulfilling life . (count = This specifies the type of life. It could be a boring life, a dangerous life, and so on.)
I like cheese . (noncount)
The cheeses of France are my favorite. (count = This specifies the type of cheese.)
The study of language is called linguistics. (noncount)
English is often considered an international language . (count)

Quantity Words

Quantity words are used to add information about the number or amount of the noun. Some quantity words can only be used with countable singular nouns (e.g., computer, pen, and crayon), some can only be used with countable plural nouns (e.g., printers, flashdrives, and keyboards), some can only be used with uncountable nouns (i.e., paper, ink), and some can be used with both plural countable nouns and with uncountable nouns.

With countable singular nouns (e.g., computer, pen, crayon):

each computer
every computer
another computer

With countable plural nouns (e.g., printers, flashdrives, and keyboards):

several printers
a large number of printers
a small number of printers
not many printers
too many printers
many printers
a few printers
very few printers
few printers
fewer printers

With uncountable nouns (e.g., paper or ink):

a great deal of paper
a large amount of paper
a small amount of paper
not much paper
too much paper
a little paper
very little paper
little paper

With countable plural nouns and with uncountable nouns (e.g., printers, flashdrives, keyboards; paper, or ink):

some printers
any printers
a lot of printers
a lot of ink
hardly any printers
hardly any ink
(almost) all printers
(almost) all ink
no printers
none of the printers
none of the ink
not any printers
not any ink
other printers

Note the difference between "few/little" (almost none) and "a few/a little " (some, but not many/much). "Few/little" tend to have a negative connotation. "A few/a little" tend to be more positive.

There are few solutions. (There are not many solutions.)
There are a few solutions. (There are some solutions.)
He received little education. (He did not receive much education.)
He received a little education. (He received some education.)

Nouns Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

Writing Tools: Using a Dictionary for Grammatical Accuracy Video

Note that this video was created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

Writing Tools: Using a Dictionary for Grammatical Accuracy (video transcript)

Related Resources

Knowledge Check: Count and Noncount Nouns

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All you need to know about countable and uncountable nouns

What’s the difference between countable and uncountable nouns , and what grammar rules do you need to know to use them correctly?

Also known as count and noncount nouns , this vocabulary point can trip you up when you’re learning English as a second language. It’s especially tricky because:

There are no concrete rules for classifying nouns as countable or uncountable (although there are some general guidelines that we will explain later).
Certain nouns that are countable in other languages may be uncountable in English, so you’ll have to un-learn what you know from your native language and learn a different set of rules for English words.

So, let’s take a detailed look at countable vs uncountable nouns, with plenty of examples showing how to use them with the correct articles, quantifiers, and other determiners.

a table spread with countable and uncountable nouns foods

The basics of countable and uncountable nouns

What is a countable noun.

A countable noun (also called a count noun) is a noun naming something that can be counted using standard numbers. Countable nouns usually have singular and plural forms.

Examples of countable nouns include chair, table, rabbit, page, part, and lemon .

So, we can have one chair, five tables, ten rabbits, twenty-three lemons, and three hundred pages .

You are probably already familiar with this pattern of counting things in English.

What is an uncountable noun?

An uncountable noun (also called a mass noun or a non-count noun) is a noun naming something that cannot be counted in English using standard numbers. These nouns cannot be made plural.

Examples of uncountable nouns include rice, money, advice, news, and happiness .

We cannot have one rice, five monies, two advices, or a happiness .

Instead, we must use different determiners to quantify these particular things: a cup of rice , a bag of money , and a piece of advice .

Now you know these basics, it’s time to take a deeper look at what this means in practice. You need to know whether you’re dealing with a countable or uncountable noun so you can select the correct determiners and plural forms in your writing and speech.

Rules for using countable nouns

We’ll begin by going over the rules for using countable nouns, since these are most straightforward.

Countable nouns:

Can be separated into whole, individual, countable units
Broadly refer to people, places, and things
Have a singular and a plural form (with a few exceptions like sheep, deer, fish) – see this site for more about how to form plurals
May take indefinite articles (a/an) as well as the definite article (the)
May take other determiners such as this/that/these/those, some/any/few/many/several, my/your/his/her/our/their
To form a question about a countable noun, we say ‘How many…’

Countable noun example sentences

Most of the nouns we use in English are countable. Here are some example sentences showing correct usage:

I have two cats as pets .
She bought a few books from the store .
We went to the zoo and saw several giraffes .
The school has six classrooms for different subjects .
He has a collection of ten stamps .
My father owns a few bikes .
The store has a variety of balloons in different colors.
He has five siblings : three brothers and two sisters .
There are many oranges in the fruit basket .
The bakery doesn’t have any bread left.
I would like to buy that handbag .
How many meals should I order at the restaurant ?

Read about the difference between few vs a few here.

Rules for using uncountable nouns

Uncountable nouns are used less often in English, and they:

Are abstract ideas, qualities, or masses that can’t be separated and counted individually
Do not have a plural form and are treated as singular nouns (and therefore take the singular form of the verb)
May take the definite article (the) but do not take the indefinite articles (a/an)
May take other determiners such as much/little/less/any/some and my/your/his/her/our/their
Can be quantified with phrases that contain countable nouns (e.g. a bag of rice)
To form a question about an uncountable noun, we say ‘How much…’

See also: What’s the difference between less and fewer?

Uncountable noun examples

We can group uncountable nouns into some broad categories. Although we cannot list them all here, the following groups are a general guide that may make it easier for you to identify others in the future:

This may seem like a long list of uncountable nouns; however, there are hundreds more.

Quantifying an uncountable noun

Although we can’t quantify uncountable nouns using numbers, we can add a countable unit of measurement to refer to one or more quantities of these things. Below are some of the most common quantifiers we can use to refer to things that are uncountable.

A piece of… advice, art, cheese, equipment, evidence, furniture, homework, information, luck, luggage, music, news, paper, poetry, publicity, rubbish, software
A bottle of… beer, water, wine, sauce, salad dressing
A carton of… juice, milk, cream
A packet of… ketchup, rice, gum
A plate/bowl of… cereal, pasta, rice
A drop of… blood, oil, rain, water
A game of… badminton, chess, football, soccer, tennis
A ray of… hope, light, sun
A grain of… sand, rice, sugar, dignity
A cube of… ice, sugar
A blob of… toothpaste, mayonnaise, glue
A pane of glass
A round of applause
A bar of soap
A mode of transport
A bolt of lightning
A blade of grass
A rasher of bacon
A sheet of paper

Determiners for count and noncount nouns

You’ll have seen from the examples above that certain determiners can only be used for one type of noun, whereas others can be used with both countable and uncountable nouns. Here’s a handy reference table for these, although this is not an exhaustive list.

Most other adjectives can modify both countable and uncountable nouns.

See also: What’s the difference between advice vs advise?

Some nouns can be countable and uncountable

You might often hear people say something like “I take two sugars in my tea”. What they really mean is “two teaspoons of sugar”, but the noun “sugar” has taken on that meaning and become countable.

