EduMetry

Guide to Better English Writing

Index
Section 1...............................................................................................................................4

Sentence structure.........................................................................4
Run-on/ Long Sentences..............................................................................................4 Long Sentences ...........................................................................................................4 Word Order:.................................................................................................................6 Parallel Structure .........................................................................................................6 Dangling Modifier.......................................................................................................7 Mis laced Modifier......................................................................................................! Sentence "rag#ents.....................................................................................................! Section $...............................................................................................................................%

&er' (sage...................................................................................%
(se of t)e Si# le Present tense...................................................................................% (se of t)e Present *ontinuous + rogressi,e- tense....................................................1. (se of t)e Si# le Past tense......................................................................................1. *ontrolling S)ifts in &er' /ense...............................................................................11 Su'0ect-&er' 1gree#ent...........................................................................................1$ Section 2.............................................................................................................................14

Lin3ers / /ransitions...................................................................14
Section 4.............................................................................................................................17

Pronoun (sage ...........................................................................17

Pronoun *ase ............................................................................................................17 Pronoun / Reference 1gree#ent ...............................................................................1! Pronoun S)ift.............................................................................................................1! Section 4.............................................................................................................................1%

Word *)oice ..............................................................................1%

(se of 1 ro riate Word...........................................................................................1% *orrect (se of Word "or#........................................................................................$. (se of *orrect Word..................................................................................................$. Section 6.............................................................................................................................$1

Pre ositions.................................................................................$1

Section 1
Sentence structure
So#e of t)e co##on sentence structure errors #ade '5 students in t)eir 6nglis) essa5s are discussed 'elo7.

Run-on/ Long Sentences

8f 5ou find t)at 5ou )a,e #ore t)an one 9and: in a sentence; lease loo3 at it again to see if 5ou can 'rea3 it u into $ or #ore sentences of s)orter lengt). /)is 7ill )el 5our 7riting to 'e understood easil5; and 5ou 7ill find t)at 5ou 7ill #a3e fe7er gra##atical #ista3es. 6<a# le 1: 8ncorrect: Securit5 guards go on atrol and ensure t)e safet5 of residents since it is a art of t)eir duties and t)e residents in t)e a art#ent )a,e aid #one5 for t)eir ser,ices. *orrect: Since it is a art of t)eir dut5; securit5 guards go on atrol to ensure t)e safet5 of residents. =esides; t)e residents of t)e a art#ent )a,e aid #one5 for t)eir ser,ices. 6<a# le $: 8ncorrect: Peo le 7)o )a,e t)e #one5 to 'u5 an a art#ent to li,e in can 'u5 it and )a,e no ro'le#s and t)ose 7)o cannot afford it are going to 'e )o#eless. *orrect: Peo le 7)o )a,e t)e #one5 to 'u5 an a art#ent to li,e in can 'u5 it and )a,e no ro'le#s. >o7e,er; t)ose 7)o cannot afford it are going to 'e )o#eless.

Long Sentences
So#eti#es; run-on sentences contain too many ideas; linked incorrectly '5 co##as. >ere too 5ou can i# ro,e t)e sentence '5 sorting out the ideas and for#ing s)orter; gra##aticall5 correct sentences. /)ese sentences t)en could 'e lin3ed t)roug) lin3ers /transitional 7ords.

6<a# le 1 So#e eo le; 7)o li3e to la5 'ad#inton; 'as3et'all; s7i# and go to g5#; 7ill definitel5 feel 'ored during )olida5s and 7ee3ends if suc) facilities are not a,aila'le; for t)e onl5 one t)ing t)e5 can do t)en is 7atc)ing tele,ision. /a3e a loo3 at t)e follo7ing e<a# le. 8t is ,er5 confusing 'ecause it contains 2 ideas: /)e ideas e< ressed in t)e sentence are: So#e eo le li3e to la5 'ad#inton; 'as3et'all; s7i# and go to g5# 8f suc) facilities are not a,aila'le t)e5 7ill definitel5 feel 'ored on )olida5s and 7ee3ends /)e onl5 t)ing t)e5 can do t)en is to 7atc) tele,ision

