CBSE Class 11 English — Grammar and Writing Skills Guide
The grammar and writing skills section tests your command of English structure and your ability to communicate effectively in different formats. Grammar questions are objective and test rules. Writing questions are creative but must follow specific formats. This guide covers all grammar topics and writing formats with rules, examples, and exam-ready tips.
Part A — Grammar
1. Determiners
Determiners are words that come before a noun to specify which one, how many, or whose. They include articles, possessives, demonstratives, quantifiers, and numerals.
Types of Determiners
| Type | Examples | Use |
|---|---|---|
| Articles | a, an, the | "A/an" for indefinite reference; "the" for specific reference |
| Possessives | my, your, his, her, its, our, their | Show ownership |
| Demonstratives | this, that, these, those | Point to specific items |
| Quantifiers | some, any, much, many, few, little, all, each, every | Indicate quantity |
| Numerals | one, two, first, second | Indicate exact number |
Key Rules
1. A vs An: Use "a" before consonant sounds (a university, a one-litre bottle) and "an" before vowel sounds (an hour, an honest man). The rule is about sound, not spelling.
2. Some vs Any: Use "some" in affirmative sentences and polite questions ("Would you like some tea?"). Use "any" in negative sentences and direct questions ("Is there any milk?").
3. Much vs Many: "Much" is for uncountable nouns (much water, much time). "Many" is for countable nouns (many books, many students).
4. Few vs Little: "Few" is for countable nouns and has a negative meaning — almost none ("Few students came" = not many came). "A few" is more positive — at least some ("A few students came" = some came). "Little" is for uncountable nouns and means almost none ("Little water" = not much). "A little" means at least some.
5. Each vs Every: "Each" focuses on individual members of a group separately ("Each student must submit the form"). "Every" focuses on the group as a whole ("Every student was present").
Common Errors
- Wrong: "He gave me an useful advice." Right: "He gave me a useful piece of advice." (Advice is uncountable; use "piece of")
- Wrong: "Each of the boys have come." Right: "Each of the boys has come." (Each takes singular verb)
- Wrong: "Less people came today." Right: "Fewer people came today." (People is countable, so use "fewer")
2. Tenses
Tenses indicate the time of an action. There are three main tenses — present, past, and future — each with four forms: simple, continuous, perfect, and perfect continuous.
Present Tenses
| Tense | Form | Example | Use |
|---|---|---|---|
| Simple Present | V1 / V1+s | She writes daily. | Habits, facts, general truths |
| Present Continuous | is/am/are + V-ing | She is writing a letter. | Action happening now |
| Present Perfect | has/have + V3 | She has written three letters. | Action completed in the recent past, result matters |
| Present Perfect Continuous | has/have been + V-ing | She has been writing since morning. | Action started in the past and still continuing |
Past Tenses
| Tense | Form | Example | Use |
|---|---|---|---|
| Simple Past | V2 | She wrote a letter. | Action completed in the past |
| Past Continuous | was/were + V-ing | She was writing when I called. | Action in progress at a past time |
| Past Perfect | had + V3 | She had written before I arrived. | Action completed before another past action |
| Past Perfect Continuous | had been + V-ing | She had been writing for two hours. | Action that continued up to a point in the past |
Future Tenses
| Tense | Form | Example | Use |
|---|---|---|---|
| Simple Future | will/shall + V1 | She will write tomorrow. | Action to happen in the future |
| Future Continuous | will be + V-ing | She will be writing at 5 pm. | Action in progress at a future time |
| Future Perfect | will have + V3 | She will have written by then. | Action completed before a future time |
| Future Perfect Continuous | will have been + V-ing | She will have been writing for 3 hours. | Action continuing up to a future point |
Key Tense Rules
1. Since vs For: Use "since" for a point in time (since 2020, since Monday). Use "for" for a duration (for three years, for two hours). Both are used with perfect continuous tenses.
2. Sequence of Tenses: When the main clause is in the past tense, the subordinate clause must also be in a past tense. "He said that he was tired." (Not: He said that he is tired.)
3. Historical Present: Sometimes, the present tense is used for past events to make them vivid. "Gandhi leads the Dandi March in 1930." This is a literary device, not a grammar error.
4. Stative Verbs: Some verbs are not normally used in continuous tenses — know, believe, understand, love, hate, own, belong, seem. "I know the answer" (not "I am knowing the answer").
3. Voice Change (Active and Passive)
Voice indicates whether the subject performs the action (active) or receives it (passive).
Rules for Changing Active to Passive
1. Move the object to the subject position. 2. Change the verb to the appropriate passive form (be + V3). 3. Move the subject to the object position with "by." 4. Change the pronouns accordingly.
