Mastering English grammar can be challenging, even for native speakers. Common grammatical errors can obscure your message and undermine your credibility.
Everyone makes grammar mistakes, even native English speakers. And that’s totally okay! What matters is learning from them so we can become clearer, more confident communicators.
In this guide, I’m going to walk you through some of the most common grammatical errors—things like subject-verb agreement problems, confusing verb tenses, incorrect word choices, and punctuation slip-ups. I’ll explain why they happen and, more importantly, how to fix them with simple rules and real examples.
Whether you’re writing an essay, giving a presentation, or just texting a friend, using grammar correctly helps you express yourself better and sound more polished.
This article is perfect for school and college students, ESL learners, or anyone who wants to improve their English step by step. Let’s spot those pesky grammar mistakes together—and learn how to avoid them like pros!
Table of Contents
- Introduction
- What is Grammar?
- Subject-Verb Agreement
- Pronoun Agreement
- Pronoun Case
- Verb Tense Consistency
- Misplaced Modifiers
- Dangling Modifiers
- Comma Splices
- Run-on Sentences
- Sentence Fragments
- Article Usage (a, an, the)
- Common Preposition Errors
- Comparatives and Superlatives
- Commonly Confused Words
- Advanced Topics
- Practice Exercises
- Frequently Asked Questions
- Conclusion
What is Grammar?
Grammar is the system of rules governing the structure and composition of a language. It encompasses various aspects, including morphology (word formation), syntax (sentence structure), phonology (sound system), and semantics (meaning).
Grammar provides the framework for constructing meaningful and coherent sentences, enabling effective communication between individuals. The correct use of grammar ensures clarity, precision, and avoids ambiguity in written and spoken language.
Grammar can be broadly classified into two categories: descriptive grammar and prescriptive grammar. Descriptive grammar describes how language is actually used by native speakers, without making judgments about correctness. Prescriptive grammar, on the other hand, sets out rules for how language *should* be used, often based on historical conventions or perceived standards of correctness. This article focuses primarily on prescriptive grammar, addressing common errors that deviate from established norms.
Subject-Verb Agreement
Subject-verb agreement means that the verb in a sentence must agree in number (singular or plural) with its subject. This is a fundamental rule of English grammar.
A singular subject takes a singular verb, and a plural subject takes a plural verb. Identifying the subject of a sentence can sometimes be tricky, especially when there are intervening phrases or clauses.
For example, “The dog barks” (singular subject, singular verb) is correct, while “The dogs barks” is incorrect. Conversely, “The dogs bark” (plural subject, plural verb) is correct, while “The dog bark” is incorrect.
Rules for Subject-Verb Agreement
- Singular subjects take singular verbs. (e.g., He is, She goes, It runs)
- Plural subjects take plural verbs. (e.g., They are, We go, The dogs run)
- Compound subjects joined by “and” usually take a plural verb. (e.g., John and Mary are coming.)
- When subjects are joined by “or” or “nor,” the verb agrees with the subject closest to it. (e.g., Neither the students nor the teacher is happy.)
- Indefinite pronouns (e.g., everyone, someone, nobody) are usually singular. (e.g., Everyone is invited.)
- Collective nouns (e.g., team, family, committee) can be singular or plural, depending on whether they are acting as a unit or as individual members. (e.g., The team is playing well. The team are arguing among themselves.)
The following table shows examples of correct and incorrect subject-verb agreement.
| Incorrect | Correct | Explanation |
|---|---|---|
| He don’t like coffee. | He doesn’t like coffee. | Singular subject “He” requires the singular verb “doesn’t.” |
| They was at the park. | They were at the park. | Plural subject “They” requires the plural verb “were.” |
| The cat and the dog is playing. | The cat and the dog are playing. | Compound subject joined by “and” requires a plural verb. |
| Neither she nor I is going. | Neither she nor I am going. | The verb agrees with the subject closest to it (“I”). |
| Everyone are invited. | Everyone is invited. | Indefinite pronoun “Everyone” is singular. |
| The family are happy about their vacation. | The family is happy about its vacation. | “Family” is acting as a unit, so a singular verb is appropriate in this context. |
| The committee disagrees on the plan, so they is going to vote. | The committee disagrees on the plan, so they are going to vote. | Here, the committee members are acting individually, so a plural verb is appropriate. |
| My friend, along with his brothers, are coming to the party. | My friend, along with his brothers, is coming to the party. | The phrase “along with his brothers” doesn’t change the fact that the subject is “My friend,” which is singular. |
| The news about the scandal were shocking. | The news about the scandal was shocking. | “News” is an uncountable noun and takes a singular verb. |
| Mathematics are my favorite subject. | Mathematics is my favorite subject. | “Mathematics”, although plural in form, is singular when referring to the subject. |
| There is many reasons to be cheerful. | There are many reasons to be cheerful. | “Reasons” is plural and requires a plural verb. The verb agrees with the noun following “there is/are.” |
| Each of the students have a book. | Each of the students has a book. | “Each” is singular, so the verb must be singular. |
| A number of students is absent today. | A number of students are absent today. | “A number of” is plural and requires a plural verb. |
| The number of students is increasing. | The number of students is increasing. | “The number of” is singular and requires a singular verb. |
| None of the food were appealing. | None of the food was appealing. | “None” can be singular or plural, but when referring to uncountable nouns like “food,” it’s usually singular. |
| Half of the apples is rotten. | Half of the apples are rotten. | “Apples” is plural, so the verb must be plural. |
| The data shows a clear trend. | The data show a clear trend. | “Data” is the plural form of “datum.” In formal writing, it’s often treated as plural. |
| My glasses is on the table. | My glasses are on the table. | “Glasses” is plural and requires a plural verb. |
| The United States are a powerful country. | The United States is a powerful country. | “The United States” is a singular entity, even though it contains a plural noun. |
| Five dollars are too much to pay for that. | Five dollars is too much to pay for that. | When referring to a sum of money, a singular verb is generally used. |
Pronoun Agreement
Pronoun agreement means that a pronoun must agree in number (singular or plural) and gender (masculine, feminine, or neuter) with the noun it refers to, called its antecedent. This ensures clarity and avoids confusion in writing.
A pronoun should clearly refer to a specific noun or pronoun that has already been mentioned.
For example, “The student finished his homework” (singular antecedent, singular pronoun) is correct, while “The students finished his homework” is incorrect. Similarly, “The students finished their homework” (plural antecedent, plural pronoun) is correct.
Rules for Pronoun Agreement
- Singular antecedents take singular pronouns. (e.g., The dog wagged its tail.)
- Plural antecedents take plural pronouns. (e.g., The students submitted their essays.)
- Use gender-neutral pronouns (they/them/their) when the gender of the antecedent is unknown or non-binary. (e.g., Each participant should bring their own lunch.)
- Compound antecedents joined by “and” usually take a plural pronoun. (e.g., John and Mary went to the store, and they bought groceries.)
- When antecedents are joined by “or” or “nor,” the pronoun agrees with the antecedent closest to it. (e.g., Neither the teacher nor the students finished their work.)
- Collective nouns can take singular or plural pronouns, depending on whether they are acting as a unit or as individual members. (e.g., The team celebrated its victory. The team argued about their bonuses.)
