neither student has the assignment completed

Subject Verb Agreement Exercises with Answers

Subject Verb Agreement Exercises are practice activities intended to enhance students’ grammar skills. Understanding subject-verb agreement is crucial in English grammar, and essential for every English language learner to comprehend. 

In this article, we’ve organized subject-verb agreement exercises according to the different levels of importance. This subject-verb agreement helps ESL learners grasp the concepts effectively.

We’ve included subject-verb agreement questions and answers covering a range of difficulty levels, aligning with the requirements of various International Entrance English Examinations like IELTS, TOEFL, and others.

Basics Subject Verb Agreement Exercises: Set 1

Basics Subject Verb Agreement Exercises: Set 1 provides foundational practice to help learners grasp the fundamental rules of subject-verb agreement in English sentences. By focusing on basic concepts, this set aims to build a strong understanding of how subjects and verbs should align, laying a solid groundwork for more advanced language skills.

Exercise 1:

1. Choose the correct word from the brackets according to Subject Verb Agreement Rules.

(a) People __________(is/are) fun loving.

( b) Hira __________(was/were) present that day.

(c) My father __________ ( read/reads) book every day.

(d) She __________ (sing/sings) well.

(e) I __________ (play/plays) in the field.

People also ask

Exercise 2:

2. Choose the correct word from the brackets according to Subject Verb Agreement Rules.

(a) Hira and Manik __________ (push/pushes) the log. 

(b) The players __________ (assemble/assembles) in the dressing room.

(c) I and my friend  __________ (plan/plans) to visit the zoo.

(d) These stones __________ (have/has) rough surfaces.

(e) Elephants __________ (are/is) big in size.

Exercise 3:

3. Identify the error and correct it.

(a) She like pizza.

(b) The children is playing in the park.

(c) The cat and the dog is chasing each other.

(d) Every student in the class have completed the assignment.

(e) The news are always interesting.

Exercise 4:

4. Fill in the Blanks:

(a) Everybody (enjoy) __________ a good laugh.

(b) Someone (call) __________ for you on the phone.

(c) None of the cake (remain) __________ after the party.

(d) Nobody (know) __________ the answer to that question.

(e) Somebody (want) __________ to join the hiking club.

Exercise 5:

5. Fill in the blanks for subject verb agreement

(a) Neither the cat nor the dogs (like) __________ water.

(b) Not only the flowers but also the vase (require) __________ careful handling.

(c) Each of the solutions (seem) __________ viable for different reasons.

(d) Not only the birds but also the squirrel (be) __________ in the tree.

(e) Either the dog or the cats (be) __________ in the garden.

Exercise 6:

6. Fill in the blanks with proper forms of verbs given in brackets.

(a) The news (be) __________ often sensationalized by the media.

(b) Both the mother and her children (enjoy) __________ the family vacation.

(c) The library (offer) __________ a wide range of books and magazines.

(d) The collection of rare coins (be) __________ displayed in the museum.

(e) Many of the staff members at the company (be) __________ going on vacation.

Exercise 7:

7. Use proper forms of verbs in the blanks

(a) The group of friends (was) __________ excited about the upcoming trip.

(b) Each of the cars (need) __________ a thorough inspection.

(c) Many of the apples (is) __________ ripe and ready to be picked.

(d) Both the car and the bicycle (need) __________ maintenance.

(e) The pile of books (be) __________ on the table.

(f) How (do) __________ the new regulations affect your business?

(g) What (be) __________ your thoughts on the recent developments?

(h) When (was) __________ the last time you visited that museum?

(i) Why (be) _______ the kids playing in the park?

(j) Where (be) _______ the new neighbors from?

(k) A group of skilled artisans (create) __________ intricate designs on the pottery.

(l) The fleet of ships (sail) __________ gracefully into the harbor.

(m) The committee members (hold) __________ diverse opinions on the matter.

(n) Not only the birds but also the squirrel (be) __________in the tree.

(o) The team of experts (be) __________ working tirelessly on the project.

Advanced Subject Verb Agreement Exercises Set 2 :

Advanced Subject Verb Agreement Exercises Set 2 provides targeted practice for learners aiming to master intricate grammatical nuances. Through challenging tasks and complex sentence structures, this set encourages a deeper understanding of subject-verb agreement rules.

1. Use proper forms of verbs and fill in the blanks

(a) The collection of rare coins (be) __________ up for auction.

(b) Fifty percent of the population (support) __________ the new policy.

(c) A series of unfortunate events (lead) __________ to unexpected outcomes.

(d) Most of my family members prefer to (stay) __________ indoors on weekends.

(e) The majority of the students in the class (pass) __________ the exam.

2. Fill in the blanks with subject verb agreement definition

(a) The council (meet) __________ every Tuesday to discuss community matters.

(b) The jury (deliver) __________ its final verdict after hours of deliberation.

(c) The family (gather) __________ for a reunion once a year.

(d) The orchestra, led by a renowned conductor, (be) ________ performing tonight.

