Comparison of structural particles
de
de
de

HSK1 HSK2 TBCL1 TBCL2
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The three constructional particles de 的, de 得, and de 地 can sometimes be confusing for learners. One reason is that their pronunciation is the same. Also, all three words have a grammatical function only—they indicate grammatical relations between words, and therefore, we do not translate them. However, they serve different functions in a sentence. We can differentiate them with some tips.
Here is a basic framework of the most typical usage:

De 的 is usually called an “attributive marker”—it” stands between an attributive and the following noun.

漂亮的房子
漂亮的房子
piàoliang de fángzi
beautiful house

De 的 can only be omitted under certain circumstances, for example, when there is a close relationship between the owner and the noun (我家 wǒ jiā ‘my home‘) or when the adjective has only one syllable (大车/車 dà chē ‘big car‘). Also, the omission is more frequent in colloquial contexts.

De 得 has multiple grammatical functions. However, we can generalize them by referring to de 得 as the “complement marker”, which indicates how the action epressed by the verb is performed. That is, an evaluation or a result of the action. De 得 is often placed after a verb or an adjective, and the word following de 得 can be an adverb, a verb, or even a clause.

她跑得很快。
她跑得很快。
Tā pǎo de hěn kuài.
She runs fast.

If there is an object following the verb (including separable verbs), the verb should be repeated following this scheme: V + O + V + de 得 + complement. De 得 cannot be omitted under any circumstances.

他说汉语说得很好。
他說漢語說得很好。
Tā shuō Hànyǔ shuō de hěn hǎo.
He speaks Chinese well.
哥哥读书读得很累。
哥哥讀書讀得很累。
Gēge dú shū dú de hěn lèi.
Older brother is exhausted from studying.

Lastly, de 地 is an “adverbial marker” and is primarily used to link the verb with a preceding descriptive adverbial, which describes the manner in which the subject performs an action. The adverbial with de 地 should precede the verb, which is usually the predicate in the sentence. In certain situations, it is possible to omit de 地 (see explanation of Structural particle de).

学生慢慢地走进学校。
學生慢慢地走進學校。
Xuésheng mànmàn de zǒujìn xuéxiào.
Students slowly walked into school.
小王认真地学习。
小王認真地學習。
Xiǎo Wáng rènzhēn de xuéxí.
Xiao Wang studied diligently.

Now compare the three de in the following context.

姐姐慢慢地写字,所以她的字很好看。老师说,姐姐写字写得很好,大家都应该跟她学习。
姐姐慢慢地寫字,所以她的字很好看。老師說,姐姐寫字寫得很好,大家都應該跟她學習。
Jiějie mànmàn de xiě zì, suǒyǐ tā de zì hěn hǎokàn. Lǎoshī shuō, jiějie xiě zì xiě de hěn hǎo, dàjiā dōu yīnggāi gēn tā xuéxí.
My sister writes slowly, so her characters look nice. The teacher said that my sister writes well, and everyone should learn from her.

The sentences above demonstrate the usage of all three structural particles (de 地, de 的, de 得) in their typical functions:

  1. Mànmàn de xiě zì 慢慢地写/寫字 ‘write slowly’ shows the way or manner how the sister writes, with de 地 linking the adverbial mànmàn 慢慢 ‘slowly’ to the verb xiě 写/寫 ‘to write’;
  2. Tā de zì 她的字 ‘her characters’ is the subject of the second sentence; it is used to indicate possession, where the pronoun tā 她 ‘she’ and de 的 serves as the attribute modifying the noun 字 ‘character’;
  3. Xiě zì xiě de hěn hǎo 写/寫字写/寫得很好 ‘write (characters) well’ expresses the evaluation or comment of the action xiě zì 写/寫字 ‘to write (characters)’, describing how well she writes, indicating that the action is habitual or has already happened.
Also check Structural particle de
Also check Structural particle de
Also check Structural particle de