Unit - 3
Identifying Common Errors in Writing
Being able to find the right title and action will help you correct the mistakes of the action agreement.
Basic Rule. A singular subject (he, Bill, car) takes a singular verb (goes, shiny), and the plural subject takes a plural verb.
For example: The list of items is /are on the table.
If you know that a list is a topic, then you will choose it for the Verb.
Rule 1. The subject will come before the sentence you begin. This is an important rule for understanding subjects/lessons. The word of is the culprit in many, perhaps most, subject-verb mistakes.
Funny writers, speakers, readers and the audience can miss the most common mistake in the following sentence:
Incorrect: The bouquet of yellow roses lends color and aroma to the room.
Correct: A bouquet of flowers of yellow roses lends. . . (borrowing a bouquet of flowers, not roses lend)
Rule 2. Two related topics linked by, or, either/ or, or neither / nor require one action.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
Rule 3. The verb in an or, either / or, or neither / nor sentence agrees with the noun or pronoun next to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.
This rule can lead to traffic congestion. For example, if I'm one of two (or more) subjects, it could lead to this unusual sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it is better to rearrange such correct sentences in the language but be negative.
Better: Neither she, I, nor my friends attend the festival.
or
She, my friends, and I are not going to the festival.
Rule 4. As a general rule, use a plural action for two or more subjects if they are linked by.
Example: A car and a bicycle are my mode of transportation.
But note the exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and the bed and breakfast are complicated nouns.
Rule 5a. Sometimes a subject is separated from a verb by words such as once, and, and besides, not, etc. These words and phrases are not part of the title. Ignore them and use only one action when the subject is alone.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 5b. Parents are not part of the topic.
Example: Joe (and his trusty mutt) was always welcome.
If this seems difficult, try rewriting the sentence.
Rule 6. In sentences that begin here or there, the actual subject follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word existence, some consensus exists, leads to bad habits in illegal sentences such as There are a lot of people here today, because it's easier to say "there" than "there is." Take care never to use an article on a plural subject.
Rule 7. Use the unit-by-unit action, time periods, currency, etc., when considered a unit.
Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.
Rule 8. In words that indicate parts - e.g., many, many, all, all - Regulation 1 given earlier in this section is reversed, and we are guided by the noun in the background. If the noun is one after the other, use one action. If plural, use the plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
NOTE:
In recent years, the SAT test service has considered none of it very important. However, according to Merriam-Webster's Dictionary of English Usage: "Obviously no one has been united and plural since Old English and still is. The idea that it is compiled only is a myth of an unknown origin that probably originated in the 19th century. if it seems to you, use one verb; if there seems to be a plural, use a plural verb. Both are accepted without serious criticism. " When none is clearly intended to mean "not one," it is followed by a singular verb.
Rule 9. With collective nouns such as group, jury, family, audience, population, the action may be singular or plural, depending on the author's intent.
Examples:
All of my family has arrived OR have arrived.
Most of the jury is here OR are here.
A third of the population was not in favor OR were not in favor of the bill.
NOTE:
Anyone using a collective verb with a collective pronoun should be aware of the accuracy - and also disagree. It should not be done with care. The following is the kind of error sentence that a person sees and doesn't hear much these days:
The staff decides how they want to vote.
Careful speakers and writers can avoid sharing their singular and plural to work in one sentence.
Consistent: The staff are deciding how they want to vote.
Rewriting such sentences is recommended whenever possible. The preceding sentence will read better like:
The staff members are deciding how they want to vote.
Rule 10. The word instead consisted of statements expressing desire or contradicting the truth:
For example: If Joe were here, you would be sorry.
Shouldn't Joe be followed by him, not, given that Joe is alone? But Joe is not here, so we say it wasn't. The sentence indicates the state of injection, which is used to express things that are logical, wishful, rational, or controversial. The general motive reflects a few lessons and what we often think of as pluralism.
Examples:
I wish it were Friday.
He requested that she raise his hand.
In the first example, a wish statement is presented, not a fact; So, it's been something, which we often think of as a mathematical act, used with it. (Technically, one article in a reunion: it were Friday.)
Usually, he used to sound awful to us. However, in the second example, when an application is presented, the subjunctive mood is correct.
Note: The punctuation condition is lost in spoken English but should be used in formal speech and writing.
Singular Noun, Singular Pronoun:
When writing a sentence, using the same word more than once can be repetitive.
Example: Francine edited her paper because her paper was full of errors.
• Rather than repeating "paper" twice, it is possible to use a pronoun.
Revision: Francine edited her paper because it was full of errors.
• Since "paper" is singular (there is only one), use the singular pronoun ("it") to replace it.
Remember to find the exact subject of the sentence to find out whether a pronoun should be singular or plural. See our web page on subject-verb agreement for more on singular and plural subjects.
For example: Each student should find his or her own note taking strategy.
• Since the subject is singular ("each "), the pronoun ("his or her") must also be singular.
For example: Neither Bob and Alex do not believe he will win this award.
• Since the subject is singular ("neither"), the pronoun ("he") must also be singular.
For example: A community group of teachers is meeting tonight to see if it can find a way to help students improve their SAT scores.
• Since the subject is singular ("community group"), the pronoun ("it") must also be singular.
Singular “They"
Recently, a number of popular and popular books have begun to accept the use of the word "them" as a singular pronoun, meaning that the authors use "they" to associate with the target topics in an attempt to avoid male pronouns. Although the pronoun "they" is a plural noun in some style references, APA encourages authors to use "they" as a singular pronoun for the purpose of accepting gender differences.
According to the APA-style blog, "when people come together and do not change their gender (including age, gender, and other communities) use their unity as their pronoun, the authors rightly use the singular when" writing about them ".
With this in mind, when authors write specifically about an individual or group of people who like singular "they," authors should also use the single "they."
When appropriate, we recommend authors explicitly explain that they have used the singular "they" to follow the identities of the people they are interviewing.
In addition, authors can often avoid the issue of gender-neutral pronouns by updating a sentence to make the subject plural:
Original sentence: A teacher should carefully choose opportunities for development that address their gaps in knowledge.
Plural Noun, Plural Pronoun:
When the subject of a sentence is plural, the pronoun in the sentence becomes plural as well.
For example: When students arrive on the first day of school, students need help finding the right classroom.
• Since " students " is a plural, use a plural pronoun to replace it.
Revision: When students arrive on the first day of school, they need help finding the right classroom.
Remember to find the exact subject of the sentence to find out whether a pronoun should be singular or plural. See our web page on subject- verb agreement for more on single-subject articles.
For example: When a manager or employee disagrees, they should discuss the situation.
• Since the subject has a plural ("a manager or employee"), the pronoun ("they") must also be plural.
Example: The professor hopes that students review their notes carefully.
• Since the subject is plural ("students "), the pronoun ("their") must also be plural.
For example: Both Smith (2016) and Taylor (2017) believe that their results will lead to social change.
• Since the subject is plural ("both"), the pronoun ("their") must also be plural.
Pronoun Ambiguity:
Although pronouns are useful to help writers avoid repetition, they should be used sparingly to understand the meaning of the sentence. Look at this sentence:
For example: When Jeff and Brian joined the team members, they were shocked.
• The pronoun here ("they") is unclear - to whom? Was the team nervous? Were Jeff and Brian nervous? In this example, because the pronoun "they" makes sense, choosing a noun instead of a pronoun will help clarify it.
What Are Modifiers?
Definition of the word "modify" to change or change something. This meaning is the same when considering the purpose of a change within a sentence.
A modifier changes, specifies, allows, or limits a particular word in a sentence to add emphasis, meaning, or detail. Modifiers tend to be descriptive words, such as adjectives and adverbs. Change phrases, such as adjective and adverbial phrases, exist and tend to explain adjectives and adverbs.
To demonstrate the power of change agents, consider the following simple sentence:
Sarah was a confident queen of the queen.
Now consider the same sentence for many changes made:
The blonde girl named Sarah, who was studying abroad from England, quickly climbed to prominence in her junior year, smiled when she joined the ASB presidency and came near the top and was fit as a young queen.
The extra detail in the sentence, by way of modifiers, engage the reader and want to pay attention.
Like most writing techniques, modifiers can bloom if used properly and efficiently. On the other hand, if the modifier is used incorrectly, the meaning of the sentence can be altered or distorted. This is true of switching modifiers and other problematic modifiers.
Misplaced Modifiers:
One of the most common problems is where to place them. Specifically, naturalists may create confusion or unintentional jokes in a sentence when placed too far away from the name they change. For example, consider the following sentence:
They bought a car for my sister they called Pumpkin.
