Adding affixes to existing words (the base or root) to form new words is common in academic English. Prefixes are added to the front of the base (like
dislike), whereas suffixes are added to the end of the base (activeactivate). Prefixes usually do not change the class of the base word, but suffixes usually do change the class of the word.
The most common prefixes used to form new verbs in academic English are: re-, dis-, over-, un-, mis-, out-. The most common suffixes are: -ise, -en, -ate, -(i)fy. By far the most common affix in academic English is -ise.
e.g. prefix + verb verb
| Prefix | Meaning | Examples |
|---|---|---|
| re- | again or back | restructure, revisit, reappear, rebuild, refinance |
| dis- | reverses the meaning of the verb | disappear, disallow, disarm, disconnect, discontinue |
| over- | too much | overbook, oversleep, overwork |
| un- | reverses the meaning of the verb | unbend, uncouple, unfasten |
| mis- | badly or wrongly | mislead, misinform, misidentify |
| out- | more or better than others | outperform, outbid |
| be- | make or cause | befriend, belittle |
| co- | together | co-exist, co-operate, co-own |
| de- | do the opposite of | devalue, deselect |
| fore- | earlier, before | foreclose, foresee |
| inter- | between | interact, intermix, interface |
| pre- | before | pre-expose, prejudge, pretest |
| sub- | under/below | subcontract, subdivide |
| trans- | across, over | transform, transcribe, transplant |
| under- | not enough | underfund, undersell, undervalue, underdevelop |
e.g. Suffix used to form verbs with the meaning "cause to be".
| Suffix | Example |
|---|---|
| -ise | stabilise, characterise, symbolise, visualise, specialise |
| -ate | differentiate, liquidate, pollinate, duplicate, fabricate |
| -fy | classify, exemplify, simplify, justify |
| -en | awaken, fasten, shorten, moisten |
The most common prefixes used to form new nouns in academic English are: co- and sub-. The most common suffixes are: -tion, -ity, -er, -ness, -ism, -ment, -ant, -ship, -age, -ery. By far the most common noun affix in academic English is -tion.
e.g. prefix + noun 
noun
| Prefix | Meaning | Examples |
|---|---|---|
| anti- | against | anticlimax, antidote, antithesis |
| auto- | self | autobiography, automobile |
| bi- | two | bilingualism, biculturalism, bi-metalism |
| co- | joint | co-founder, co-owner, co-descendant |
| counter- | against | counter-argument, counter-example, counter-proposal |
| dis- | the converse of | discomfort, dislike |
| ex- | former | ex-chairman, ex-hunter |
| hyper- | extreme | hyperinflation, hypersurface |
| in- | the converse of | inattention, incoherence, incompatibility |
| in- | inside | inpatient, |
| inter- | between | interaction, inter-change, interference |
| kilo- | thousand | kilobyte |
| mal- | bad | malfunction, maltreatment, malnutrition |
| mega- | million | megabyte |
| mis- | wrong | misconduct, misdeed, mismanagement |
| mini- | small | mini-publication, mini-theory |
| mono- | one | monosyllable, monograph, monogamy |
| neo- | new | neo-colonialism, neo-impressionism |
| out- | separate | outbuilding, |
| poly- | many | polysyllable |
| pseudo- | false | pseudo-expert |
| re- | again | re-organisation, re-assessment, re-examination |
| semi- | half | semicircle, semi-darkness |
| sub- | below | subset, subdivision |
| super- | more than, above | superset, superimposition, superpowers |
| sur- | over and above | surtax |
| tele- | distant | telecommunications, |
| tri- | three | tripartism |
| ultra- | beyond | ultrasound |
| under- | below, too little | underpayment, under-development, undergraduate |
| vice- | deputy | vice-president |
e.g. Suffix added to a verb (V), noun (N) or adjective (A) noun
| Suffix | Meaning | Examples |
|---|---|---|
| -tion -sion |
action/instance of V-ing | alteration, demonstration expansion, inclusion, admission |
| -er | person who V-s something used for V-ing |
advertiser, driver computer, silencer |
| -ment | action/instance of V-ing | development, punishment, unemployment |
| -ant -ent |
person who V-s | assistant, consultant student |
| -age | action/result of V | breakage, wastage, package |
|
-al |
action/result of V |
denial, proposal, refusal, dismissal |
|
-ence |
action/result of V |
preference, dependence, interference |
| -ery/-ry | action/instance of V-ing place of V-ing |
bribery, robbery, misery refinery, bakery |
| Suffix | Meaning | Examples |
|---|---|---|
| -er | person concerned with N | astronomer, geographer |
| -ism | doctrine of N | Marxism, Maoism, Thatcherism |
| -ship | state of being N | friendship, citizenship, leadership |
| -age | collection of N | baggage, plumage |
| Suffix | Meaning | Examples |
|---|---|---|
| -ity | state or quality of being A | ability, similarity, responsibility, curiosity |
| -ness | state or quality of being A | darkness, preparedness, consciousness |
|
-cy |
state or quality of being A |
urgency, efficiency, frequency |
Many adjectives are formed from a base of a different class with a suffix (e.g. -less, -ous). Adjectives can also be formed from other adjectives, especially by the negative prefixes (un-, in- and non-).