The following table provides examples of correct and incorrect pronoun agreement.
| Incorrect | Correct | Explanation |
|---|---|---|
| Each student should bring their book. | Each student should bring his or her book. Each student should bring their book. (Acceptable usage) |
Traditionally, “his or her” was used, but “their” is now widely accepted as a singular, gender-neutral pronoun. |
| The company announced their new policy. | The company announced its new policy. | “Company” is a singular collective noun acting as a unit. |
| John and Mary said he was tired. | John and Mary said they were tired. | Compound antecedent “John and Mary” requires a plural pronoun. |
| Neither the boy nor his parents wanted to change his mind. | Neither the boy nor his parents wanted to change their minds. | The pronoun agrees with the closest antecedent, “parents,” which is plural. |
| Someone left their umbrella in the office. | Someone left his or her umbrella in the office. Someone left their umbrella in the office. (Acceptable usage) |
Similar to the first example, “their” is increasingly accepted as a singular, gender-neutral pronoun. |
| The dog wagged their tail happily. | The dog wagged its tail happily. | “Dog” is a singular antecedent and requires a singular pronoun (“its”). |
| The students said he was ready for the test. | The students said they were ready for the test. | “Students” is plural and requires a plural pronoun (“they”). |
| The committee has made their decision. | The committee has made its decision. | “Committee” is acting as a unit and requires a singular pronoun (“its”). |
| Every employee must submit their timesheet by Friday. | Every employee must submit his or her timesheet by Friday. Every employee must submit their timesheet by Friday. (Acceptable usage) |
Using “their” as a singular, gender-neutral pronoun is common in modern English. |
| The band is releasing their new album next month. | The band is releasing its new album next month. | “Band” is a singular collective noun acting as a unit. |
| The children are excited about his trip. | The children are excited about their trip. | “Children” is a plural noun requiring a plural pronoun. |
| Each of the girls brought her lunch. | Each of the girls brought her lunch. | “Each” refers to the individuals within the group, so the singular pronoun “her” is appropriate. |
| A person should always respect their elders. | A person should always respect his or her elders. A person should always respect their elders. (Acceptable usage) |
Using “their” as a singular, gender-neutral pronoun is increasingly common and accepted. |
| The government announced their new policy. | The government announced its new policy. | “Government” is acting as a single entity, requiring a singular pronoun. |
| The jury reached their verdict. | The jury reached its verdict. | When the jury acts as a unified body, the singular pronoun “its” is used. |
| The audience clapped their hands. | The audience clapped its hands. The members of the audience clapped their hands. |
Depending on the context, either singular or plural can be correct. If emphasizing the group as a whole, “its” is used. If emphasizing individual actions, “their” is used, often with clarification. |
| The school is proud of their students. | The school is proud of its students. | “School” is singular and requires a singular pronoun. |
| The organization has announced their annual conference. | The organization has announced its annual conference. | “Organization” is singular and requires a singular pronoun. |
| The class is going on their field trip. | The class is going on its field trip. | The class as a whole is going on the trip, so the singular pronoun “its” is correct. |
| The flock of birds flew to their nests. | The flock of birds flew to its nest. | “Flock” is a collective noun and acts as a single unit. |
Pronoun Case
Pronoun case refers to the form a pronoun takes depending on its function in a sentence. There are three main cases: subjective (nominative), objective (accusative), and possessive. Choosing the correct pronoun case is essential for grammatical accuracy.
- Subjective case pronouns (I, he, she, it, we, you, they) are used when the pronoun is the subject of a verb. (e.g., I went to the store.)
- Objective case pronouns (me, him, her, it, us, you, them) are used when the pronoun is the object of a verb or a preposition. (e.g., She gave the book to me.)
- Possessive case pronouns (mine, his, hers, its, ours, yours, theirs) are used to show ownership. (e.g., This book is mine.) Note that possessive pronouns do not use apostrophes (unlike possessive nouns).
A common error is using objective pronouns in place of subjective pronouns, especially in compound subjects or after linking verbs. For example, “Me and John went to the store” is incorrect; the correct sentence is “John and I went to the store.” Similarly, “It is me” is often used, but the grammatically correct form is “It is I.”
The following table provides examples of correct and incorrect pronoun case usage.
| Incorrect | Correct | Explanation |
|---|---|---|
| Me and him went to the movies. | He and I went to the movies. | “He” and “I” are subjective pronouns needed as subjects of the verb “went.” |
| The teacher gave the homework to John and I. | The teacher gave the homework to John and me. | “Me” is an objective pronoun needed as the object of the preposition “to.” |
| It is her who called. | It is she who called. | The pronoun following a linking verb (is, are, was, were) should be in the subjective case. |
| Between you and I, I don’t trust him. | Between you and me, I don’t trust him. | “Me” is an objective pronoun needed as the object of the preposition “between.” |
| Who did you see? | Whom did you see? | “Whom” is the objective case of “who” and should be used when it’s the object of the verb “see.” |
| Us students need more time. | We students need more time. | “We” is the subjective pronoun and should be used to modify “students” when they are the subject. |
| They gave the prize to he and I. | They gave the prize to him and me. | “Him” and “me” are objective pronouns, required as objects of the preposition “to.” |
| Who is at the door? It’s me. | Who is at the door? It’s I. | The pronoun following a linking verb should be in the subjective case. While “It’s me” is common in informal speech, “It’s I” is grammatically correct. |
| Her and I are going to the party. | She and I are going to the party. | “She” is the subjective pronoun and should be used as part of the subject of the sentence. |
| The secret is just between you and I. | The secret is just between you and me. | “Me” is the objective pronoun and should be used after the preposition “between.” |
| Him is a good student. | He is a good student. | “He” is the subjective pronoun, needed as the subject of the verb “is.” |
| I saw she at the store. | I saw her at the store. | “Her” is the objective pronoun, needed as the object of the verb “saw.” |
| The book is their’s. | The book is theirs. | “Theirs” is the possessive pronoun and does not take an apostrophe. |
| I’m not sure who to ask. | I’m not sure whom to ask. | “Whom” is the objective case and is appropriate here because it is the object of the infinitive “to ask.” |
| She gave it to he. | She gave it to him. | “Him” is the objective pronoun, used after the preposition “to.” |
| Us went to the park. | We went to the park. | “We” is the subjective pronoun, required as the subject of the verb “went.” |
| The teacher helped he and I. | The teacher helped him and me. | “Him” and “me” are objective pronouns, needed as the objects of the verb “helped.” |
| The blame is on we. | The blame is on us. | “Us” is the objective pronoun, used after the preposition “on.” |
| Who did you invite? | Whom did you invite? | “Whom” is the objective case and is the object of the verb “invite.” |
| Let she and I handle it. | Let her and me handle it. | “Her” and “me” are objective pronouns, needed after the verb “let.” |
Verb Tense Consistency
Verb tense consistency means maintaining a consistent verb tense within a sentence or paragraph, unless there is a valid reason to shift tenses. Shifting tenses unnecessarily can confuse the reader and disrupt the flow of your writing.
The primary tenses are past, present, and future, each with simple, continuous, perfect, and perfect continuous forms.