(e) The herd of elephants (be) ________ roaming through the African savanna.

(f) Neither of the candidates (seem) __________ suitable for the position.

(g) Either of the options (lead) __________ to positive outcomes.

(h) All of the information (be) __________ thoroughly researched.

(i) Both of the candidates (be) ________ qualified for the position.

(j) One of the boys (have) ________ forgotten his backpack.

(k) Some of the cake (be) ________ missing after the party.

3. Fill in the blanks with the correct verb forms

(a) The committee (discuss) __________ the upcoming event.

(b) The orchestra (perform) __________ breathtaking symphonies.

(c) The team of explorers (discover) __________ ancient artifacts.

(d) A flock of seagulls (be) ________ overhead.

(e) My family (be) ________ going on vacation next week.

(f) The choir (be) ________ rehearsing for the upcoming concert.

(g) Bread and butter (go) __________ well together as a meal.

(h) The sun, along with the stars, (illuminate) __________ the night sky.

(i) The laughter and chatter of children (fill) __________ the playground.

(j) The book and the magazine ________ on the shelf.

(k) Politics and economics ________ his areas of expertise.

4. Use subject verb agreement rules to fill in the blanks

(a) Fifty dollars (be) __________ a fair price for this antique.

(b) The news (be) __________ both shocking and unexpected.

(c) The majority of the work (be) __________ already completed.

(d) The group of friends (be) ________ planning a surprise party.

(e) Plenty of books (be) ________ donated to the library.

(f) While the sun (shine) __________, the children played in the park.

(g) Despite their differences, harmony (exist) __________ among the team members.

(h) As the temperature drops, the leaves (turn) __________ vibrant shades of red and gold.

(i) The company, along with its subsidiaries, (have) ________ a global presence.

(j) The concert, which was scheduled for tonight (have) ________ canceled.

(k) The fact that technology (evolve) __________ rapidly is undeniable.

(l) Her belief that perseverance (lead) __________ to success is inspiring.

(m) The idea that nature (heal) __________ the soul is widely accepted.

(n) The idea that we can finish early (be) __________ appealing.

(o) Whoever wins the competition (receive) __________ a cash prize.

(p) A majority of the students (prefer) __________ interactive learning methods.

(q) The entire team (be) __________ dedicated to achieving the project’s goals.

(r) Several of the options (seem) __________ viable for implementation.

(s) Plenty of interesting documentaries (be) __________ available on that streaming platform.

(t) A series of meetings (have) __________ been scheduled for this week.

Difficult Subject Verb Agreement Exercises Set 3:

This Difficult Subject Verb Agreement Exercises Set 3 provides targeted practice to navigate complex subject-verb agreement scenarios, enhancing language skills for advanced communication tasks.

(a) If the weather (permit) __________, we’ll have a picnic tomorrow.

(b) Should you require assistance, our customer service team (be) __________ available.

(c) In case of an emergency, the alarm (activate) __________ automatically.

(d) Unless they (study) ________ harder, they won’t pass the exam.

(e) If the weather (be) ________ nice tomorrow, we will have a picnic.

(a) The success of the company (depend) __________ on its ability to innovate.

(b) The variety of colors (create) __________ a visually stunning display.

(c) The implications of the research (extend) __________ beyond the current scope.

(d) The flowers that bloom in spring (be) ________ beautiful.

(e) The computer, as well as the printer, (be) ________ not functioning properly.

(a) Each participant (receive) __________ a certificate of completion.

(b) The government’s response (be) __________ swift and resolute.

(c) The contents of the report (remain) __________ confidential.

(d) Neither the book nor the magazine ________ (contain) the necessary information.

(e) The CEO, along with the senior executives, ________ (attend) the conference.

(a) If the sun (shine) __________, we’ll go for a hike in the afternoon.

(b) Should the opportunity arise, I (pursue) __________ further studies.

(c) In case of a power outage, the generator (activate) __________ automatically.

(d) If it ________ (rain) tomorrow, we ________ (stay) indoors.

(e) Unless they ________ (finish) the project on time, they ________ (face) consequences.

(a) Despite their differences, mutual respect (exist) __________ among the team members.

(b) While the orchestra (tune) __________ their instruments, the audience settled in.

(c) As the years pass, our understanding of the universe (expand) __________ significantly.

(d) The report, along with its supporting documents, ________ (have) been submitted by the deadline.

(e) The project, which has been in development for months, ________ (require) additional funding.

(a) The implications of climate change (affect) __________ every corner of the globe.

(b) The analysis of historical data (reveal) __________ fascinating patterns.

(c) The role of education (extend) __________ far beyond the classroom.

(d) In today’s world, access to quality education (be) __________ considered a fundamental right.

(e) The Internet, along with social media, (have) __________transformed how we connect with one another.

(a) The majority of scholars (agree) __________ with the theory’s fundamental premise.

(b) The concept of cultural relativism (give) __________ rise to diverse interpretations.