8nstead of e< ressing all t)ese ideas in one sentence 5ou could sort t)e# out and for# se arate sentences. /)en 5ou can t)en lin3 t)e ideas in t)is 7a5: So#e eo le li3e to la5 'ad#inton; 'as3et'all; s7i# or e<ercise in a g5#. /)erefore; if suc) facilities are not a,aila'le t)e5 7ill definitel5 feel 'ored on )olida5s and 7ee3ends. =ecause t)e onl5 t)ing t)e5 can do t)en is to 7atc) tele,ision. 6<a# le $ >o7e,er; as ti#e 7ent on 7o#en?s rig)ts 7ere for#ulated; t)ings 'egan to c)ange and at resent 7o#en are a'le to 7or3 side '5 side 7it) #en. /)e ideas e< ressed in t)e sentence are: - 1s ti#e 7ent on 7o#en?s rig)ts 7ere for#ulated - /)ings 'egan to c)ange - Wo#en at resent are a'le to 7or3 side '5 side 7it) #en @ou can t)en lin3 t)e ideas in t)is 7a5:

>o7e,er; as ti#e 7ent on 7o#en?s rig)ts 7ere for#ulated. /)ereafter t)ings 'egan to c)ange. 1t resent; 7o#en are a'le to 7or3 side '5 side 7it) #en

Word Order:
W)en 5ou 'egin to ut do7n an idea in t)e for# of a sentence #a3e sure t)at 5ou 7rite it in t)e for# of a si# le sentence 8n 6nglis); a si# le sentence follo7s a Subject-Verb-Object structure. "or e<a# le; 9/)e cat ate a rat.: /)e Su'0ect +/)e cat- recedes t)e &er' +ate- and is follo7ed '5 t)e O'0ect +a rat-. 1 si# le sentence for# often con,e5s #eaning in a clear #anner. Please note )o7 t)e #eaning c)anges; if t)e rescri'ed order of 7ords is not follo7ed: 9/)e cat a rat ate.: Or 91 rat ate t)e cat.:

/)in3 carefull5 a'out t)e structure of 5our sentences to #a3e sure t)at #eaning is con,e5ed to t)e reader clearl5. These are some of the common errors students commit: 6<a# le 1 8ncorrect: Water and air in t)e localit5 7ill ollute t)e factor5. *orrect: /)e factor5 7ill ollute 7ater and air in t)e localit5. 6<a# le $ 8ncorrect: /)e securit5 guards in t)e ar3ing lot t)e cars 7atc). *orrect: /)e securit5 guards 7atc) t)e cars in t)e ar3ing lot.

Parallel Structure
Loo3 t)roug) 5our a er for a series of ite#s and #a3e sure t)ese ite#s are in arallel for#.

6<a# le 1 8ncorrect: 1s a result; eo le 7ill face #an5 )ealt) ro'le#s after drin3ing or to use t)e 7ater to 'at)e. *orrect: 1s a result; eo le 7ill face #an5 )ealt) ro'le#s after drin3ing or using t)e 7ater to 'at)e.

6<a# le $ 8ncorrect: /)e residents 7)o li3e s7i##ing; going to g5#; to la5 'ad#inton or 'as3et'all; 7ill definitel5 feel 'ored during )olida5s and 7ee3ends. *orrect: /)e residents 7)o li3e to s7i#; to go to t)e g5#; and to la5 'ad#inton or 'as3et'all 7ill definitel5 feel 'ored during )olida5s and 7ee3ends.

Dangling Modifier
1 #odifier descri'es; clarifies; or gi,es #ore detail a'out a conce t. 1 dangling #odifier is a 7ord or )rase t)at #odifies a 7ord t)at is not clearl5 stated/or is #issing in t)e sentence. 6<a# le 1 8ncorrect: /o define a 9good #ot)er:; A 7)et)er t)e #ot)er 7or3s or notB it is t)e relations)i s)e esta'lis)es 7it) )er c)ildren t)at #atters. *orrect: /o define a 9good #ot)er:; one s)ould not 'ase )is or )er 0udge#ent on 7)et)er t)e #ot)er 7or3s or not. 8t is t)e relations)i s)e esta'lis)es 7it) )er c)ildren t)at #atters. 6<a# le $ 8ncorrect: "urt)er#ore; t)e second ad,antage A is it creates #ore 0o' o our co##unit5. ortunities for

*orrect: "urt)er#ore; t)e second ad,antage of )a,ing a factor5 in our localit5 is t)at it creates #ore 0o' o ortunities for our co##unit5.