For example, “I went to the store and I buy some milk” is incorrect because it mixes past and present tenses. The correct sentence is “I went to the store and I bought some milk” (both verbs in the past tense).
However, “I went to the store because I needed some milk” is correct, even though “went” is past simple and “needed” is past simple, because both actions happened in the past.
Rules for Verb Tense Consistency
- Choose a primary tense for your writing.
- Avoid unnecessary tense shifts.
- Use different tenses to indicate different time frames. (e.g., Use the past perfect to describe an action that happened before another action in the past: “I had eaten dinner before I went to the movies.”)
- When reporting speech or thoughts, be mindful of backshifting. (e.g., “He said that he was tired.”)
The following table provides examples of correct and incorrect verb tense usage.
| Incorrect | Correct | Explanation |
|---|---|---|
| I went to the store and I buy some milk. | I went to the store and I bought some milk. | Both verbs should be in the past tense. |
| She is eating dinner when the phone rang. | She was eating dinner when the phone rang. | Both verbs should be in the past tense to describe simultaneous past actions. |
| He will go to the party after he finishes his work. He thought it was fun. | He will go to the party after he finishes his work. He thinks it will be fun. | Future event (will go) should be consistent with the future expectation (thinks it will be fun) rather than past. |
| I have seen that movie yesterday. | I saw that movie yesterday. | “Yesterday” indicates a specific time in the past, so the simple past tense is appropriate. |
| By the time we arrived, the movie already started. | By the time we arrived, the movie had already started. | The past perfect tense is needed to indicate that the movie started before we arrived. |
| She will be happy when she hears the news. She cried when she heard. | She will be happy when she hears the news. She will cry when she hears. | Future event (will be happy) requires consistent future tense (will cry). |
| I am going to the store, and I will buy some bread. I needed it for lunch. | I am going to the store, and I will buy some bread. I need it for lunch. | Present need (need) is consistent with the present/future action. |
| He said he will come to the party. | He said he would come to the party. | When reporting past speech, “will” should be backshifted to “would.” |
| She told me she is going to the beach. | She told me she was going to the beach. | Backshifting is necessary when reporting something said in the past. |
| I am working here since 2010. | I have been working here since 2010. | The present perfect continuous tense is needed to describe an action that started in the past and continues to the present. |
| If I won the lottery, I will travel the world. | If I won the lottery, I would travel the world. | In conditional sentences, “will” should be “would” in the consequence part of the sentence. |
| I will call you after I will arrive. | I will call you after I arrive. | In time clauses, the present tense is used to refer to future events. |
| She is living in Paris for five years. | She has been living in Paris for five years. | The present perfect continuous is needed to describe an action that started in the past and continues to the present. |
| He said he is happy. | He said he was happy. | Backshifting is necessary when reporting something said in the past. |
| I will go to the gym after I ate dinner. | I will go to the gym after I eat dinner. | In time clauses expressing future actions, the present tense is used. |
| The train leaves at 9:00 AM yesterday. | The train left at 9:00 AM yesterday. | “Yesterday” clearly indicates the past, so the past simple is needed. |
| She will have finished the project by next week. She works hard. | She will have finished the project by next week. She is working hard. | Future perfect requires consistent present action to achieve the future result. |
| I visit London last year. | I visited London last year. | “Last year” indicates the past, so the simple past tense is needed. |
| If I was you, I would take the job. | If I were you, I would take the job. | In hypothetical situations, “were” is used instead of “was” for all subjects. |
| She will graduate next year. She is studying hard last year. | She will graduate next year. She studied hard last year. | Past action requires past tense. |
Misplaced Modifiers
A misplaced modifier is a phrase or clause that is placed too far away from the word it is intended to modify, leading to ambiguity or unintentional humor. Modifiers should be placed as close as possible to the words they describe.
For example, “I saw a dog running down the street with a long tail” is incorrect because it suggests that the street has a long tail. The correct sentence is “I saw a dog with a long tail running down the street.”
To correct a misplaced modifier, move it closer to the word it modifies.
The following table provides examples of misplaced modifiers and their corrections.
| Incorrect | Correct | Explanation |
|---|---|---|
| I saw a dog running down the street with a long tail. | I saw a dog with a long tail running down the street. | The phrase “with a long tail” should be closer to “dog.” |
| He almost ate the entire pizza. | He ate almost the entire pizza. | “Almost” should modify “entire,” not “ate.” |
| Covered in chocolate, I ate the cake. | I ate the cake covered in chocolate. | The phrase “covered in chocolate” should modify “cake,” not “I.” |
| She served sandwiches to the children on paper plates. | She served the children sandwiches on paper plates. | The phrase “on paper plates” should modify “sandwiches,” not “children.” |
| Walking through the park, the flowers smelled wonderful. | Walking through the park, I smelled the wonderful flowers. | The phrase “walking through the park” should modify “I,” not “flowers.” |
| The man was walking the dog on a leash with one eye. | The man with one eye was walking the dog on a leash. | The phrase “with one eye” should be closer to “man.” |
| I found a wallet in the park that was lost. | I found a wallet that was lost in the park. | The clause “that was lost” should be closer to “wallet.” |
| We saw many monkeys on our safari taking pictures. | We saw many monkeys taking pictures on our safari. | The phrase “taking pictures” should be closer to “monkeys.” |
| She read the book sitting in her favorite chair. | Sitting in her favorite chair, she read the book. | The phrase “sitting in her favorite chair” should modify “she.” |
| I only want to eat a little. | I want to eat only a little. | “Only” should modify “a little,” not “want.” |
| He nearly failed every test. | He failed nearly every test. | “Nearly” should modify “every,” not “failed.” |
| We bought bread for the birds that was stale. | We bought bread that was stale for the birds. | The clause “that was stale” should be closer to “bread.” |
| Having finished the race, the medal was presented to him. | Having finished the race, he was presented with the medal. | The phrase “having finished the race” should modify “he.” |
| I returned the shirt that was too small to the store. | I returned the shirt to the store that was too small. | The clause “that was too small” should be closer to “shirt.” |
| She almost finished the entire bottle of wine. | She finished almost the entire bottle of wine. | “Almost” should modify “entire,” not “finished.” |
| The car was parked on the street that was broken. | The car that was broken was parked on the street. | The clause “that was broken” should be closer to “car.” |
| We ate the pizza in the restaurant that was delicious. | We ate the delicious pizza in the restaurant. | The adjective “delicious” should be closer to “pizza.” |
| She wore a hat on her head that was red. | She wore a red hat on her head. | The adjective “red” should be closer to “hat.” |
| He saw a bird flying in the sky with binoculars. | Using binoculars, he saw a bird flying in the sky. | The phrase “using binoculars” should modify “he.” |
| They sold the car to a man that was old. | They sold the car to an old man. | The adjective “old” should be closer to “man.” |
Dangling Modifiers
A dangling modifier is a phrase or clause that does not clearly modify any word in the sentence. Unlike a misplaced modifier, a dangling modifier has no word to logically connect to, making the sentence nonsensical or confusing.
Dangling modifiers often occur with participial phrases or infinitive phrases.
For example, “Walking down the street, the buildings looked beautiful” is incorrect because the buildings are not walking down the street. The correct sentence is “Walking down the street, I thought the buildings looked beautiful.”
