280. Alternative Meanings of Action Nouns

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Nouns resembling a verb in spelling and meaning can often mean something else instead

FUNDAMENTAL FEATURES OF ACTION NOUNS

“Action noun” is my term for a noun that resembles a particular verb in both spelling and meaning. Examples are movement, spelt substantially like the verb MOVE and able to mean “moving”, and carriage, similar obviously to CARRY and able to mean “carrying” (see 131. Uses of “Action” Nouns).

“Alternative meanings” in the above title refers to the fact that many action nouns, but not all, can mean something that is not an action as well as something that is. This fact is indicated more than once elsewhere in this blog, particularly in 14. Action Outcomes, which shows how the same noun sometimes represents the outcome of an action rather than the action itself, and 246. Tricky Grammar Contrasts 2, #4, where prepositions are shown to differ when the noun is not expressing an action.

However, there is no systematic exposition of which action nouns can have a meaning that is not an action, and how the non-action usage differs. It is this objective that the present post pursues. In doing so, it complements the post 249. Action Noun Endings, which presents an exhaustive list of action nouns, but is more concerned with their forms than their meanings.

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ACTION NOUNS WITH STATIVE MEANING

A slight problem associated with the concept of action nouns is the existence of nouns derived from “stative” verbs – the kind that express a state rather than an action. They are by no means rare in English: to say that verbs are mostly “doing words” is to grossly misrepresent their nature (see 21. Active Verbs with Non-Active Meanings).

Some verbs have an almost exclusively stative meaning. Examples are KNOW, EXIST and REMAIN, along with verbs naming a property, such as COST, LAST, MEASURE and WEIGH (see the end of 163. Ways of Naming Properties). Many other verbs can express either an action or a state. For example, SUPPORT can indicate not just the momentary provision or initiation of support but also its ongoing presence. Similar verbs include RECOGNISE, JOIN, EXPRESS and STAND (see 66. Types of Passive Verb Meaning). See also CONFUSE in 261. Words with Complicated Grammar 3, #3.

What is striking about nouns derived from stative verbs is that, just like nouns derived from action-indicating (“dynamic”) verbs, they include both nouns whose meaning is almost the same as that of the related verb and nouns that are more distantly connected. They therefore seem relevant enough to this discussion to be included. They will be classified as “action” nouns if they have the same characteristic that identifies nouns with an action meaning: ability to be paraphrased in a particular context by the -ing (gerund) form of the related verb. To illustrate this characteristic in action nouns derived from dynamic verbs, compare the following two uses of introduction:

(a) Introduction of the topic will take about 15 minutes.

(b) The introduction is full of spelling mistakes.

In (a), introduction is easily replaced by the gerund introducing (without of) but in (b) it is not. Only the use in (a) is an action noun.

In the same way, some uses of the noun knowledge, derived from stative KNOW, are replaceable by the gerund knowing and some are not:

(c) Knowledge of (= knowing) a language can improve job prospects.

(d) Much knowledge is stored in libraries.

I would classify knowledge as an “action” noun in (c) but not in (d).

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ALTERNATIVES TO THE ACTION MEANING

Before considering the alternative meanings that many action nouns can express, it is useful to have an appreciation of both action nouns that only express an action and verb-derived nouns that only express an alternative to an action. An example of a noun in the first group is emergence:

(e) The emergence of railways resulted from growing use of coal.

Here, as in practically every other context, emergence only means the action of emerging (beware of confusing it with the stative emergency – see 157. Tricky Word Contrasts 5, #3). Other action nouns that seem to be like this include abstinence, break-out, collapse, dependence, discrimination, neutralization, pursuit, return, storage and summarization (those underlined are typically countable). There are also many nouns ending in -al, such as betrayal, disposal, removal and survival.

Examples of verb-derived nouns that do not express an action are a store (whose associated action is expressed by storage), advice, ailment, deceit, difference, edition, hypothesis, photograph, position, proposition, recovery, remainder and summary. Advice always means “advisory message(s)” rather than “action of advising”, while a hypothesis is a result of hypothesizing rather than the action itself. For details of edition, see 197. The Language of Bibliographies, #3. For more on proposition, see 317. Tricky Word Contrasts 13, #3.