In this way, uncountable nouns can sometimes be used as countable when referring to a complete unit or measurement of something, normally in relation to food and beverages. Here are some more examples:

I’ll have three coffees , please. (three cups of coffee)
I’ve had too many beers tonight! (glasses/cans/bottles of beer)
Could I get two more ketchups ? (two sachets of ketchup)

Uncountable nouns may also be used as countable when they refer to a specific type, example, or category of something . For example:

You should have at least five different cheeses on your cheese board.
The best wines in the world are produced in France.
We used three woods to make this beautiful box.
They encountered a lot of difficulties while completing the project.
These juices are all freshly squeezed.

These plural countable nouns are exceptions to the rule given earlier.

Nouns with different countable and uncountable meanings

To make things even more confusing, certain nouns in English have two or more meanings. When a noun refers to different things, one countable and one uncountable, you must remember which is which in order to form a correct sentence. Here are some common examples of words with dual meanings:

As you can see, English can be hard to learn . Fortunately, you can always check in a dictionary to see whether a noun is countable or uncountable. Some dictionaries, such as Oxford Dictionaries , specify this in the definition.

We hope this information about countable vs uncountable nouns has been helpful. It can be quite a tricky English grammar topic to get right because, even once you have mastered the rules of count and noncount nouns, there is still no hard-and-fast way to know which words are which, unless you look them up.

Leave a comment below if you have any more questions about this topic or want to check your understanding of a particular point we’ve mentioned.

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English [ edit ]

Etymology [ edit ].

From Middle English assignement , from Old French assignement .

Pronunciation [ edit ]

Rhymes: -aɪnmənt

Noun [ edit ]

assignment ( countable and uncountable , plural assignments )

The act of assigning ; the allocation of a job or a set of tasks . This flow chart represents the assignment of tasks in our committee.
( LGBT ) The categorization of persons as belonging to the male or female sex .
An assigned task . The assignment the department gave him proved to be quite challenging.
A position to which someone is assigned. Unbeknownst to Mr Smith, his new assignment was in fact a demotion.
( education ) A task given to students, such as homework or coursework . Mrs Smith gave out our assignments , and said we had to finish them by Monday.
( law ) A transfer of a right or benefit from one person to another. The assignment of the lease has not been finalised yet.
( law ) A document that effects this transfer. Once you receive the assignment in the post, be sure to sign it and send it back as soon as possible.
( programming ) An operation that assigns a value to a variable .

Hyponyms [ edit ]

( programming ) : augmented assignment

Derived terms [ edit ]

assignment operator
frequency assignment
Procrustean assignment
time-assignment speech interpolation
understand the assignment

Translations [ edit ]

References [ edit ], chinese [ edit ], alternative forms [ edit ].

asm ( pseudo-acronym )

From English assignment .

Cantonese ( Jyutping ) : aa 6 saai 1 man 4
Jyutping : aa 6 saai 1 man 4
Yale : ah s ā ai màhn
Cantonese Pinyin : aa 6 saai 1 man 4
Guangdong Romanization : a 6 sai 1 men 4
Sinological IPA ( key ) : /aː²² saːi̯ ⁵⁵ mɐn ²¹ /
( Hong Kong Cantonese ) assignment ; homework ; coursework ( Classifier : 份 c )

Synonyms [ edit ]

Bauer, Robert S. (2021) ABC Cantonese-English Comprehensive Dictionary , Honolulu: University of Hawai'i Press, →ISBN , page 10
English Loanwords in Hong Kong Cantonese

English terms inherited from Middle English
English terms derived from Middle English
English terms derived from Old French
English terms with audio links
Rhymes:English/aɪnmənt
Rhymes:English/aɪnmənt/3 syllables
English lemmas
English nouns
English uncountable nouns
English countable nouns
English terms with usage examples
en:Education
en:Programming
English 3-syllable words
en:Directives
Cantonese terms borrowed from English
Cantonese terms derived from English
Chinese lemmas
Cantonese lemmas
Chinese nouns
Cantonese nouns
Chinese terms with IPA pronunciation
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Hong Kong Cantonese
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Countable vs. Uncountable Nouns: A Comprehensive Guide

Marcus Froland

March 28, 2024

Getting a grip on countable and uncountable nouns is like finding the secret key to unlock a big part of English language mastery. It’s not just about knowing a bunch of rules. It’s about seeing the language in action, in the real world, where it makes a tangible difference in how we communicate. This concept might sound a bit dry at first, but stick with us. It’s going to light up parts of English you probably never thought much about.

So, why do these categories matter? In English, whether a noun is countable or uncountable affects everything from verb conjugation to article usage. And yes, it can be a bit of a headache at first. But understanding this distinction is crucial for anyone looking to polish their English . We’re here to break it down, show you the ropes, and make it as painless as possible. Let’s get into it.

Countable nouns are items you can count, like apples or cars. You can use numbers with them and add an ‘s’ at the end to make them plural. For example, “three apples” or “ten cars.” On the other hand, uncountable nouns refer to things you cannot count because they are seen as a whole or a mass. This includes substances like water, air, and sugar. With uncountable nouns, you don’t use ‘s’ for plural because they remain the same in both singular and plural forms. For instance, “some water” or “a lot of air.” Remember, when talking about amounts of uncountable nouns, use words like “some,” “much,” or “a lot of” instead of numbers.

Defining Countable Nouns in English Grammar

Countable nouns, as the name suggests, are those that can be counted and divided into singular and plural forms. To achieve a better understanding of countable nouns, it’s essential to learn how to identify them in sentences, use them along with articles and quantifiers, and analyze their examples in everyday language.

Identifying Countable Nouns in Sentences

Typically, countable nouns can be identified by their ability to take on a plural form. They are generally unique items or ideas and can be combined with other nouns. For instance, ‘dog/dogs’ or ‘idea/ideas’. The singular forms of countable nouns can also use the articles ‘a’ or ‘an’. Moreover, countable nouns can be quantified using numbers or indicators such as ‘one’, ‘two’, ‘three’, and so on.

The Use of Articles and Quantifiers with Countable Nouns

Countable nouns can be accompanied by articles and quantifiers to construct meaningful phrases. Articles like ‘a’, ‘an’, and ‘the’ act as modifiers to specify or denote the noun involved. In addition, quantifiers such as ‘some’, ‘a few’, and ‘many’ can be used to describe the amount or quantity of a countable noun. To inquire about the count of countable nouns, you can pose questions using “How many?” followed by the plural form of the noun.

Countable Noun Examples That Illustrate Common Usage

Countable nouns encompass various entities, including:

Restaurants (e.g., ‘twenty Italian restaurants’)
Animals (e.g., ‘a big brown dog’)
Objects (e.g., ‘several paintings’)

Remember, countable nouns should be used with appropriate verb forms. Singular countable nouns require singular verbs, while plural countable nouns call for plural verbs.