Examples:
| Active | Passive |
|---|---|
| She writes a letter. | A letter is written by her. |
| She wrote a letter. | A letter was written by her. |
| She is writing a letter. | A letter is being written by her. |
| She was writing a letter. | A letter was being written by her. |
| She has written a letter. | A letter has been written by her. |
| She had written a letter. | A letter had been written by her. |
| She will write a letter. | A letter will be written by her. |
Special Cases
- Imperatives: "Close the door." becomes "Let the door be closed."
- Questions: "Did she write the letter?" becomes "Was the letter written by her?"
- Modals: "She can write the letter." becomes "A letter can be written by her."
- Two objects: "She gave me a book." becomes "I was given a book by her" or "A book was given to me by her."
4. Narration (Direct and Indirect Speech)
Narration changes involve converting someone's exact words (direct speech) into a reported form (indirect speech).
Key Rules
1. Remove quotation marks and add a reporting verb like "said," "told," "asked," or "exclaimed."
2. Change the tense: When the reporting verb is in the past tense, the tense inside the quotation shifts one step back.
| Direct Speech | Indirect Speech |
|---|---|
| Simple Present | Simple Past |
| Present Continuous | Past Continuous |
| Present Perfect | Past Perfect |
| Present Perfect Continuous | Past Perfect Continuous |
| Simple Past | Past Perfect |
| Past Continuous | Past Continuous or Past Perfect Continuous |
| Simple Future | Would + V1 |
3. Change pronouns: First person changes to match the speaker. Second person changes to match the listener. Third person stays the same.
4. Change time and place references:
| Direct | Indirect |
|---|---|
| today | that day |
| tomorrow | the next day |
| yesterday | the previous day |
| here | there |
| this | that |
| now | then |
| ago | before |
| come | go |
5. Questions: Add "if" or "whether" for yes/no questions. Use the question word for wh-questions. Change the word order to statement form.
- Direct: He said, "Are you coming?"
- Indirect: He asked if I was coming.
- Direct: She said, "Where do you live?"
- Indirect: She asked where I lived.
6. Commands and Requests: Use "told," "ordered," "requested," or "advised" + to-infinitive.
- Direct: He said, "Please open the door."
- Indirect: He requested me to open the door.
- Direct: The teacher said, "Don't make noise."
- Indirect: The teacher told them not to make noise.
7. Exclamations: Use "exclaimed with joy/sorrow/surprise" and change the exclamation to a statement.
- Direct: She said, "What a beautiful day!"
- Indirect: She exclaimed with joy that it was a very beautiful day.
5. Clause Analysis
A clause is a group of words with a subject and a verb. Clauses can be main (independent) or subordinate (dependent).
Types of Subordinate Clauses
| Type | Function | Connectors | Example |
|---|---|---|---|
| Noun Clause | Acts as a subject, object, or complement | that, whether, if, what, how, where, when | What he said was surprising. (subject) |
| Adjective Clause | Modifies a noun or pronoun | who, whom, whose, which, that, where, when | The book that you gave me is lost. |
| Adverb Clause | Modifies a verb, adjective, or adverb | when, while, because, although, if, unless, so that | I will go if it does not rain. |
Identifying Clauses
1. Find the verbs — each verb (finite) indicates a clause. 2. Identify the main clause — it can stand alone. 3. Identify subordinate clauses — they depend on the main clause. 4. Classify the subordinate clause by its function (noun, adjective, or adverb).
Example: "He said that he would come because he wanted to help."
- Main clause: He said
- Noun clause (object of "said"): that he would come because he wanted to help
- Adverb clause (reason): because he wanted to help
6. Transformation of Sentences
Types of Transformations
1. Affirmative to Negative: Add "not" and adjust.
- Affirmative: She is as tall as her sister.
- Negative: Her sister is not taller than her.
2. Assertive to Interrogative: Rearrange and add auxiliary.
- Assertive: Everybody loves a hero.
- Interrogative: Who does not love a hero?
3. Assertive to Exclamatory: Add "what" or "how" and rearrange.
- Assertive: She is very beautiful.
- Exclamatory: How beautiful she is!
4. Simple to Complex: Convert a phrase to a clause.
- Simple: Being tired, she sat down.
- Complex: As she was tired, she sat down.
5. Simple to Compound: Add a coordinating conjunction.
- Simple: In spite of his illness, he came.
- Compound: He was ill, but he came.
6. Active to Passive and vice versa: See the Voice section above.
7. Direct to Indirect Speech: See the Narration section above.
Part B — Writing Skills
1. Notice Writing
A notice is a written or printed announcement meant for a specific group.