(c) A significant number of experiments (yield) __________ inconclusive results.

(d) Literature, as well as other forms of art, (play) __________ a role in stimulating critical thinking.

(e) The impact of literature on society (have) __________ been studied extensively by scholars and academics.

Exercise 8:

(a) The collection of rare artifacts (be) __________ an invaluable resource.

(b) The cluster of stars in that constellation (form) __________ a breathtaking pattern.

(c) The array of choices available (overwhelm) __________ the decision-making process.

(d) The consequences of climate change (be) __________ far-reaching and require immediate action.

(e) Classic literature and modern novels both (play) __________ a significant role in shaping societal values.

Exercise 9:

(a) Each participant (receive) __________ a copy of the conference agenda.

(b) The terms and conditions of the contract (be) __________ subject to negotiation.

(c) The accuracy of the financial report (reflect) __________ meticulous attention to detail.

(d) Teachers, along with their students, (play) __________ a crucial role in the learning process.

Subject Verb Agreement Exercises for College Students Set 4:

Exercises on Subject Verb Agreement for college students with answers can be invaluable tools for reinforcing grammar knowledge and improving writing skills.

Exercises 1:

1. Each of the students (has/have) completed their assignments.

2. The book on the shelf (belongs/belong) to Sarah.

3. Neither the cat nor the dog (was/were) at home when I arrived.

4. The news about the accident (was/were) shocking to everyone.

5. The group of friends (was/were) excited to go on a road trip.

Exercises 2:

1. My collection of rare coins (is/are) worth a lot of money.

2. One of my favorite hobbies (is/are) reading science fiction novels.

3. The pile of books on the table (needs/need) to be sorted.

4. The jury (has/have) reached a verdict in the case.

5. The team (is/are) practicing hard for the championship.

Exercises 3:

1. The company, along with its subsidiaries, (is/are) expanding into new markets.

2. Neither the teacher nor the students (was/were) aware of the surprise quiz.

3. The variety of options available (makes/make) it difficult to choose.

4. The collection of rare stamps (is/are) on display at the museum.

5. The number of participants in the study (has/have) increased significantly.

Exercises 4:

1. The list of requirements for the job (seems/seem) overwhelming.

2. Either the red or the blue car (is/are) available for rent.

3. His collection of vintage records (is/are) worth a fortune.

4. The sound of the waves crashing on the shore (is/are) so soothing.

5. A pair of shoes (was/were) left in the hallway.

Exercises 5:

1. The majority of the students (was/were) satisfied with their grades.

2. The book, as well as the magazine, (belongs/belong) to me.

3. The police officer, along with the firefighters, (is/are) on the scene.

4. The stack of pancakes on the plate (looks/look) delicious.

5. Ten dollars (is/are) all I have left in my wallet.

Exercises 6:

1. The team of experts (has/have) been working on this project for months.

2. The idea of traveling to distant lands (excites/excite) her.

3. A variety of animals (live/lives) in the rainforest.

4. Each of the students (has/have) their own unique talents.

5. The collection of rare coins (was/were) stolen from the museum.

Exercises 7:

1. The news of her promotion (was/were) unexpected.

2. The number of applicants (has/have) increased significantly.

3. The committee members (disagree/disagrees) on the proposal.

4. The box of chocolates (has/have) been eaten.

5. My favorite pair of jeans (is/are) in the laundry.

Subject Verb Agreement Exercises for Competitive Exams Set 5:

Subject-verb agreement exercises for competitive exams require careful attention to detail and are essential for achieving a high score. Here are 25 challenging subject-verb agreement exercises set for different competitive exams:

Subject Verb Agreement Exercise 1:

1. Neither the teacher nor the students __________ pleased with the exam results. a) is b) are c) was d) were

2. The book, along with several others, __________ on the shelf. a) is b) are c) has d) have

3. The committee’s decision __________ final. a) is b) are c) has been d) have been

4. Each of the team members __________ to submit their report by tomorrow. a) is required b) are required c) requires d) require

5. The quality of the products __________ improved significantly over the years. a) has b) have c) is d) are

Subject Verb Agreement Exercise 2:

1. Neither John nor his siblings __________ interested in politics. a) is b) are c) was d) were

2. The pile of documents on the desk __________ overwhelming. a) is b) are c) was d) were

3. One of the keys to success __________ effective communication. a) is b) are c) was d) were

4. The group of protestors __________ demanding changes in the law. a) is b) are c) was d) were

5. The teacher, as well as the students, __________ excited about the field trip. a) is b) are c) was d) were

1. Both the dog and the cat __________ missing since yesterday. a) is b) are c) was d) were

2. The news of the accident __________ shocking to everyone. a) is b) are c) was d) were

3. The majority of the population __________ in favor of stricter environmental laws. a) is b) are c) was d) were

4. The collection of rare artifacts __________ displayed in the museum. a) is b) are c) was d) were

5. Each of the candidates __________ to give their best performance. a) is expected b) are expected c) expects d) expect

1. The jury __________ reached a unanimous decision. a) has b) have c) is d) are

2. The series of novels __________ been adapted into a popular TV show. a) has b) have c) is d) are

3. The box of chocolates __________ tempting, but I won’t indulge. a) is b) are c) was d) were

4. The supply of fresh vegetables __________ running low. a) is b) are c) was d) were

5. The committee members __________ not yet arrived for the meeting. a) has b) have c) is d) are

1. The staff in this office __________ exceptionally dedicated to their work. a) is b) are c) was d) were

2. Not only the students but also the professor __________ attending the seminar. a) is b) are c) was d) were

3. The list of supplies needed for the project __________ quite extensive. a) is b) are c) was d) were

4. The cost of living in this city __________ high. a) is b) are c) was d) were

5. The number of cases of flu __________ rising steadily. a) is b) are c) was d) were

Exercises for Subject Verb Concord Set 6:

Concord exercises of subject verb agreement are designed to test a student’s knowledge of subject-verb agreement, which is also known as concord. Here are some concord (subject-verb agreement) exercises :

1. The group of students (is/are) going on a field trip.

2. Neither the cats nor the dog (is/are) fond of water.

3. A variety of delicious dishes (was/were) served at the party.

4. Ten dollars (is/are) not enough to buy that book.

5. The news about the election results (was/were) surprising.

6. The collection of antique cars (is/are) on display at the museum.

7. Each of the students (has/have) completed their assignments.

8. The team, along with their coach, (is/are) traveling to the championship.

9. The number of visitors to the museum (has/have) increased this year.

10. The stack of books on the table (needs/need) to be sorted.

Subject Verb Agreement Exercises Set 7:

Read each sentence carefully and identify whether the subject and verb agree.  Choose the correct verb form based on the subject. Write your answers on a separate sheet of paper.

1. Choose the correct verb form:

(a) The cat (is/are) sleeping.

(b) The dogs (barks/bark) in the yard.

(c) Either the student or the teacher (is/are) responsible.

(d) Each of the books (has/have) its own charm.

(e) All of the cookies (was/were) eaten.

2. Complete the sentences with the correct verb form:

(a) The team of players (plays/play) exceptionally well.

(b) None of the information (was/were) accurate.

(c) Every student in the class (has/have) completed the assignment.

(d) The company, along with its subsidiaries, (is/are) expanding its operations.

(e) Neither the book nor the magazine (interest/interests) me.

3. Decide whether the verb should be singular or plural:

(a) A basket of apples (was/were) on the kitchen counter.

(b) The group of friends (enjoy/enjoys) hiking together.

(c) One of the cakes (need/needs) more frosting.

(d) The collection of stamps (is/are) quite valuable.

(e) Each of the cars (require/requires) regular maintenance.

4. Choose the appropriate verb form:

(a) All the chairs in the room (was/were) arranged neatly.

(b) The committee members (has/have) differing opinions.

(c) Many of the movies (was/were) filmed on location.

(d) The majority of the audience (was/were) impressed by the performance.

(e) Some of the information (seem/seems) unreliable.

5. Fill in the blanks with the correct verb:

(a) Neither the coffee nor the tea _______________ my preferred beverages.

(b) Each of the students _______________ a unique perspective.

(c) The flock of birds _______________ gracefully across the sky.

(d) All the tickets for the concert _______________ sold out.

(e) The collection of rare coins _______________ on display at the museum.

6. Identify the correct verb form for each sentence:

(a) The movie that you recommended (was/were) captivating.

(b) Each of the students (have/has) completed the assignment.

(c) The committee members (discuss/discusses) the agenda.

(d) Neither the cat nor the dog (likes/like) the new food.

(e) The collection of stamps (is/are) stored in a secure album.

7. Fill in the blanks with the correct verb:

(a) Every employee in the department _______________ their role seriously.

(b) The box of chocolates _______________ tempting.

(c) Both the manager and the assistant _______________ busy.

(d) Not only the students but also the teacher _______________ excited about the field trip.

(e) A variety of options _______________ available for breakfast.

8. Choose the suitable verb form:

(a) All the evidence in the case (point/points) to a different conclusion.

(b) The group of musicians (practices/practice) diligently.

(c) None of the solutions provided (seems/seem) effective.

(d) One of the paintings on the wall (needs/need) restoration.

(e) The team, along with their coach, (is/are) celebrating their victory.

9. Complete the sentences with the appropriate verb form:

(a) Each of the books in the library (provide/provides) valuable insights

(b) Many of the participants (has/have) already arrived.

(c) The collection of antique coins (is/are) considered priceless.

(d) The family of birds (build/builds) nests in the tree.

(e) Neither the pen nor the pencil (is/are) on the desk.

Exercise 10

10. Decide whether the verb should be singular or plural:

(a) A group of friends (enjoy/enjoys) hiking together.

(b) The series of events (unfold/unfolds) in a surprising manner.

