Common Writing Errors

#1: VERB TENSES

One of the most common types of errors I have seen students make in papers is confusing one of the progressive tenses, such as verbs ending with -ing, with the simple present tense, such as verbs ending with -s.

Verb tenses can be a bit confusing, especially when using the simple present tense, such as in stops or runs. When an event occurred in the past, the past tense is often the most correct verb form. However, if an event is still occurring, such as people immigrating to the US, use the simple present tense. Also, use the simple present tense when referring novels, books, or art. To help students improve their understanding of verb tenses as well as their editing skills, there are a few different websites.

First, Language Dynamics has developed a free online quizzes as well as explanations. The nice point about Language Dynamics is that they not only provide an explanation of each verb tense that includes graphics but also gives students a change to test their editing skills online. CLICK HERE to be forwarded to the site or go to http://www.englishpage.com.

The other site that I have found helpful is The Internet TESL Journal at http://a4esl.org. To help students understanding verb tenses, Alexandre Fernandez developed a verb quiz by using the Flash Player program. This type of test has 18 questions in a multiple choice form which is wonderful for those students who have trouble typing. Each time a student takes the test, the questions are different. At the end of the test, students are given a score, the amount of time it took to complete the test, and an option to return the missed questions. To see a list of all the flash quizzes, CLICK HERE or go to
http://a4esl.org/q/f/.

#2: RUN-ON SENTENCES

Run-on sentences are when two or more sentences are missing punctuation at the end of the sentence and, thus, combined. When a student's first language is English, it is often difficult for them to understand the different components of a sentence. What is a sentence anyway? So, when these students sit down to write their essays, they often string their ideas together. These students often use punctuation, when they have completed this train of thought thus resulting in a run-on sentence.

There are a few techniques to help students identify these types of errors. To help them identify the run-on sentence, teach them the k.i.s. philosophy (keep it simple). If a sentence seems to go on and on and on, this could be a result in run-on sentence. Learning to identify when an error may be present is one of the key steps in the editing process. If the student is still having trouble, the Capital Community College Foundation sponsors The Guide to Grammar and Writing which explains the errors as well as provides free online quizzes. CLICK HERE to be forwarded to this link or go to http://grammar.ccc.commnet.edu for their homepage.

#3: COMMA-SPLICING

Writers who make comma splicing errors have a slightly stronger understanding of sentence structure than writers who have an essay filled with run-on sentences. Comma-splicing is when sentences are combined into one but separated via a comma.

One of my favorite online resources geared for more advanced writers was developed by Robin L. Simmons and found at http://www.chompchomp.com. The site begins with the phrase Grammar Bytes and offers explanations to grammar rules, free printable tests with answer sheets, interactive online quizzes, and more. In the area of comma-splicing, Simmons has included explanations and quizzes. CLICK HERE for the rules on comma-splicing and fused sentences; the quiz is located at the bottom of the page.

#4: FRAGMENTS

Basically, a fragment is a sentence that is missing either a subject, verb, or object. Interestingly, students' use of fragments can be a result of using a period after a dependant clause instead of a comma. Northern Illinois University's Faculty Development and Instructional Design Center developed an online resource that helps improve students' understanding of writing, organization, grammar, and so forth. The website is clearly organized and thrall. CLICK HERE to be forwarded to main page of the tutorial.

Unlike students whose first language is English, ESL/ELL students seem to have a clearer understanding of the basic components of sentences, such as the S-V-O sentence structure. However, the abundant errors in grammar can become quite overwhelming! To make this easier, asking a few questions. Is there ONE common grammatical error that makes the writing extremely difficult to understand? Learning a language can be quite stressful, so try not to overwhelm students with editing suggestions.

WHERE TO BEGIN?

OK - granted, this isn't a grammatical term! However, I've read plenty of papers where a student is translating from their first language directly to English in an attempt to make their writing appear as fluent in English as it does in their first language. The problem is that when translating one language directly from one to another, the result is a clumsily and often overly detailed sentence.