Format
Key Points
- Word limit: 40-50 words.
- Include: What the notice is about, date, time, venue, eligible participants, and contact person.
- Language: Formal, concise, clear. No abbreviations except standard ones.
- Put the title in a box.
Example
2. Poster Making
A poster is a visual display meant to attract attention and convey a message quickly.
Format
- Heading: Bold, catchy, 2-4 words.
- Visual: A drawing, sketch, or illustration (in an exam, describe or sketch simply).
- Body: Key points in short phrases or sentences (50 words).
- Slogan: A memorable tagline.
- Issuing authority: Name of the organisation.
Key Points
- Word limit: 50 words (including heading and slogan).
- Use catch phrases, short sentences, and impactful words.
- Arrange information visually — the most important message should be largest.
Example
3. Letter Writing
Formal Letter Format
Informal Letter Format
Key Points for Formal Letters
- Use formal language throughout.
- Subject line is mandatory.
- Address the recipient properly.
- Keep paragraphs short and focused.
- Do not use contractions ("don't" becomes "do not").
- Conclude with a call to action or a suggestion.
Key Points for Informal Letters
- Use a warm, friendly tone.
- Can use contractions and informal expressions.
- Organise content into paragraphs: opening, main body, closing.
4. Speech Writing
A speech is an address delivered to an audience on a specific topic.
Format
Key Points
- Word limit: 150-200 words.
- Address the audience directly ("Dear friends," "Respected teachers").
- Use rhetorical questions to engage the audience.
- Include 2-3 examples or data points.
- Use simple, clear language.
- End with a memorable closing statement.
Example Opening Lines
- "How many of you have seen a river dry up?"
- "Martin Luther King said, 'I have a dream.' Today, I want to share my dream with you."
- "Imagine waking up to find that there is no clean water to drink."
5. Debate Writing
A debate presents arguments for or against a motion.
Format
Key Points
- Word limit: 150-200 words.
- Clearly state whether you are for or against the motion.
- Use logical arguments supported by examples.
- Address and rebut the opposing view.
- Use persuasive language: "Surely," "Undoubtedly," "It is evident that."
- Maintain a formal tone throughout.
6. Article Writing
An article presents information, opinion, or analysis on a topic of general interest.
Format
Key Points
- Word limit: 150-200 words.
- Title should be catchy and relevant.
- Use a mix of facts and opinions.
- Include subheadings if appropriate.
- Use simple, clear, and engaging language.
- End with a solution, suggestion, or thought-provoking question.
7. Report Writing
A report is a factual account of an event, investigation, or situation.
Format
Key Points
- Word limit: 125-150 words for a newspaper report; 150-200 for a detailed report.
- Use past tense for events that have already happened.
- Use third person ("The event was held..." not "I attended the event...").
- Be factual and objective — avoid personal opinions.
- Include specific details: date, time, venue, number of participants.
General Exam Tips for Grammar and Writing
1. Grammar section: Do not guess. Apply the rule step by step. If unsure, eliminate wrong options. 2. Writing section: Always follow the format. Examiners check format first, then content. 3. Word limits: Stick to them. Writing too much or too little both lose marks. 4. Handwriting: Write clearly and legibly. Use paragraphs to organise content. 5. Time management: Spend about 30 minutes on grammar and 50-60 minutes on writing in the exam.
Common Mistakes to Avoid
- Not following the correct format for writing tasks — this is the most common reason for lost marks.
- Using informal language in formal writing tasks.
- Exceeding or falling short of the word limit.
- Mixing up "much/many," "few/little," "some/any" in grammar.
- Forgetting to change tenses, pronouns, and time/place references in narration.
- Not reading the question carefully — writing on the wrong topic or the wrong format.
- Writing a speech without a salutation or closing.
Quick Revision Plan
| Time | Task |
|---|---|
| 15 min | Revise grammar rules (determiners, tenses, voice, narration) |
| 20 min | Memorise writing formats (notice, letter, speech, article, report) |
| 25 min | Practise one grammar exercise and one writing task |
| 10 min | Check your writing against the format and correct errors |
Related Resources
- [Hornbill Prose — Chapter Guide](/class/11/english/cbse-hornbill-prose)
- [Hornbill Poems — Chapter Guide](/class/11/english/cbse-hornbill-poems)
- [Snapshots — Chapter Guide](/class/11/english/cbse-snapshots)
- [Hornbill — Exercise Solutions](/class/11/english/solutions/cbse-hornbill-exercise-solutions)
- [Snapshots — Exercise Solutions](/class/11/english/solutions/cbse-snapshots-exercise-solutions)