To correct a dangling modifier, either add a word for the modifier to describe, or rewrite the sentence to make the modifier an independent clause.
The following table provides examples of dangling modifiers and their corrections.
| Incorrect | Correct | Explanation | |
|---|---|---|---|
| Walking down the street, the buildings looked beautiful. | Walking down the street, I thought the buildings looked beautiful. | Add “I” as the subject doing the walking. | |
| Having finished the test, the pencils were collected. | Having finished the test, the students handed in the pencils. | Add “students” as the subject who finished the test. | |
| To get good grades, studying is essential. | To get good grades, you must study diligently. | Add “you” as the subject who wants to get good grades. | |
| After eating dinner, the dishes were washed. | After eating dinner | After eating dinner, we washed the dishes. | Add “we” as the subject who ate dinner and washed the dishes. |
| While reading the book, the cat slept on my lap. | While I was reading the book, the cat slept on my lap. | Add “I” as the subject who was reading the book. | |
| Covered in frosting, I enjoyed the cake. | I enjoyed the cake covered in frosting. | Revise the sentence so that the modifier clearly describes the cake. | |
| To ভালোভাবে understand the lesson, it needs to be reviewed. | To ভালোভাবে understand the lesson, you need to review it. | Add “you” as the subject who needs to review the lesson. | |
| Looking out the window, the rain was pouring down. | Looking out the window, I saw the rain pouring down. | Add “I” as the subject who was looking out the window. | |
| Having been delayed, the concert was missed. | Having been delayed, we missed the concert. | Add “we” as the subject who experienced the delay and missed the concert. | |
| To improve your writing, grammar rules must be learned. | To improve your writing, you must learn grammar rules. | Add “you” as the subject who wants to improve their writing. | |
| After installing the software, the computer needs to be restarted. | After installing the software, you need to restart the computer. | Add “you” as the subject who installed the software and needs to restart the computer. | |
| While driving to work, the traffic was terrible. | While I was driving to work, the traffic was terrible. | Add “I” as the subject who was driving to work. | |
| Having studied diligently, the test was easy. | Having studied diligently, I found the test easy. | Add “I” as the subject who studied diligently. | |
| To bake a cake, the oven must be preheated. | To bake a cake, you must preheat the oven. | Add “you” as the subject who is baking the cake. | |
| Upon arriving home, the door was open. | Upon arriving home, I found the door open. | Add “I” as the subject who arrived home. | |
| When properly cooked, you will enjoy this dish. | When this dish is properly cooked, you will enjoy it. | Revise the sentence so that the modifier clearly describes the dish. | |
| Before leaving the house, the plants need to be watered. | Before leaving the house, I need to water the plants. | Add “I” as the subject who is leaving the house and needs to water the plants. | |
| While watching TV, the phone rang. | While I was watching TV, the phone rang. | Add “I” as the subject who was watching TV. | |
| Having been on a diet, the dessert was tempting. | Having been on a diet, I found the dessert tempting. | Add “I” as the subject who was on a diet. | |
| To succeed in business, hard work is required. | To succeed in business, you must work hard. | Add “you” as the subject who wants to succeed in business. | |
| After being renovated, the house looked new. | After being renovated, we thought the house looked new. | Add “we” as the subject who is observing the house. |
Comma Splices
A comma splice occurs when two independent clauses (clauses that can stand alone as sentences) are joined together with only a comma. This is generally considered incorrect because it doesn’t provide a strong enough connection between the clauses.
For example, “I went to the store, I bought some milk” is a comma splice. There are several ways to correct comma splices:
- Use a period to separate the clauses into two sentences. (e.g., I went to the store. I bought some milk.)
- Use a semicolon to join the clauses. (e.g., I went to the store; I bought some milk.)
- Use a comma and a coordinating conjunction (and, but, or, nor, for, so, yet). (e.g., I went to the store, and I bought some milk.)
- Subordinate one of the clauses. (e.g., Because I went to the store, I bought some milk.)
The following table provides examples of comma splices and their corrections.
| Incorrect (Comma Splice) | Correct | Explanation |
|---|---|---|
| I went to the store, I bought some milk. | I went to the store. I bought some milk. I went to the store; I bought some milk. I went to the store, and I bought some milk. Because I went to the store, I bought some milk. |
Separate into two sentences, use a semicolon, use a comma and conjunction, or subordinate one clause. |
| She is a talented writer, she won many awards. | She is a talented writer. She won many awards. She is a talented writer; she won many awards. She is a talented writer, and she won many awards. Because she is a talented writer, she won many awards. |
Same corrections as above. |
| The movie was long, it was very entertaining. | The movie was long. It was very entertaining. The movie was long; it was very entertaining. The movie was long, but it was very entertaining. Although the movie was long, it was very entertaining. |
Same corrections as above. |
| He studied hard, he failed the exam. | He studied hard. He failed the exam. He studied hard; he failed the exam. He studied hard, but he failed the exam. Although he studied hard, he failed the exam. |
Same corrections as above. |
| It was raining, we stayed inside. | It was raining. We stayed inside. It was raining; we stayed inside. It was raining, so we stayed inside. Because it was raining, we stayed inside. |
Same corrections as above. |
| She loves to read, it is her favorite hobby. | She loves to read. It is her favorite hobby. She loves to read; it is her favorite hobby. She loves to read, for it is her favorite hobby. Because she loves to read, it is her favorite hobby. |
Same corrections as above. |
| The sun was shining, the birds were singing. | The sun was shining. The birds were singing. The sun was shining; the birds were singing. The sun was shining, and the birds were singing. |
Same corrections as above. |
| He was tired, he went to bed early. | He was tired. He went to bed early. He was tired; he went to bed early. He was tired, so he went to bed early. Because he was tired, he went to bed early. |
Same corrections as above. |
| The food was delicious, we ate everything. | The food was delicious. We ate everything. The food was delicious; we ate everything. The food was delicious, so we ate everything. Because the food was delicious, we ate everything. |
Same corrections as above. |
| She is very intelligent, she always gets good grades. | She is very intelligent. She always gets good grades. She is very intelligent; she always gets good grades. She is very intelligent, so she always gets good grades. Because she is very intelligent, she always gets good grades. |
Same corrections as above. |
| The car broke down, we had to walk home. | The car broke down. We had to walk home. The car broke down; we had to walk home. The car broke down, so we had to walk home. Because the car broke down, we had to walk home. |
Same corrections as above. |
| He forgot his wallet, he couldn’t buy lunch. | He forgot his wallet. He couldn’t buy lunch. He forgot his wallet; he couldn’t buy lunch. He forgot his wallet, so he couldn’t buy lunch. Because he forgot his wallet, he couldn’t buy lunch. |
Same corrections as above. |
| She loves to dance, she takes classes every week. | She loves to dance. She takes classes every week. She loves to dance; she takes classes every week. She loves to dance, and she takes classes every week. |
Same corrections as above. |
| The coffee was hot, I burned my tongue. | The coffee was hot. I burned my tongue. The coffee was hot; I burned my tongue. The coffee was hot, so I burned my tongue. Because the coffee was hot, I burned my tongue. |
Same corrections as above. |
| He is a good cook, he makes delicious meals. | He is a good cook. He makes delicious meals. He is a good cook; he makes delicious meals. He is a good cook, so he makes delicious meals. Because he is a good cook, he makes delicious meals. |
Same corrections as above. |
| The weather is nice, we should go for a walk. | The weather is nice. We should go for a walk. The weather is nice; we should go for a walk. The weather is nice, so we should go for a walk. Because the weather is nice, we should go for a walk. |
Same corrections as above. |
| She is a talented musician, she plays several instruments. | She is a talented musician. She plays several instruments. She is a talented musician; she plays several instruments. She is a talented musician, and she plays several instruments. |
Same corrections as above. |
| The book was interesting, I couldn’t put it down. | The book was interesting. I couldn’t put it down. The book was interesting; I couldn’t put it down. The book was interesting, so I couldn’t put it down. Because the book was interesting, I couldn’t put it down. |
Same corrections as above. |
| He is a hard worker, he always completes his tasks on time. | He is a hard worker. He always completes his tasks on time. He is a hard worker; he always completes his tasks on time. He is a hard worker, so he always completes his tasks on time. Because he is a hard worker, he always completes his tasks on time. |
Same corrections as above. |
| She loves to travel, she has visited many countries. | She loves to travel. She has visited many countries. She loves to travel; she has visited many countries. She loves to travel, and she has visited many countries. |
Same corrections as above. |
Run-on Sentences
A run-on sentence occurs when two or more independent clauses are joined without proper punctuation or conjunctions. Run-on sentences can be confusing and difficult to read because they lack clear separation between ideas.