Comprehending countable nouns is an integral part of mastering English grammar, as they help express ideas and information more clearly and accurately. By learning to recognize countable nouns and correctly use articles and quantifiers along with them, you’ll significantly improve your language skills.

The Basics of Uncountable Nouns and Their Usage

Uncountable nouns represent materials, ideas, or collections that cannot be separated into individual elements. They are always singular, such as ‘water’, ‘cheese’, ‘information’, and ‘furniture’. Unlike countable nouns, uncountable nouns do not typically have a plural form and cannot use the articles ‘a’ or ‘an’.

Recognizing and using uncountable nouns correctly can be a challenging aspect of learning English, especially if your native language has different rules for these nouns. Here are some guidelines to help you master the basics of uncountable nouns and their usage:

Uncountable nouns are always considered as singular, even though they represent substances or collections that cannot be individualized.
Since uncountable nouns are singular, they are used with singular verbs in sentences, such as “Milk is a good source of calcium.”
Uncountable nouns cannot be used with the articles ‘a’ or ‘an’. You can use other quantifiers like ‘some’, ‘much’, ‘a lot of’, or ‘a little’ to indicate quantity.

For example: “I need some information about the event.”

Remember : It’s essential to consider the context when using uncountable nouns, as some nouns can switch between countable and uncountable depending on the situation. For instance, ‘hair’ can be both countable and uncountable. When referring to individual strands of hair, it is countable, whereas, when talking about hair as a mass on someone’s head, it is uncountable.

By understanding the basics of uncountable nouns and their usage, you’ll be better equipped to communicate clearly and accurately in English. In the next sections of this article, we’ll talk more about the differences between countable and uncountable nouns, along with practical applications to help you master their utilization.

Countable vs. Uncountable Nouns: Understanding the Difference

When it comes to English grammar, one of the primary distinctions to grasp is the difference between countable and uncountable nouns. To communicate effectively and accurately, it’s essential to understand the nuances of these two types of nouns and their usage in different contexts. In this section, we’ll compare countable and uncountable nouns, explore how some nouns can function as both, and discuss ways of quantifying uncountable nouns.

Comparing Countable and Uncountable Nouns in Context

Countable nouns are distinct, individual items or ideas that can be numbered, while uncountable nouns represent substances or concepts that exist as wholes or masses. The context in a sentence determines how these nouns are used, with countable nouns taking plural verbs and uncountable nouns using singular verbs. To illustrate the difference, consider the following examples:

She has three books on her desk. (countable noun) He needs more information before making a decision. (uncountable noun)

Notice that, in the first example, the countable noun “books” can be directly quantified and takes a plural verb, while the uncountable noun “information” cannot be counted and requires a singular verb.

Nouns That Can be Both Countable and Uncountable

In some cases, nouns can function as both countable and uncountable depending on the context of the sentence. This flexibility in usage highlights the complexity and adaptability of the English language. Examples of such nouns include “time,” “hair,” “light,” and “art.”

There were times when she felt lonely. (countable noun) He spent a lot of time on his studies. (uncountable noun) She has a few strands of white hair . (countable noun) Her hair is very long. (uncountable noun)

The aspect these nouns are describing determines whether they function as countable or uncountable in a sentence.

Quantifying Uncountable Nouns with Expressions of Volume

Although uncountable nouns cannot be directly counted, they can still be quantified using expressions of volume or quantity. These expressions, such as “a pinch of salt,” “a piece of advice,” or “a cup of water,” allow for the communication of specific amounts of uncountable nouns.

a liter of milk
a slice of bread
a scoop of ice cream

Using these expressions, you can effectively convey the quantity of uncountable nouns even though they aren’t countable by nature.

By understanding the differences between countable and uncountable nouns, you’ll greatly improve your English grammar and communication skills. Remember that context is key, and practice using both types of nouns in various situations to increase your mastery of this essential aspect of the English language.

Rules for Using Singular and Plural Forms with Countable Nouns

Understanding the rules for using singular and plural forms with countable nouns is essential to communicate effectively in English. Countable nouns have specific guidelines in their singular and plural forms, which help in determining the correct usage of articles and verb conjugation.

First, let’s discuss the usage of the articles ‘a’ and ‘an’ with countable nouns in their singular form. You should use ‘a’ with countable nouns that begin with a consonant sound, while ‘an’ is used with countable nouns that begin with a vowel sound. For example:

When it comes to plural forms, countable nouns usually follow regular or irregular patterns. Regular countable nouns take an ‘s’ or ‘es’ at the end of the word. For example:

cat → cats dog → dogs watch → watches

Irregular countable nouns, on the other hand, change their spelling when they’re in their plural form. For example:

man → men woman → women child → children

When it comes to verb conjugation, it adjusts to reflect whether the countable noun is singular or plural. Singular countable nouns take singular verbs, while plural countable nouns require plural verbs. For example:

The dog is sleeping. The dogs are sleeping.

Mastering the rules for using singular and plural forms with countable nouns will significantly improve your English communication skills. Remember the following key points:

Use ‘a’ or ‘an’ with singular countable nouns depending on the sound it begins with.
Regular countable nouns take an ‘s’ or ‘es’ at the end in their plural form.
Irregular countable nouns change their spelling when pluralized.
Verb conjugation adjusts depending on whether the countable noun is singular or plural.

With practice, you’ll become comfortable using countable nouns in both their singular and plural forms and enhance your English communication skills.

Using Uncountable Nouns Correctly: Singular Verbs and Quantifiers

As you develop and refine your English language skills, understanding the correct usage of uncountable nouns becomes critical. In this section, we’ll discuss the singular nature of uncountable nouns, how to use measurements and quantities, and the differences between uncountable nouns in English and other languages.

The Singular Nature of Uncountable Nouns

Uncountable nouns are, by definition, always singular in form. They cannot be divided into separate units, and as such, require singular verb forms. Additionally, they do not have a plural form, nor can they be used with articles such as ‘a’ or ‘an’. For example:

Incorrect: I have a luggage. Correct: I have some luggage.

As demonstrated, uncountable nouns must be paired with singular verb forms and suitable quantifiers instead of articles. This may seem daunting initially, but practice and exposure will make this usage more natural over time.

When to Use Measurements and Quantities with Uncountable Nouns

Engaging in precise communication requires expressing quantities related to uncountable nouns. To effectively achieve this, you will need to utilize appropriate units of measurement or quantifying expressions, such as ‘a cup of’, ‘a lot of’, ‘much’, or ‘1kg of’. Some examples include:

A cup of coffee
A pinch of salt
1 liter of milk

By using such measurements and quantities, you can provide clarity to your statements involving uncountable nouns that require specific amounts.

Uncountable Nouns in Different Languages and English Equivalents

Many English learners face challenges when encountering nouns that are considered countable in their native language but uncountable in English. It is essential to recognize this nuance to ensure proper usage according to English grammar rules. Some common noun examples include:

Advice (often countable in other languages)
Luggage (often countable in other languages)
News (often countable in other languages)
Work (often countable in other languages)

Adapting to these differences might be tricky, but it is important to remember that consistency in usage following English grammar conventions ultimately results in clear and effective communication.