In this sentence, Pumpkin is the name of the car, not the sister, but this is unclear. This unintentional confusion and ridicule are the result of improper change. To fix this error, move the swap next to the word change:
They bought a car they called Pumpkin from my sister.
Limiting Modifiers Limiting modifiers such as only and always emphasizes the restrictions on the subject, title, noun, or pronoun they immediately precede. The following is a list of some of the common ways to reduce the limit:
• Just
• Most likely
• Not at all
• In the beginning
• Easily
If a limited translation does not precede a title or a noun, the meaning of the entire sentence may change. Note the difference in the following sentences:
Only Jessica wants a pizza.
This sentence means that Jessica is the only person who wants a pizza.
Jessica only wants a pizza.
On the other hand, the above sentence shows that Jessica wants a pizza and nothing else.
A good way to make sure that a small translator is used right in the sentence is to think that the meaning should be conveyed and to make sure that the title or noun associated with that meaning is placed as close as possible to the relative translator.
Know how to fix a misplaced modifier.
To fix the error, find the switch next to the correct word: We look forward to the weather report for details on a major storm in the ocean. Raymond wore his one-colored shirt, unfortunately with a yellow mustache, in the interview of the workmen. Professor Jones waited for the student who arrived late for another article.
Articles
The words a, an, and the are special adjectives called articles.
Indefinite Articles—a, an
an- used before the singular count nouns that begin with a vowel (a, e, i, o, u) or vowel sounds:
•an apple, an elephant, an ink pen, an ox, an umbrella
a - used before singular count nouns that begin with a consonant (except a, e, i, o, u):
• a stamp, a desk, a cup, a book
Definite Article—the
Can be used before singular and plural, count and non-count nou0ns
Indefinite Article (a, an)
Used before unspecified singular nouns:
• a pencil
• an axe
Used before numbers and number collectives:
• a half dozen
• a gallon
Used before a singular noun followed by a restrictive modifier:
• a girl in a yellow hat
Used with nouns to form adverbial phrases of quantity, amount or degree:
• I felt a bit depressed.
Definite Article (the)
Used to indicate a noun that is definite or has been previously specified in the context:
• Please close the door.
• I love the clothes you gave me.
Used to indicate a noun that is unique:
• Praise the Lord!
• The Columbia River is near here.
Used to designate a natural phenomenon:
• Night is too short in summer.
• The wind is blowing hard.
Used to refer to the time period:
• I have been very intelligent before.
• This song was very popular in the 1980s.
Used to indicate all family members:
• I invited the Bakers to dinner.
• This medicine was invented by Smith.
Incorrect: We live in village.
Correct: We live in a village. OR We live in the village.
Incorrect: She works in pub.
Correct: She works in a pub. OR She works in the pub.
A singular common noun (e.g., boy, girl, tree, country, teacher, village etc.) must have an article. A plural common noun can be used with or without an article.
Incorrect: He is best player in the team.
Correct: He is the best player in the team.
Incorrect: She is fastest runner.
Correct: She is the fastest runner.
The definite article the must be used with superlative adjectives.
Incorrect: The Paris is big city.
Correct: Paris is a big city.
Incorrect: I live in the Mumbai.
Correct: I live in Mumbai.
If the noun is proper, it will take no article. Note that a proper noun is the name of a particular person, place or thing. Examples are: Sam, Mary, India, Paris, London etc.
Incorrect: The iron is a useful metal.
Correct: Iron is a useful metal.
Incorrect: The gold is yellow.
Correct: Gold is yellow.
Articles are not used with material nouns. Examples are: gold, silver, iron, wheat, rice etc.
Incorrect: We should not make noise.
Correct: We should not make a noise.
Incorrect: I have an urgent business.
Correct: I have urgent business. OR I have some urgent business.
Note these fixed expressions.
Incorrect: Do you sell eggs by kilo or by dozen?
Correct: Do you sell eggs by the kilo or by the dozen?
The is used in measuring expressions beginning with by.
Questions:
Fill in the blanks.
1. ................................. is the capital of China.
Beijing
The Beijing
2. I first met your Dad at ...................................
Walmart
the Walmart
3. He has failed in ....................................
English
the English
4. She died of ...................................
malaria
the malaria
5. She is .......................................... singer I have heard.
best
the best
6. The rose is ........................................ of all flowers.
sweetest
the sweetest
7. ...................................... is mortal.
The man
Man
A man
8. You are in .....................................
a trouble
the trouble
trouble
9. You are making ....................................... progress.
a rapid
rapid
10. There is ..................................... scope for improvement.
a vast
vast
the vast
11. Your words are not worth ................................
penny
Identifying common errors in writing:
Incorrect: She loves with me.
Correct: She loves me.
Incorrect: We discussed about the matter.
Correct: We discussed the matter.
Incorrect: We arrived at the airport at 9 pm.
Correct: We arrived the airport at 9 pm.
Incorrect: I have ordered for his dismissal.
Correct: I have ordered his dismissal.
Incorrect: She married with her friend's brother.
Correct: She married her friend’s brother.
Incorrect: You went into the room.
Correct: You went the room.
Incorrect: The baby resembles to its mother.
Correct: The baby resembles its mother.
Incorrect: He is a genius, but he lacks of experience.
Correct: He is a genius, but he lacks experience.
Explanation:
Verbs such as enter, resemble, lack, discuss, marry, reach, order and approach are normally followed by direct objects without prepositions.
Incorrect: What is the time on your watch?
Correct: What is the time by your watch?
Incorrect: We travelled in train.
Correct: We travelled by train.
Explanation:
We write by train/car/bike/boat/plane/land/sea/air etc. But note that by is not used if there is an article. For example, we write in the car, on a bus, and not by the car or by a bus.
Incorrect: You are angry upon me.
Correct: You are angry with me.
Incorrect: I'm happy at you.
Correct: I'm happy for you.
Incorrect: He was trembling in rage.
Correct: He was trembling with rage.
Explanation:
We use with in a number of expressions which say how people express their feelings and sensations. Common examples are: white with fear/rage, red with anger/embarrassment, green with envy, blue with cold etc.
Incorrect: Who is in the phone? It is John.
Correct: Who is on the phone? It is John.
Incorrect: There was a fun show at TV.
Correct: There was a fun show on TV.
Explanation:
The correct expressions are on the radio, on TV, on the phone etc.
Incorrect: She washed her face in the water.
Correct: She washed her face with water.
Incorrect: The snake was killed by a stone.
Correct: The snake was killed with a stone.
Explanation:
We use with to talk about instruments with which something is done.
Incorrect: I go to school by foot.
Correct: I go to school on foot.
Incorrect: I congratulated him for his success.
Correct: I congratulated him on his success.
Redundancy means superfluity or using words unnecessarily or using words for a second time.
Example-1:
• if anybody cooperate collectively, we are able to succeed.
In this sentence, the words cooperate and together were used. However, both these words bring the same meaning.
One of the phrases must be dropped so one can make the sentence a correct one.
• if anyone cooperate, we are able to succeed.
• if everybody works together, we can prevail.
Both those sentences are correct ones.
Example-2:
• the accused turned into responsible of false misstatement.
This sentence uses fake and misstatement while each those phrases carry the equal that means.
The perfect sentence is:
• the accused became guilty of misstatement.
Example-3:
• it was the overall consensus of opinion that we need to visit the movie.
The two phrases which deliver the same which means are consensus and opinion.
One phrase has to be removed to make this sentence accurate one.
The appropriate sentence is:
• it turned into the general opinion that we should go to the film.
Example-4:
• the 3 brothers had nothing in commonplace with each different.
Right here also phrases in common and with every other had been used to convey the identical which means.
The best sentence is:
• the 3 brothers had not anything in not unusual.
Those examples might have made it clean for you a way to keep away from redundancy in your sentences.
Example-5:
• i am enclosing herewith my bio-facts.
Enclosing and herewith are the 2 words which carry the equal that means.
The precise sentence is:
• i am enclosing my bio-records.
Example-6:
• there was an ovation while the minister rose up to talk.
The two phrases (rose and up) convey the same that means.
The proper sentence is:
• there was an ovation whilst the minister rose to speak.
Example-7:
• do no longer return lower back domestic without finishing the work.
On this sentence also, two phrases, conveying the same which means were used.
The ideal sentence is:
• do now not return without completing the work.
Those examples may have made it clean for you the way to keep away from redundancy on your sentences.