For example, “I went to the store I bought some milk it was on sale” is a run-on sentence. Like comma splices, there are several ways to correct run-on sentences:
- Separate the clauses into two or more sentences. (e.g., I went to the store. I bought some milk. It was on sale.)
- Use a semicolon to join the clauses. (e.g., I went to the store; I bought some milk; it was on sale.)
- Use a comma and a coordinating conjunction (and, but, or, nor, for, so, yet). (e.g., I went to the store, and I bought some milk because it was on sale.)
- Subordinate one or more of the clauses. (e.g., Because I went to the store, I bought some milk since it was on sale.)
The following table provides examples of run-on sentences and their corrections.
| Incorrect (Run-on Sentence) | Correct | Explanation |
|---|---|---|
| I went to the store I bought some milk it was on sale. | I went to the store. I bought some milk. It was on sale. I went to the store; I bought some milk; it was on sale. I went to the store, and I bought some milk because it was on sale. Because I went to the store, I bought some milk since it was on sale. |
Separate into multiple sentences, use semicolons, use commas and conjunctions, or subordinate clauses. |
| She is a talented writer she won many awards her books are bestsellers. | She is a talented writer. She won many awards. Her books are bestsellers. She is a talented writer; she won many awards; her books are bestsellers. She is a talented writer, and she won many awards because her books are bestsellers. Because she is a talented writer and her books are bestsellers, she won many awards. |
Same corrections as above. |
| The movie was long it was very entertaining I enjoyed it a lot. | The movie was long. It was very entertaining. I enjoyed it a lot. The movie was long; it was very entertaining; I enjoyed it a lot. The movie was long, but it was very entertaining, so I enjoyed it a lot. Although the movie was long, it was very entertaining, and I enjoyed it a lot. |
Same corrections as above. |
| He studied hard he failed the exam he was very disappointed. | He studied hard. He failed the exam. He was very disappointed. He studied hard; he failed the exam; he was very disappointed. He studied hard, but he failed the exam, so he was very disappointed. Although he studied hard, he failed the exam, and he was very disappointed. |
Same corrections as above. |
| It was raining we stayed inside we watched a movie. | It was raining. We stayed inside. We watched a movie. It was raining; we stayed inside; we watched a movie. It was raining, so we stayed inside, and we watched a movie. Because it was raining, we stayed inside and watched a movie. |
Same corrections as above. |
| She loves to read it is her favorite hobby she reads every day. | She loves to read. It is her favorite hobby. She reads every day. She loves to read; it is her favorite hobby; she reads every day. She loves to read, for it is her favorite hobby, so she reads every day. Because she loves to read and it is her favorite hobby, she reads every day. |
Same corrections as above. |
| The sun was shining the birds were singing it was a beautiful day. | The sun was shining. The birds were singing. It was a beautiful day. The sun was shining; the birds were singing; it was a beautiful day. The sun was shining, and the birds were singing, so it was a beautiful day. Because the sun was shining and the birds were singing, it was a beautiful day. |
Same corrections as above. |
| He was tired he went to bed early he slept soundly. | He was tired. He went to bed early. He slept soundly. He was tired; he went to bed early; he slept soundly. He was tired, so he went to bed early, and he slept soundly. Because he was tired, he went to bed early and slept soundly. |
Same corrections as above. |
| The food was delicious we ate everything we were very full. | The food was delicious. We ate everything. We were very full. The food was delicious; we ate everything; we were very full. The food was delicious, so we ate everything, and we were very full. Because the food was delicious, we ate everything and were very full. |
Same corrections as above. |
| She is very intelligent she always gets good grades she studies hard. | She is very intelligent. She always gets good grades. She studies hard. She is very intelligent; she always gets good grades; she studies hard. She is very intelligent, so she always gets good grades because she studies hard. Because she is very intelligent, she always gets good grades and studies hard. |
Same corrections as above. |
| The car broke down we had to walk home it was a long walk. | The car broke down. We had to walk home. It was a long walk. The car broke down; we had to walk home; it was a long walk. The car broke down, so we had to walk home, and it was a long walk. Because the car broke down, we had to walk home, which was a long walk. |
Same corrections as above. |
| He forgot his wallet he couldn’t buy lunch he was very hungry. | He forgot his wallet. He couldn’t buy lunch. He was very hungry. He forgot his wallet; he couldn’t buy lunch; he was very hungry. He forgot his wallet, so he couldn’t buy lunch, and he was very hungry. Because he forgot his wallet, he couldn’t buy lunch and was very hungry. |
Same corrections as above. |
| She loves to dance she takes classes every week she enjoys it very much. | She loves to dance. She takes classes every week. She enjoys it very much. She loves to dance; she takes classes every week; she enjoys it very much. She loves to dance, so she takes classes every week, and she enjoys it very much. Because she loves to dance, she takes classes every week and enjoys it very much. |
Same corrections as above. |
| The coffee was hot I burned my tongue I had to wait for it to cool. | The coffee was hot. I burned my tongue. I had to wait for it to cool. The coffee was hot; I burned my tongue; I had to wait for it to cool. The coffee was hot, so I burned my tongue, and I had to wait for it to cool. Because the coffee was hot, I burned my tongue and had to wait for it to cool. |
Same corrections as above. |
| He is a good cook he makes delicious meals everyone loves his food. | He is a good cook. He makes delicious meals. Everyone loves his food. He is a good cook; he makes delicious meals; everyone loves his food. He is a good cook, so he makes delicious meals, and everyone loves his food. Because he is a good cook, he makes delicious meals, and everyone loves his food. |
Same corrections as above. |
| The weather is nice we should go for a walk it would be refreshing. | The weather is nice. We should go for a walk. It would be refreshing. The weather is nice; we should go for a walk; it would be refreshing. The weather is nice, so we should go for a walk, and it would be refreshing. Because the weather is nice, we should go for a walk, which would be refreshing. |
Same corrections as above. |
| She is a talented musician she plays several instruments she is very skilled. | She is a talented musician. She plays several instruments. She is very skilled. She is a talented musician; she plays several instruments; she is very skilled. She is a talented musician, and she plays several instruments, so she is very skilled. Because she is a talented musician, she plays several instruments and is very skilled. |
Same corrections as above. |
| The book was interesting I couldn’t put it down I read it in one day. | The book was interesting. I couldn’t put it down. I read it in one day. The book was interesting; I couldn’t put it down; I read it in one day. The book was interesting, so I couldn’t put it down, and I read it in one day. Because the book was interesting, I couldn’t put it down and read it in one day. |
Same corrections as above. |
| He is a hard worker he always completes his tasks on time he is very reliable. | He is a hard worker. He always completes his tasks on time. He is very reliable. He is a hard worker; he always completes his tasks on time; he is very reliable. He is a hard worker, so he always completes his tasks on time, and he is very reliable. Because he is a hard worker, he always completes his tasks on time and is very reliable. |
Same corrections as above. |
| She loves to travel she has visited many countries she has many stories to tell. | She loves to travel. She has visited many countries. She has many stories to tell. She loves to travel; she has visited many countries; she has many stories to tell. She loves to travel, and she has visited many countries, so she has many stories to tell. Because she loves to travel and has visited many countries, she has many stories to tell. |
Same corrections as above. |
Sentence Fragments
A sentence fragment is a group of words that looks like a sentence but is missing a key component, such as a subject, a verb, or a complete thought. Fragments do not express a complete idea and should be avoided in formal writing.