The problem is that this technique doesn't work. I've studied three languages besides English. The first time I learned another language, I translated directly form English to that language. The result was tragic! When I started trusting my skills and thinking in that language, my fluency dramatically increased. I never lost my English skills but actually developed a more solid understanding of my first language. If a student is thinking in one language as they are writing a paper in English, it will slow their progress. So, if you suspect that a student may be doing this, ask them. If they are, suggest that they try writing the essay as they are thinking in English.

#1: VERB TENSES

Once you're more certain that a student is thinking in English, take a closer look at the grammar. Is there a confusing shift in a tense, such as I went to the store and will buy apples? Looking at incorrect shift in tenses will help you identify what types of errors that the student may be making and give you a possible starting point.

Simple Present Tense: Verb tenses can really be confusing! For example, the simple present tense is used when referring novels, books, or art regardless of when the event occurred. As well, the simple present tense is also used when referring to habitual events, such as when someone brushes their teeth in the morning. In the paper that you're assigning, what verb tense should the student be writing in? Identifying this should help you pinpoint one area that your student can begin improving.

Perfect Tenses: When a student has a clearer understanding of the simple present verb tense, another tense that can be problematic is the prefect tenses. In the following sentence, the student explains how the teacher's lessons have been a beneficial.

I can say from personal experiences that I benefited from teachers taking the time out to listen to me.

Would this student still benefit today if teachers listen? If so, then the present perfect tense should be used as in the following example.

I can say from personal experiences that I have benefited from %u2026

Because there can be a connection to the current day, the past perfect tense should be used.

Once you've identified which area the student needs to improve, go to Englishpage.com to be forwarded to this list. For a great list of quizzes as well as explanations to help students improve this area. CLICK HERE to be forwarded to this list.

#2: PREPOSITIONS

It is fairly easy to explain preposition to a beginning student who is just learning English for the first time. Where is the pencil? It is in my backpack. However, this becomes more complicated once the students advance and begin noticing the idiosyncrasies in the English language. For instance, a person can stand in the corner of the room yet would be standing on the corner of the intersection. Plus, to make it a bit more of a challenge, some prepositions are actually considered phrasal verbs, as in I picked the food up versus I picked up the food. (Notice the placement of up.)

In the case of prepositions, I recommend teaching them separately. First, teach the students the difference between time, location, direction, and positional prepositions. Once the students have a stronger understanding of these, introduce phrasal prepositions. To provide students with some free online resources, again go to Englishpage.com for a more detailed explanation and quizzes. Another great resource is to help students understand prepositions is The Guide to Grammar and Writing.

#3: SUBECT-VERB AGREEMENT

By the time students enter higher education, they are quite familiar with subject-verb agreement, such as in his book versus their books. However, many students still find this area a bit confusing, such as when using count versus non-count nouns. Count nouns are basically an object that can be counted, such as one pencil whereas a non-count noun is something that cannot be counted as directly, such as experience or water. The clearest resource I've found about this topic is The Guide to Grammar and Writing. There are other areas that make subject-verb agreement troublesome, such as when the subject is separated from the verb due to a clause. If this is an area that you would like more details, add a comment below, and I'll expand this explanation.

#4: ARTICLES

Article usage is a concern of many instructors yet an area that I hesitate adding to the list. Students learning English do have problems with correct article usage; Understanding how to use articles, a, an, and the, in writing often confuses students. When broken down, these are only three words totaling six letters. So, why do so many find this an area of concern? We do this because we, as instructors, strive to help improve our students' understanding of English.

Before I provide resources, let me reiterate that focusing on article usage is not an area that should only be discussed once all of the above areas have been understood. Students have problems remember to use articles because often their first language does not include this type of grammar rule. Regardless, the usage of articles is a linguistic nuance. For a very thrall explanation, John Kohl and Susan Katz at Rensselaer's Writing Center developed a clear PDF file outlining the rules. CLICK HERE to be forwarded to that file. The other resource is The Guide to Grammar and Writing. Again, they have a clear explanation of the rules of articles and determiners as well as free quizzes at the bottom of the page.