Practical Applications: Exercises to Master Countable and Uncountable Nouns

To effectively master countable and uncountable nouns, engaging in practical exercises can be incredibly beneficial. These activities will help improve your understanding and application of the different rules and uses of both types of nouns. Three helpful exercises to try include identifying noun types in sentences, determining appropriate articles and quantifiers, and restructuring sentences to correctly express quantities.

When working on identifying noun types, find texts from a variety of sources, such as newspapers, novels, or websites, and highlight the countable and uncountable nouns. By practicing this, you’ll become more adept at recognizing these nouns in context. For example, circle words like “books” (countable) and underline words like “knowledge” (uncountable).

Next, focus on utilizing articles and quantifiers correctly. Take a list of countable and uncountable nouns, and pair each with the appropriate article or quantifier. For instance, use ‘a few’ with countables like ‘dogs’ or ‘bottles’, and ‘some’ or ‘a lot of’ with uncountables like ‘coffee’ or ‘information’. Lastly, practice restructuring sentences in order to accurately express quantities. Challenging yourself in this manner will solidify your understanding of how to use countable and uncountable nouns effectively in your writing and speaking.

Countable and Uncountable nouns

It's important to distinguish between countable and uncountable nouns in English because their usage is different in regards to both determiners and verbs.

COUNTABLE NOUNS

Countable nouns are for things we can count using numbers. They have a singular and a plural form. The singular form can use the determiner "a" or "an". If you want to ask about the quantity of a countable noun, you ask "How many?" combined with the plural countable noun.

She has three dogs .
I own a house .
I would like two books please.
How many friends do you have?

UNCOUNTABLE NOUNS

Uncountable nouns are for the things that we cannot count with numbers. They may be the names for abstract ideas or qualities or for physical objects that are too small or too amorphous to be counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They usually do not have a plural form.

We cannot use a/an with these nouns. To express a quantity of an uncountable noun, use a word or expression like some, a lot of, much, a bit of, a great deal of , or else use an exact measurement like a cup of, a bag of, 1kg of, 1L of, a handful of, a pinch of, an hour of, a day of . If you want to ask about the quantity of an uncountable noun, you ask "How much?"

There has been a lot of research into the causes of this disease.
He gave me a great deal of advice before my interview.
Can you give me some information about uncountable nouns?
He did not have much sugar left.
Measure 1 cup of water, 300g of flour, and 1 teaspoon of salt .
How much rice do you want?

TRICKY SPOTS

Some nouns are countable in other languages but uncountable in English. They must follow the rules for uncountable nouns. The most common ones are: accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news, progress, traffic, travel, trouble, weather, work

I would like to give you some advice .
How much bread should I bring?
I didn't make much progress today.
This looks like a lot of trouble to me.
We did an hour of work yesterday.

Be careful with the noun hair which is normally uncountable in English, so it is not used in the plural. It can be countable only when referring to individual hairs.

She has long blond hair.
The child's hair was curly.
I washed my hair yesterday.
My father is getting a few grey hairs now. (refers to individual hairs)
I found a hair in my soup! (refers to a single strand of hair)

Course Curriculum

NOUN GENDER 15 mins
Singular and Plural Nouns 25 mins
Countable and Uncountable nouns 30 mins
Compound Nouns 25 mins
Capitalisation Rules 25 mins
Nationalities 30 mins

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Knowledge Base
Nouns and pronouns
How to Tell If a Noun Is Countable or Uncountable | Examples

How to Tell if a Noun is Countable or Uncountable | Examples

Published on June 21, 2019 by Fiona Middleton . Revised on April 18, 2023.

Uncountable nouns , also known as mass nouns or noncount nouns, refer to a mass of something or an abstract concept that can’t be counted (except with a unit of measurement). In contrast, countable nouns can be counted as individual items.

The main rules to remember for uncountable nouns are that they cannot be pluralized , and that they never take indefinite articles (“a” or “an”).

Countable noun or uncountable noun, are uncountable nouns singular or plural, using articles with uncountable nouns, numbers and amounts, “research” and “data”, other interesting language articles.

Some nouns in English, like those in the table above, are always (or nearly always) uncountable. Many other nouns, however, can be countable or uncountable depending on the context.

To identify whether a noun is countable or uncountable in a particular context, consider whether you are referring to a single tangible item, entity or type of something, or if you are describing a general mass or idea of something.

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Uncountable nouns should be treated as singular, and thus should always be used with singular verbs to ensure correct subject-verb agreement .

Knowledges are power.
Knowledge are power.
Knowledge is power.

Singular countable nouns generally require an article or other determiner (e.g., “the interview ,” “a participant,” “my hypothesis “). Uncountable nouns, in contrast, can usually stand alone without an article.

Because uncountable nouns can’t be counted as a single item, indefinite articles (“a” or “an”) should never be used with them.

The admissions office can provide an advice about arranging accommodation.
The admissions office can provide advice about arranging accommodation.

The definite article “the” can be used when you are referring to a particular instance or specific mass of an uncountable noun.

All living things require water to survive.
We wanted to swim but the water was too cold.

Many uncountable nouns are associated with words that break them up into countable units. This is helpful when you want to refer to a single or numbered instance or unit.

A piece of advice .
A head of broccoli.
A bolt of lightning.
Ten items of feedback.

Finding the correct term to describe amounts can be tricky. Many terms that describe amount (e.g., “some,” “ a lot of” and “most”) can be used with both uncountable and countable nouns (although note that these terms are often too vague to use in academic writing).

Uncountable: Some vegetation has started to grow over the study site.
Countable: Some desserts can be very healthy.
Uncountable: After 5 minutes most of the calcium carbonate should be dissolved.
Countable: Most of the chemicals are not easy to obtain.

However, there are certain terms that can only be used with either uncountable or countable nouns. Make sure to choose correctly between “less vs. fewer,” “much vs. many,” and “amount vs. number.”

In academic writing , “research” and “data” are two uncountable nouns that are notoriously difficult to use correctly.

Never add “s” to pluralize “research” or “data”. (Note that the word “researches” is only correct when used as the third-person singular of the verb “to research.” )

We review researches about the financial crisis of 2007.
We review research about the financial crisis of 2007.
The experiments produced a large amount of datas .
The experiments produced a large amount of data .

Always use “research” as a singular noun.

Research are lacking in this area.
Research is lacking in this area.

Data, however, can be used as a singular or plural noun.

Data was collected through semi-structured interviews .
Data were collected through semi-structured interviews.

If you want to know more about nouns , pronouns , verbs , and other parts of speech , make sure to check out some of our other language articles with explanations and examples.