For example, “Because it was raining” is a sentence fragment. It is a subordinate clause that needs an independent clause to complete the thought.
The corrected sentence could be “Because it was raining, we stayed inside.”
To correct a sentence fragment, add the missing element or combine it with a related independent clause.
The following table provides examples of sentence fragments and their corrections.
| Incorrect (Sentence Fragment) | Correct | Explanation |
|---|---|---|
| Because it was raining. | Because it was raining, we stayed inside. | Add an independent clause to complete the thought. |
| Walking down the street. | Walking down the street, I saw a dog. | Add a subject and verb to form an independent clause. |
| Such a beautiful day. | It is such a beautiful day. | Add a subject and a verb. |
| Although he tried his best. | Although he tried his best, he still failed. | Add an independent clause to complete the thought. |
| Especially the red one. | I like all the flowers, especially the red one. | Combine the fragment with a related independent clause. |
| After the movie. | After the movie, we went for dinner. | Add an independent clause to complete the thought. |
| Which is why I’m late. | The bus was delayed, which is why I’m late. | Combine the fragment with a related independent clause. |
| The reason being that I forgot. | The reason I’m late is that I forgot. | Add a subject and a verb to form an independent clause. |
| For example, the blue car. | There are many types of cars, for example, the blue car. | Combine the fragment with a related independent clause. |
| If you want to succeed. | If you want to succeed, you must work hard. | Add an independent clause to complete the thought. |
| Before the game started. | Before the game started, we sang the national anthem. | Add an independent clause to complete the thought. |
| Such a long time ago. | That happened such a long time ago. | Add a subject and a verb. |
| Unless it rains. | We will go to the beach unless it rains. | Add an independent clause to complete the thought. |
| Especially when it’s cold. | I like to drink hot chocolate, especially when it’s cold. | Combine the fragment with a related independent clause. |
| After finishing the book. | After finishing the book, I wrote a review. | Add an independent clause to complete the thought. |
| Which made me very happy. | I received a gift, which made me very happy. | Combine the fragment with a related independent clause. |
| The reason being a lack of funds. | The project was cancelled, the reason being a lack of funds. | Add a subject and a verb to form an independent clause. |
| For instance, the red shoes. | She has many pairs of shoes, for instance, the red shoes. | Combine the fragment with a related independent clause. |
| If you need help. | If you need help, ask me. | Add an independent clause to complete the thought. |
| Before the concert begins. | Before the concert begins, let’s grab some food. | Add an independent clause to complete the thought. |
Article Usage (a, an, the)
Articles are words used to define nouns as specific or unspecific. English has two types of articles: definite (the) and indefinite (a, an).
Correct article usage is essential for clarity and grammatical accuracy.
- Definite Article (the): Used to refer to a specific or particular noun. It assumes the listener or reader knows exactly what noun is being referred to. (e.g., “The book on the table is mine.”)
- Indefinite Articles (a, an): Used to refer to a non-specific or general noun. “A” is used before words that begin with a consonant sound (e.g., “a cat”), and “an” is used before words that begin with a vowel sound (e.g., “an apple”).
- No Article: Sometimes, no article is needed, especially when referring to plural or uncountable nouns in a general sense. (e.g., “Dogs are loyal.”)
Common errors include using the wrong indefinite article (“a” instead of “an” or vice versa), omitting articles where they are needed, or using “the” when referring to general concepts.
The following table provides examples of correct and incorrect article usage.
| Incorrect | Correct | Explanation |
|---|---|---|
| I ate a apple. | I ate an apple. | “Apple” begins with a vowel sound, so “an” is required. |
| She is a honest person. | She is an honest person. | “Honest” begins with a vowel sound (silent “h”), so “an” is required. |
| He is a university student. | He is a university student. | “University” begins with a consonant sound (even though it starts with a vowel), so “a” is correct. |
| I want to buy book. | I want to buy a book. | A singular, countable noun requires an article. |
| The dogs are loyal. | Dogs are loyal. | No article is needed when referring to plural nouns in a general sense. |
| I like to drink a coffee. | I like to drink coffee. | No article is needed when referring to uncountable nouns in a general sense. |
| She is the doctor. | She is a doctor. | Use “a” when referring to a profession in general. |
| The sun rises in east. | The sun rises in the east. | Cardinal directions require “the” when used as nouns. |
| I went to a school today. | I went to school today. | No article is needed when referring to an institution in its primary function. |
| He is a European. | He is a European. | “European” begins with a consonant sound, so “a” is correct. |
| She is a only child. | She is an only child. | “Only” begins with a vowel sound, so “an” is required. |
| I have a idea. | I have an idea. | “Idea” begins with a vowel sound, so “an” is required. |
| He is a engineer. | He is an engineer. | “Engineer” begins with a vowel sound, so “an” is required. |
| I need a umbrella. | I need an umbrella. | “Umbrella” begins with a vowel sound, so “an” is required. |
| She is a amazing singer. | She is an amazing singer. | “Amazing” begins with a vowel sound, so “an” is required. |
| The water is essential for life. | Water is essential for life. | No article is needed when referring to uncountable nouns in a general sense. |
| I love to eat a chocolate. | I love to eat chocolate. | No article is needed when referring to uncountable nouns in a general sense. |
| She is a best student in class. | She is the best student in the class. | Superlatives require the definite article “the.” |
| He lives in a United States. | He lives in the United States. | Certain proper nouns, like countries with plural names, require “the.” |
| We went to a beach. | We went to the beach. | If there’s a specific beach in mind, use the definite article “the.” |
Common Preposition Errors
Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. Common prepositions include “in,” “on,” “at,” “to,” “from,” “with,” “by,” and “for.” Correct preposition usage is crucial for conveying the intended meaning.