Misplaced Modifier
We sa5 t)at a modifier is #is laced if it appears to modify the wrong part of t)e sentence or if 7e cannot 'e certain 7)at art of t)e sentence t)e 7riter intended to modify. Mis laced #odifiers can 'e a737ard; unintentionall5 a#using or genuinel5 confusing. 6<a# le 1 8ncorrect: @oung eo le #a5 distur' t)eir neig)'ours 7)en t)e5 la5 ,er5 loud #usic do7n 'elo7. *orrect: @oung eo le #a5 distur' t)eir neig)'ours do7n 'elo7 7)en t)e5 la5 ,er5 loud #usic. 6<a# le $ 8ncorrect: /o co# ensate for lac3 of ersonal attention; 7or3ing #ot)ers 'u5 a lot of to5s for t)eir c)ildren 7it) )ig) rice tags. *orrect: /o co# ensate for lac3 of ersonal attention; 7or3ing #ot)ers 'u5 a lot of to5s 7it) )ig) rice tags for t)eir c)ildren.

Sentence Fragments
1 sentence frag#ent is an inco# lete sentence. So#e frag#ents are inco# lete 'ecause t)e5 lac3 eit)er a su'0ect or a ,er'; or 'ot). Loo3 at t)e follo7ing e<a# les of sentence frag#ents: C=ecause )is car 7as in t)e s)o . C1fter t)e rain sto s. CW)en 5ou finall5 ta3e t)e test. CSince 5ou as3ed. C8f 5ou 7ant to go 7it) #e. Loo3 for sentence frag#ents t)at sto s)ort of gi,ing t)e reader co# lete infor#ation and re7rite t)e# so t)at t)e5 read as co# lete sentences. 6<a# le 1 8ncorrect: Since our )o#e7or3 7as done as soon as 7e got )o#e fro# sc)ool.

*orrect: Since our )o#e7or3 7as done as soon as 7e got )o#e fro# sc)ool 7e )ad lent5 of ti#e to la5 outdoors. 6<a# le $ 8ncorrect: =ecause t)is is a rural area. *orrect: =ecause t)is is a rural area 7e )a,e no )ig) rise a art#ents t)ere.

Section 2
Verb Usage
8n t)is section; 7e 7ill ro,ide an introduction to t)e usage of tenses in 6nglis) 7riting.

se of t!e Simple Present tense

(se t)e resent tense to state facts; to refer to er etual or )a'itual actions; and to discuss 5our o7n ideas or t)ose e< ressed '5 an aut)or in a articular 7or3. 1lso use t)e resent tense to descri'e action in a literar5 7or3; #o,ie; or an5 ot)er fictional narrati,e. 6<a# le 1 8ncorrect: /ragedies )a ening ,er5 often in a art#ents. /)erefore arents need to a5 careful attention to t)eir 5oung ones. *orrect: /ragedies )a en ,er5 often in a art#ents. /)erefore arents need to a5 careful attention to t)eir 5oung ones.

6<a# le $ 8ncorrect: 8n #an5 a art#ents; ,e)icles are ar3ed on t)e roadside. /)is ro,ed t)at ar3ing slots are insufficient. *orrect: 8n #an5 a art#ents; ,e)icles are ar3ed on t)e roadside. /)is ro,es t)at ar3ing slots are insufficient.

se of t!e Present "ontinuous #progressi$e% tense

(se t)e Present *ontinuous to e< ress t)e idea t)at so#et)ing is )a ening no7; at t)is ,er5 #o#ent. 8t can also 'e used to s)o7 t)at so#et)ing is not )a ening no7. 6<a# le 1 8ncorrect: /oda5 is Sunda5; and #ost of t)e residents s7i# in t)e ool. *orrect: /oda5 is Sunda5; and #ost of t)e residents are s7i##ing in t)e ool.