The main types of alternative meaning that action nouns can express could be called “action outcomes” and “activity locations”.

1. Action Outcomes

An action outcome is a concrete or abstract consequence of the action. Advice and hypothesis have this meaning despite not also being able to express the action creating it.

Nouns that can express either the action or its outcome are very numerous, examples being apology, blockage, composition, creation, cutback, discovery, enclosure, fall, growth, infection, injury, insurance, marriage, possession, prediction, receipt and utterance. It usually happens that the action meaning is expressed by uncountable usage of the noun while the outcome meaning is shown by the countable usage (see 14. Action Outcomes).

However, there are some important exceptions. For example, nouns indicating an increase or decrease, such as fall in the list above plus increase, rise, drop and downturn, are always countable. This can make the action/outcome distinction harder to see, though the -ing-equivalence test still works. The outcome meaning of a fall could perhaps be described as a reduced quantity or a downward slope on a graph. For more increase/ decrease verbs, see 115. Surveying Numerical Data, #2.

There is a further way of recognising nouns that need to be countable when expressing an action: they tend to be either spelt the same as their related verb (like fall) or made by combining the two halves of a two-word verb into a single word (like downturn). For lists of nouns of both types, see 249. Action Noun Endings.

One other kind of exception to the variable countability trend is nouns that can only be uncountable, even when expressing an action outcome. Examples are destruction, information, legislation, punctuation and research. To be used like countable nouns, they need to be linked with a countable partner noun: a piece of legislation/ research, an area of destruction, a research project, a punctuation mark (see 180. Nouns that Count the Uncountable).

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2. Activity Locations

An activity location is an object, place or situation that involves a particular action. For example, a carriage is an object involving the action of carriage (= carrying), and a competition is a situation where competition takes place. Once again, it usually happens that the action meaning is expressed by uncountable usage of the noun while the location meaning is shown by the countable usage (see 19. Activity Locations).

The difference between an action outcome and an activity location is more clear-cut in some cases than others. A carriage is obviously only ever an activity location, and not a result of carriage, but many nouns derived from speech verbs, such as explanation, introduction and suggestion (see 287. Speech and Thought Nouns), could perhaps be as easily considered a result of the corresponding action as a place involving it.

Other action nouns adapted to express an activity location include an approach (= area before an entry or way of doing something), an assembly (= people gathered together for special business), an election (= vote-casting event), a contact (= an acquaintance known well enough to be contactable), an entrance (= place of entry), a fight (= boxing match), motivation (= desire: see 276. Tricky Word Contrasts 11, #3), photography (= all aspects of photographs), a residence (= home), a speech (= formal spoken monologue) and a use (= way of being used).

For more examples, see 19. Activity Locations and 214. Test your Command of Grammar 2, #21.

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3. Action Subtypes

Some nouns that typically express an action when uncountable and something else when countable can alternatively when countable express a slightly different kind of action from the uncountably-expressed one. This combines the idea of action with that of “type”. Take the noun injury. Uncountably, it always means “the action of injuring”. Countably, it typically means “injured body part”. The other possible countable meaning is “type of injuring action”, as in this sentence:

(f) Doctors had not seen such a gradual injury before.

Similarly, a marriage, which typically means “marital partnership” can be made to mean “type of marital ceremony”:

(g) The couple formalised their partnership with an extravagant church marriage.

With some nouns, the subtype meaning seems to be the predominant countable one. This is the case, for example, with birth and death. Used uncountably, these nouns tend to mean the general concept of being born or dying:

(h) Birth can be a drawn-out process.

By contrast, the countable forms births and deaths refer to specific occurrences of people being born or dying. This kind of contrast may actually be possible with all of the nouns that I listed earlier as only able to express an action – nouns like emergence, discrimination and pursuit. The implication was that they could not be countable, but in fact, they probably can with this subtype meaning.The subtype meaning is indeed possible with many more nouns than just action ones. For a general overview, see 23. Subtypes.