(c) Every student in the class (participate/participates) actively.

(d) The list of names (is/are) being reviewed.

(e) Both the cat and the dog (seem/seems) content.

Exercise 11

11. Choose the correct verb form for each sentence:

(a) The team of players (is/are) working hard to win the championship.

(b) Not only the flowers but also the trees (adds/add) beauty to the park.

(c) Every student in the class (has/have) submitted their assignments.

(d) The collection of coins (belong/belongs) to a passionate collector.

(e) None of the options (seems/seem) suitable for the situation.

Exercise 12

12. Complete the sentences with the appropriate verb:

(a) Each of the cars in the garage _______________ a unique history.

(b) The committee members _______________ unanimous in their decision.

(c) A variety of books _______________ available in the library.

(d) Neither the company nor its subsidiaries _______________ profitable this year.

(e) The flock of birds _______________ south for the winter.

Exercise 13

13. Decide whether the verb should be singular or plural:

(a) All the information provided (is/are) accurate.

(b) The series of events (unfold/unfolds) in a chronological order.

(c) Many of the employees (has/have) attended the seminar.

(d) The family of dolphins (swim/swims) gracefully in the ocean.

(e) The collection of vintage posters (is/are) on display.

Exercise 14

14. Fill in the blanks with the correct verb form:

(a) Neither the cake nor the ice cream _______________ appealing to me.

(b) Both the manager and the assistant _______________ working diligently.

(c) Not only the students but also the teacher _______________ excited about the upcoming trip.

(d) The collection of rare stamps _______________ highly valuable.

(e) Every member of the team _______________ dedicated to their role.

Exercise 15

15. Choose the appropriate verb form for each sentence:

(a) The series of novels (capture/captures) the reader’s imagination.

(b) None of the solutions provided (solve/solves) the issue completely.

(c) Every one of the members (contribute/contributes) to the success of the project.

(d) The group of friends (enjoy/enjoys) spending time together.

(e) The selection of colors (create/creates) a vibrant atmosphere.

Exercise 16

16. Select the correct verb form for each sentence:

(a) The collection of rare coins (is/are) worth a fortune.

(b) Not only the students but also the teacher (is/are) excited for the field trip.

(c) Every one of the employees (has/have) contributed to the project

(d) The committee members (disagree/disagrees) on the proposed changes.

(e) A series of novels (transport/transports) readers to different worlds.

Exercise 17

17. Fill in the blanks with the appropriate verb form:

(a) Each of the paintings in the gallery _______________ a story to tell.

(b) The team of researchers _______________ conducting groundbreaking experiments.

(c) The variety of flowers in the garden _______________ a colorful display.

(d) Neither the cat nor the dog _______________ allowed on the furniture.

(e) The family of dolphins _______________ in harmony with their surroundings.

Exercise 18

18. Decide whether the verb should be singular or plural:

(a) A group of tourists (explore/explores) the ancient ruins.

(b) All the information in the report (is/are) accurate.

(c) Many of the students (participate/participates) in extracurricular activities.

(d) The collection of antique maps (belong/belongs) to a dedicated enthusiast.

(e) The flock of birds (migrate/migrates) to warmer regions.

Exercise 19

19. Complete the sentences with the appropriate verb:

(a) None of the options provided _______________ suitable for the occasion.

(b) Both the manager and the employees _______________ committed to success.

(c) Every one of the books in the library _______________ a valuable resource.

(d) The selection of colors for the painting _______________ carefully chosen.

(e) The family of elephants in the reserve _______________ in their natural habitat.

Exercise 20

20. Choose the suitable verb form for each sentence:

(a) Each of the team members (play/plays) a crucial role.

(b) The list of ingredients for the recipe (seem/seems) exhaustive.

(c) Every student in the class (excel/excels) academically.

(d) The series of events (lead/leads) to an unexpected twist.

(e) The variety of flavors in the menu (delight/delights) customers.

Exercise 21

21. Choose the accurate verb form for each sentence:

(a) The collection of vintage cars (spark/sparks) excitement among enthusiasts.

(b) Every member of the team (plays/play) a vital role in our success.

(c) The committee (meets/meet) regularly to discuss important matters.

(d) A variety of options (is/are) available for the upcoming vacation.

Exercise 22

22. Fill in the blanks with the appropriate verb form:

(a) Each of the paintings in the gallery _______________ a unique perspective.

(b) The group of volunteers _______________ dedicated to their cause.

(c) The family of elephants _______________ harmoniously in their natural habitat.

(d) Neither the book nor the magazine _______________ interesting to me.

(e) The collection of rare stamps _______________ displayed in a special exhibition.

Exercise 23

23. Decide whether the verb should be singular or plural:

(a) A series of lectures on art history (is/are) scheduled for next week.

(b) All the information in the report (appear/appears) accurate.

(c) Many of the applicants (meet/meets) the criteria for the scholarship.

