An auxiliary verb is a verb that can help in the formation of many of the tenses. You can also name an auxiliary verb as a helping verb, as they are helping in the making of questions and negative sentences and also compound and the passive tenses.

You can find out three auxiliary verbs that re known as the most common auxiliary verbs in English grammar. Those three most common auxiliary verbs are be, do and have.

One thing that you should remember is that an auxiliary verb, mainly, helps the main verb that is why, it is paired with the main verb. For example,

• I am painting for my next exhibition.

In the above example, ‘am’ is the helping verb as ‘to be’, which is paired with the main verb ‘to paint’. This helping verb ‘to be’ is used to make the verb tense i.e. the present progressive verb tense.

However, there can be such sentences in which you can find out no other verb paired with the conjugated form ‘to be’. In this case, the form ‘to be’ will be considered as the main verb. For instance, in the sentence ‘I am.’, ‘I’ is the subject and ‘am’ (to be) is the main verb.

Function of Auxiliary or Helping Verbs

Some of the auxiliary verbs are be, do, have, can, could, would, should, will, shall, may, might, etc.

The auxiliary verb ‘be’ can be used to make progressive and passive tenses. For example,

• He is going to the market for shopping. (Progressive)
• She was trained by a highly qualified institution. (Passive)

The auxiliary verb ‘have’ can be used in perfect sentences. For example,

• I have been waiting for you since morning.

The auxiliary verb ‘do’ can be used in making questions and negative sentences. For example,

• She does not like the dress that you gave her. (Negative)
• Did he agree with my terms and conditions? (Question)

Note: The forms ‘be’, ‘have’ and ‘do’ not only used as an auxiliary verb but they can be used as a main verb as well. For instance, the conjugated forms of ‘be’ can be, is, am, being, been, was, and were; that can be used as a main verb too.

An auxiliary verb can help in creating emphasis as well. In this case, ‘do’ is used to create emphasis by pairing itself with a main verb. For example,

• I do agree with your terms and conditions.

Primary Helping Verbs vs. Modal Helping Verbs

By primary helping verbs, I mean the forms ‘be’, ‘have’, and ‘do’. It means that they are the helping verbs that can stand alone without the main verb. As I said above that ‘be’, ‘have’ and ‘do’ can be used as a main verb as well. For example,

•  She does her work without breaks.

In the above example, ‘does’ is a primary helping verb that is standing alone without any main verb.

By modal helping verbs, I mean ‘shall’, ‘would’, ‘should’, ‘will’, ‘can’, ‘could’, ‘might’, ‘must’, and ‘may’. These are the helping or auxiliary verbs that should be paired with the verbs in order to give a meaning in a sentence, otherwise it should be considered a grammatical error. For example,

• I will go for further studies.

In the above example, ‘will’ is the helping verb that is paired with the verb ‘go’.

Check Out: What Is An Adverb?

Common Errors and Mistakes with Auxiliary Verbs

Auxiliary verbs can sometimes be confusing for English learners, especially when distinguishing them from main verbs or using them correctly in negative sentences and questions.

1. Mistaking Auxiliary Verbs for Main Verbs

One common mistake is confusing auxiliary verbs with main verbs, particularly with verbs like “do” that can function in both roles.

As an auxiliary verb, “do” is used in questions and negatives, but it can also act as the main verb.

• Error: “He did not his homework.”
• Correction: “He did not do his homework.”

In the corrected version, “do” is used as both an auxiliary verb to form the negative and as the main verb (to do homework).

Learners often leave out the main verb, causing confusion in meaning.

2. Overusing Auxiliary Verbs

Another common issue is the overuse of auxiliary verbs, particularly in simple statements where they are unnecessary.

This often happens because learners overgeneralize the use of auxiliary verbs in English sentence structure.

• Error: “He does can swim.”
• Correction: “He can swim.”

In this example, “does” is unnecessary because “can” already acts as the auxiliary verb for ability.