279. Grammatical Differences between Citation Verbs

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Different citation verbs have different ways of linking a reported statement to an in-text reference

DEFINITION AND IMPORTANCE OF CITATION VERBS

Citation verbs are a subgroup of speech and thought verbs. Like all such verbs, they have a “reporting” use, but their special feature is that they are one of the common means of reporting from referenced sources. Typical examples are ARGUE, ASK, CLAIM, DEFINE, INDICATE, KNOW and WRITE.

This blog has much to say about citation verbs. Their value for distinguishing between originators of statements in a text is the topic of 22. Multiple Speakers in a Text. Their ability to indicate facts and opinions is highlighted in 107. The Language of Opinions and 152. Agreeing & Disagreeing in Formal Writing. Subtle meaning differences among them feature in 150. Verb Choices with Reported Speech. Their tense variations in literature reviews are the focus of 76. Tenses of Citation Verbs. Their use with quotations features in 79. Fitting Quotations into a Text.

Here, I wish to look in detail at the grammatical possibilities and limitations that different citation verbs have when reporting referenced statements. A few are mentioned elsewhere in the blog, but a systematic survey promises to be illuminating and useful. For grammatical aspects of citation verbs with reported questions, see 57. Indirect Questions in Formal Writing. For information about the grammatical properties of verbs in general, see 208. Verbs with an Object + Infinitive. For some non-grammatical information about selected verbs, see 273. Verb-Object Collocations.

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“THAT” AFTER CITATION VERBS

The first encounter that English language learners are likely to have with that after verbs of saying and thinking is in the study of indirect speech. An easily-remembered rule often presented there is that direct statements are separated from a saying or thinking verb by a comma (X says, “…”), while their indirect equivalents use that with no comma (X says that…). The reality, however, is slightly more complicated, as verbs requiring that do not correspond exactly to verbs that facilitate an indirect statement.

Firstly, there are some that-needing verbs – ENSURE for example – that do not mean any type of saying or thinking and so cannot introduce any kind of indirect statement (see 153. Conjunction Uses of “that”, #1). Secondly, there are some speech and thought verbs that have to facilitate reported statements in a different way than with that. Thirdly, that is sometimes necessary even with direct statements.

1. Verbs that Can or Must Directly Precede “that”

A familiar but important point about that after reporting verbs is its ability to be left unmentioned but understood. This use is included here even though it is less common in professional writing through often being considered rather informal (see 193. A Test of Formal Language Use, #3).

Common citation verbs usable directly before that + reported statement include ADVISE (= urge), AGREE, ARGUE, ASSERT, BELIEVE, CAUTION, CLAIM, CONSIDER (= believe), DEMONSTRATE, EMPHASISE, EXPLAIN, FEEL, HOLD, INDICATE, INSIST, MAINTAIN, MAKE IT CLEAR, MENTION, NOTE, OBSERVE, PERCEIVE, POINT OUT, PROFESS, PROMISE, PROPOSE RECOGNISE, RECORD, REPLY, REPORT, SAY, SEE, SHOW, SPECULATE, STATE, STRESS, SUGGEST, TEACH, THINK, THREATEN, WARN and WRITE. For more examples, see 150. Verb Choices with Reported Speech, #1.

Verbs like these can also interrupt or follow reported words, but without that. This is usually within a parenthesis (see 183. Statements between Commas), or in the passive voice after the subject of the reported statement (see 299. Infinitives after a Passive Verb, #2). 

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2. Verbs with an Object + “that”

After ASSURE, there must be a person noun before that, e.g. assures critics that… (see 296. Tricky Word Contrasts 12, #1). Without such a noun, ASSURE itself must become one, combined with a “dummy” verb like GIVE (gives an assurance that…: see 39. “Decide” or “Make a Decision”?). Similar verbs include ADVISE (= inform), INFORM, NOTIFY, REASSURE, REMIND and TELL.

Even verbs that are usable without an object before that can often be replaced by their noun equivalent:

(a) Ali (2019, p. 13) expresses the belief (= believes) that handwriting skills will disappear.