(d) The collection of antique coins (belong/belongs) to a passionate collector.

(e) The flock of birds (fly/flies) in perfect formation.

Exercise 24

24. Complete the sentences with the appropriate verb form:

(b) Both the manager and the employees _______________ dedicated to their work.

(c) Every student in the class _______________ their own strengths.

(e) The family of dolphins in the bay _______________ a joy to observe.

Exercise 25

25. Choose the suitable verb form for each sentence:

(a) Each of the team members (contribute/contributes) to the project’s success.

(c) Every student in the class (participate/participates) actively in discussions.

(d) The series of novels (transport/transports) readers to distant lands.

(e) The variety of landscapes in the region (create/creates) a stunning backdrop.

Exercise 26

26. Choose the appropriate verb form for each sentence:

(a) The collection of vintage books (contains/contain) valuable information.

(b) Neither the cat nor the dog (like/likes) the new food.

(c) Every member of the team (plays/play) an important role.

(d) The committee (meets/meet) every Monday to discuss matters.

(e) A variety of options (is/are) available for the event.

Exercise 27

27. Complete the sentences with the suitable verb form:

(a) Each of the paintings in the museum _______________ a story to tell.

(b) The group of volunteers _______________ dedicated to making a difference.

(c) The family of birds _______________ in perfect harmony.

(d) Neither the book nor the magazine _______________ of interest to me.

(e) The collection of rare coins _______________ displayed with care.

Exercise 28

28. Decide whether the verb should be singular or plural:

(a) A series of lectures on history (is/are) scheduled for next month.

(b) All the information in the report (seem/seems) accurate.

(c) Many of the students (excel/excels) in academics.

(d) The collection of antique artifacts (belong/belongs) to a private collector.

(e) The flock of birds (fly/flies) in a V formation.

Exercise 29

29. Complete the sentences with the correct verb form:

(b) Both the manager and the employees _______________ dedicated to their roles.

(e) The family of dolphins in the bay _______________ a joy to watch.

Exercise 30

30. Choose the suitable verb form for each sentence:

(a) Each of the team members (contributes/contribute) uniquely to the project.

(b) The list of ingredients for the recipe (seem/seems) extensive.

(d) The series of novels (transport/transports) readers to far-off places.

(e) The variety of landscapes in the area (create/creates) a breathtaking scene.

Exercise 31

31. Choose the correct verb form for each sentence:

(a) The collection of antique coins (hold/holds) immense value.

(b) Neither the movie nor the book (captivate/captivates) my interest.

(d) The committee (convene/convenes) every Wednesday to discuss important matters.

(e) A variety of options (is/are) available for the upcoming event.

Exercise 32

32. Complete the sentences with the suitable verb form:

(a) Each of the sculptures in the gallery _______________ a unique story.

(b) The group of volunteers _______________ dedicated to making a positive impact.

(c) The family of swans _______________ gliding gracefully on the lake.

(e) The collection of rare stamps _______________ carefully preserved.

Exercise 33

33. Decide whether the verb should be singular or plural:

(a) A series of workshops on creativity (stimulate/stimulates) innovation.

(b) All the information in the report (appear/appears) to be accurate.

(c) Many of the students (excel/excels) in their academic pursuits.

(d) The collection of historical artifacts (belong/belongs) to a local museum.

(e) The flock of birds (fly/flies) in a graceful V formation.

Exercise 34

34. Complete the sentences with the correct verb form:

(b) Both the manager and the employees _______________ committed to their roles.

(c) Every student in the class _______________ their own unique strengths.

(d) The selection of colors for the painting _______________ carefully considered.

(e) The family of dolphins in the bay _______________ a source of wonder.

Exercise 35

35 . Choose the suitable verb form for each sentence:

(a) Each of the team members (contributes/contribute) their expertise to the project.

(b) The list of ingredients for the recipe (seem/seems) quite extensive.

(c) Every student in the class (participate/participates) actively in classroom activities.

(e) The variety of landscapes in the region (create/creates) a breathtaking panorama.

FAQs on Subject Verb Agreement Exercises

Q: what is a subject-verb agreement exercise.

Ans: A subject-verb agreement exercise is a language learning activity that helps individuals practice matching the grammatical number (singular or plural) of a subject with the corresponding form of the verb in a sentence.

Q: What is an example of a subject-verb agreement with answers?

Ans: An example of a subject-verb agreement with answers is: “The cat sleeps on the windowsill.” Here, the singular subject “cat” matches with the singular verb “sleeps.”

Q: What are the 10 rules of subject-verb agreement?

Ans: Subject-verb agreement is a fundamental aspect of English grammar. Here are ten rules to ensure that the subject and verb in a sentence agree:

1. Singular subjects take singular verbs:

2. Plural subjects take plural verbs:

3. Compound subjects with “and” are plural:

4. Compound subjects with “or” or “nor” follow the closer subject:

5. Collective nouns can be singular or plural:

6. Indefinite pronouns may be singular or plural:

7. Subjects with “each” or “every” are singular:

8. Subjects with “either…or” and “neither…nor” require singular or plural verbs:

9. Phrases beginning with “one of” or “a number of” are plural:

10. Inverted sentences with prepositional phrases:

Mastering these rules helps ensure grammatical correctness in your writing and speaking.