6<a# le $ 8ncorrect: /)e residents )a,e to res ect eac) ot)er:s rig)ts since t)e5 s)are t)e facilities. *orrect: /)e residents )a,e to res ect eac) ot)er:s rig)ts since t)e5 are s)aring t)e facilities.

se of t!e Simple Past tense

(se t)e Si# le Past to express the idea that an action started and finished at a specific time in the past. So#eti#es; t)e s ea3er #a5 not actuall5 #ention t)e s ecific ti#e; 'ut )e does )a,e so#e s ecific ti#e in #ind.

6<a# le 1 8ncorrect: @esterda5 8 go to see t)e a art#ents. *orrect: @esterda5 8 7ent to see t)e a art#ents. 6<a# le $ 8ncorrect: 8n olden da5s #ot)ers sta5 at )o#e and 7atc) t)eir c)ildren all t)e ti#e. *orrect: 8n olden da5s #ot)ers sta5ed at )o#e and 7atc)ed t)eir c)ildren all t)e ti#e.

Simple Past s! Past Perfect /)e Si# le Past can 'e used with a duration which starts and stops in the past. 1 duration is often a longer action; indicated +t)oug) not necessaril5- '5 e< ressions suc) as: for t7o 5ears; for fi,e #inutes; all da5; all 5ear; etc. Please note t)at in suc) cases t)ere is no need to use Past Perfect" t)e Si# le Past is all 5ou need.

6<a# le 1 8ncorrect: Last 5ear #5 fa#il5 )ad #o,ed into a ne7 a art#ent. *orrect: Last 5ear #5 fa#il5 #o,ed into a ne7 a art#ent. 6<a# le $ 8ncorrect: 8n t)e ast #ot)ers )ad s ent #ore ti#e 7it) t)eir c)ildren. *orrect: 8n t)e ast #ot)ers s ent #ore ti#e 7it) t)eir c)ildren.

"ontrolling S!ifts in &er' (ense

(nnecessar5 or inconsistent s)ifts in tense can cause confusion. Denerall5; 7riters #aintain one tense for t)e #ain discourse; 7)ic) is usuall5 either simple past or simple present! "or e<a# le; 8ncorrect: 8f a c)ild )as ot)er acti,ities after sc)ool; t)e ti#e left to do c)ores is so#e7)at s)ort. >ence; gi,ing )i# or )er #ore c)ores #a5 #a3e t)e c)ild feel resent#ent or e,en re'el. /)erefore; one s)ould consider t)e a#ount of 7or3load t)e c)ild alread5 does and assign c)ores accordingl5. 1t ti#es; all t)e fa#il5 )el ed clean u t)e lace. 8t is fine if one fa#il5 #e#'er did a little e<tra co# ared to t)e ot)ers. *orrect: 8f a c)ild )as ot)er acti,ities after sc)ool; t)e ti#e left to do c)ores is so#e7)at s)ort. >ence; gi,ing )i# or )er #ore c)ores #a5 #a3e t)e c)ild feel resent#ent or e,en re'el. /)erefore; one s)ould consider t)e a#ount of 7or3load t)e c)ild alread5 does and assign

c)ores accordingl5. 1t ti#es; all t)e fa#il5 )el s clean u t)e lace. 8t is fine if one fa#il5 #e#'er does a little e<tra co# ared to t)e ot)ers.

Su')ect-&er' *greement
/)e ,er' #ust agree in nu#'er 7it) t)e noun. 8f t)e noun is singular; t)e ,er' #ust 'e in t)e singular for#B if t)e noun is plural; t)e ,er' #ust 'e in t)e plural for#.

6<a# le 1 8ncorrect: @es; it is true t)at #ot)ers 7)o gi,e u t)eir 0o's and de,ote all t)eir ti#e to caring for t)eir c)ildren creates a 'etter 'ond 7it) t)e#. *orrect: @es; it is true t)at #ot)ers 7)o gi,e u t)eir 0o's and de,ote all t)eir ti#e to caring for t)eir c)ildren create a 'etter 'ond 7it) t)e#. 6<a# le $ 8ncorrect: /)e li,ing standards of )u#an 'eings is i# ro,ing. *orrect: /)e li,ing standards of )u#an 'eings are i# ro,ing.