Other examples are places the emphasis (+ on -ing instead of that), has the feeling, gives an indication, makes mention (of -ing) and makes the observation. Such wordy expansions are often unjustified, but do have some use. For example, the resultant nouns can combine with an adjective whose meaning would be difficult to express alongside a verb – growing, say, in (a) before belief (see 39. “Decide” or “Make a Decision”?).

That verbs not similarly able to be expanded include CONSIDER (= believe), HOLD, MAINTAIN, MAKE IT CLEAR, SAY, SEE (see 315. Ways of Using SEE, #12), SHOW and WRITE. POINT OUT is expandable but drops out (makes the point that…). Also unable to be expanded are most verbs that disallow a following that (see below), though a notable exception is CRITICISE (makes the criticism that…).

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3. “That” before Direct Speech

Verbs using that before indirect speech do not always drop it before direct speech. They do so only before narrative direct speech – stories, fables, jokes, dialogues etc. In professional writing, direct speech is usually quotations (see 127. When to Use Indirect Speech), which are reports just as indirect speech often is. Sentence-form quotations allow or even necessitate a preceding that (see 79. Fitting Quotations into a Text), e.g.:

(b) Sim (2019, p. 6) cautions that “the size of a vehicle is no sure guide to its fuel consumption”.

Note the absence here of a comma after that – quotations cannot have one any more than indirect speech can (see 50. Right and Wrong Comma Places).

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OTHER CITATION VERB TYPES

4. Requiring an Object Complement

Verbs that indicate reported speech with the help of an “object complement” rather than that are fairly numerous. An example is CRITICISE:

(c) Smith (2020, p.67) criticises the project as “a white elephant”.

The quoted words here (= “vast wasted expenditure”: see 241. Some Common Figurative Phrases) are recognizable as the object complement of criticises because they are a basically a noun expression placed after the object (the project) and shown by criticises to be describing it (see 220. Features of Complements, #1). The object complement usually represents only part of the reported message, the rest being indicated by the object (the project above).

A notable feature of (c) is as before the object complement. It is necessary after many but not all citation verbs that report with an object complement, including ALLUDE TO, CATEGORISE, CHARACTERISE, CLASSIFY, CONDEMN, CONSIDER (= visualise), CRITICISE, DEFINE, DEPICT, DESCRIBE, EVALUATE, HIGHLIGHT, IDENTIFY, PORTRAY, PRAISE, PRESENT, REFER TO, REJECT, REPRESENT, SINGLE OUT, SPEAK OF and SUMMARISE (see 92. Verbs with an Object + “as”).

The common error of using that… after CRITICISE instead of an object plus as and an object complement is probably caused by the fact that many verbs resembling CRITICISE in meaning do allow that (see 10. Words with Unexpected Grammar 1, #g).

Verbs not allowing as before their object complement tend to be of the naming kind:

(d) Einstein called his new theory “general relativity”.

Similar verbs include NAME (= give/have a name: see 236. Tricky Word Contrasts 9, #2), LABEL (+ name), and TERM. DESIGNATE is usable both with and without as. For more on naming verbs, see 206. Ways of Conveying a Name.

In addition to the above two groups, there are some verbs that allow a choice between an object complement and that. Examples (the underlined ones not usable with as) are CONSIDER (= believe: see 48. Tricky Word Contrasts 1, #3), FIND, KNOW, MENTION, PERCEIVE, POINT OUT, RECOGNISE, REPORT and SEE. THINK acts similarly if changed to THINK OF. All these verbs can replace their object complement with to be + noun, though KNOW changes its meaning (see the end of 92. Verbs with an Object + “as”).

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5. Able to Follow a Starting “as”

Verbs that need or allow that before a direct or indirect statement are typically usable as well with a comma replacing that, and as added before them. For example, Sim (…) cautions that… in (b) can become As Sim (…) cautions, …. MAKE IT CLEAR after as must drop it.

As must replace, not accompany, that (see 133. Confusions of Similar Structures 1, #4), and it needs a comma or full stop before it, partnering the comma replacing that. The whole combination can go before or within the reported statement, in the latter case sometimes without as.