Common preposition errors include using the wrong preposition in a given context, omitting necessary prepositions, or using unnecessary prepositions.
The following table provides examples of correct and incorrect preposition usage.
| Incorrect | Correct | Explanation |
|---|---|---|
| I am good in math. | I am good at math. | Use “at” to indicate proficiency in a subject. |
| She is interested on art. | She is interested in art. | Use “in” to express interest in a subject. |
| He arrived to the airport. | He arrived at the airport. | Use “at” to indicate arrival at a specific location. |
| I agree to you. | I agree with you. | Use “with” to express agreement with someone. |
| She depends of her parents. | She depends on her parents. | Use “on” to indicate reliance on someone. |
| He is afraid from spiders. | He is afraid of spiders. | Use “of” to express fear of something. |
| I am looking forward to see you. | I am looking forward to seeing you. | “Looking forward to” is followed by a gerund (verb + -ing). |
| She apologized for be late. | She apologized for being late. | “Apologized for” is followed by a gerund (verb + -ing). |
| He insisted to go. | He insisted on going. | Use “on” before a gerund to indicate insistence. |
| I am angry at him for that. | I am angry with him for that. | Use “with” to express anger towards someone. |
| The book is different than the movie. | The book is different from the movie. | Use “from” to indicate difference. |
| I prefer coffee than tea. | I prefer coffee to tea. | Use “to” to express preference. |
| He is married with her. | He is married to her. | Use “to” to indicate marriage. |
| She is good in playing piano. | She is good at playing the piano. | Use “at” to indicate skill, and “the” before a specific instrument. |
| I live on Elm Street. | I live at 123 Elm Street. | Use “at” for a specific address and “on” for a street name without a number. |
| He is responsible of the project. | He is responsible for the project. | Use “for” to indicate responsibility. |
| She is worried about her exam. | She is worried about her exam. | Correct. “About” is the correct preposition to use with “worried”. |
| I talked with him about the problem. | I talked to him about the problem. | Use “to” to indicate who you are speaking to. |
| The cat jumped off from the table. | The cat jumped off the table. | “Off from” is redundant; use only “off.” |
| She arrived on Monday. | She arrived on Monday. | Correct. “On” is used with days of the week. |
Comparatives and Superlatives
Comparatives and superlatives are forms of adjectives and adverbs used to compare two or more things. Comparatives are used to compare two things, while superlatives are used to compare three or more things.
- Comparative: Formed by adding “-er” to the adjective/adverb or using “more” before it. (e.g., taller, more interesting)
- Superlative: Formed by adding “-est” to the adjective/adverb or using “most” before it. (e.g., tallest, most interesting)
Common errors include using both “-er/-est” and “more/most” together, using the comparative form when comparing more than two things, or using the superlative form when comparing only two things.
The following table provides examples of correct and incorrect usage of comparatives and superlatives.
| Incorrect | Correct | Explanation |
|---|---|---|
| She is more taller than her brother. | She is taller than her brother. | Do not use “more” with adjectives that already have “-er.” |
| This is the most tallest building in the city. | This is the tallest building in the city. | Do not use “most” with adjectives that already have “-est.” |
| He is the most strongest person I know. | He is the strongest person I know. | Do not use “most” with adjectives that already have “-est.” |
| Which is the best of the two options? | Which is the better of the two options? | Use the comparative form (“better”) when comparing only two things. |
| She is the better student in the class. | She is the best student in the class. | Use the superlative form (“best”) when comparing more than two things. |
| This book is more easier to read than that one. | This book is easier to read than that one. | Do not use “more” with adjectives that already have “-er.” |
| He is the most kinder person I know. | He is the kindest person I know. | Do not use “most” with adjectives that already have “-est.” |
| She is the most unique person I have ever met. | She is a unique person I have ever met. | “Unique” means one of a kind and cannot be compared; using “most” is incorrect. |
| This is the more important issue. | This is the most important issue. | When referring to one item among three or more, use the superlative “most.” |
| He is more smarter than his sister. | He is smarter than his sister. | Do not use “more” with adjectives that already have “-er.” |
| She is the most perfect candidate for the job. | She is the perfect candidate for the job. | “Perfect” means without flaw and cannot be compared; using “most” is incorrect. |
| This is the most worse movie I have ever seen. | This is the worst movie I have ever seen. | Do not use “most” with adjectives that already have “-est.” |
| I am very much happy. | I am very happy. | “Much” is not needed here. |
| She is more busier than me. | She is busier than I am. | Do not use “more” with adjectives that already have “-er,” and use the subjective case (“I”) for comparison. |
| This is the most funnest game. | This is the most fun game. | “Fun” is typically used with “more” and “most” for comparison. |
| He is the elder of the group. | He is the oldest of the group. | “Elder” is used to refer to people in a family, while “oldest” is used for a general group. |
| She is the lesser of the two evils. | She is the lesser of the two evils. | Correct. “Lesser” is the comparative form of “little.” |
| He is the senior than me. | He is senior to me. | “Senior” is followed by “to,” not “than.” |
| This is the uniqueest experience I’ve ever had. | This is the most unique experience I’ve ever had. This is a unique experience I’ve ever had. |
While “unique” ideally shouldn’t be compared, “most unique” is sometimes used informally. However, omitting any comparison is often best. |
| He is the most friendliest person I know. | He is the friendliest person I know. | Do not use “most” with adjectives that already have “-est.” |
Commonly Confused Words
English has many words that sound similar or have similar spellings but have different meanings. Using these words incorrectly can lead to confusion and miscommunication.
It is essential to understand the differences between these commonly confused words and use them correctly.
The following table provides examples of commonly confused words and their correct usage.