Nouns & pronouns

Common nouns
Types of nouns
Collective nouns
Personal pronouns
Proper nouns
Verb tenses
Phrasal verbs
Types of verbs
Active vs passive voice
Subject-verb agreement
Interjections
Determiners
Prepositions

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

Middleton, F. (2023, April 18). How to Tell if a Noun is Countable or Uncountable | Examples. Scribbr. Retrieved April 9, 2024, from https://www.scribbr.com/nouns-and-pronouns/uncountable-nouns/

Aarts, B. (2011). Oxford modern English grammar . Oxford University Press.

Butterfield, J. (Ed.). (2015). Fowler’s dictionary of modern English usage (4th ed.). Oxford University Press.

Garner, B. A. (2016). Garner’s modern English usage (4th ed.). Oxford University Press.

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Fiona Middleton

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Grammar & vocab

How to tell if a word is countable or uncountable

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This is one of my students. And he has a typical grammar problem:

“Help – I don’t know if this word is countable or uncountable!”

Actually, it’s not just one of my students – most of my students get confused over countable and uncountable nouns when they first meet them.

Recognising if a word is countable or uncountable can be tricky. Here are two tips I usually give my students:

If you see a number or a, or an before a noun, then it’s countable:

1 egg 1 egg, 2 eggs (countable)
1 cat 1 cat, 2 cats (countable)
a foot 1 foot, 2 feet (countable)
an explanation 1 explanation, 2 explanations (countable)
information (uncountable)
music (uncountable)

If you can add ‘s’ or ‘es’ to a noun, it’s countable:

chair ⇒ chairs
tomato ⇒ tomatoes

Remember – with some countable nouns we do NOT add ‘s’ to form the plural (but that doesn’t mean they’re not countable):

1 child ⇒ 2 children
1 woman ⇒ 2 women
1 man ⇒ 2 men
1 mouse ⇒ 2 mice
1 tooth ⇒ 2 teeth
1 foot ⇒ 2 feet

That’s it

So that’s how we tell if a noun is countable. And when a noun is not countable, it is – of course – UNCOUNTABLE!

That’s all for this post. Have funs fun!

Anonymous - October 20, 2015, 11:36 pm Reply

Hey Stuart, thanks for the tips. However, you have to consider that those rules don’t apply in language transference. For example, in Brazilian Portuguese (my native language), your first example wouldn’t work, because both information and music are countable words in Portuguese. What I’m saying is, when students think about the first language and try to come up with rules for English, they tend to use the same rules. Therefore, when a student comes and reads the tips you’re sharing, they will definitely think “Why is information/music uncountable?”

Deise Palmieri - June 29, 2017, 12:40 pm Reply

Totally agree with Anonymous. One cannot assume that speakers of other languages will reason in the same way as native speakers of English do. The rule ‘if there is a quantifier before the noun, it is countable’ is obvious as so is the irregular plural one. Surely, this is not the kind of doubt students would have. Latin language speakers (Portuguese, Spanish, Italian, French and Romanian) are faced with the dilemma described by Anonymous while in the Asian group, at least for the Japanese and Chinese even the quantifier rule would not apply as their nouns do not agree with quantifiers, e.g. 1 pen, 2 pen, many pen, some pen. I could deliver a lecture on the topic but suffice to say that it is better to acquaint the students with the concept and have them practice the words as much as possible through good listening and reading texts as well as writing exercises. A good tip of Asians, as they are so used to it in their own formal education systems, is to memorise the lists available online and in reliable grammar books.

Ondra - March 11, 2020, 5:52 pm Reply

It is an apt reply. My native language is Czech and these tips just cannot work when you start learning a new language. There is not always a number before a noun or (s) when it is written in singular. In Czech, information is countable, so first we have to learn that in English it is uncountable. We cannot assume whether “egg” is count. or uncount. when we do not know the word. These tips are useful for English native speakers only.

Stuart Cook - March 11, 2020, 9:38 pm Reply

It’s true that there might not always be a number before a noun, but what I’m saying here is that if you do see a number before a noun, then you can be sure that the noun is countable.

Sarah Miller - November 23, 2015, 9:45 am Reply

Thanks for sharing information on Grammar problems!!

Yomimasoy - June 14, 2016, 10:38 pm Reply

Please, Mr. Anonymous, Mr. Stuart is speaking specifically about the English language.

Angie - July 1, 2016, 1:19 pm Reply

Hi Stuart, your tips have been very helpful, thanks for that. If you allow me to, I would add : For many uncountable nouns, it is necessary to use a tool to measure them, such as: temperature (thermometer), grains (kg, spoon, etc), liquid (liter, ml, glass, cup, etc), and so on. Cheers

Irina - August 13, 2019, 1:32 am Reply

Hi! Well, these tips are good for native speakers and, unfortunately, cannot be applied by ESLs, especially when there is an absence of articles in their native language. In Russian, we don’t have articles and to choose an appropriate one within a sentence in English we need to know if the noun is countable or not! I cannot know if it is possible to add numerals before garlic, for example. Why not say two garlics? At least it is possible to say “two onions”! I, personally, do not see any difference between onions and garlic, but still “onion” is a countable noun and “garlic” is an uncountable one? What logics should I follow to recognize countability?

Sujata Ghara - March 1, 2021, 6:15 am Reply

What about the word ‘Wool’ is a countable or uncountable noun

Nouns: countable and uncountable

Do you know how to use a , some , any , much and many ? Test what you know with interactive exercises and read the explanation to help you.

Look at these examples to see how to use countable and uncountable nouns in a sentence.

I'm making a cup of tea. There's some money on the table. Have we got any bread? How many chairs do we need? How much milk have we got?

Try this exercise to test your grammar.

Countable and uncountable nouns 1: Grammar test 1

Read the explanation to learn more.

Grammar explanation

Nouns can be countable or uncountable. Countable nouns can be counted, e.g. an apple , two apples , three apples , etc. Uncountable nouns cannot be counted, e.g. air , rice , water , etc. When you learn a new noun, you should check if it is countable or uncountable and note how it is used in a sentence.

Countable nouns

For positive sentences we can use a / an for singular nouns or some for plurals.

There's a man at the door. I have some friends in New York.

For negatives we can use a / an for singular nouns or any for plurals.

I don't have a dog. There aren't any seats.

Uncountable nouns

Here are some examples of uncountable nouns:

We use some with uncountable nouns in positive sentences and any with negatives.

There's some milk in the fridge. There isn't any coffee.

In questions we use a / an , any or how many with countable nouns.

Is there an email address to write to? Are there any chairs? How many chairs are there?

And we use any or how much with uncountable nouns.

Is there any sugar? How much orange juice is there?

But when we are offering something or asking for something, we normally use some .

Do you want some chocolate? Can we have some more chairs, please?

We also use some in a question when we think the answer will be 'yes'.

Have you got some new glasses?

Other expressions of quantity

A lot of (or lots of ) can be used with both countable and uncountable nouns.

There are lots of apples on the trees. There is a lot of snow on the road .

Notice that we don't usually use many or much in positive sentences. We use a lot of instead.

They have a lot of money.

