Ders program çok uzun.

to be

Breakdown of Ders program çok uzun.

• çok: very
• uzun: long
• ders program: the class schedule

Questions & Answers about Ders program çok uzun.

Why is there no verb like "is" in the sentence "Ders program çok uzun."?

In Turkish, the present tense form of "to be" is typically omitted. This zero-copula means that instead of saying "The class schedule is very long," Turkish simply uses "Ders program çok uzun." The linking idea is understood from the context without an explicit verb.

How is the compound noun "ders program" formed, and why doesn’t it include a possessive marker like "dersin programı"?

Turkish often forms compound nouns by placing two nouns together where the first noun acts as a modifier. "Ders program" is an idiomatic way to refer to a class schedule or timetable. Using a possessive suffix to form "dersin programı" would unnecessarily emphasize ownership, whereas the compound construction is standard usage for common concepts.

What is the role of "çok" in the phrase "çok uzun"?

The word "çok" functions as an intensifier, meaning "very." It modifies the adjective "uzun" (long) to indicate that the class schedule is not just long, but very long. This adverb-adjective order is typical in Turkish, much like in English where adverbs precede adjectives.

Does Turkish always omit the copula in descriptive sentences, and how do learners understand such constructions?

Yes, in Turkish, especially in the present tense, the copula (the equivalent of "is/are") is commonly omitted in descriptive sentences. Learners come to understand that when a noun is directly followed by an adjective or adjective phrase—as in "Ders program çok uzun"—the meaning "The class schedule is very long" is fully implied even without an explicit linking verb.

How does the word order in this Turkish sentence compare to the typical English sentence structure?

In this sentence, the subject is "Ders program" followed by the predicate "çok uzun." English requires a linking verb and often definite articles (e.g., "The class schedule is very long"), whereas Turkish conveys the same meaning by relying on word order and context. Although the grammatical structures differ, the logical flow—from subject to descriptive predicate—remains similar.