3. Omitting Auxiliary Verbs in Negatives and Questions

A frequent error, especially for beginners, is omitting auxiliary verbs in negative sentences or questions. In English, negatives and questions usually require an auxiliary verb, even when there’s no other auxiliary verb in the affirmative sentence.

• Error: “She no like chocolate.”
• Correction: “She does not like chocolate.”
• Error: “You going to the party?”
• Correction: “Are you going to the party?”

In both examples, auxiliary verbs (“does” and “are”) are necessary to form grammatically correct sentences. Without these, the structure is incomplete and confusing.

What Did You Learn?

Auxiliary verb can also be called as a helping verb, which is used in the formation of various tenses. It can help in changing the moods and voices of other verbs as well. Primary helping verbs (be, do, and have) can stand alone without a verb. On the other hand, modal helping verbs (shall, would, should, will, can, could, might, must, and may) are always paired with the main verb.

A cardinal number is such a number that is used to express the quantity of an item. An ordinal number is used to define a thing’s place or position in a particular list.

Cardinal Numbers

A Cardinal number is used as a noun within a sentence. A cardinal number is such a number that is used to express the quantity of an item. Whenever you hear the word ‘cardinal number’, think ‘how many’ because it tells you how many of something there exists.

For example,

• One
• Two
• Three
• Four
• Five
• Six
• Ten
• Eighteen
• Sixty-two

A Few Example Sentences using Cardinal Numbers

1. We have only five glasses.

2. Tomorrow is my sister’s birthday. She will turn 18.

3. You have asked to bring 100 colorful balloons.

4. Girl at the number 14 is amazing and very talented.

5. Let me introduce these four volunteers.

Ordinal Numbers

An ordinal number is used as a noun within a sentence. It is such a number that is used to define a thing’s place or position in a particular list.

For example,

• 1st > first
• 2nd > second
• 3rd > third
• 4th > fourth
• 22nd > twenty-second
• 57th > fifty-seventh

A Few Example Sentences using Ordinal Numbers

1. This Saturday, she will celebrate her fiftieth birthday.

2. It is time to show my ninth dress.

3. She stood first in the class.

4. I am not designed to come second or third. I am designed to win. (Ayrton Senna)

5. Are you the seventh candidate in the list?

An Important Point

According to AP Style, you should not abbreviate the numbers from one to nine. The whole word should be written out i.e. one, two, three, four, five, six, seven, eight, and nine.

However, other than the numbers one to nine, all the other cardinal numbers should be abbreviated (i.e. in a numerical form).

For example,

1. You need to buy only one notebook for the notes. (Correct)
• You need to buy only 1 notebook for the notes. (Wrong)

2. There are only 15 papers left. (Correct)
• There are only fifteen papers left. (Wrong)

All the ordinal numbers, on the other hand, should not be abbreviated in writing. They should be spelled out.

For example,

1. This is the third time that I am repeating this question. (Correct)
• This is the 3rd time that I am repeating this question. (Wrong)

2. Let us play the sixteenth track on the list. (Correct)
• Let us play the 16th track on the list. (Wrong)

Note: However, there are exceptions to these rules. For example, you can use the figure (i.e. the numerical forms) in writing addresses or ages etc. Click on AP Style Numbers to learn more about the rules.

Contextual Use Cases

Cardinal and ordinal numbers are commonly used in various real-world contexts to express quantities and positions. Below are a few examples of how they function in everyday situations:

1. Time and Dates

Ordinal numbers are essential for expressing dates, marking specific days, months, or years. They help identify the sequence of events or periods in history.

• Example: “The Declaration of Independence was signed on July 4th, 1776.”
• Example: “The 21st century has seen rapid technological advancements.”

2. Quantities in Shopping or Inventory

Cardinal numbers are frequently used to count items, especially in shopping or inventory management, where the exact number of objects is important for organization and planning.

• Example: “We need to order 50 chairs for the conference.”
• Example: “The store has only three bottles of milk left in stock.”

By using cardinal numbers to express quantities and ordinal numbers to describe positions or dates, we can effectively communicate important information in various contexts.