1 ,er' agrees 7it) t)e su'0ect regardless of the location of t)e su'0ect: 6<a# le 1 8ncorrect: One of t)e ad,antages of li,ing in an a art#ent are t)at one feels safe and secure. *orrect: One of t)e ad,antages of li,ing in an a art#ent is t)at one feels safe and secure.

6<a# le $ 8ncorrect: 1 7o#an 7)o 7or3s often lose )er status or suffer re0udice. *orrect: 1 7o#an 7)o 7or3s often loses )er status or suffers re0udice.

Collective Nouns When the subject is a number: /)e collecti,e noun #num$er% #a5 'e singular or lural. Preceded '5 #a% it is lural. Preceded '5 #the% it is singular. 6<a# le 8ncorrect: Statistics ro,e t)at t)e nu#'er of cars on t)e roads increase 5ear after 5ear. *orrect: Statistics ro,e t)at t)e nu#'er of cars on t)e roads increases 5ear after 5ear.

When the subject is a group: W)en referring to 9a grou : as one unit; use a singular ,er'. 6<a# le 1 *orrect: 8t is so#e7)at trou'leso#e to )a,e a art5 in 5our a art#ent 'ecause it gets a little cro7ded 7)en a grou of friends ,isits 5ou at t)e sa#e ti#e. W)en referring to t)e grou :s #e#'ers as indi,iduals 7)o act se aratel5; use t)e lural for# of t)e ,er'. 6<a# le *orrect: /)e grou of friends )a,e returned to t)eir )o#es.

When the subject is furniture, luggage, equipment: /)e collecti,e nouns 9furniture"% #luggage% and #e&uipment% are treated as singular nouns +in s ite of t)e act t)at t)e5 contain se,eral ieces or ite#s-.

6<a# le 1 8ncorrect: @our luggage fit in a container.

*orrect: @our luggage fits in a container.

6<a# le $ 8ncorrect: =ul35 furniture in a s#all a art#ent occu 5 a lot of s ace. *orrect: =ul35 furniture in a s#all a art#ent occu ies a lot of s ace.

>o7e,er; if 5ou refer to the num$er of pieces; use t)e plural for# of t)e 7ord.

6<a# le 1 8ncorrect: Se,eral ieces of t)e eEui #ent 7as carried u stairs. 'orrect( Se,eral ieces of t)e eEui #ent 7ere carried u stairs. . 6<a# le $ 8ncorrect: 1ll t)e ite#s of t)e furniture is 7ell-designed. *orrect: 1ll t)e ite#s of t)e furniture are 7ell-designed.

Section +
Linkers / Transitions
/ransitions are usuall5 one or se,eral 7ords t)at ena'le FtransitionF fro# one idea to t)e ne<t. Dood transitions can connect aragra )s/sentences and turn disconnected 7riting into a unified 7)ole. /)e 3e5 to roducing good transitions is )ig)lig)ting connections 'et7een corres onding aragra )s/sentences.