Starting with as perhaps hints at agreement with the reported point (see 183. Statements between Commas).

Among citation verbs that report with an object complement rather than that, a few can again follow as, but in a slightly different way: with it between themselves and the following comma:

(f) As Yang (2018, p. 3) describes it, the event “mounts a spectacular colour display”.

Here, it may refer back to something just mentioned, or forward to part of the report.

Note the difference between this use of as with verbs like DESCRIBE and the one after their object, as illustrated in sentence (c). Sentence (f) could be paraphrased with the latter – Yang (2018, p3) describes the event as… – but would need the quoted verb mounts changed to mounting, necessitating its removal from the quotation. Using -ing is necessary because complement-showing as is a preposition, not a conjunction.

Omitting a necessary it is probably a more common error than adding an incorrect one (see 281. Words with Unexpected Grammar 4, #g). The main clue to the need for it is the possibility of using the verb with an object complement. The problem is the large number of object complement verbs that also disallow as…it, such as ALLUDE TO, CALL, CONDEMN, CRITICISE, REFER TO, REJECT, SINGLE OUT and SPEAK OF.

Other object-complement verbs that do allow as…it include CHARACTERISE, DEFINE, DEPICT, EVALUATE, EXPRESS, PORTRAY, PRESENT, REPRESENT and SUMMARISE. Alongside these should also be mentioned PUT IT, PHRASE IT and ILLUSTRATE, which all allow as…it despite disallowing both that and an object complement.

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6. Requiring Other Constructions

Some citation verbs allow reporting in none of the above-described ways. QUOTE needs a source-naming object + as saying… or as follows: … (note the colon), plus of course a quotation (see 79. Fitting Quotations into a Text). REFUTE and ILLUSTRATE are similar, except in having by saying… instead of as saying… (see 276. Tricky Word Contrasts 11, #1).

PUT IT and PHRASE IT also accompany quotations. They must either precede a speech-characterising adverb like simply plus as follows:… (see 190. Special Uses of “it”, #7), or follow as (see #5 above).

IGNORE and REJECT both precede either a simple speech / thought noun (e.g. this point) or the fact that… (after IGNORE), or the idea/belief that… (after REJECT).

DENY, DOUBT and REFUSE TO ACCEPT report negative statements with that and a removed negative (see 310. Aspects of Negation, #4):

(g) Gomez (2020, p. 78) denies that the cost is excessive.

PLEDGE, PROMISE, UNDERTAKE, VOW and THREATEN can report indirectly with a following to verb, but all except UNDERTAKE allow that reporting too (see 147. Types of Future Meaning, #2).

BLAME needs a noun object, sometimes followed by on… or for… (see 123. Prepositional Verbs Containing a Noun). (RE)ASSURE, INFORM, NOTIFY and WARN sometimes replace that… after their object with of… .

278. Colours

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English has a wide variety of words and grammar for describing colours

THE CENTRALITY OF COLOUR LANGUAGE

Areas of English that involve or are associated with colours do not at first sight appear to be very extensive or demanding. However, a few moments’ thought soon shows this idea to be an illusion. In fact, colours are so immediate and so varied in both everyday and professional contexts that English, like most other languages, has evolved a surprisingly wide and flexible variety of words and grammar patterns to describe them.

As with other common types of meaning, some of these language items – simple colour names like red, green and yellow, for example – are very basic and associated in most people’s minds with elementary language courses; but others are more specialised or even esoteric, and unlikely to be mastered by new English users for some years. It is language of this latter kind, of course, that I wish to focus on here.

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GRAMMATICAL POSSIBILITIES

Colour words are usually adjectives, but most can also be nouns, and a few can be verbs.

1. Adjective Usage

Colour adjectives are usable in the same way as most other adjectives: either just before the noun they describe, forming a “noun phrase” with it (e.g. a pink colour, a grey sky), or after it as a “complement” linked to a suitable complement-needing verb. This verb may separate the colour adjective from its noun (e.g. the sky was/looked grey) or come before both (e.g. made the sky grey). In the first case, the colour adjective is a “subject” complement; in the second an “object” one (see 109. Placing an Adjective after its Noun).