Examples:
• you need to first try this before you go. (incorrect)
• you have to do that before you cross. (correct)
• the flight will arrive at 7 p.m. In the afternoon. (incorrect)
• the flight will arrive at 7 p.m. (correct)
• he cautiously tested every and every letter. (incorrect)
• he carefully tested each letter. (correct)
• in my view, i suppose it is going to rain. (incorrect)
• i suppose it is going to rain. (correct)
• frank was elected as chairman unanimously by means of all individuals. (incorrect)
• frank became elected as chairman unanimously. (correct)
• i have a client of mine who insists on paying his price in advance. (incorrect)
• i've a client who insists on paying his rate in advance. (correct)
• have you ever examine the brand new biography of indira gandhi’s existence? (incorrect)
• have you examine the modern day biography of indira gandhi? (correct)
• the police restored the stolen purse back to the rightful owner. (incorrect)
• the police restored the stolen purse to the rightful proprietor. (correct)
• all different boys except peter came for picnic. (incorrect)
• all boys besides peter came for picnic. (correct)
• i am seeking out a process with a profits of as a minimum us $2000 or extra. (incorrect)
• i am searching out a job with a profits of as a minimum us $2000. (correct)
• you need to come promptly at 10 a.m. Or else we can leave without you. (incorrect)
• you have to come directly at 10 a.m. Or we will go away without you. (correct)
• the prices of automobile businesses have fallen down by way of 30% within the closing one week. (incorrect)
• the charges of car organizations have fallen by way of 30% in the ultimate one week. (correct)
The common error in redundancy is the use of the phrase the reason because the redundancy in such sentence arises because the word reason itself signifies because.
Such sentences should be corrected by replacing the conjunction because with that.
Examples:
• the reason why india is economically week is as it became beneath overseas rule for over two hundred years. (incorrect)
• the motive why india is economically week is that it changed into below foreign rule for over two hundred years. (correct)
• the purpose why i did no longer attend the celebration ultimate night turned into due to the fact i had a headache. (incorrect)
• the reason why i did not attend the birthday party ultimate night became that i had a headache. (correct)
These examples might have made it clear for you how to avoid Redundancy in your sentences.
Introduction:
What’s so bad about clichés?
Permit’s say you are on a look at abroad applications review committee. You are chargeable for ensuring a restrained sum of money goes to the most certified applicants…and you need to examine through loads of application essays! Right here are two private statements:
I’m a human’s individual, so i am positive to get along nicely with new humans in a strange united state of America. I understand how to adapt, due to the fact I’m a jack-of-all-trades. I am additionally organized to cope with adversity and examine from challenges due to the fact i realize that each cloud has a silver lining.
I could be capable of immerse myself in a foreign country due to the fact i have revel in as an esl instruct interacting with people from various cultural backgrounds. Growing up in a navy circle of relatives taught me the way to quickly adapt to new humans and environments. I won’t allow the inevitable demanding situations of residing overseas deter me from my instructional desires. As my several failed experiments for my chemistry senior mission show, demanding situations are worthwhile within the lengthy-run. I finally made a contribution to my discipline after 200 experiments!
Who receives the cash? Both candidates made the same basic argument about themselves. However, the second did it with greater specificity—in other phrases, by the use of designated evidence to reinforce her more popular claims approximately herself. The first applicant depended on clichés— “I’m a human being’s man or woman,” “jack-of-all-trades,” “every cloud as a silver lining”—that each person should have used. We didn’t analyze something specific about this man or woman. The second one applicant receives the cash.
This situation indicates the problem with clichés—they're standard statements that do not add any precise proof or precise guide to a chunk of writing, whether that writing is a private assertion or an educational essay.
What is a cliché?
Clichés are expressions that either have a trendy that means or have “lost their which means” over the years. Those overused phrases do now not offer a selected that means or photo. You're in all likelihood acquainted with a lot of them, although you would possibly discover it tough to pinpoint their precise definition. Some are idioms, where the figurative meaning of a collection of words isn't the same as the literal definition. As an example, “the satan is inside the details” have to with any luck now not be taken actually! Other clichés can also as soon as have possessed a unique meaning that made them creative metaphors, but they've now lost their edge due to the fact that particular definition has been forgotten or dulled thru overuse. “Survival of the fittest” as soon as evoked charles darwin’s theory of evolution via natural selection. Because readers have largely lost this unique context, the phrase has also misplaced the specificity which might also have as soon as made it a strong metaphor. Clichés can also obscure fully-developed ideas by means of serving as placeholders for a more sophisticated discussion. Clichés lack specificity and complexity; consequently, they do not make distinctive or memorable contributions in your writing.
What are some examples of clichés?
We’ve divided some common clichés into categories based on the genre in which you might encounter them. Follow the links at the end of this handout for much more comprehensive lists of clichés.
Academic Writing – especially in formulaic introductions or conclusions (see our handouts on introductions and conclusions to make sure that you don’t start or end your papers with clichés):
Application Essays – where talking about yourself can lead to getting mushy and using clichés (check out our handout on application essays to make your personal statements specific and effective):
Any type of writing:
Why shouldn’t you use clichés?
Clichés are normally now not suitable in educational writing, despite the fact that a few may be effective in each day conversation and less formal writing. Examine the context of your writing and be aware that you’re creating a desire when you use them.
•clichés make you seem uninteresting. Through the usage of a cliché, you’re telling your reader that you lack originality, making them want to yawn and prevent analyzing your paper.
•clichés make your writing and argument interchangeable with absolutely everyone else’s. Make sure that your argument and writing are specific to you and your writing venture.
•clichés are indistinct. It is best to apply the most particular wording so that it will present proof and aid your arguments as genuinely as viable. Particular info and motives make better proof than generalizations and trite phrases.
•clichés make you appear lazy. They're a hedge when you don’t want to do innovative paintings.
•clichés make you lose credibility. Your reader will not trust you as an authoritative supply if you can’t give you a higher description than a cliché.
•clichés are terrible substitutes for actual proof. Because clichés aren't particular, they do no longer provide robust enough commentary to prove your point. Make certain that every sentence of your paper is operating in the direction of an aim with the aid of eliminating meaningless terms.
How to tell when you’re using a cliché
•if teachers offer remarks such as “too preferred,” “indistinct,” or “be more unique,” what they could truly suggest is that your writing relies on clichés.
•ask a chum to concentrate as you examine your writing out loud. If he or she will end any sentence earlier than you read the entirety, you have probable employed a cliché.
•read thru your writing on my own. Read it slowly and out loud, preventing regularly to expand intellectual pix that reflect what you have got written. If you’re writing a paper that needs to be descriptive, do all of your sentences evoke robust pix? In case you’re writing about something theoretical or persuasive, are all of your points unique and clean? If something is simple to pass over or you can’t assign an immediate which means to it, pass lower back! You may have a cliché.
•ask yourself if what you’ve written is a made of your research, an original argument, or a portrayal of your personal reports. Ought to what you wrote seem in absolutely everyone else’s essay? If so, you will be counting on clichés. No different writer has had exactly the equal non-public reviews as you, performed the same studies, or formulated the equal arguments.
•leaf through your creation and your end. Regularly writers rely upon clichés to power via what many takes into account to be the maximum difficult sections of a paper. If you’re the usage of terms that sound like they may belong in any accepted paper, probabilities are they’re not serving you well. Of route, you could reuse certain transition phrases or forms of argument in a couple of papers, but try and avoid hackneyed terms like “throughout records…” or “in conclusion…”
How to get rid of clichés?
•studies or brainstorm a few greater. In case you are relying on clichés, you may not have prepared sufficient to your writing mission. Check out our brainstorming handout. If you think you will be counting on clichés instead of real evidence, seek advice from our handout on evidence for rationalization.
•prevent and reflect on consideration on what you’re trying to mention. What do you simply mean? Say your solution out loud after which write it down. Listing the principle ideas which you need to carry in every sentence, after which listing synonyms of each concept beneath. Pull out a word list if vital. This method leaves you with a list of many phrases, and you could select the most becoming aggregate.
•attempt to pinpoint precisely what you want to mention, and write it! Often, preserving it easy is a good idea.
•ask your self-questions as you write. Use “who,” “what,” “while,” “in which,” “why,” and “how” inquiries to spur your questioning. In place of writing “at some point of history” as your introductory line, stop and ask yourself, “whilst? In what technology? Where? Who became in energy in the course of the precise historic context I’m addressing?” the answers to these questions will come up with a greater focused opening line. As an example, imagine you’re writing a paper approximately papal record. Instead of saying something widely wide-spread including, “during history, simplest popes have resigned,” you can write something higher with the assist of a touch studies. You may come to be with the greater particular: “in what represented an almost unparalleled departure from papal culture, pope benedict XVI has become the second one pope to renounce.
1. A While vs. Awhile
A while is a noun phrase consisting of a and while, whereas awhile is an adverb meaning “for a while.” A while usually follows the preposition for or in, whereas if you cannot put “for a while” into a sentence, you need to use a while.