Loo3 at t)e follo7ing e<a# le: 8ndeed; t)ere are se,eral good reasons 7)5 c)ildren s)ould 'e allo7ed to en0o5 t)eir c)ild)ood. "irst of all; stressful life is not 7)at t)e innocent c)ildren deser,e. Moreo,er; t)e c)ildren often feel stressed 7)en t)e5 are gi,en )ouse)old tas3s '5 t)eir arents. =esides; arents 7)o are strict 7ill unis) t)eir c)ildren if t)e5 are una'le to co# lete t)e tas3s. 8n addition; 7)en a tas3 is too long and #onotonous; t)e c)ildren 7ill feel 'ored and tired. /r5 to use transitional e< ressions 'et7een sentences and aragra )s so t)at 5our t)oug)ts flo7 s#oot)l5 fro# one idea to t)e ne<t. Di,en 'elo7 is t)e ta'le listing t)e #ost co##on /ransitional 6< ressions and e< laining 7)en t)e5 #a5 'e used. )*GI'+) ,E)+-I*.S/IP Similarity Exception1'ontrast -,+.SI-I*.+) E0P,ESSI*. also; in t)e sa#e 7a5; 0ust as ... so too; li3e7ise; si#ilarl5 'ut; )o7e,er; in s ite of; on t)e one )and ... on t)e ot)er )and; ne,ert)eless; nonet)eless; not7it)standing; in contrast; on t)e contrar5; still; 5et first; second; t)ird; ... ne<t; t)en; finall5 after; after7ards; at last; 'efore; currentl5; during; earlier; i##ediatel5; later; #ean7)ile; no7; recentl5; si#ultaneousl5; su'seEuentl5; t)en for e<a# le; for instance; na#el5; s ecificall5; to illustrate e,en; indeed; in fact; of course; trul5 a'o,e; ad0acent; 'elo7; 'e5ond; )ere; in front; in 'ac3; near'5; t)ere accordingl5; conseEuentl5; )ence; so; t)erefore; t)us additionall5; again; also; and; as 7ell; 'esides; eEuall5 i# ortant; furt)er; furt)er#ore; in addition; #oreo,er; t)en finall5; in a 7ord; in 'rief; in conclusion; in t)e end; in t)e final anal5sis; on t)e 7)ole; t)us; to conclude; to su##ariGe; in su#; in su##ar5

Se&uence1*rder -ime

Example Emphasis Place1Position 'ause and Effect +dditional Support or E idence 'onclusion1Summary

Some common errors students commit:

2! *n a'sent Lin,er / (ransition
6<a# le 1 8ncorrect: So#e eo le 'elie,e t)at a 7o#an gi,es 'irt) to )er c)ildren; A s)e s)ould gi,e u )er 0o' and de,ote all )er ti#e to t)e#. *orrect: So#e eo le 'elie,e t)at 'ecause a 7o#an gi,es 'irt) to )er c)ildren; s)e s)ould gi,e u )er 0o' and de,ote all )er ti#e to t)e#. 6<a# le $ 8ncorrect: Li,ing in an inde endent )ouse; one can )a,e so#e e<tra s ace outside;A one can #aintain a s#all garden. *orrect: Li,ing in an inde endent )ouse; one can )a,e so#e e<tra s ace outside; t)us one can #aintain a s#all garden.

3! *n incorrect Lin,er / (ransition

6<a# le 1 8ncorrect: 1ssigning c)ildren )ouse)old c)ores is one of t)e effecti,e 7a5s to teac) t)e# disci line; unit5 and coo eration. >o7e,er; it also )el s to #aintain a tid5 )o#e. *orrect: 1ssigning c)ildren )ouse)old c)ores is one of t)e effecti,e 7a5s to teac) t)e# disci line; unit5 and coo eration. Moreo,er; it also )el s to #aintain a tid5 )o#e.

6<a# le $ 8ncorrect: W)en an a art#ent is on fire; t)e electricit5 is s)ut do7n; 'ecause t)e lift 7ill not 7or3. *orrect: W)en an a art#ent is on fire; t)e electricit5 is s)ut do7n; t)erefore t)e lift 7ill not 7or3.

4! "orrect 'ut not $er- appropriate Lin,er / (ransition

6<a# le 8ncorrect: Due to scarcit5 of land in t)e cities; #ost cit5 d7ellers are forced to li,e in a art#ent 'uildings. 1nd; #ost of t)e# are Euite )a 5 li,ing in a art#ents. *orrect: Due to scarcit5 of land in t)e cities; #ost cit5 d7ellers are forced to li,e in a art#ent 'uildings. "ortunatel5; #ost of t)e# are Euite )a 5 li,ing in a art#ents.