What Did You Learn?

Cardinal number expresses the quantity of something, for example, one, two, three, four, eighteen, sixty-two, etc. An ordinal number, on the other hand, defines a thing’s place in a list, for example, first, second, third, fourth, fifth, etc.

An apostrophe (‘) is one of the punctuation marks which is used for two basic purposes.

For example,

1. It is used to show possession

2. It is used to show the omission

Now, I will provide a few examples. Read them to know about the above purposes.

Use Apostrophe to show Possession

As you know that possession is used to refer the state of owning something, it means that apostrophes are used to show someone’s possession about something.

For example,

• This is, actually, John’s ball that you are holding.

In the above example, you can see that an apostrophe with an –s has been put just after the name John, which shows possession. It means that the ball belongs to John. He is the one who is the owner of that ball.

More examples:

1. The girl’s play area was so beautifully arranged.

2. I have borrowed my sister’s drawing pencils.

3. I saw a terrible accident of Leo’s car.

Rules to Follow for Forming Possessives

1. You have to add an –s after the apostrophe. For example, girl’s room, John’s laptop, sister’s bag, monkey’s face, group’s work, children’s place, etc.

2. If there is a joint possession, remember to add an –s at the end of the last word. For example, uncle and aunt’s place, John and my sister’s wedding function, Leo, Twain and Jamie’s home, etc.

3. If a plural noun already ends in –s, then you do not need to add another –s. In this case, remember to add an apostrophe just after –s. For example, girls’ bedroom, learners’ notebooks, monkeys’ food, kids’ wear, etc.

Check Out: What Is An Antecedent?

Use Apostrophe to show Omission

Omission means that something is excluded. It means that you can use apostrophes when letters are excluded or omitted from words.

For example,

• I don’t have any problem if you want to stay here.

In the above example, you can see an apostrophe in ‘don’t’. Don’t is the short form for ‘do not’.

More examples:

1. He’ll not join us tonight because he’s not feeling well.

2. Please! Avoid going outside; it’s so hot.

3. He didn’t write this for you.

Rules to Follow for Omission

In this case, find out that place where the letters are omitted; that will be the place to add an apostrophe.

For example,
1. Do not > don’t
2. Should not > shouldn’t
3. Did not > didn’t
4. Cannot > can’t
5. Would not > wouldn’t
6. Will not > won’t
7. She would , she had > she’d
8. I am > I’m

Common Mistakes with Apostrophes

Apostrophes are often misused, especially in these two common areas:

• Using Apostrophes for Plurals: Apostrophes should not be used to form plurals.
  Error: “The cat’s are playing outside.”
  Correction: “The cats are playing outside.” (No apostrophe needed)
• Its vs. It’s:
  Its is a possessive pronoun (e.g., “The dog wagged its tail”).
  It’s is a contraction for “it is” or “it has” (e.g., “It’s raining today”). Confusing these two is a frequent mistake.

Style Guide Differences in Apostrophe Usage

Different style guides have varied rules for apostrophe use, particularly with singular nouns ending in “s”:

• AP Style: Recommends adding just an apostrophe without an additional “s” (e.g., “Chris’ book”).
• Chicago Manual of Style: Suggests adding an ‘s for singular nouns ending in “s” (e.g., “Chris’s book”).
• British vs. American English: British English often omits the extra “s” for proper names ending in “s,” while American English tends to add it depending on the style guide followed.

What Did You Learn?

Apostrophe is a punctuation mark (‘) which is used to show possession or to show the omission of letters.

In English grammar, an antecedent can be any noun that is usually referred back by a pronoun. For instance,

• Sarah was with her friends. I am sure, they went to their favorite spot.

In the above example, the antecedent is ‘Sarah and her friends’ who is linked to the personal pronoun ‘they’. You must note here that without an antecedent, you cannot identify who is basically a pronoun in a sentence.

