Teachers who use writing in their classes often discover that they encounter the same mistakes in student writing again and again. These patterns of error are common, and the comments students receive on their writing seem like a broken record!
You can learn to avoid these common mistakes, though. Listed below are seven grammar/mechanics/usage mistakes that students often commit in their writing (this is by no means an exhaustive list – it’s simply some of the mistakes that are seen most frequently.). Beside each is the section letter and number for the section of your handbook, A Writer’s Reference, where these issues are addressed. (For more information and a longer list of common mistakes, see the results of Andrea Lunsford’s study at this website.)
1. Wrong word/spelling (W1)
Most often, this mistake occurs with words that sound the same or nearly the same. However, just because two words sound alike does not mean that those words are interchangeable. Below are some words that are often confused and are not interchangeable (many more are listed in your handbook in section W1). If you have noticed feedback from your instructors regarding these words, learn the differences in their meanings and use the correct one when writing.
- there/their/they’re
- its/it’s
- to/too/two
- affect/effect
- accept/except
- definitely/defiantly
2. Sentence fragments (G5)
As Diana Hacker writes in your handbook, “A sentence fragment is a word group that pretends to be a sentence” (212). Fragments don’t express a complete idea. Most often, they don’t contain a subject and a verb. However, a fragment can have a subject and verb yet not express a complete idea (often because of a subordinating conjunction).
Example:
The British were heavily armed and well-trained. While the colonists lacked formal training.
The above example shows a correct sentence followed by a fragment. The fragment contains a subject and a verb, but the word “while” makes it an incomplete idea. Fixing this fragment is simple – join it to the previous sentence with a comma to create one, longer sentence.
The British were heavily armed and well-trained, while the colonists lacked formal training.
3. Run-on sentences (G6)
Run-on (or fused) sentences are trying to do too much at once. Most frequently, run-on sentences are multiple clauses that have been joined incorrectly. When joining multiple ideas into one sentence, be sure to use commas and conjunctions (joining words like and, but, or, nor, for, so, and yet) correctly. Sometimes, a run-on sentence simply needs to be divided into separate, smaller sentences so that each individual idea can stand alone.
Example:
Creating the perfect music score is both a science and an art it is a skill that often takes years to master.
The above example shows two separate ideas (sentences) joined together incorrectly. There are several options for fixing this error. One is to join them correctly with a comma and a conjunction or with a semi-colon by itself.
Creating the perfect music score is both a science and an art, and it is a skill that often takes years to master.
or
Creating the perfect music score is both a science and an art; it is a skill that often takes years to master.
Another way to fix the error is to separate the ideas into individual sentences.
Creating the perfect music score is both a science and an art. It is a skill that often takes years to master.
4. Comma issues (P1)
While the comma has many rules for its use (all of which are covered in your handbook), there are three common issues with the comma that are seen repeatedly in student writing:
- Missing comma when joining two independent clauses (P1a)
In their movies together, Fred always danced gracefully, and Ginger followed him step-for-step.
- Missing comma after an introductory element (P1b)
introductory material from the rest of the sentence with a comma.
When Joey drives his truck to work, he has to be sure to park in one of the larger
spaces.
- Missing comma in a series (P1c)
The cheerleading squad spent their practice hours perfecting their stunts, cheers, tumbling runs, and dances.
5. Pronoun issues (G3)
Pronouns make our writing more concise by replacing a word or words with shorter “stand-ins” that match the words they are replacing. However, this substitution move can cause a writer to run into some issues.
- Pronoun/antecedent agreement
Example:
When a student stands up to do a presentation, they often sway nervously back and forth.
In the above example, the words “a student” are replaced by a pronoun in the second half of the sentence. However, that pronoun is plural – “they” – and the words “a student” are singular. Therefore, the pronoun does not match its antecedent. To fix this error, you can either make everything plural (When students stand up to do a presentation, they often sway nervously back and forth.), or you can use singular pronouns (When a student stands up to do a presentation, he often sways nervously back and forth.). When using singular pronouns such as “he” and “she,” you also have to be careful of gender stereotyping or using one gender over another. In the example, we can’t assume that the student is a male unless that has been noted elsewhere in the writing. The combined pronoun “he/she” is often used in these cases, but it can be cumbersome if used too heavily in writing.
- Vague pronoun reference
Example:
This road has too many potholes. They should pave it.
In the above example, it isn’t clear what the pronoun “they” is replacing. It’s simply a vague reference to someone. Be precise in your writing – who do you mean? Who should pave the road?
6. Subject/Verb agreement (G1)
In academic, expository writing, make sure that your sentences all include a subject and a verb. When editing your writing, check to see that your subjects and verbs work together. In the present tense, a verb must agree with its subject in number. A plural subject needs a plural verb; a singular subject needs a singular verb.
Examples:
Feelings of sadness, heaviness, and depression are symptoms that may need to be addressed by a doctor.
The example above has a plural subject, “Feelings,” and a plural verb “are.” That sentence is correct.
There is too many dogs in this room.
The example above shows the verb coming first in the sentence. The subject is “dogs,” which is plural. However, “is” is a singular verb. The correct form of this sentence would be “There are too many dogs in this room.”
7. Correct verb tense (G2)
Keeping your verb tense consistent throughout a piece of writing gives it coherence and makes it easier for your reader to understand. If you are writing in the present tense, be sure to keep your verbs consistently in the present tense; if you are writing in the past tense, keep all your verbs in the past tense. If you have to switch tenses, be sure that it flows logically for your reader.
In the past tense, be sure to use the correct form of the verb (in English, irregular verbs don’t follow the pattern of simply adding “-ed” to make them past tense). It is important that you know how to correctly conjugate the verbs you use in your writing (see section G2a).
Example:
I seen in the movie that the director used light and darkness to show emotion.
In the example above, the verb (“to see”) is incorrectly conjugated. In the past tense, the correct form of the verb is “saw.” “Seen” is only used with another word (a helping verb), such as “have” or “has.” A correct version of the sentence above could be one of the following:
I saw in the movie that the director used light and darkness to show emotion.
or
I have seen in the movie that the director used light and darkness to show emotion.