The most common suffixes are -al, -ent, -ive, -ous, -ful, -less.
e.g. Suffix added to verbs or nouns adjective
| Suffix | Example |
|---|---|
| -al | central, political, national, optional, professional |
| -ent | different, dependent, excellent |
| -ive | attractive, effective, imaginative, repetitive |
| -ous | continuous, dangerous, famous |
| -ful | beautiful, peaceful, careful |
| -less | endless, homeless, careless, thoughtless |
| -able | drinkable, countable, avoidable, |
e.g. negative + adjective adjective
| Prefix | Examples |
|---|---|
| un- | unfortunate, uncomfortable, unjust |
| im-/in-/ir-/il- | immature, impatient, improbable, inconvenient, irreplaceable, illegal |
| non- | non-fiction, non-political, non-neutral |
| dis- | disloyal, dissimilar, dishonest |
e.g. base with both prefix and suffix
Adjectives: uncomfortable, unavoidable, unimaginative, inactive, semi-circular
Nouns: disappointment, misinformation, reformulation
The branch of grammar that studies word formation is morphology. It contrasts with syntax, the study of word combinations and consists of two fields: the study of inflection and the study of word formation.
A knowledge of word formation is important in EAP. Formal written English uses nouns more than verbs. For example, "judgement" rather than "judge", "development" rather than "develop", "admiration" rather than "admire". So it important top be able to change verbs to nouns etc. This is called nominalisation.
For example:
There appeared to be evidence of differential treatment of children. (the verb "treat" becomes "treatment")
This is reflected in our admiration for people who have made something of their lives, sometimes against great odds, and in our somewhat disappointedjudgment of those who merely drift through life. (The verb "admire" becomes "admiration".)
All airfields in the country would be nationalised, and the government would continue with the development of new aircraft as recommended by the Brabazon Committee. (The verb "develop" changes to "development")
Associated with nominalisation is the occurrence of prepositional phrases, introduced by of:
judgment of those
treatment of children
development of new aircraft
"-tion" is the most common suffix used in this way. For example: "alteration, resignation".
However others are: "-ity ability, similarity, complexity; -ness blindness, darkness, preparedness; -ment development, encouragement; -ship friendship; -age mileage; -ery robbery, bribery; -al arrival; -ance assistance, resemblance".
Morphology is the branch of grammar that studies the structure and form of words. It contrasts with syntax, the study of word combinations.
It consists of two fields: the study of inflection and the study of word formation.
Several classes of word in English have different forms; they inflect.
For example:
When people know their past and understand their present, they start believing in a future they can influence and have a part in.
This mode of political religious action no longer starts out from a universal centre and figure, such as the papacy.
Expert advice from a local gym or sports centre can be very helpful when you are starting with weights.
Naturally Marx started by explaining the historical mechanism and inner working of the social system.
Four years of college is undoubtedly good, if one has the time and money for it.
Obviously you might be better joining a club to participate in sport.
He must care for the best interest of the client whose affairs are in his trust.
From the very beginning of the academic year informal evening gatherings were held for the school, a large purpose of which was to introduce the incoming student to the traditions of the school.
He was given to as much good living as one could conceive and enjoyed enormously parties with the students.
The student's natural aptitude and attitude of inquiry must be satisfied by teachers.
He was a particularly engaging man, with a real sense of the students' point of view, always bright, friendly and positive in his teaching but blunt, quick and unmistakably clear.
Try this exercise: Inflection Exercise
See: Vocabulary: Word Formation & Vocabulary: Affixes & Roots