•He went to the store for a while. (If you replace a while with for a while, it does not make sense -> He went to the store for a while.)
•You should sleep awhile. (If you replace awhile with for a while, it makes sense -> You should sleep for a while.)
2. Advice vs. Advise
Advice is a noun, whereas advise is a verb.
•She took my advice and took out a loan.
•I advised her to take out a loan.
3. Alot vs. A Lot vs. Allot
First of all, the “word” a lot does not exist! A lot is frequently misspelled as one word, a lot, but it is actually two words.
Memory tip: Think of a lot as meaning, I want a whole lot full of something. (a lot meaning a parking lot, a large area)
The word allot is a verb meaning to distribute.
•I have allotted this money to the charity.
4. Among vs. Between
Among is used to express a loose relationship of several items. Between expresses the relationship of one item to another item.
•I found a pen hidden among the papers on the desk.
•I found a pen hidden between two sheets of paper on the desk.
5. Apostrophes
Compare the following phrases:
•The girls are at home.
•The girl’s home.
•The girls’ home.
The meaning in the above phrases is changed dramatically based on the placement, if any, of the apostrophe. When talking about more than one person or object, there is no apostrophe.
•chairs (more than one chair)
•boys (more than one boy)
•suitcases (more than one suitcase)
The apostrophe with an s is added to show possession.
•The girl’s home. (The home belonging to the girl)
•The student’s notebook. (The notebook belonging to the student)
Likewise, an apostrophe is added after a plural word to show possession of that plural noun.
•The girls’ home. (The home belonging to more than one girl)
•The students’ notebook. (One notebook belonging to more than one student)
•The students’ notebooks. (More than one notebook belonging to more than one student)
6. Assure vs. Ensure vs. Insure
Assure means “to tell someone that something will definitely happen.” Ensure means “to make sure of something.” Insure means “to buy an insurance policy.”
•She assured me that the house would not flood.
•She took steps to ensure that the house did not flood.
•She is glad the house was insured against flood damage.
7. Breathe vs. Breath
Breathe is a verb, and breath is the noun form of breathe.
•It seems that he breathed his last breath.
This also applies to the verb bathe and the noun bath.
8. Capital vs. Capitol
Capital can mean either an uppercase letter, the seat of the government, or money.
Capitol is the actual building where the government sits.
•I would like to visit the Capitol in the capital of the United States, Washington, D.C.
9. Complement vs. Compliment
A complement completes something else, whereas a compliment is something nice you say to someone.
•His black suit was a nice complement to his black shoes.
•She complimented him on his shoes.
10. Effect vs. Affect
This one is straightforward–effect is a noun, and affect is a verb!
Memory tip for affect: A is for action, and verbs are about action. Affect is a verb, and it starts with A.
Memory tip for effect: Think of the phrase “cause and effect.” “Cause” ends with an E, and a cause leads to an effect!
11. Emigrate vs. Immigrate
Emigrate method “to transport faraway from a city or us of a,” while immigrate means “to move into a country from elsewhere.”
•my father emigrated from venezuela.
•my mother immigrated to the united states.
12. Except vs. Accept
Besides is a preposition meaning “aside from,” and accept is a verb that means “to get hold of.”
•i don’t like all of my items, besides this one. (There is only one present that i love)
•why did i accept all of those gifts?
13. Further vs. Farther
Use farther for physical distance, and similarly for metaphorical distance.
•how a good deal farther do i need to drive?
•i would really like to enhance further in my profession.
14. Good vs. Well
The phrase accurate is an adjective, while the phrase nicely is an adverb.
•how are you today? I'm doing nicely.
•i sense properly these days.
15. Historic vs. Historical
Historical approach “famous,” whereas ancient way “related to history.”
•what a historical snowstorm!
•she determined to wear an ancient gown for the renaissance truthful.
16. “I feel bad”
Isn’t feel a verb, so shouldn’t the phrase after it's an adverb, badly? The answer is, no! Sense is a linking verb, linking the difficulty to the adjective that describes it. Consequently, the word after sense need to, in fact, be an adjective. I feel bad is the appropriate sentence.
•the cake smells scrumptious. (Smells is a linking verb; scrumptious is an adjective)
•their talking is loud. (Is is a linking verb; loud is an adjective)
17. I.e. vs. E.g.
I.e. and e.g. are both abbreviations of Latin phrases.
E.G. Is used to introduce a few examples, whereas i.e. Is used to intend “in different words.”
•after work, i’d like to test out the brand new supermarket, i.e., key food.
•after work, i’d want to go to a grocery store, e.g., key food or waldbaum’s.
.18. Into vs. In To
Into is a preposition showing what something is internal. In and to are two words that just show up to be next to every other occasionally.
•he were given into the teach. (into is one unit – a preposition)
•i dropped in to look you. (drop in is one unit on its very own, and to see is some other unit)
•log in to the website by urgent this button. (log in is a phrasal verb)
•what is your login? (login is a noun)
The regulations above practice to onto and on to as properly.
19. Less vs. Fewer
Fewer is for rely nouns, and less is for mass nouns. Test out our remember nouns & mass nouns look at sheet if you overlook the distinction!
20. Lie vs. Lay
Compare these two sentences:
The second one has a direct object (book), whereas the first sentence does not.
HOWEVER:
PRESENT TENSE | PAST TENSE | PAST PARTICIPLE |
Lie | lay | lain |
Lay | laid | laid |
It just so happens that the past tense of the verb to lie is the same as the present tense of the verb to lay. You just have to memorize it!
21. Loose vs. Lose
Loose is an adjective, and lose is a verb.
22. Numbers
In English, numbers greater than a thousand and up to 10 thousand may be written in two methods:
•one thousand
•1,000
Numbers above ten thousand can be written by using a comma within the following way:
•10,000
•247,533
Decimals and cash amounts may be written with the aid of the usage of a length inside the following manner:
•7.24 = seven and twenty-4 hundredths
•2.14 = and fourteen hundredths
•$1.37 = one dollar and thirty-seven cents
•$359.08 = 3 hundred fifty-nine dollars and 8 cents
23. Parallel Structure
One of the most common errors in English is disrespecting parallel structure.
Here is an example:
The second sentence disrespect’s parallel structure. Parallel structure means using the same pattern of words in a sentence.
24. Principal vs. Principle
When most important is a noun, it refers to someone in rate of a business enterprise; when it is an adjective, it way “most crucial.” a precept is a firmly held perception.
•what did the predominant want to talk to you approximately?
•the predominant reason she desired to look me changed into to talk about my current tuition price.
•it’s not that i don’t have the cash, it’s just a be counted of principle.
25. Stationary vs. Stationery
Stationary means “not moving,” whereas stationery refers to paper and writing materials.
26. Subject-Verb Agreement with Collective Nouns
If the sentence shows more individuality, you would use a plural verb; however, if the noun is acting as a unit, use a singular verb.
With a prepositional phrase, use a verb tense that corresponds to the subject.
27. The “Bacon and Eggs” Rule
When we have nouns which are used so often together we consider them as a unique concept, we use a singular verb.
•Viscount St. Albans and eggs became served at brunch.
•macaroni and cheese are delicious.
Likewise, we use a singular verb when we talk about quantities or quantities.
•a thousand greenbacks are a lot of cash.
•ten miles is simply too far to walk.
Expressions with “certainly one of” are accompanied by means of a singular verb.
•considered one of my college students is a gymnast.
•one in every of my buddies is going to Africa this summer season.
28. Title Capitalization
Here are some basic rules about how to capitalize titles:
Here are some examples:
Of course, for every rule there are exceptions, so it is best to look it up if you are unsure of something.
29. Who vs. Which vs. That
Who refers to people, whereas which and that check with agencies or items. That introduces a vital clause (which adds critical statistics to the sentence), while which introduces a nonessential clause (which adds supplementary, needless statistics).
•she is the only who drove me domestic the previous day. (who refers to someone)
•i do no longer like cereal that has chocolate in it. (we do no longer understand what type of cereal without the important clause)
•this cereal, which has chocolate in it, is not accurate for you. (we do not need the statistics in the nonessential clause)
30. Who vs. Whom
Who refers back to the issue of the sentence, while whom refers back to the item of a verb or preposition.
•who wants the remaining piece of pie? (who's the situation)
•whom do you agree with more? (you is the concern; whom is the item)
If you’re uncertain, attempt substituting who with he/she and whom with him/her to see in the event that they healthy.
References:
1. R.P. Bhatnagar and Rajul Bhargava; English for competitive Examinations, Revised Edition.
2. Dr. Evangelin Arulselvi, Teaching of Special English, 2009.
3. Krishna Mohan and Meera Banerji, Developing communication Skills, 1990.
Unit - 3
Identifying Common Errors in Writing
Being able to find the right title and action will help you correct the mistakes of the action agreement.