Section .
Pronoun Usage

Pronoun "ase
/)ere are t7o ronoun cases: su'0ecti,e and o'0ecti,e. W)en t)e ronoun is t)e su'0ect of a clause; 7e use t)e su'0ecti,e caseB ot)er7ise; 7e use t)e o'0ecti,e case. Su'0ecti,e 8 5ou )e; s)e; it 7e t)e5 O'0ecti,e #e 5ou )i#; )er; it us t)e#

Most of t)e ti#e; c)oosing t)e correct ronoun case is si# le. "or e<a# le; 5ou 7ouldn?t 7rite FMe 7ent to t)e store.F or FDi,e t)e 'all to t)e5.F 'ecause it sounds 7rong. *learl5; it s)ould 'e F8 7ent to t)e store.F and FDi,e t)e 'all to t)e#.F @et for so#e reason; 7)en t)e ronoun is aired 7it) a noun; t)e correct c)oice 'eco#es )arder to distinguis). 6<a# les: S)e/>er and Hoe 7ent to t)e ro#. We decided to t)ro7 a art5 for Sue and )e/)i#. /)e easiest 7a5 to decide 7)ic) ronoun to use is to retend t)at t)e ot)er erson is not t)ere. 6<a# le: 8f Hoe 7as not t)ere; t)e c)oice 7ould 'e si# le: FS)e 7ent to t)e ro#.F /)us t)e correct ans7er is FS)e and Hoe 7ent to t)e ro#.F Li3e7ise; 'ecause 7e 7ould al7a5s sa5 FWe decided to t)ro7 a art5 for )i#;F 7e s)ould also sa5 FWe decided to t)ro7 a art5 for Sue and )i#.F

Pronoun / Reference *greement

1 ronoun refers to a noun or ta3es t)e lace of a noun. @ou )a,e to use t)e correct ronoun so t)at 5our reader clearl5 understands 7)ic) noun 5our ronoun is referring to. Ma3e sure ronouns and t)eir antecedents +t)e nouns t)e5 refer to- agree in erson and nu#'er. 6<a# le 1 8ncorrect: /)e residents can en0o5 t)e facilities and ar3 )is cars in t)e ar3ing lot. *orrect: /)e residents can en0o5 t)e facilities and ar3 t)eir cars in t)e ar3ing lot.

6<a# le $

8ncorrect: Iot e,er5 c)ild can li,e u t)e drea#s and e< ectations of a erson t)at t)eir #ot)er 7ants t)e# to 'e. *orrect: Iot e,er5 c)ild can li,e u t)e drea#s and e< ectations of a erson t)at )is or )er #ot)er 7ants )i# or )er to 'e.

Pronoun S!ift
1 pronoun s ift is a gra##atical error in 7)ic) t)e 7riter 'egins a sentence; aragra ); or section of a a er using one articular t5 e of ronoun and t)en suddenl5 s)ifts to anot)er. !ronoun s ift "it in a sentence # bet"een t"o sentences

6<a# le 1 8ncorrect: >el ing 7it) )ouse)old 7or3 also allo7s c)ildren to #a3e #ista3es and learn fro# t)e #ista3es t)at t)e5 )a,e #ade; so 5ou 7ill al7a5s re#e#'er not to do so.

*orrect: >el ing 7it) )ouse)old 7or3 also allo7s c)ildren to #a3e #ista3es and learn fro# t)e #ista3es t)at t)e5 )a,e #ade; so t)e5 7ill al7a5s re#e#'er not to do so.

6<a# le $ 8ncorrect: @oung c)ildren are ,er5 ,ulnera'le since t)e5 do not )a,e t)e cogniti,e s3ills to ta3e on co# licated tas3s. W)at if an a7ful accident )a ened and 5ou 7ere )urtJ @oung c)ildren could 'e se,erel5 in0ured or trau#atiGed. *orrect: @oung c)ildren are ,er5 ,ulnera'le since t)e5 do not )a,e t)e cogniti,e s3ills to ta3e on co# licated tas3s. W)at if an a7ful accident )a ened and t)e5 7ere )urtJ @oung c)ildren could 'e se,erel5 in0ured or trau#atiGed.

Section /
Word Choice
se of *ppropriate Word
So#e 7ords )a,e different meanings in different contexts; so #a3e sure 5ou c)ec3 t)e e<act #eaning of a 7ord 'efore 5ou use it. /)e 'est 7a5 to i# ro,e 5our ,oca'ular5 is to do as #uc) reading as 5ou can; and use ne7 7ords t)at 5ou co#e across in 5our s eec). /r5 it K 5ou 7ill rea t)e 'enefits in a #ont)L

6<a# le 1 8ncorrect: *)ildren so#eti#es ,isit t)eir #ot)er:s office 7)ere t)e5 are treated in a s ecial 7a5 '5 t)eir #ot)er:s #ates.