Colour adjectives in either complement position are not always used by themselves: sometimes they make an adjective phrase with …in colour or …-coloured (e.g. …was red in colour), sometimes they belong to the noun phrase a…colour (e.g. …went a red colour). These additions usually emphasize that a colour is being named.

After some verbs, a colour complement names an existing colour of something, while after others it names a new one. Subject-complement verbs followed by an existing colour include APPEAR, BE, LOOK, REMAIN, SEEM and STAY; those followed by a new one include BECOME, GO and TURN. Most object-complement verbs name a new colour, common ones being COLOUR, MAKE, PAINT and TURN:

(a) Sunshine colours water blue.

An alternative verb to a subject-complement one for associating a colour with a noun is HAVE (see 116. Rarer Uses of HAVE, #9). It needs the object a…colour (or a synonym like a…hue or a…tint), around the colour adjective:

(b) Mahogany has a red-brown colour.

This pattern is typical for describing a property of something (see 163. Ways of Naming Properties), though colours are only sometimes properties.

An alternative verb to an object-complement one is GIVE meaning “cause to display” (see 244. Special Uses of GIVE, #4). Sentence (a), for example, could be rephrased with it like this:

(c) Sunshine gives (water) a blue colour.

Once again, a…colour must be included. The recipient of the colour (water) can be indicated before or after these words in the form of an “indirect” object (see 126. Verbs with an Indirect Object).

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2. Noun Usage

When a colour word is used as a noun, it typically represents the general idea of the colour:

(d) Red has a long wavelength.

To refer to an instance of a colour, adjectives seem the norm, as in sentences (b) and (c). An apparent exception is in + colour noun after the verb PAINT meaning “depict”:

(e) The house was painted in yellow.

This means that a painting was made of the house using the colour yellow. It does not mean that a real-world house became yellow through painting (= was painted yellow). One could also write in a yellow colour in (e), but in yellow alone is possible, arguably because yellow represents the colour in general.

One other notable noun usage is the colour of before a noun naming not a colour but a familiar possessor of it:

(f) Their hair had (or was) the colour of straw.

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3. Verb Usage

Verbs related to colour adjectives include BLACKEN, BLUE, BROWN, GREY, REDDEN, WHITEN and YELLOW. They express emergence or expansion of their colour.

In the active form, all of the verbs except GREY can have either the colour possessor as their subject and no following object (The sky blackened), or the colour possessor as their object after a subject naming the cause of the colour change (Clouds blackened the sky). For more on verbs like this, see 4. Verbs that Don’t Have to be Passive. GREY, by contrast, is generally usable only in the first way, and hence is rarely passive (see 113. Verbs that cannot be Passive).

BROWN, GREY and YELLOW each refer to very specific colour changes. “Browning” is typically associated with cooking food, “greying” with ageing people’s hair, and “yellowing” with ageing white objects like paper.

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EXOTIC AND IDIOMATIC USAGE

4. Individual Colour Words

Many colour words have a metaphorical meaning alongside their basic one. Common ones are:

black = dark-skinned or depressed
black and blue = covered with bruises (see 209. Fixed Phrases with “and”)
black and white = clearly differentiated
blue = sad (similar to the idea in music called the blues)
green = inexperienced or ecologically friendly or envious
grey = dull
red = dangerous or socialist or angry/anger
yellow = cowardly
white = pure

Red meaning “angry” occurs in the phrase a red mist (= brief uncontrolled anger), while the “anger” meaning is in see red (= “become very angry”).