Basic Rule. A singular subject (he, Bill, car) takes a singular verb (goes, shiny), and the plural subject takes a plural verb.
For example: The list of items is /are on the table.
If you know that a list is a topic, then you will choose it for the Verb.
Rule 1. The subject will come before the sentence you begin. This is an important rule for understanding subjects/lessons. The word of is the culprit in many, perhaps most, subject-verb mistakes.
Funny writers, speakers, readers and the audience can miss the most common mistake in the following sentence:
Incorrect: The bouquet of yellow roses lends color and aroma to the room.
Correct: A bouquet of flowers of yellow roses lends. . . (borrowing a bouquet of flowers, not roses lend)
Rule 2. Two related topics linked by, or, either/ or, or neither / nor require one action.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
Rule 3. The verb in an or, either / or, or neither / nor sentence agrees with the noun or pronoun next to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.
This rule can lead to traffic congestion. For example, if I'm one of two (or more) subjects, it could lead to this unusual sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it is better to rearrange such correct sentences in the language but be negative.
Better: Neither she, I, nor my friends attend the festival.
or
She, my friends, and I are not going to the festival.
Rule 4. As a general rule, use a plural action for two or more subjects if they are linked by.
Example: A car and a bicycle are my mode of transportation.
But note the exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and the bed and breakfast are complicated nouns.
Rule 5a. Sometimes a subject is separated from a verb by words such as once, and, and besides, not, etc. These words and phrases are not part of the title. Ignore them and use only one action when the subject is alone.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 5b. Parents are not part of the topic.
Example: Joe (and his trusty mutt) was always welcome.
If this seems difficult, try rewriting the sentence.
Rule 6. In sentences that begin here or there, the actual subject follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word existence, some consensus exists, leads to bad habits in illegal sentences such as There are a lot of people here today, because it's easier to say "there" than "there is." Take care never to use an article on a plural subject.
Rule 7. Use the unit-by-unit action, time periods, currency, etc., when considered a unit.
Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.
Rule 8. In words that indicate parts - e.g., many, many, all, all - Regulation 1 given earlier in this section is reversed, and we are guided by the noun in the background. If the noun is one after the other, use one action. If plural, use the plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
NOTE:
In recent years, the SAT test service has considered none of it very important. However, according to Merriam-Webster's Dictionary of English Usage: "Obviously no one has been united and plural since Old English and still is. The idea that it is compiled only is a myth of an unknown origin that probably originated in the 19th century. if it seems to you, use one verb; if there seems to be a plural, use a plural verb. Both are accepted without serious criticism. " When none is clearly intended to mean "not one," it is followed by a singular verb.
Rule 9. With collective nouns such as group, jury, family, audience, population, the action may be singular or plural, depending on the author's intent.
Examples:
All of my family has arrived OR have arrived.
Most of the jury is here OR are here.
A third of the population was not in favor OR were not in favor of the bill.
NOTE:
Anyone using a collective verb with a collective pronoun should be aware of the accuracy - and also disagree. It should not be done with care. The following is the kind of error sentence that a person sees and doesn't hear much these days:
The staff decides how they want to vote.
Careful speakers and writers can avoid sharing their singular and plural to work in one sentence.
Consistent: The staff are deciding how they want to vote.
Rewriting such sentences is recommended whenever possible. The preceding sentence will read better like:
The staff members are deciding how they want to vote.
Rule 10. The word instead consisted of statements expressing desire or contradicting the truth:
For example: If Joe were here, you would be sorry.
Shouldn't Joe be followed by him, not, given that Joe is alone? But Joe is not here, so we say it wasn't. The sentence indicates the state of injection, which is used to express things that are logical, wishful, rational, or controversial. The general motive reflects a few lessons and what we often think of as pluralism.
Examples:
I wish it were Friday.
He requested that she raise his hand.
In the first example, a wish statement is presented, not a fact; So, it's been something, which we often think of as a mathematical act, used with it. (Technically, one article in a reunion: it were Friday.)
Usually, he used to sound awful to us. However, in the second example, when an application is presented, the subjunctive mood is correct.
Note: The punctuation condition is lost in spoken English but should be used in formal speech and writing.
Singular Noun, Singular Pronoun:
When writing a sentence, using the same word more than once can be repetitive.
Example: Francine edited her paper because her paper was full of errors.
• Rather than repeating "paper" twice, it is possible to use a pronoun.
Revision: Francine edited her paper because it was full of errors.
• Since "paper" is singular (there is only one), use the singular pronoun ("it") to replace it.
Remember to find the exact subject of the sentence to find out whether a pronoun should be singular or plural. See our web page on subject-verb agreement for more on singular and plural subjects.
For example: Each student should find his or her own note taking strategy.
• Since the subject is singular ("each "), the pronoun ("his or her") must also be singular.
For example: Neither Bob and Alex do not believe he will win this award.
• Since the subject is singular ("neither"), the pronoun ("he") must also be singular.
For example: A community group of teachers is meeting tonight to see if it can find a way to help students improve their SAT scores.
• Since the subject is singular ("community group"), the pronoun ("it") must also be singular.
Singular “They"
Recently, a number of popular and popular books have begun to accept the use of the word "them" as a singular pronoun, meaning that the authors use "they" to associate with the target topics in an attempt to avoid male pronouns. Although the pronoun "they" is a plural noun in some style references, APA encourages authors to use "they" as a singular pronoun for the purpose of accepting gender differences.
According to the APA-style blog, "when people come together and do not change their gender (including age, gender, and other communities) use their unity as their pronoun, the authors rightly use the singular when" writing about them ".
With this in mind, when authors write specifically about an individual or group of people who like singular "they," authors should also use the single "they."
When appropriate, we recommend authors explicitly explain that they have used the singular "they" to follow the identities of the people they are interviewing.
In addition, authors can often avoid the issue of gender-neutral pronouns by updating a sentence to make the subject plural:
Original sentence: A teacher should carefully choose opportunities for development that address their gaps in knowledge.
Plural Noun, Plural Pronoun:
When the subject of a sentence is plural, the pronoun in the sentence becomes plural as well.
For example: When students arrive on the first day of school, students need help finding the right classroom.
• Since " students " is a plural, use a plural pronoun to replace it.
Revision: When students arrive on the first day of school, they need help finding the right classroom.
Remember to find the exact subject of the sentence to find out whether a pronoun should be singular or plural. See our web page on subject- verb agreement for more on single-subject articles.
For example: When a manager or employee disagrees, they should discuss the situation.
• Since the subject has a plural ("a manager or employee"), the pronoun ("they") must also be plural.
Example: The professor hopes that students review their notes carefully.
• Since the subject is plural ("students "), the pronoun ("their") must also be plural.
For example: Both Smith (2016) and Taylor (2017) believe that their results will lead to social change.
• Since the subject is plural ("both"), the pronoun ("their") must also be plural.
Pronoun Ambiguity:
Although pronouns are useful to help writers avoid repetition, they should be used sparingly to understand the meaning of the sentence. Look at this sentence:
For example: When Jeff and Brian joined the team members, they were shocked.
• The pronoun here ("they") is unclear - to whom? Was the team nervous? Were Jeff and Brian nervous? In this example, because the pronoun "they" makes sense, choosing a noun instead of a pronoun will help clarify it.
What Are Modifiers?
Definition of the word "modify" to change or change something. This meaning is the same when considering the purpose of a change within a sentence.
A modifier changes, specifies, allows, or limits a particular word in a sentence to add emphasis, meaning, or detail. Modifiers tend to be descriptive words, such as adjectives and adverbs. Change phrases, such as adjective and adverbial phrases, exist and tend to explain adjectives and adverbs.
To demonstrate the power of change agents, consider the following simple sentence:
Sarah was a confident queen of the queen.
Now consider the same sentence for many changes made:
The blonde girl named Sarah, who was studying abroad from England, quickly climbed to prominence in her junior year, smiled when she joined the ASB presidency and came near the top and was fit as a young queen.
The extra detail in the sentence, by way of modifiers, engage the reader and want to pay attention.
Like most writing techniques, modifiers can bloom if used properly and efficiently. On the other hand, if the modifier is used incorrectly, the meaning of the sentence can be altered or distorted. This is true of switching modifiers and other problematic modifiers.
Misplaced Modifiers:
One of the most common problems is where to place them. Specifically, naturalists may create confusion or unintentional jokes in a sentence when placed too far away from the name they change. For example, consider the following sentence:
They bought a car for my sister they called Pumpkin.