Q: How do you solve subject-verb agreement questions?

Ans: To solve subject-verb agreement questions, identify the subject and verb in the sentence, and ensure they agree in number (singular or plural) based on the rules of subject-verb agreement. If they don’t agree, make the necessary adjustments to match the subject and verb correctly.

Q: How do you teach subject-verb agreement?

Ans: Teaching subject-verb agreement effectively involves several steps and strategies:

1. Introduce the Concept:

2. Provide Clear Examples:

3. Engage in Practice Exercises:

4. Use Visual Aids:

5. Make it Fun:

Consistent practice, clear explanations, and a variety of teaching methods can help students grasp the concept of subject-verb agreement and apply it effectively in their writing and communication.

Congratulations on completing these additional subject-verb agreement exercises! Your dedication to mastering this grammar rule is commendable and will undoubtedly enhance your communication skills.

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Select the sentence that has an error in subject verb agreement.

Both Christine and Heather have published their stories in major journals.

Neither student has the assignment completed.

The problems take them all evening to complete.

He is one of the students who has taken the exam.

He and his girlfriend talk on the phone constantly.

Neither she nor her mother wants to go to the dinner.

The professor or one of her research assistants is at every meeting.

The longest of the meetings are the first one of the semester.

The young couple has a new home in a beautiful neighborhood.

Either the professor or his students have prepared the grant submission.

Has an instructor or one of the lab assistants come to help you?

Neither the students nor their professor are going to the meeting.

The jury are taking their seats in the courtroom now.

The number of students are increasing.

Each of her daughters has developed a unique style.

Neither Suzi nor her sister has been able to find the missing earring.

There seem to be a growing interest in that class.

Either the students or their parents have spoken to the board.

When all of the tests are finished, the scientists will have more information.

Everyone except the lead suspect has given a statement to the police.

1. Analysis with the aid of computers ............. thos e accounts that appear to be conduits for drug money.

1. What makes the situation serious .............. that no new antibiotics have been discovered in the past 15 years.

1. Both science and medicine .............. to preparing athletes for competition.

contributes

Some allergies, such as asthma, ............ no external cause.

Surgeons in the US successfully ................. clouded vision or outright blindness by transplanting about 10,000 corneas a year.

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Subject-Verb Agreement: Explanation, Examples, and Practice Exercises

Understanding subject-verb agreement is essential for mastering English grammar. Subject-verb agreement refers to the concept that the verb in a sentence must agree in number with the subject. In other words, singular subjects require singular verbs, while plural subjects require plural verbs. This article provides a comprehensive overview of subject-verb agreement rules, along with clear examples and 25 practice exercises to help you solidify your understanding. By the end of this article, you will have a strong foundation in subject-verb agreement and be better prepared to communicate effectively in English.

Singular subjects require singular verbs, while plural subjects require plural verbs.

• A cat sleeps on the couch. (singular subject and verb)
• Cats sleep on the couch. (plural subject and verb)

When two subjects are connected by “and,” use a plural verb.

• Sally and Tom are friends. (two subjects joined by “and,” plural verb)
• Apples and oranges are fruits. (two plural subjects joined by “and,” plural verb)

If a compound subject with “and” sounds singular, use a singular verb.

• Peanut butter and jelly is a popular sandwich. (compound subject sounds singular, singular verb)
• Spaghetti and meatballs is a delicious dish. (compound subject sounds singular, singular verb)

The verb should agree with the main subject, not the nearest subject.

• The group of students is going on a field trip. (main subject: group, singular verb)
• The list of items is on the table. (main subject: list, singular verb)

When subjects are connected by phrases like “as well as,” “along with,” “with,” “together with,” or “in addition to,” the verb should agree with the first subject.

• The teacher, along with the students, is attending the workshop. (main subject: teacher, singular verb)
• The books, in addition to the magazines, are on the shelf. (main subject: books, plural verb)

When subjects are connected by “either-or,” “neither-nor,” “not only – but also,” or “or,” the verb should agree with the nearest subject.

• Either the teacher or the students are responsible. (nearest subject: students, plural verb)
• Neither the students nor the teacher is available. (nearest subject: teacher, singular verb)

Singular verbs are used with “either,” “neither,” “none,” “everyone,” “someone,” “anyone,” “many a,” “more than one.”