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5. Colour Adjectives with Frequent Noun Partners

Most colour adjectives are found with some nouns much more than others. In other words, they often belong to adjective-noun partnerships or “collocations” (see 16. Ways of Distinguishing Similar Words, #5). Common examples are:

BLUE
blue blood (= aristocratic ancestry), blue gum, blue moon

BLACK
black bear, black belt, black box, black eye, black hole, black market, black mood, black spot (= place or sign of disaster)

GREEN
green belt (see 137. Words that Reflect English Culture, #1), green credentials, green light (= permission to proceed), green salad, green tea, green vegetables

RED
red card, red carpet (= respect-showing welcoming aid), red cell, red light, red line (= ideal that forbids compromise), red giant (see 243. Pronunciation Secrets, #2), red tape (= bureaucratic procedures), red wine

WHITE
white dwarf, white elephant (= useless expensive project), white flag (= surrender), white knight (= rescuing individual), white lie (= false statement with honourable intentions), white wine

YELLOW
yellow card, yellow fever, yellow jersey, yellow taxi

OTHER
brown sugar, grey area (= ill-defined matter), purple patch (= period of outstanding achievement).

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6. Paired Colour Words

Two colour adjectives can be paired together in two different ways: with and (e.g. green and yellow) or with a hyphen (e.g. yellow-green). There is, however, an important difference. With and, the two colours are indicated to be separately visible, but with a hyphen there is a single colour that is midway between them, or a mixture of them. Thus, Manchester United football players wear red and black, whereas mahogany in sentence (b) is red-brown.

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7. Strength Adjectives with Colour Words

Strength adjectives indicate how light or dark a particular colour is. For example, light green is much lighter than dark green. Logically, these adjectives should only describe colour nouns, but usage with colour adjectives is common too. Most strength adjectives are usable with most colour words, but not all. The main ones (with their unlikely colour partners) are:

bright (except black and grey)
dark (except black and white)
deep (except white)
delicate (except black, grey, red, white and yellow)
faint (except black and white)
intense (except grey and white)
light (except black and white)
pale (except black and white)

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8. Shade Nouns before Colour Words

Subdivisions of a particular colour (shades) are often expressed by placing a colour word after a noun naming something of that shade, e.g. olive-green.

With a hyphen, this combination is an adjective preceding its noun (e.g. an olive-green uniform: see 223. Uses of Hyphens, #4H); without one, it is either an adjective in the complement position (…was olive green) or a noun usable anywhere, sometimes with a(n) (an olive green). The noun use is of the kind this blog considers extensively in 136. Types of Description by Nouns (#15). In other words, reversing the two nouns is likely to create a like phrase (a green like that of olives).

Common combinations with a shade noun include:

BLUE
sky blue, navy blue

GREEN
lime green, olive green, pea green, sea green

RED
blood red, cherry red

GREY
iron grey, silver grey

OTHER
pitch black, rose pink, snow white

Similar to these is royal blue, a shade adjective + colour word.

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9. Exotic Colour Names

In addition to the standard colour words illustrated above, English has a few words that indicate both a colour and its shade without the need for a shade adjective. They include:

BLUE
azure, cyan, indigo, sapphire, turquoise

GREEN
emerald, jade

ORANGE
peach

PINK
coral, rosy

PURPLE
lavender, lilac, magenta, mauve, violet

RED
crimson, maroon, ruby, scarlet, vermilion,

YELLOW
beige, gold, khaki, lemon, magnolia, ochre

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10. Parts of Longer Words

Colour words occur within various longer words, including:

NOUNS
blackbird, blackboard, blackcurrant, blackout, blueberry, bluebird, bluegrass, blueprint, greyhound, redwood, whitebait, whiteboard, whitewash, yellowfin

ADJECTIVES
redbrick, blue-collar, white-collar

VERBS
whitewash

The adjectives normally precede their noun (see 184. Adjectives with Limited Mobility).

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11. Other Forms

Some colour adjectives combine with a noun + -ed to form new adjectives describing the appearance of living things, especially people. Common examples are blue-eyed (also brown-, green-, grey- etc.), black-haired (brown-, grey-, blond- etc.) and red-blooded (see 291. Subtleties of “-ed”, #7).

Red-hot means either “very hot” or “performing very well”. White-hot signifies even greater heat / performance.

In the red / black means “showing a financial deficit / surplus”. Out of the blue means “unexpectedly”.

The suffix -ish makes the meaning of most colour adjectives more approximate.