In this sentence, Pumpkin is the name of the car, not the sister, but this is unclear. This unintentional confusion and ridicule are the result of improper change. To fix this error, move the swap next to the word change:
They bought a car they called Pumpkin from my sister.
Limiting Modifiers Limiting modifiers such as only and always emphasizes the restrictions on the subject, title, noun, or pronoun they immediately precede. The following is a list of some of the common ways to reduce the limit:
• Just
• Most likely
• Not at all
• In the beginning
• Easily
If a limited translation does not precede a title or a noun, the meaning of the entire sentence may change. Note the difference in the following sentences:
Only Jessica wants a pizza.
This sentence means that Jessica is the only person who wants a pizza.
Jessica only wants a pizza.
On the other hand, the above sentence shows that Jessica wants a pizza and nothing else.
A good way to make sure that a small translator is used right in the sentence is to think that the meaning should be conveyed and to make sure that the title or noun associated with that meaning is placed as close as possible to the relative translator.
Know how to fix a misplaced modifier.
To fix the error, find the switch next to the correct word: We look forward to the weather report for details on a major storm in the ocean. Raymond wore his one-colored shirt, unfortunately with a yellow mustache, in the interview of the workmen. Professor Jones waited for the student who arrived late for another article.
Articles
The words a, an, and the are special adjectives called articles.
Indefinite Articles—a, an
an- used before the singular count nouns that begin with a vowel (a, e, i, o, u) or vowel sounds:
•an apple, an elephant, an ink pen, an ox, an umbrella
a - used before singular count nouns that begin with a consonant (except a, e, i, o, u):
• a stamp, a desk, a cup, a book
Definite Article—the
Can be used before singular and plural, count and non-count nou0ns
Indefinite Article (a, an)
Used before unspecified singular nouns:
• a pencil
• an axe
Used before numbers and number collectives:
• a half dozen
• a gallon
Used before a singular noun followed by a restrictive modifier:
• a girl in a yellow hat
Used with nouns to form adverbial phrases of quantity, amount or degree:
• I felt a bit depressed.
Definite Article (the)
Used to indicate a noun that is definite or has been previously specified in the context:
• Please close the door.
• I love the clothes you gave me.
Used to indicate a noun that is unique:
• Praise the Lord!
• The Columbia River is near here.
Used to designate a natural phenomenon:
• Night is too short in summer.
• The wind is blowing hard.
Used to refer to the time period:
• I have been very intelligent before.
• This song was very popular in the 1980s.
Used to indicate all family members:
• I invited the Bakers to dinner.
• This medicine was invented by Smith.
Incorrect: We live in village.
Correct: We live in a village. OR We live in the village.
Incorrect: She works in pub.
Correct: She works in a pub. OR She works in the pub.
A singular common noun (e.g., boy, girl, tree, country, teacher, village etc.) must have an article. A plural common noun can be used with or without an article.
Incorrect: He is best player in the team.
Correct: He is the best player in the team.
Incorrect: She is fastest runner.
Correct: She is the fastest runner.
The definite article the must be used with superlative adjectives.
Incorrect: The Paris is big city.
Correct: Paris is a big city.
Incorrect: I live in the Mumbai.
Correct: I live in Mumbai.
If the noun is proper, it will take no article. Note that a proper noun is the name of a particular person, place or thing. Examples are: Sam, Mary, India, Paris, London etc.
Incorrect: The iron is a useful metal.
Correct: Iron is a useful metal.
Incorrect: The gold is yellow.
Correct: Gold is yellow.
Articles are not used with material nouns. Examples are: gold, silver, iron, wheat, rice etc.
Incorrect: We should not make noise.
Correct: We should not make a noise.
Incorrect: I have an urgent business.
Correct: I have urgent business. OR I have some urgent business.
Note these fixed expressions.
Incorrect: Do you sell eggs by kilo or by dozen?
Correct: Do you sell eggs by the kilo or by the dozen?
The is used in measuring expressions beginning with by.
Questions:
Fill in the blanks.
1. ................................. is the capital of China.
Beijing
The Beijing
2. I first met your Dad at ...................................
Walmart
the Walmart
3. He has failed in ....................................
English
the English
4. She died of ...................................
malaria
the malaria
5. She is .......................................... singer I have heard.
best
the best
6. The rose is ........................................ of all flowers.
sweetest
the sweetest
7. ...................................... is mortal.
The man
Man
A man
8. You are in .....................................
a trouble
the trouble
trouble
9. You are making ....................................... progress.
a rapid
rapid
10. There is ..................................... scope for improvement.
a vast
vast
the vast
11. Your words are not worth ................................
penny
Identifying common errors in writing:
Incorrect: She loves with me.
Correct: She loves me.
Incorrect: We discussed about the matter.
Correct: We discussed the matter.
Incorrect: We arrived at the airport at 9 pm.
Correct: We arrived the airport at 9 pm.
Incorrect: I have ordered for his dismissal.
Correct: I have ordered his dismissal.
Incorrect: She married with her friend's brother.
Correct: She married her friend’s brother.
Incorrect: You went into the room.
Correct: You went the room.
Incorrect: The baby resembles to its mother.
Correct: The baby resembles its mother.
Incorrect: He is a genius, but he lacks of experience.
Correct: He is a genius, but he lacks experience.
Explanation:
Verbs such as enter, resemble, lack, discuss, marry, reach, order and approach are normally followed by direct objects without prepositions.
Incorrect: What is the time on your watch?
Correct: What is the time by your watch?
Incorrect: We travelled in train.
Correct: We travelled by train.
Explanation:
We write by train/car/bike/boat/plane/land/sea/air etc. But note that by is not used if there is an article. For example, we write in the car, on a bus, and not by the car or by a bus.
Incorrect: You are angry upon me.
Correct: You are angry with me.
Incorrect: I'm happy at you.
Correct: I'm happy for you.
Incorrect: He was trembling in rage.
Correct: He was trembling with rage.
Explanation:
We use with in a number of expressions which say how people express their feelings and sensations. Common examples are: white with fear/rage, red with anger/embarrassment, green with envy, blue with cold etc.
Incorrect: Who is in the phone? It is John.
Correct: Who is on the phone? It is John.
Incorrect: There was a fun show at TV.
Correct: There was a fun show on TV.
Explanation:
The correct expressions are on the radio, on TV, on the phone etc.
Incorrect: She washed her face in the water.
Correct: She washed her face with water.
Incorrect: The snake was killed by a stone.
Correct: The snake was killed with a stone.
Explanation:
We use with to talk about instruments with which something is done.
Incorrect: I go to school by foot.
Correct: I go to school on foot.
Incorrect: I congratulated him for his success.
Correct: I congratulated him on his success.
Redundancy means superfluity or using words unnecessarily or using words for a second time.
Example-1:
• if anybody cooperate collectively, we are able to succeed.
In this sentence, the words cooperate and together were used. However, both these words bring the same meaning.
One of the phrases must be dropped so one can make the sentence a correct one.
• if anyone cooperate, we are able to succeed.
• if everybody works together, we can prevail.
Both those sentences are correct ones.
Example-2:
• the accused turned into responsible of false misstatement.
This sentence uses fake and misstatement while each those phrases carry the equal that means.
The perfect sentence is:
• the accused became guilty of misstatement.
Example-3:
• it was the overall consensus of opinion that we need to visit the movie.
The two phrases which deliver the same which means are consensus and opinion.
One phrase has to be removed to make this sentence accurate one.
The appropriate sentence is:
• it turned into the general opinion that we should go to the film.
Example-4:
• the 3 brothers had nothing in commonplace with each different.
Right here also phrases in common and with every other had been used to convey the identical which means.
The best sentence is:
• the 3 brothers had not anything in not unusual.
Those examples might have made it clean for you a way to keep away from redundancy in your sentences.
Example-5:
• i am enclosing herewith my bio-facts.
Enclosing and herewith are the 2 words which carry the equal that means.
The precise sentence is:
• i am enclosing my bio-records.
Example-6:
• there was an ovation while the minister rose up to talk.
The two phrases (rose and up) convey the same that means.
The proper sentence is:
• there was an ovation whilst the minister rose to speak.
Example-7:
• do no longer return lower back domestic without finishing the work.
On this sentence also, two phrases, conveying the same which means were used.
The ideal sentence is:
• do now not return without completing the work.
Those examples may have made it clean for you the way to keep away from redundancy on your sentences.
