Personal Editing Checklist Common Grammar Errors

[Pages:4]APPENDIX D

Personal Editing Checklist Common

Grammar Errors

Be sure to use this checklist when you proofread your draft.

Use this form to keep a record of all errors in punctuation, usage, and style that your instructor or you have identified in any of your drafts. Then check your new drafts to make sure you're not repeating the same error. Although the most common rules are summarized for you, review Bridges to Better Writing for full explanations and additional examples.

Edited

#1

Sentence fragments. (Chapter 15)

Read each sentence carefully to make sure it is complete. If you use a semicolon, make sure you have two complete sentences, one before and one after the semicolon.

#2

Shifts in verb tense. (Chapter 19)

Unless you have a reason, keep tenses consistent.

She got off the bus and then walks walked to the corner.

#3

Punctuating introductory elements. (Chapter 26)

When you start a sentence with a subordinate conjunction--although, as, because,

before, even though, if, since, unless, when, while, and so on--use a comma after the

introductory clause.

Because I was late, they left me behind.

When you start with a long prepositional phrase or two or more prepositional phrases, use a comma.

Near the park by the elementary school, the officer found the stolen car.

When you start with a participial phrase (-ing, -ed, -en), use a comma.

Throwing the glass against the wall, John left angrily. Wanted by the FBI, the fugitive left the country. Written in 1802, the novel was a success. Caught with a comic book in his bag, Leo admitted that he was addicted.

Continued

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#4

Fused sentences. (Chapter 16)

End a sentence with a period, question mark, exclamation point, or semicolon

before starting a new sentence.

FUSED:

I left early they were angry.

BETTER:

I left early. They were angry.

#5

Comma splices. (Chapter 16)

Don't end a sentence with a comma rather than a period, question mark, exclamation point, or semicolon.

COMMA SPLICE: I left early, they were angry.

BETTER:

I left early. They were angry.

#6

Shifts in person. (Chapter 18)

Maintain your pronouns consistently throughout your writing.

SHIFT FROM THIRD A student should get a topic approved TO SECOND PERSON: so that you don't waste time.

BETTER:

Students should get a topic approved so that they don't waste time.

#7

Pronoun?antecedent agreement. (Chapter 18)

Make sure your pronouns agree (singular or plural) with the nouns they refer to

(antecedent).

A person should know what they are she or he is doing.

Be careful with indefinite pronouns (everyone, everybody, somebody, something,

each, every, and so on); they take singular pronouns.

Everyone decided to go their his or her separate way.

#8

Pronoun reference. (Chapter 18)

Provide a clear, single noun to which the pronoun can refer.

TWO POSSIBLE

Rita told her mother that her car had

REFERENCES:

a dent.

BETTER:

Rita told her mother, "Your car has a dent."

NO REFERENCE:

In the restaurant, they gave me someone else's check.

BETTER:

In the restaurant, the server gave me someone else's check.

#9

Pronoun case. (Chapter 18)

Use the correct subject and object pronoun case. Sandra and me I decided to skip lunch. We kept the conversation strictly between him and I me.

Appendix D A-23

#10

Lack of agreement between subjects and verbs. (Chapter 17)

Make sure the verb agrees with its subject. John as well as Mary are is leaving early. Each of the employees are is leaving early.

#11

Missing or misplaced apostrophes. (Chapter 27)

Use apostrophes to signal possession with nouns or to signal a contraction.

We'll place Tom's key under the mat.

Be careful when using its and it's. The pronoun its is possessive and does not take

an apostrophe, whereas it's is a contraction, meaning it is.

It's funny to see the dog chase its tail.

#12

Misusing commas with restrictive or nonrestrictive elements. (Chapter 26)

Use commas to set off nonessential information in clauses and phrases: My house, which I built, burned down.

List other problem areas that you or your instructor has identified in your essays. Write a description using your own words, and give yourself examples.

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