However, in negative sentences we use not many with countable nouns and not much with uncountable nouns.

There are a lot of carrots but there are n't many potatoes. There's lots of juice but there is n't much water.

Go to Countable and uncountable nouns 2 to learn more.

Try this exercise to test your grammar again.

Countable and uncountable nouns 1: Grammar test 2

Language level

Hello, I want to ask a question.Can I answer 'any' in Grammar Test 2 No.7. Why is the answer 'any shirt'?

Hello Aung Qui,

'any shirt' is not correct in that sentence. When there's a negative meaning, we use 'a' with singular nouns (like 'shirt') and 'any' with plural nouns and countable nouns in a sentence like this.

Best wishes, Kirk LearnEnglish team

Hi Is there any difference between this grammar in American English ?

Hello reza-3x,

I can't think of any differences, but if you had something specific in mind, please let us know.

After I finished the lessons, I completely understood how prepositions come with a noun. This lesson helps me a lot. Thank the authority.

Hello! I also have some question about using 'uncountable and countable' words. Regarding the word 'waste' as a noun, it can be used both 'waste' and 'wastes' for the meaning as unwanted material or substance(e.g.nuclear waste, plastic waste). When you say 'A lot of plastic waste goes into the ocean.', can you also say 'Lots of plastic wastes go into the ocean.' or 'A lot of platic wastes go into the ocean.'? I am quite confused what makes a real difference between plastic 'waste' and plastic 'wastes'.

Thank you for your advice!

Hello lily7983,

Waste is usually an uncountable noun and we modify it with quantifiers that go with uncountable nouns: a lot of, a great deal of, some, a little etc.

Wastes (plural) is unusual, but it does exist to describe types of waste. The Cambridge Dictionary gives this example: Oil spills are common, as is the dumping of toxic industrial wastes .

I would not say 'plastic wastes' unless in context you are very specifically talking about a number of different types of plastic waste.

The LearnEnglish Team

I have trouble understanding the punctuation applied by some writers, which is inconsistent with what I learned from grammar books. For instance, I learned that a comma should be placed before coordinating conjunctions such as 'and' and 'but.' However, why is a period sometimes placed before them?

I have another question, too. Which of the following is grammatically correct?

People don't have a good life.

People don't have good lives.

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Adjectives with Countable and Uncountable Nouns

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This resource provides basic guidelines of adjective and adverb use.

The Basic Rules: Adjectives

A countable noun is usually something you can count quantitatively. Countable nouns can be expressed in plural form, usually by adding an “s” to the singular form. For example, "cat--cats," "season--seasons," "student--students."

Usually, you can add a numerical quantity to such nouns, like “two cats” or “two students”. If you aren’t sure whether a noun is countable or not countable, try attaching a number to it. He had “two respects” wouldn’t work, so “respect” is an uncountable noun .

An uncountable noun is a noun that usually cannot be expressed in a plural form. It is not something you can quantify. For example, "milk," "water," "air," "money," "food" are uncountable nouns. Usually, you can't say, "He had many moneys." or “The airs smelled good this morning.”

Milk and water are uncountable nouns . However, you may hear someone say, “Can I have two milks?” or “You should get two waters.” In these particular cases, the person has simply dropped off the countable part of the phrase: “Can I have two [ cartons of] milk?” or “You should get two [ bottles of] water.” In these cases, adding an “s” to milk and water is accepted in verbal speech, but you wouldn’t normally do so in a writing class.

Most adjectives can modify both countable and uncountable nouns . For example, you can say, "The cat was gray" or "The air was gray." However, the difference between a countable and uncountable noun does matter with certain adjectives , such as the following:

a lot of/lots of
a little bit of

"Much" modifies only uncountable nouns.

"They have so much money in the bank."
"The horse drinks so much water ."

"Many" modifies only countable nouns.

" Many Americans travel to Europe."
"I collected many sources for my paper."

Much or Many?

Incorrect Examples:

“She wears so much rings ” should be written as, “She wears so many rings .”
“You deserve some many needed rest ” should be, “You deserve some much needed rest .”
“Much trees line the street.” should be written as, “ Many trees line the street.”
“I have done many research in that field” should be, “I have done much research in that field.”

A lot of/lots of

"A lot of" and "lots of" are informal substitutes for much and many. They are used with uncountable nouns when they mean "much" and with countable nouns when they mean "many."

"They have lots of (much) money in the bank."
"A lot of (many) Americans travel to Europe."
"We got lots of (many) mosquitoes last summer."
"We got a lot of (much) rain last summer."

"Little" modifies only uncountable nouns.

"He had little food in the house."
"When I was in college, there was little money to spare."

"Few" modifies only countable nouns.

"There are a few doctors in town."
"He had few reasons for his opinion."

Little or Few?

“Yesterday, I had few reason to complain” should be, “Yesterday, I had little reason to complain.”
“The teacher gave me few feedbacks on my paper” should be, “The teacher gave me little feedback on my paper.”
“I had a few bread for dinner” should be written as, “I had a few slices of bread.”
“She had little bathrooms in her house” means that the bathrooms themselves are small, not that she had a small number of bathrooms.
The sentence, “She had few bathrooms .” means that there are a small number of bathrooms.

A little bit of

"A little bit of" is informal and always precedes an uncountable noun.

"There is a little bit of pepper in the soup."
"There is a little bit of snow on the ground."
However, the example, “There is a little bit of cards on the table” doesn’t work because card is a countable noun. The correct phrasing would be, “There are a few cards on the table.”

Both "some" and "any" can modify countable and uncountable nouns.

"There is some water on the floor."
"There are some people already here."
"Do you have any food ?"
"Do you have any apples ?"

Even though “some” and “any” can modify both countable and uncountable nouns, both should be used with the plural form if there is one.

For example, you wouldn’t say, “I have some cat at home.”
The correct sentence is, “I have some cats at home.”
You also wouldn’t say, “Are there any apple on the table?”
The correct sentence is, “Are there any apples on the table?” Note that the verb and noun are both plural.

"Plenty of" modifies both countable and uncountable nouns.

"They have plenty of money in the bank."
"There are plenty of millionaires in Switzerland."

Enough modifies both countable and uncountable nouns.

"There is enough money to buy a car."
"I have enough books to read."

No modifies both countable and uncountable nouns.

"There is no time to finish now."
"There are no squirrels in the park."

Here is a chart that summarizes which adjectives modify countable or uncountable nouns.

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Guest Essay

The Problem With Saying ‘Sex Assigned at Birth’

A black and white photo of newborns in bassinets in the hospital.

By Alex Byrne and Carole K. Hooven

Mr. Byrne is a philosopher and the author of “Trouble With Gender: Sex Facts, Gender Fictions.” Ms. Hooven is an evolutionary biologist and the author of “T: The Story of Testosterone, the Hormone That Dominates and Divides Us.”