*orrect: *)ildren so#eti#es ,isit t)eir #ot)er:s office 7)ere t)e5 are treated in a s ecial 7a5 '5 t)eir #ot)er:s colleagues.

6<a# le $ 8ncorrect: 1 7or3ing #ot)er usuall5 treats )er c)ildren 7it) #ore )ars)ness. *orrect: 1 7or3ing #ot)er usuall5 treats )er c)ildren 7it) #ore strictness.

"orrect

se of Word Form

Man5 ti#es; ro'le#s of clarit5 are a #atter of c)oosing t)e i# ro er word class form. Dood 7ord c)oice #eans using t)e rig)t 7ords to sa5 t)e rig)t t)ing in 0ust t)e rig)t 7a5. Ma3e sure 5ou use correct form of t)e 7ord.

6<a# le 1 8ncorrect: S#o3e ollution #ig)t )ar#ful t)eir )ealt)5. *orrect: S#o3e ollution #ig)t )ar# t)eir )ealt).

6<a# le $ 8ncorrect: /)e instances of ar# ro''er5 in t)e localit5 are increasing. *orrect: /)e instances of ar#ed ro''er5 in t)e localit5 are increasing.

se of "orrect Word
So#eti#es 7e tend to write a word the way we pronounce it; 7)en 7e actuall5 #ean to use a different 7ord. Proofread 5our essa5 t)oroug)l5 to a,oid suc) errors. Do c)ec3 t)e s elling of 7ords 5ou are not too sure a'out. 6<a# le 1 8ncorrect: 1s a result of 7ater ollution; eo le 7ill face ro'le#s li3e s3in decease. *orrect: 1s a result of 7ater ollution; eo le 7ill face ro'le#s li3e s3in disease.

6<a# le $ 8ncorrect: Ie7 tenants need to 'e #ore considered to7ards t)e ot)er eo le. *orrect: Ie7 tenants need to 'e #ore considerate to7ards t)e ot)er eo le.

Section 0
Prepositions
1 re osition is a 7ord 7)ic) s)o7s )o7 t)e ot)er 7ords in t)e sentence relate to eac) ot)er. /)e relations)i s #a5 indicate direction; lace; ti#e; cause; #anner and a#ount. /)e preposition al#ost al7a5s precedes +co#es 'efore- t)e noun or ronoun. /)at is 7)5 it is called a pre osition. 1t ti#es; )o7e,er; no re osition #a5 'e reEuired 'efore a noun or a ronoun. 6<a# le 1: S)e 7ent to t)e g5#. +to is t)e re osition 7)ic) s)o7s directionS)e 7ent )o#e. +Io re osition is reEuired-

6<a# le $: S)e co##utes to 7or3 '5 t)e local train. +'5 is a re osition 7)ic) s)o7s #anner>e 7as 'eaten 'lac3 and 'lue. +Io re osition is reEuired-

6<a# le 2: =rea3fast is ser,ed at eig)t o:cloc3. +at is a preposition 7)ic) s)o7s time) 8 7ill contact 5ou to#orro7. +Io re osition is reEuired-

8ndeed; it is not eas5 to figure out 7)ic) 7ord ta3es 7)ic) re osition. 1cti,ities li3e listening to t)e ne7s in 6nglis) and reading 6nglis) ne7s a ers; #agaGines and no,els 7ill )el 5ou i# ro,e 5our 6nglis) language s3ills. 8n t)e long run; t)is 7ill )el 5ou #aster re osition usage.

Di,en 'elo7 are so#e of t)e #ost co##onl5 used re ositions:

Prepositions of time:
at t7o o?cloc3 on Wednesda5 in an )our; in Hanuar5B in 1%%$ for a da5

Prepositions of place:
at #5 )ouseB at t)e corner in Ie7 @or3B in #5 )and on t)e ta'le near t)e li'rar5 across t)e street under t)e 'ed 'et7een t)e 'oo3s