Granted, there are other areas that the students can edit. However, the above list gives you some ideas of common problems that some ESL students have beginning college courses. If there is an area that you would like expanded, please let me know at the bottom of the page. Also, if there is a suggestion that you have found helpful, feel free to add a suggestion as well.

The list of ways to use commas is quite long. So, rather than overwhelm this section with more specifics, this part of the lens will just focus on the main errors in comma usage that I've seen in developing writers make in the college setting. As well, at the end of each point, I'll include some additional resources that may help.

#1: CLAUSES & PHRASES

Basically, if a dependant clause, prepositional phrase, or conditional clause, precedes the main subject of a sentence, add a comma after the phrase.

a. Because I needed food, I went to the store. (dependant clause)
b. Under the oranges, there are some apples. (prepositional phrase)
c. If you would like an apple, go to the store. (conditional clause)

Rather than going through a detailed analysis of each, let me summarize how to identify a dependant clause. A dependant clause is a phrase that needs more information to be understood. For instance, imagine someone starting a sentence with, "When I was ten," and stopping. Would a reader understand what was said? No, they would not. Because the reader needs more information to make sense of the phrase and the phrase precedes the main part of the sentence, a comma is needed. (This is one technique to identifying a as well as a fragment.)

There are many resources that offer online explanations for dependant versus independent clauses. Unfortunately, many of these sites are owned by colleges and cannot be posted to this lens. I was able, however, to find some of this information online and explained clearly. White Smoke Inc. sells software to help students improve their writing skills. I have never used any of their products and know nothing else about the company. However, I did go through their website and found a lot of free information to help developing writers as well as a clear explanation of clauses; CLICK HERE to be forwarded to that portion of their webpage.

#2: TRANSITIONS

Transitions are used to help the flow. If a sentence begins with a transition or transitional phrase, the phrase should be followed by a comma. In the sentence, "First, I went to the store," the transition, first, would precedes the main subject of the sentence, I, and thus should be followed by a comma. CLICK HERE for a list of transitions and how they are used. This site is a blog, and the author, Lara, organized the information quite clearly!

#3: COMPOUND SENTENCES

The final most common time that students forget a comma is before the coordinating conjunction in a compound sentence. To help remember what words would be considered conjunctions, think of the "FANBOYS" (for, and, nor, but, or, yet, so). A compound sentence means that multiple sentences have been combined with a connector, such as in.

I went to the store, and I bought two apples.

In the above case, and is the coordinating conjunction. However, if the details after the conjunction are not a complete sentence, then a comma is not required.

I went to the store and bought two apples.

In the above, and is the connector. Because "bought two apples" is a fragment rather than a complete sentence, a comma isn't required. Unfortunately, the only links I've find in this area are either owned by a college or requite a fee. The good side is that identifying the placement of a comma in a compound sentence is one of the easier points to remember.

Plagiarism! Plagiarism! Plagiarism! This is an area that can be quite tedious to find and one of those areas that is made quite simple due to the internet. Although some of the suggestions on this list are common knowledge, some of the details may be newer.

#1: Writing & Analysis is TOO Good

Sometimes a paper is simply too good. The structure of the essay reflects knowledge that only students in higher-level courses have and the grammar is flawless. Granted, there are some students that are placed in the wrong levels due to poor test-taking abilities, but teachers know what to expect from their class. Would most freshmen students have a clear and concise understanding of APA guidelines? Does a developing writing use advanced vocabulary about Nomenclature Code? Would students in a beginning marketing course show accurate analysis of the laws as presented by the US Federal Trade Commission? These are some examples of instances where the paper or portions of the essay may be plagiarized.

#2: Change in Voice or Grammar

Another way to catch plagiarism is a change in voice. If introduction includes slang and informal wording, such as you, but the body of the paper is extremely academic-sounding and includes precise verbs or sophisticated wording, then this could be an indication of plagiarism.