• None of the books is interesting. (singular verb)
• Everyone in the class has completed the assignment. (singular verb)
• Many a person has faced this challenge. (singular verb)

Subject-Verb Agreement Practice Exercises:

• The baby (sleeps/sleep) peacefully.
• The team (celebrates/celebrate) after winning the game.
• Many cars (is/are) parked outside.
• Neither the book nor the magazine (is/are) mine.
• The cake, along with the cookies, (was/were) delicious.
• Each of the students (has/have) a different opinion.
• The sun (shines/shine) brightly today.
• The staff (works/work) efficiently.
• My family (is/are) going on a trip.
• The committee (has/have) reached a decision.
• The box of chocolates (is/are) on the table.
• All the computers in the lab (is/are) new.
• The bouquet of flowers (looks/look) beautiful.
• Some of the apples (is/are) rotten.
• The dog and the cat (is/are) playing together.
• Neither the cat nor the dog (chases/chase) the mouse.
• The teacher, together with her students, (is/are) going on a field trip.
• A pack of wolves (prowls/prowl) in the forest.
• The audience (claps/clap) after the performance.
• The orchestra (plays/play) a symphony.
• Several cats (lives/live) in the neighborhood.
• Every one of the players (tries/try) their best.
• The crowd (cheers/cheer) for their team.
• The series of events (leads/lead) to surprising conclusions.
• A flock of birds (flies/fly) across the sky.

Subject-Verb Agreement Practice Exercises: Answers

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Subject Verb Agreement

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Has Completed, Had Completed, & Have Completed: Grammar Rules Explained

Last Updated: May 15, 2024 Fact Checked

This article was co-authored by Tristen Bonacci and by wikiHow staff writer, Jessica Gibson . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 51,198 times.

The English language is full of grammar rules that can take a little practice to learn. Take “has completed” or “had completed”—they’re very similar, but used in specific cases. We’ll guide you through when to use “has completed,” or “had completed.” We’ll also explain when “have completed” is the best choice.

When to Use "Has Completed"

• She has completed the marathon.
• The computer has completed running its diagnostics.
• He has completed filling out the forms.

When to Use "Had Completed"

• I had completed my work when my friends showed up.
• They had completed their task before starting their next challenge.
• We had completed our homework, but we forgot it at home. [3] X Research source

When to Use "Have Completed"

• I have completed outlining my essay.
• You have completed listening to the podcast.
• I have completed my training.

• They have completed their project.
• We have completed our assignment.
• The kids have completed their homework.

Expert Q&A

You might also like.

• ↑ https://academicguides.waldenu.edu/writingcenter/grammar/verbtenses
• ↑ https://academicguides.waldenu.edu/writingcenter/grammar/verbforms
• ↑ https://kpu.pressbooks.pub/effectiveenglish/chapter/simple-past-past-continuous-and-past-perfect/
• ↑ https://www.grammarly.com/blog/present-perfect-tense/
• ↑ https://www.grammarly.com/blog/has-vs-have/

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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 they 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 their 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, they still have 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 they already know 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 they expect.

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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Teaching Students About Hellenistic Culture and Its Impact

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Are you looking for strategies to help students who have trouble completing assignments independently? If so, keep reading.

1. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Request assistance when needed. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

2. Establish time limits for finishing tasks .

3. Praise the learner for performing tasks independently.

4. Get the learner to prioritize tasks by importance (e.g., task A must be done today, task B can be done today, and task C can wait until tomorrow).

5. Organize their surroundings to enable task conclusion (i.e., make sure the learner’s tasks are on their capacity and ability level , be sure that instructions are clear, and keep frequent interactions with the learner to enable success).

6. Urge parents to set aside and enforce a consistent period at home for the learner to finish homework . All family members should work on tasks (e.g., correspondence, balancing accounts, reading, etc.) during this time.

7. Give the learner structure for all academic learning activities (e.g., specific instructions, routine (schedule) format for tasks, time limits, etc.).

8. Praise the learner for beginning, working on, and finishing tasks .

9. Make sure that directions, explanations, and instructions are delivered on the learner’s capacity and ability level .

10. Assess the appropriateness of giving the learner tasks that require copying if the learner’s capacity and ability level make it impossible for him/ her to finish the task.

11. Let the learner have additional time to finish tasks when working independently.

12. Give the learner a selection of tasks and require them to select a minimum number of tasks to perform independently (e.g., present the learner with 10 academic tasks from which 6 must be finished that day).

13. Explain your expectations to the learner for the successful conclusion of tasks .

14. Give a written list of instructions for a long-term task.

15. Plan leisure activities at the end of the day. Make participation in these learning activities dependent upon the conclusion of tasks .

16. Connect with the learner’s parents to disseminate information about their child’s progress. The parents may reinforce the learner at home for finishing tasks independently.

17. Assess the degree of task difficulty concerning the learner’s capacity and ability to perform the task.

18. Be firm, fair, and consistent, expecting the learner to finish tasks. Do not let the learner fail to finish designated tasks one time and expect tasks to be finished the next time.

19. Praise those students in the classroom who finish tasks independently.

20. Urge the learner to follow a less desirable task with a more desirable task . Make the conclusion of the first appropriate to perform the second.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend .

21 Hacks for Encouraging Students to Complete ...

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Matthew Lynch

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