Examples:
• you need to first try this before you go. (incorrect)
• you have to do that before you cross. (correct)
• the flight will arrive at 7 p.m. In the afternoon. (incorrect)
• the flight will arrive at 7 p.m. (correct)
• he cautiously tested every and every letter. (incorrect)
• he carefully tested each letter. (correct)
• in my view, i suppose it is going to rain. (incorrect)
• i suppose it is going to rain. (correct)
• frank was elected as chairman unanimously by means of all individuals. (incorrect)
• frank became elected as chairman unanimously. (correct)
• i have a client of mine who insists on paying his price in advance. (incorrect)
• i've a client who insists on paying his rate in advance. (correct)
• have you ever examine the brand new biography of indira gandhi’s existence? (incorrect)
• have you examine the modern day biography of indira gandhi? (correct)
• the police restored the stolen purse back to the rightful owner. (incorrect)
• the police restored the stolen purse to the rightful proprietor. (correct)
• all different boys except peter came for picnic. (incorrect)
• all boys besides peter came for picnic. (correct)
• i am seeking out a process with a profits of as a minimum us $2000 or extra. (incorrect)
• i am searching out a job with a profits of as a minimum us $2000. (correct)
• you need to come promptly at 10 a.m. Or else we can leave without you. (incorrect)
• you have to come directly at 10 a.m. Or we will go away without you. (correct)
• the prices of automobile businesses have fallen down by way of 30% within the closing one week. (incorrect)
• the charges of car organizations have fallen by way of 30% in the ultimate one week. (correct)
The common error in redundancy is the use of the phrase the reason because the redundancy in such sentence arises because the word reason itself signifies because.
Such sentences should be corrected by replacing the conjunction because with that.
Examples:
• the reason why india is economically week is as it became beneath overseas rule for over two hundred years. (incorrect)
• the motive why india is economically week is that it changed into below foreign rule for over two hundred years. (correct)
• the purpose why i did no longer attend the celebration ultimate night turned into due to the fact i had a headache. (incorrect)
• the reason why i did not attend the birthday party ultimate night became that i had a headache. (correct)
These examples might have made it clear for you how to avoid Redundancy in your sentences.
Introduction:
What’s so bad about clichés?
Permit’s say you are on a look at abroad applications review committee. You are chargeable for ensuring a restrained sum of money goes to the most certified applicants…and you need to examine through loads of application essays! Right here are two private statements:
I’m a human’s individual, so i am positive to get along nicely with new humans in a strange united state of America. I understand how to adapt, due to the fact I’m a jack-of-all-trades. I am additionally organized to cope with adversity and examine from challenges due to the fact i realize that each cloud has a silver lining.
I could be capable of immerse myself in a foreign country due to the fact i have revel in as an esl instruct interacting with people from various cultural backgrounds. Growing up in a navy circle of relatives taught me the way to quickly adapt to new humans and environments. I won’t allow the inevitable demanding situations of residing overseas deter me from my instructional desires. As my several failed experiments for my chemistry senior mission show, demanding situations are worthwhile within the lengthy-run. I finally made a contribution to my discipline after 200 experiments!
Who receives the cash? Both candidates made the same basic argument about themselves. However, the second did it with greater specificity—in other phrases, by the use of designated evidence to reinforce her more popular claims approximately herself. The first applicant depended on clichés— “I’m a human being’s man or woman,” “jack-of-all-trades,” “every cloud as a silver lining”—that each person should have used. We didn’t analyze something specific about this man or woman. The second one applicant receives the cash.
This situation indicates the problem with clichés—they're standard statements that do not add any precise proof or precise guide to a chunk of writing, whether that writing is a private assertion or an educational essay.
What is a cliché?
Clichés are expressions that either have a trendy that means or have “lost their which means” over the years. Those overused phrases do now not offer a selected that means or photo. You're in all likelihood acquainted with a lot of them, although you would possibly discover it tough to pinpoint their precise definition. Some are idioms, where the figurative meaning of a collection of words isn't the same as the literal definition. As an example, “the satan is inside the details” have to with any luck now not be taken actually! Other clichés can also as soon as have possessed a unique meaning that made them creative metaphors, but they've now lost their edge due to the fact that particular definition has been forgotten or dulled thru overuse. “Survival of the fittest” as soon as evoked charles darwin’s theory of evolution via natural selection. Because readers have largely lost this unique context, the phrase has also misplaced the specificity which might also have as soon as made it a strong metaphor. Clichés can also obscure fully-developed ideas by means of serving as placeholders for a more sophisticated discussion. Clichés lack specificity and complexity; consequently, they do not make distinctive or memorable contributions in your writing.
What are some examples of clichés?
We’ve divided some common clichés into categories based on the genre in which you might encounter them. Follow the links at the end of this handout for much more comprehensive lists of clichés.
Academic Writing – especially in formulaic introductions or conclusions (see our handouts on introductions and conclusions to make sure that you don’t start or end your papers with clichés):
Application Essays – where talking about yourself can lead to getting mushy and using clichés (check out our handout on application essays to make your personal statements specific and effective):
Any type of writing:
Why shouldn’t you use clichés?
Clichés are normally now not suitable in educational writing, despite the fact that a few may be effective in each day conversation and less formal writing. Examine the context of your writing and be aware that you’re creating a desire when you use them.
•clichés make you seem uninteresting. Through the usage of a cliché, you’re telling your reader that you lack originality, making them want to yawn and prevent analyzing your paper.
•clichés make your writing and argument interchangeable with absolutely everyone else’s. Make sure that your argument and writing are specific to you and your writing venture.
•clichés are indistinct. It is best to apply the most particular wording so that it will present proof and aid your arguments as genuinely as viable. Particular info and motives make better proof than generalizations and trite phrases.
•clichés make you appear lazy. They're a hedge when you don’t want to do innovative paintings.
•clichés make you lose credibility. Your reader will not trust you as an authoritative supply if you can’t give you a higher description than a cliché.
•clichés are terrible substitutes for actual proof. Because clichés aren't particular, they do no longer provide robust enough commentary to prove your point. Make certain that every sentence of your paper is operating in the direction of an aim with the aid of eliminating meaningless terms.
How to tell when you’re using a cliché
•if teachers offer remarks such as “too preferred,” “indistinct,” or “be more unique,” what they could truly suggest is that your writing relies on clichés.
•ask a chum to concentrate as you examine your writing out loud. If he or she will end any sentence earlier than you read the entirety, you have probable employed a cliché.
•read thru your writing on my own. Read it slowly and out loud, preventing regularly to expand intellectual pix that reflect what you have got written. If you’re writing a paper that needs to be descriptive, do all of your sentences evoke robust pix? In case you’re writing about something theoretical or persuasive, are all of your points unique and clean? If something is simple to pass over or you can’t assign an immediate which means to it, pass lower back! You may have a cliché.
•ask yourself if what you’ve written is a made of your research, an original argument, or a portrayal of your personal reports. Ought to what you wrote seem in absolutely everyone else’s essay? If so, you will be counting on clichés. No different writer has had exactly the equal non-public reviews as you, performed the same studies, or formulated the equal arguments.
•leaf through your creation and your end. Regularly writers rely upon clichés to power via what many takes into account to be the maximum difficult sections of a paper. If you’re the usage of terms that sound like they may belong in any accepted paper, probabilities are they’re not serving you well. Of route, you could reuse certain transition phrases or forms of argument in a couple of papers, but try and avoid hackneyed terms like “throughout records…” or “in conclusion…”
How to get rid of clichés?
•studies or brainstorm a few greater. In case you are relying on clichés, you may not have prepared sufficient to your writing mission. Check out our brainstorming handout. If you think you will be counting on clichés instead of real evidence, seek advice from our handout on evidence for rationalization.
•prevent and reflect on consideration on what you’re trying to mention. What do you simply mean? Say your solution out loud after which write it down. Listing the principle ideas which you need to carry in every sentence, after which listing synonyms of each concept beneath. Pull out a word list if vital. This method leaves you with a list of many phrases, and you could select the most becoming aggregate.
•attempt to pinpoint precisely what you want to mention, and write it! Often, preserving it easy is a good idea.
•ask your self-questions as you write. Use “who,” “what,” “while,” “in which,” “why,” and “how” inquiries to spur your questioning. In place of writing “at some point of history” as your introductory line, stop and ask yourself, “whilst? In what technology? Where? Who became in energy in the course of the precise historic context I’m addressing?” the answers to these questions will come up with a greater focused opening line. As an example, imagine you’re writing a paper approximately papal record. Instead of saying something widely wide-spread including, “during history, simplest popes have resigned,” you can write something higher with the assist of a touch studies. You may come to be with the greater particular: “in what represented an almost unparalleled departure from papal culture, pope benedict XVI has become the second one pope to renounce.
1. A While vs. Awhile
A while is a noun phrase consisting of a and while, whereas awhile is an adverb meaning “for a while.” A while usually follows the preposition for or in, whereas if you cannot put “for a while” into a sentence, you need to use a while.