The other way to catch plagiarism is to note the grammar. This strategy is similar to the change in voice. In every class, there is a range of writing levels and grammar usage. However, if most of the paper is overwhelmed with run-on sentences and errors in verb tenses but one section is completely free of all grammar errors, type the error-free section through an online search engine, such as Google, to check if it were lifted. Chances are that the section was. If the area doesn't register the first time, then try revising the search a bit.

#3: Dramatic Change in a Student's Writing Level

The first time I taught a college course, the final project was to write a research paper and present the finding to the class. I was thrilled at the sophistication of my students' final projects! After I compared their entrance writing exams, to their final papers, and then again to their exit writing exams, I was shocked at the difference. Not only a few of the students plagiarized or received help writing their research papers, but most of the class did. Now, I am quite suspicious if I notice a dramatic change in any student's writing level. If I notice a dramatic change, I run the paper or portions of the essay through a free online search engine.

#4: Varied Fonts or Print Sizes

In graduate student, part of the final project was to research a topic and turn in our findings via a manual. As some of the group members combined the information, one of the pages kept changing fonts, whenever we corrected spelling. This was because it was copied directly from an online source.

Websites use different fonts, colors, and type-styles that are typically used in courses. Information posted on line is often published in a dark-gray color, and websites often italicize or bold some of there key wording.

Many students are aware of this and use the same type of style throughout the paper. Interestingly, the text often goes back to the original form if a change is made in the original copied portion - as was the case with my graduate school classmate.

#5: Portions Found Online

When finding plagiarism, it is really important that the statement be supported. To do this, copy the portion of the essay into Google and put parenthesis around it. This tells the search engine to find examples of the paper that uses this exact wording. If the wording isn't exact, the search engine will automatically find portions of the statements that most likely match the search criteria. (This is the only technique I've found to catch students who've copied ideas and forgotten to include citations.)

When writing papers, there are many points that can be discussed. Is the grammar correct? Are all of the sources cited in the essay? Is the voice consistent? This list will focus on the five most common errors developing writer make, such as focus and structure.

#1: Not Answering the Assignment Questions and/or Completing the Assignment Requirements

Yes, this is still the most common error I've found when assigning students' papers. To try to help students complete the all of the expectations, I've even made a checklist for them to attach to their papers. Some of the points that I've added are 1) included first and last name on the paper, 2) typed the essay, 3) written five paragraphs, and 4) completed checklist. Taking these steps did help more students, but there were still a number who forgot or admittedly decided not to complete the step.

#2: Undefined or Unclear Thesis

When asking a student if they could summarize the key idea in their essay, she could. But, whenever I asked her to write this down, she found the task too difficult. Many students know what they want to say but get so overwhelmed with the process of writing that they are unable to. However, the first step to writing a paper is trying. So, continue to encourage them to write.

#3: Focus

This point goes back to the idea of not answering the professor's question. Sometimes, students have great ideas about the topic but veer from it in each paragraph. For instance, if the topic sentence explains the benefits to caring health insurance, readers wouldn't expect details about their pets needing health insurance as well.

#4: Organization

Is there an introduction at the beginning of the paper? Did the writer explain the focus of the essay in the thesis statement? Does each paragraph begin with a topic sentence? Does the paper end with a conclusion paragraph? These are just a few of the points that students may forget. Many students have taken a long time thinking about the structure of the essay that they would forget the conclusion. For students making these errors, checklists are quite helpful.

#5: Plagiarizing

Is the writing too good? I highly doubt that Shakespeare's teachers required him to write colorful sonnets at the age of eight. As well, if a freshman were to write a paper that I would expect from a graduate student, I would find the information a bit suspicious. So, when in doubt, check. Students are quite technologically savvy, and this is a skill that instructors can use to their benefit. When a paper is due, part of the assessment requirement could be that a copy of the essay be emailed. Require this from all students before there is a problem. This way, an instructor doesn't risk making a student feel picked on or singled out. Then, if there is ever a question of the authenticity of an essay, run the entire paper through an online search engine designed to catch plagiarism.