| Incorrect | Correct | Explanation |
|---|---|---|
| Their going to the store. | They’re going to the store. | “They’re” is a contraction of “they are.” “Their” shows possession, and “there” indicates a place. |
| There dog is very friendly. | Their dog is very friendly. | “Their” shows possession. “They’re” is a contraction of “they are,” and “there” indicates a place. |
| The book is over their. | The book is over there. | “There” indicates a place. “Their” shows possession, and “they’re” is a contraction of “they are.” |
| Your late for the meeting. | You’re late for the meeting. | “You’re” is a contraction of “you are.” “Your” shows possession. |
| I like your new car. | I like your new car. | “Your” shows possession. “You’re” is a contraction of “you are.” |
| It’s a beautiful whether today. | It’s a beautiful weather today. | “Weather” refers to atmospheric conditions. “Whether” indicates a choice or possibility. |
| I don’t know weather to go. | I don’t know whether to go. | “Whether” indicates a choice or possibility. “Weather” refers to atmospheric conditions. |
| I need to advice him on this matter. | I need to advise him on this matter. | “Advise” is a verb meaning to give advice. “Advice” is a noun meaning a recommendation. |
| Can you give me some advise? | Can you give me some advice? | “Advice” is a noun meaning a recommendation. “Advise” is a verb meaning to give advice. |
| The affect of the rain was significant. | The effect of the rain was significant. | “Effect” is usually a noun meaning a result. “Affect” is usually a verb meaning to influence. |
| The movie will effect my mood. | The movie will affect my mood. | “Affect” is usually a verb meaning to influence. “Effect” is usually a noun meaning a result. |
| I except your apology. | I accept your apology. | “Accept” means to receive or agree to. “Except” means to exclude or leave out. |
| Everyone is going except for me. | Everyone is going except for me. | “Except” means to exclude or leave out. “Accept” means to receive or agree to. |
| The principle of the school is very strict. | The principal of the school is very strict. | “Principal” refers to the head of a school or an important rule. “Principle” refers to a fundamental truth or belief. |
| It is a matter of principle. | It is a matter of principle. | “Principle” refers to a fundamental truth or belief. “Principal” refers to the head of a school or an important rule. |
| I loss my keys. | I lost my keys. | “Lose” is the present tense verb. “Lost” is the past tense verb. “Loss” is a noun. |
| The company suffered a big lost. | The company suffered a big loss. | “Loss” is a noun. “Lose” is the present tense verb, and “lost” is the past tense verb. |
| She is quit tired. | She is quite tired. | “Quite” means to a certain extent or degree. “Quit” means to stop. |
| I want to quick my job. | I want to quit my job. | “Quit” means to stop. “Quite” means to a certain extent or degree, and “quiet” means silent. |
| Please be quite in the library. | Please be quiet in the library. | “Quiet” means silent. “Quite” means to a certain extent or degree, and “quit” means to stop. |
| The whether is nice today. | The weather is nice today. | “Weather” refers to atmospheric conditions. “Whether” indicates a choice or possibility. |
| I wander if it will rain. | I wonder if it will rain. | “Wonder” means to be curious or to speculate. “Wander” means to roam or move without a specific direction. |
| I like to wander around the park. | I like to wander around the park. | “Wander” means to roam or move without a specific direction. “Wonder” means to be curious or to speculate. |
| The site of the accident was terrible. | The sight of the accident was terrible. | “Sight” refers to something seen. “Site” refers to a location. |
| This is a good cite for a new building. | This is a good site for a new building. | “Site” refers to a location. “Sight” refers to something seen, and “cite” means to quote. |
| Please cite your sources. | Please cite your sources. | “Cite” means to quote. “Sight” refers to something seen, and “site” refers to a location. |
| I here you’re moving to a new city. | I hear you’re moving to a new city. | “Hear” means to perceive with the ear. “Here” indicates a place. |
| Come here, please. | Come here, please. | “Here” indicates a place. “Hear” means to perceive with the ear. |
| The desert is very hot. | The desert is very hot. | “Desert” refers to a dry, barren area. “Dessert” refers to a sweet dish. |
| I want some desert after dinner. | I want some dessert after dinner. | “Dessert” refers to a sweet dish. “Desert” refers to a dry, barren area. |
| It’s to late to go back. | It’s too late to go back. | “Too” means also or excessively. “To” indicates direction or purpose, and “two” is the number 2. |
| I am going to the store. | I am going to the store. | “To” indicates direction or purpose. “Too” means also or excessively, and “two” is the number 2. |
| I have too apples. | I have two apples. | “Two” is the number 2. “To” indicates direction or purpose, and “too” means also or excessively. |
Advanced Topics
Beyond the basics, there are more advanced grammatical concepts that can further refine your writing and speaking skills. These topics often involve understanding nuances and subtleties in language use.
Subjunctive Mood
The subjunctive mood is used to express wishes, suggestions, commands, or hypothetical situations. It often involves using a different verb form than the indicative mood, which is used for factual statements.
For example, “I wish I were taller” uses the subjunctive “were” instead of “was” (which would be used in the indicative mood: “I was there”).
Conditional Sentences
Conditional sentences express a condition and its result. They typically use “if” and involve different verb tenses depending on the likelihood of the condition being fulfilled.
There are four main types of conditional sentences:
- Zero Conditional: Used for general truths. (e.g., If you heat water to 100 degrees Celsius, it boils.)
- First Conditional: Used for likely future events. (e.g., If it rains, I will stay home.)
- Second Conditional: Used for unlikely or hypothetical situations. (e.g., If I won the lottery, I would travel the world.)
- Third Conditional: Used for impossible past situations. (e.g., If I had studied harder, I would have passed the exam.)
Nominalization
Nominalization is the process of turning a verb or adjective into a noun. While it can be useful in certain contexts, overuse of nominalization can make writing abstract and difficult to read.
For example, “The investigation of the incident” is a nominalization of “They investigated the incident.”
Cleft Sentences
Cleft sentences are used to emphasize a particular part of a sentence. They typically use the structure “It + be + emphasized element + that/who + rest of the sentence.”
For example, “It was John who broke the window” emphasizes that John was the one who broke the window.
Ellipsis
Ellipsis is the omission of words that are understood from the context. It can make writing more concise and natural, but it should be used carefully to avoid ambiguity.
For example, “I went to the store, and she did too” omits the verb “went” in the second clause.
Practice Exercises
Test your understanding of common grammatical errors with the following exercises. Identify the errors in each sentence and correct them.
- Each of the students have their own book.
- Me and John are going to the party.
- I seen him yesterday.
- She don’t like coffee.
- Who did you give the book to?
- Their is a mistake in this sentence.
- I prefer coffee then tea.
- He is more taller than his brother.
- Walking down the street, the store looked inviting.
- If I was you, I would study harder.
Frequently Asked Questions
What is the most common grammatical error?
One of the most common grammatical errors is subject-verb agreement, where the verb does not match the subject in number (singular or plural).
How can I improve my grammar skills?
Improving your grammar skills requires consistent practice and attention to detail. Here are some tips:
- Study grammar rules: Familiarize yourself with the fundamental rules of English grammar.
- Read regularly: Pay attention to how grammar is used in well-written books and articles.
- Practice writing: Write regularly and ask for feedback from others.
- Use grammar tools: Utilize grammar checkers and online resources to identify and correct errors.
- Review and edit: Always review and edit your writing carefully before submitting it.
Is it okay to use “they” as a singular pronoun?
Yes, using “they” as a singular pronoun is increasingly accepted, especially when the gender of the antecedent is unknown or non-binary. However, it’s important to consider your audience and the context in which you are writing.
What is the difference between a comma splice and a run-on sentence?
A comma splice is when two independent clauses are joined by only a comma, while a run-on sentence is when two or more independent clauses are joined without any proper punctuation or conjunctions.
How important is grammar in professional writing?
Grammar is extremely important in professional writing. Correct grammar enhances clarity, credibility, and professionalism.
Errors in grammar can undermine your message and damage your reputation.
Conclusion
Mastering English grammar is an ongoing process that requires dedication and practice. By understanding and avoiding common grammatical errors, you can significantly improve the clarity, accuracy, and effectiveness of your communication.
This guide has provided a comprehensive overview of frequently made mistakes and offered practical solutions to help you enhance your English language skills. Continue to practice, review, and seek feedback to refine your grammar and become a more confident and proficient communicator.