•He went to the store for a while. (If you replace a while with for a while, it does not make sense -> He went to the store for a while.)
•You should sleep awhile. (If you replace awhile with for a while, it makes sense -> You should sleep for a while.)
2. Advice vs. Advise
Advice is a noun, whereas advise is a verb.
•She took my advice and took out a loan.
•I advised her to take out a loan.
3. Alot vs. A Lot vs. Allot
First of all, the “word” a lot does not exist! A lot is frequently misspelled as one word, a lot, but it is actually two words.
Memory tip: Think of a lot as meaning, I want a whole lot full of something. (a lot meaning a parking lot, a large area)
The word allot is a verb meaning to distribute.
•I have allotted this money to the charity.
4. Among vs. Between
Among is used to express a loose relationship of several items. Between expresses the relationship of one item to another item.
•I found a pen hidden among the papers on the desk.
•I found a pen hidden between two sheets of paper on the desk.
5. Apostrophes
Compare the following phrases:
•The girls are at home.
•The girl’s home.
•The girls’ home.
The meaning in the above phrases is changed dramatically based on the placement, if any, of the apostrophe. When talking about more than one person or object, there is no apostrophe.
•chairs (more than one chair)
•boys (more than one boy)
•suitcases (more than one suitcase)
The apostrophe with an s is added to show possession.
•The girl’s home. (The home belonging to the girl)
•The student’s notebook. (The notebook belonging to the student)
Likewise, an apostrophe is added after a plural word to show possession of that plural noun.
•The girls’ home. (The home belonging to more than one girl)
•The students’ notebook. (One notebook belonging to more than one student)
•The students’ notebooks. (More than one notebook belonging to more than one student)
6. Assure vs. Ensure vs. Insure
Assure means “to tell someone that something will definitely happen.” Ensure means “to make sure of something.” Insure means “to buy an insurance policy.”
•She assured me that the house would not flood.
•She took steps to ensure that the house did not flood.
•She is glad the house was insured against flood damage.
7. Breathe vs. Breath
Breathe is a verb, and breath is the noun form of breathe.
•It seems that he breathed his last breath.
This also applies to the verb bathe and the noun bath.
8. Capital vs. Capitol
Capital can mean either an uppercase letter, the seat of the government, or money.
Capitol is the actual building where the government sits.
•I would like to visit the Capitol in the capital of the United States, Washington, D.C.
9. Complement vs. Compliment
A complement completes something else, whereas a compliment is something nice you say to someone.
•His black suit was a nice complement to his black shoes.
•She complimented him on his shoes.
10. Effect vs. Affect
This one is straightforward–effect is a noun, and affect is a verb!
Memory tip for affect: A is for action, and verbs are about action. Affect is a verb, and it starts with A.
Memory tip for effect: Think of the phrase “cause and effect.” “Cause” ends with an E, and a cause leads to an effect!
11. Emigrate vs. Immigrate
Emigrate method “to transport faraway from a city or us of a,” while immigrate means “to move into a country from elsewhere.”
•my father emigrated from venezuela.
•my mother immigrated to the united states.
12. Except vs. Accept
Besides is a preposition meaning “aside from,” and accept is a verb that means “to get hold of.”
•i don’t like all of my items, besides this one. (There is only one present that i love)
•why did i accept all of those gifts?
13. Further vs. Farther
Use farther for physical distance, and similarly for metaphorical distance.
•how a good deal farther do i need to drive?
•i would really like to enhance further in my profession.
14. Good vs. Well
The phrase accurate is an adjective, while the phrase nicely is an adverb.
•how are you today? I'm doing nicely.
•i sense properly these days.
15. Historic vs. Historical
Historical approach “famous,” whereas ancient way “related to history.”
•what a historical snowstorm!
•she determined to wear an ancient gown for the renaissance truthful.
16. “I feel bad”
Isn’t feel a verb, so shouldn’t the phrase after it's an adverb, badly? The answer is, no! Sense is a linking verb, linking the difficulty to the adjective that describes it. Consequently, the word after sense need to, in fact, be an adjective. I feel bad is the appropriate sentence.
•the cake smells scrumptious. (Smells is a linking verb; scrumptious is an adjective)
•their talking is loud. (Is is a linking verb; loud is an adjective)
17. I.e. vs. E.g.
I.e. and e.g. are both abbreviations of Latin phrases.
E.G. Is used to introduce a few examples, whereas i.e. Is used to intend “in different words.”
•after work, i’d like to test out the brand new supermarket, i.e., key food.
•after work, i’d want to go to a grocery store, e.g., key food or waldbaum’s.
.18. Into vs. In To
Into is a preposition showing what something is internal. In and to are two words that just show up to be next to every other occasionally.
•he were given into the teach. (into is one unit – a preposition)
•i dropped in to look you. (drop in is one unit on its very own, and to see is some other unit)
•log in to the website by urgent this button. (log in is a phrasal verb)
•what is your login? (login is a noun)
The regulations above practice to onto and on to as properly.
19. Less vs. Fewer
Fewer is for rely nouns, and less is for mass nouns. Test out our remember nouns & mass nouns look at sheet if you overlook the distinction!
20. Lie vs. Lay
Compare these two sentences:
The second one has a direct object (book), whereas the first sentence does not.
HOWEVER:
PRESENT TENSE | PAST TENSE | PAST PARTICIPLE |
Lie | lay | lain |
Lay | laid | laid |
It just so happens that the past tense of the verb to lie is the same as the present tense of the verb to lay. You just have to memorize it!
21. Loose vs. Lose
Loose is an adjective, and lose is a verb.
22. Numbers
In English, numbers greater than a thousand and up to 10 thousand may be written in two methods:
•one thousand
•1,000
Numbers above ten thousand can be written by using a comma within the following way:
•10,000
•247,533
Decimals and cash amounts may be written with the aid of the usage of a length inside the following manner:
•7.24 = seven and twenty-4 hundredths
•2.14 = and fourteen hundredths
•$1.37 = one dollar and thirty-seven cents
•$359.08 = 3 hundred fifty-nine dollars and 8 cents
23. Parallel Structure
One of the most common errors in English is disrespecting parallel structure.
Here is an example:
The second sentence disrespect’s parallel structure. Parallel structure means using the same pattern of words in a sentence.
24. Principal vs. Principle
When most important is a noun, it refers to someone in rate of a business enterprise; when it is an adjective, it way “most crucial.” a precept is a firmly held perception.
•what did the predominant want to talk to you approximately?
•the predominant reason she desired to look me changed into to talk about my current tuition price.
•it’s not that i don’t have the cash, it’s just a be counted of principle.
25. Stationary vs. Stationery
Stationary means “not moving,” whereas stationery refers to paper and writing materials.
26. Subject-Verb Agreement with Collective Nouns
If the sentence shows more individuality, you would use a plural verb; however, if the noun is acting as a unit, use a singular verb.
With a prepositional phrase, use a verb tense that corresponds to the subject.
27. The “Bacon and Eggs” Rule
When we have nouns which are used so often together we consider them as a unique concept, we use a singular verb.
•Viscount St. Albans and eggs became served at brunch.
•macaroni and cheese are delicious.
Likewise, we use a singular verb when we talk about quantities or quantities.
•a thousand greenbacks are a lot of cash.
•ten miles is simply too far to walk.
Expressions with “certainly one of” are accompanied by means of a singular verb.
•considered one of my college students is a gymnast.
•one in every of my buddies is going to Africa this summer season.
28. Title Capitalization
Here are some basic rules about how to capitalize titles:
Here are some examples:
Of course, for every rule there are exceptions, so it is best to look it up if you are unsure of something.
29. Who vs. Which vs. That
Who refers to people, whereas which and that check with agencies or items. That introduces a vital clause (which adds critical statistics to the sentence), while which introduces a nonessential clause (which adds supplementary, needless statistics).
•she is the only who drove me domestic the previous day. (who refers to someone)
•i do no longer like cereal that has chocolate in it. (we do no longer understand what type of cereal without the important clause)
•this cereal, which has chocolate in it, is not accurate for you. (we do not need the statistics in the nonessential clause)
30. Who vs. Whom
Who refers back to the issue of the sentence, while whom refers back to the item of a verb or preposition.
•who wants the remaining piece of pie? (who's the situation)
•whom do you agree with more? (you is the concern; whom is the item)
If you’re uncertain, attempt substituting who with he/she and whom with him/her to see in the event that they healthy.
References:
1. R.P. Bhatnagar and Rajul Bhargava; English for competitive Examinations, Revised Edition.
2. Dr. Evangelin Arulselvi, Teaching of Special English, 2009.
3. Krishna Mohan and Meera Banerji, Developing communication Skills, 1990.