Like, if we remove the first sentence and only mention ‘I am sure, they went to their favorite spot’, then it would be impossible for anyone to know about ‘they’. So, it is necessary for an antecedent to be identified before a pronoun. In this case, the antecedent, ‘Sarah and her friends’, helps a person know about ‘they’.

Use of Antecedent and Pronoun within a Sentence

You have seen in the above discussion that there are two separate sentences. First one has an antecedent and the next one is referring back to that antecedent with a personal pronoun.

However, in this case, it is not the strict rule of having two separate sentences. Some sentences have an antecedent and a pronoun used in the same sentence. For instance,

•  Sarah likes to sing her own song.

In the above example, you can see that there is a personal pronoun ‘her’. This case is acceptable because the antecedent ‘Sarah’ stands for this particular personal pronoun.

However, if you remove the antecedent ‘Sarah’, then it would be impossible for anyone to identify ‘her’. So, in this case, the antecedent is important to be identified before the pronoun is used.

Examples of Antecedents with Different Types of Pronouns

With Personal Pronouns > I, me, you, he, him, she, her, it, we, us, they, them.

1. My mother loves to paint her own imagination.

2. Jack has slept, that is why he cannot join the evening party.

3. The Led is pretty awesome. I really liked its new features.

With Relative Pronouns > where, which, whom, who, that.

1. I met the girl who was crying yesterday at the stadium.

2. The floral printed dress that you liked is one of my most favorite dresses.

3. I will meet you at the side road, where you used to go every morning.

With Demonstrative Pronouns > this, these, that, those.

1. I cannot believe that you actually created your own painting without any help. This is looking beautiful and amazing.

2. You need to be focused and well disciplined. These are the two main important points to be a successful business man.

3. Sarah wants to get top grades in her final exams. That will help her in earning a good reputation.

Note: In all of the above examples, you can see that singular antecedents are following singular pronouns. On the other hand, plural antecedents need to be followed plural pronouns.

Sometimes, it happens that writers do use singular pronouns with plural antecedents or plural pronouns with singular antecedents. You must be very careful about it as; it will be considered your writing grammatically incorrect.

Check Out: Abstract and Concrete Noun.

Common Errors in Antecedent-Pronoun Agreement

Understanding and adhering to proper antecedent-pronoun agreement is crucial for clarity and accuracy in writing. Here are some common errors writers make in this area, along with examples and corrections to help avoid these pitfalls.

1. Incorrect Pronoun Use

One of the most prevalent mistakes involves using pronouns that do not match the number or gender of their antecedents. This often occurs when writers inadvertently use plural pronouns for singular antecedents or fail to maintain gender agreement.

Example:
Each student must submit their project by Friday. (Incorrect)
Correction:
Each student must submit his or her project by Friday. (Correct)

In the first sentence, “their” is incorrectly used to refer to the singular antecedent “each student.” Using “his or her” maintains the singular agreement and ensures clarity.

2. Ambiguous Antecedents

Ambiguity arises when the antecedent is unclear, making it difficult for readers to determine which noun the pronoun refers to. This can create confusion and misunderstandings in communication.

Example:
When Mike and John were discussing, he said that they should leave early. (Ambiguous: Who is “he”?)
Correction:
When Mike and John were discussing, Mike said that they should leave early. (Clear antecedent)

In the original sentence, “he” could refer to either Mike or John, creating uncertainty. The corrected version clarifies that it was Mike who made the statement.

3. Collective Nouns

Collective nouns (e.g., team, group, committee) can complicate pronoun agreement since they can be singular or plural depending on context. This often leads to the misuse of plural pronouns.

Example:
The team lost their game. (Commonly accepted in informal contexts, but “the team” is singular.)
Correction:
The team lost its game. (Correct formal usage)

In this example, “the team” is a singular noun referring to a single unit, so the correct pronoun is “its.” Using “their” implies multiple teams, which is incorrect in this context.

What Did You Learn?

Antecedent is a noun which is referred back by a pronoun. There is a link between an antecedent and a pronoun. Without an antecedent, one cannot understand to whom a pronoun is referring. So, it is necessary for an antecedent to be identified before.