Making grammar mistakes in academic writing can undermine your credibility and leave a poor impression on readers. As you review essays and other written works, it’s important to keep an eye out for common errors and provide feedback to help improve future writing. This essay will discuss some of the most common grammar errors found in student writing and provide guidance on how to avoid and correct them.
Spelling errors: As simple as they may seem, misspelled words can be a major distraction for readers and damage your professional image. When reviewing papers, carefully proofread for spelling mistakes, paying close attention to words that commonly give students trouble. Some examples include separate/seperate, definitely/definately, receive/recieve. Spell checkers aren’t foolproof so have another set of eyes double check as well. Remind writers to use a dictionary when unsure of a word’s spelling.
Subject-verb agreement: Making sure verbs agree with their subjects is critical for clarity but often overlooked. Errors in subject-verb agreement frequently occur when the subject comes before the verb or when the subject is compound. For example, “The data is clear” rather than “The data are clear” or “John and Mary was late for class” rather than “John and Mary were late for class.” Point out these errors to students and explain the rules for matching singular and plural subjects with verbs. Having the writer read their work aloud can help catch errors in agreement.
Pronoun ambiguity: Unclear or incorrect pronoun use leads to confusion about who or what the pronoun refers to. Ambiguous pronouns occur when it’s not immediately obvious which noun the pronoun takes the place of. For instance, “John told Sam he was proud of her work,” rather than specifying if the pronoun refers to John, Sam, or another person. Recommend that writers always clearly establish the antecedent of each pronoun to avoid vagueness.
possessives: The rules for forming possessives with nouns can be tricky, as can distinguishing between possessive adjectives (my, your, his, etc.) and plain adjectives (like, interesting, blue). Frequently flubbed examples include using “its” when “it’s” is meant, confusing when to use an apostrophe s versus just an s, and the special case of plural nouns ending in s. Teach writers to always double check that the right possessive form is used dependent on whether the noun is singular or plural.
Run-on sentences: Sentences with two or more independent clauses joined incorrectly by a comma are known as run-on sentences. They result in a fragmented, hard-to-follow writing style. When reviewing, look for sentences containing independent clauses lacking proper punctuation (usually a period or semicolon) between thoughts. Advise rewriting as two separate sentences or connecting the clauses using coordinating conjunctions (and, but, for, nor, or, so, yet) correctly punctuated.
Sentence fragments: On the other end of the spectrum are sentence fragments, which lack a subject and verb to stand alone as a complete thought. These frequently occur at the start of paragraphs. Point fragments out and explain that every declarative sentence needs an explicit subject and verb to be considered grammatically valid. Suggest integrating fragments into a surrounding sentence or rewriting as a complete thought.
Comma splices: Happening when two or more independent clauses are joined improperly with just a comma, comma splices are related to run-on sentences but require their own feedback. Explain that a comma by itself cannot bundle multiple complete thoughts together—a coordinating conjunction, semicolon, or period is necessary. Have writers separate clauses or add conjunctions to remedy comma splices.
Modifier placement: Misplaced modifiers can unintentionally change the meaning of a sentence in amusing ways. Issues arise when the modified element is not clearly the word or phrase nearest to the modifier. For example, “I saw the baby loudly crying” or “He ran quickly exhausted down the street.” Suggest placing modifiers as close as possible to what they modify to avoid confusion or unintended humor.
Subject-object confusion: It’s easy to mix up subjects and objects, leading to head-scratching sentences. Common errors include using subjective pronouns (who, whom) incorrectly or mistaking direct objects for indirect objects and vice versa. For instance, saying “I gave him it” rather than “I gave it to him.” Recommend reviewing basic grammar rules to determine the difference between subjects doing the action and objects receiving the action.
Tense consistency: Shifting between verb tenses, especially in the same paragraph, generates inconsistency that disrupts the narrative flow. Point out places where the writer jumps from past to present or future randomly. Advise sticking to primarily one tense rather than switching back and forth unnecessarily unless making a deliberate contrast. Establishing a main tense and maintaining it will create a more cohesive writing style.
Parallel structure: Sentences with items in a series should use parallel grammatical structure for clarity and aesthetic effect. A common error is using a mix of gerunds, infinitives, and clauses in what should be parallel constructions. An example is “I like to run, swimming, and to have ran a marathon.” Parallelism ensures equivalent grammatical information between elements. Demonstrate how to maintain consistent verb forms, prepositions, and syntax within a list.
There/their/they’re mix-ups: Homophones like there/their/they’re prove consistently troublesome. As words that sound alike yet have very different meanings, they demand close proofreading. Going over writing with a highlighter can help identify misused homophones. Teach that there=a place, their=possessive pronoun, they’re=they are contraction. Suggest using context clues and thinking about the sentence’s intended meaning to select the proper form. Reviewing even short excerpts multiple times is wise with these problem words.
It’s/its: While less common than there/their/they’re errors, another homophone trap is it’s (contraction for it is) versus the possessive its. Provide a gentle reminder that it’s is always a contraction and its solely denotes possession without an apostrophe, like “the bird preened its feathers.” Look closely for its/it’s inconsistencies. Evaluating partway through can help focus the last proofread specifically on these small but impactful mistakes.
Apostrophe use: Writing apostrophes correctly in contractions and possessives is another common struggle. Note places where possessives are missing apostrophes or where contractions contain unnecessary apostrophes. Teach that apostrophes only form possessives of nouns, not pronouns like ours or yours. And contractions always feature apostrophes where letters are missing, like didn’t instead of didnt. Focusing edits on just possessive and contraction apostrophes can significantly improve writing.
These grammar pointers will help refine written works by addressing frequent errors constructively. The goal is to provide learning opportunities, not to discourage writers. After reviewing for these common trouble spots, also acknowledge efforts and improvements. Pointing out both weaknesses and strengths fosters continued growth and enthusiasm for writing. Paying close attention to grammar lays the foundation for clear, cogent expression. Regular review combined with explanation of correct rules empowers students to become stronger self-editors over time.
Andrew Stroud