As you may have noticed, “sex” is out, and “sex assigned at birth” is in. Instead of asking for a person’s sex, some medical and camp forms these days ask for “sex assigned at birth” or “assigned sex” (often in addition to gender identity). The American Medical Association and the American Psychological Association endorse this terminology; its use has also exploded in academic articles. The Cleveland Clinic’s online glossary of diseases and conditions tells us that the “inability to achieve or maintain an erection” is a symptom of sexual dysfunction, not in “males,” but in “people assigned male at birth.”

This trend began around a decade ago, part of an increasing emphasis in society on emotional comfort and insulation from offense — what some have called “ safetyism .” “Sex” is now often seen as a biased or insensitive word because it may fail to reflect how people identify themselves. One reason for the adoption of “assigned sex,” therefore, is that it supplies respectful euphemisms, softening what to some nonbinary and transgender people, among others, can feel like a harsh biological reality. Saying that someone was “assigned female at birth” is taken to be an indirect and more polite way of communicating that the person is biologically female. The terminology can also function to signal solidarity with trans and nonbinary people, as well as convey the radical idea that our traditional understanding of sex is outdated.

The shift to “sex assigned at birth” may be well intentioned, but it is not progress. We are not against politeness or expressions of solidarity, but “sex assigned at birth” can confuse people and creates doubt about a biological fact when there shouldn’t be any. Nor is the phrase called for because our traditional understanding of sex needs correcting — it doesn’t.

This matters because sex matters. Sex is a fundamental biological feature with significant consequences for our species, so there are costs to encouraging misconceptions about it.

Sex matters for health, safety and social policy and interacts in complicated ways with culture. Women are nearly twice as likely as men to experience harmful side effects from drugs, a problem that may be ameliorated by reducing drug doses for females. Males, meanwhile, are more likely to die from Covid-19 and cancer, and commit the vast majority of homicides and sexual assaults . We aren’t suggesting that “assigned sex” will increase the death toll. However, terminology about important matters should be as clear as possible.

More generally, the interaction between sex and human culture is crucial to understanding psychological and physical differences between boys and girls, men and women. We cannot have such understanding unless we know what sex is, which means having the linguistic tools necessary to discuss it. The Associated Press cautions journalists that describing women as “female” may be objectionable because “it can be seen as emphasizing biology,” but sometimes biology is highly relevant. The heated debate about transgender women participating in female sports is an example ; whatever view one takes on the matter, biologically driven athletic differences between the sexes are real.

When influential organizations and individuals promote “sex assigned at birth,” they are encouraging a culture in which citizens can be shamed for using words like “sex,” “male” and “female” that are familiar to everyone in society, as well as necessary to discuss the implications of sex. This is not the usual kind of censoriousness, which discourages the public endorsement of certain opinions. It is more subtle, repressing the very vocabulary needed to discuss the opinions in the first place.

A proponent of the new language may object, arguing that sex is not being avoided, but merely addressed and described with greater empathy. The introduction of euphemisms to ease uncomfortable associations with old words happens all the time — for instance “plus sized” as a replacement for “overweight.” Admittedly, the effects may be short-lived , because euphemisms themselves often become offensive, and indeed “larger-bodied” is now often preferred to “plus sized.” But what’s the harm? No one gets confused, and the euphemisms allow us to express extra sensitivity. Some see “sex assigned at birth” in the same positive light: It’s a way of talking about sex that is gender-affirming and inclusive .

The problem is that “sex assigned at birth”— unlike “larger-bodied”— is very misleading. Saying that someone was “assigned female at birth” suggests that the person’s sex is at best a matter of educated guesswork. “Assigned” can connote arbitrariness — as in “assigned classroom seating” — and so “sex assigned at birth” can also suggest that there is no objective reality behind “male” and “female,” no biological categories to which the words refer.

Contrary to what we might assume, avoiding “sex” doesn’t serve the cause of inclusivity: not speaking plainly about males and females is patronizing. We sometimes sugarcoat the biological facts for children, but competent adults deserve straight talk. Nor are circumlocutions needed to secure personal protections and rights, including transgender rights. In the Supreme Court’s Bostock v. Clayton County decision in 2020, which outlawed workplace discrimination against gay and transgender people, Justice Neil Gorsuch used “sex,” not “sex assigned at birth.”

A more radical proponent of “assigned sex” will object that the very idea of sex as a biological fact is suspect. According to this view — associated with the French philosopher Michel Foucault and, more recently, the American philosopher Judith Butler — sex is somehow a cultural production, the result of labeling babies male or female. “Sex assigned at birth” should therefore be preferred over “sex,” not because it is more polite, but because it is more accurate.

This position tacitly assumes that humans are exempt from the natural order. If only! Alas, we are animals. Sexed organisms were present on Earth at least a billion years ago, and males and females would have been around even if humans had never evolved. Sex is not in any sense the result of linguistic ceremonies in the delivery room or other cultural practices. Lonesome George, the long-lived Galápagos giant tortoise , was male. He was not assigned male at birth — or rather, in George’s case, at hatching. A baby abandoned at birth may not have been assigned male or female by anyone, yet the baby still has a sex. Despite the confusion sown by some scholars, we can be confident that the sex binary is not a human invention.

Another downside of “assigned sex” is that it biases the conversation away from established biological facts and infuses it with a sociopolitical agenda, which only serves to intensify social and political divisions. We need shared language that can help us clearly state opinions and develop the best policies on medical, social and legal issues. That shared language is the starting point for mutual understanding and democratic deliberation, even if strong disagreement remains.

What can be done? The ascendance of “sex assigned at birth” is not an example of unhurried and organic linguistic change. As recently as 2012 The New York Times reported on the new fashion for gender-reveal parties, “during which expectant parents share the moment they discover their baby’s sex.” In the intervening decade, sex has gone from being “discovered” to “assigned” because so many authorities insisted on the new usage. In the face of organic change, resistance is usually futile. Fortunately, a trend that is imposed top-down is often easier to reverse.

Admittedly, no one individual, or even a small group, can turn the lumbering ship of English around. But if professional organizations change their style guides and glossaries, we can expect that their members will largely follow suit. And organizations in turn respond to lobbying from their members. Journalists, medical professionals, academics and others have the collective power to restore language that more faithfully reflects reality. We will have to wait for them to do that.

Meanwhile, we can each apply Strunk and White’s famous advice in “The Elements of Style” to “sex assigned at birth”: omit needless words.

Alex Byrne is a professor of philosophy at M.I.T. and the author of “Trouble With Gender: Sex Facts, Gender Fictions.” Carole K. Hooven is an evolutionary biologist, a nonresident senior fellow at the American Enterprise Institute, an associate in the Harvard psychology department, and the author of “T: The Story of Testosterone, the Hormone That Dominates and Divides Us.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

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Countable and Uncountable Nouns: Useful Rules & Examples
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assignment noun
1 [countable, uncountable] a task or piece of work that someone is given to do, usually as part of their job or studies You will need to complete three written assignments per semester. She is in Greece on an assignment for one of the Sunday newspapers. one of our reporters on assignment in China I had given myself a tough assignment. a business/special assignment
assignment
From Longman Business Dictionary assignment as‧sign‧ment / əˈsaɪnmənt / noun 1 [countable] a piece of work that someone is given My assignment was to save the company, whatever it took. 2 [uncountable] JOB when someone is given a particular job or task, or sent to work in a particular place or for a particular person With the agreement ...
ASSIGNMENT definition in American English
assignment in American English. (əˈsainmənt) noun. 1. something assigned, as a particular task or duty. She completed the assignment and went on to other jobs. 2. a position of responsibility, post of duty, or the like, to which one is appointed. He left for his assignment in the Middle East.
Nouns: countable and uncountable
Nouns: countable and uncountable - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary
PDF Using Countable and Uncountable Nouns
Common nouns can be categorized as countable or uncountable; they can also be singular (a student) or plural (the students). A collective noun names a ... In the same way, homework is not the particular assignment or assignments a student does. It is the general idea of students doing assignments. When a student says, "I have to do my
Academic Guides: Grammar: Count and Noncount Nouns
Some nouns can be both count and noncount. When they change from a count to a noncount noun, the meaning changes slightly. In the noncount form, the noun refers to the whole idea or quantity. In the count form, the noun refers to a specific example or type. When the noun is countable, it can be used with the indefinite article "a" or "an" or it ...
assignment
assignment - WordReference English dictionary, questions, discussion and forums. All Free.
Rules for countable and uncountable nouns (with examples)
A countable noun (also called a count noun) is a noun naming something that can be counted using standard numbers. Countable nouns usually have singular and plural forms. Examples of countable nouns include chair, table, rabbit, page, part, and lemon. So, we can have one chair, five tables, ten rabbits, twenty-three lemons, and three hundred pages.
assignment
The act of assigning; the allocation of a job or a set of tasks. This flow chart represents the assignment of tasks in our committee.· The categorization of something as belonging to a specific category. We should not condone the assignment of asylum seekers to that of people smugglers. (LGBT) The categorization of persons as belonging to the male or ...
Countable and Uncountable Nouns: Rules and Examples
Countable nouns are items you can count, like apples or cars. You can use numbers with them and add an 's' at the end to make them plural. For example, "three apples" or "ten cars.". On the other hand, uncountable nouns refer to things you cannot count because they are seen as a whole or a mass.
Countable and uncountable nouns
Uncountable nouns are for the things that we cannot count with numbers. They may be the names for abstract ideas or qualities or for physical objects that are too small or too amorphous to be counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They usually do not have a plural form.
Basic Rules
Few modifies only countable nouns. "There are few doctors in town." " Few students like exams." Other basic rules. A lot of/lots of: A lot of/lots of are informal substitutes for much and many. They are used with uncountable nouns when they mean much and with countable nouns when they mean many. "They have lots of (much) money in the bank."
Count and Noncount Nouns (with Articles and Adjectives)
Using Articles with Countable and Uncountable Nouns. A countable noun always takes either the indefinite (a, an) or definite (the) article when it is singular. When plural, it takes the definite article if it refers to a definite, specific group and no article if it is used in a general sense.
How to Tell if a Noun is Countable or Uncountable
Countable: Some desserts can be very healthy. Uncountable: After 5 minutes most of the calcium carbonate should be dissolved. Countable: Most of the chemicals are not easy to obtain. However, there are certain terms that can only be used with either uncountable or countable nouns. Make sure to choose correctly between "less vs. fewer ...
How to tell if a word is countable or uncountable
Tip 2. If you can add 's' or 'es' to a noun, it's countable: chair ⇒ chairs. tomato ⇒ tomatoes. Remember - with some countable nouns we do NOT add 's' to form the plural (but that doesn't mean they're not countable): 1 child ⇒ 2 children. 1 woman ⇒ 2 women. 1 man ⇒ 2 men. 1 mouse ⇒ 2 mice.
Countable or uncountable, and why it matters
It is important to know whether a noun is countable or uncountable, otherwise you are likely to make basic grammar mistakes. For example, countable nouns can have indefinite articles and can form plurals, but uncountable nouns cannot: You should bring a coat. ('coat' is a countable noun) I have three winter coats.
Nouns: countable and uncountable
Grammar explanation. Nouns can be countable or uncountable. Countable nouns can be counted, e.g. an apple, two apples, three apples, etc. Uncountable nouns cannot be counted, e.g. air, rice, water, etc. When you learn a new noun, you should check if it is countable or uncountable and note how it is used in a sentence.
ASSIGNMENT definition and meaning
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
Adjectives with Countable and Uncountable Nouns
The Basic Rules: Adjectives. A countable noun is usually something you can count quantitatively. Countable nouns can be expressed in plural form, usually by adding an "s" to the singular form. For example, "cat--cats," "season--seasons," "student--students." Usually, you can add a numerical quantity to such nouns, like "two cats" or "two students".
nouns
1. But if you set thirty exercises as homework then one 'unit' of homework would be thirty exercises, so 'exercise' isn't the unit for 'the homework received from one pupil'. - Pete Kirkham. Aug 9, 2018 at 15:01. @PeteKirkham All in all, "One exercise" can be a "Piece of homework" or "A part of assignment" .
Understanding Assignments
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Opinion
We are not against politeness or expressions of solidarity, but "sex assigned at birth" can confuse people and creates doubt about a biological fact when there shouldn't be any. Nor is the ...
PDF 'This assignment is exempt from recent selection criteria' and
'This assignment is exempt from recent selection criteria' and 'Advertised via legal notice, therefore this assignment is exempt from recent selection' - Assignments which contain one of these notes do not get included in the recent selection evaluation during the selection process

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All you need to know about countable and uncountable nouns

The basics of countable and uncountable nouns

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Countable noun example sentences

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Uncountable noun examples

Quantifying an uncountable noun

Determiners for count and noncount nouns

Some nouns can be countable and uncountable

Nouns with different countable and uncountable meanings

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Countable vs. Uncountable Nouns: A Comprehensive Guide

Defining Countable Nouns in English Grammar

Identifying Countable Nouns in Sentences

The Use of Articles and Quantifiers with Countable Nouns

Countable Noun Examples That Illustrate Common Usage

The Basics of Uncountable Nouns and Their Usage

Countable vs. Uncountable Nouns: Understanding the Difference

Comparing Countable and Uncountable Nouns in Context

Nouns That Can be Both Countable and Uncountable

Quantifying Uncountable Nouns with Expressions of Volume

Rules for Using Singular and Plural Forms with Countable Nouns

Using Uncountable Nouns Correctly: Singular Verbs and Quantifiers

The Singular Nature of Uncountable Nouns

When to Use Measurements and Quantities with Uncountable Nouns

Uncountable Nouns in Different Languages and English Equivalents

Practical Applications: Exercises to Master Countable and Uncountable Nouns

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Countable and Uncountable nouns

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How to tell if a word is countable or uncountable

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