EXPLANATIONS

Test 1.

First, you will see the uncorrected version, then a version with the errors marked in red, then the fully corrected version.

Uncorrected version (23 deliberate errors)

Why should you bother to read this web site? One reason is, that it will help you to improve your writing skills as you work through it's examples. You maybe able to find things which have always caused you problems, once learnt they will increase your confidence. This is not, however the only way to use this site. You can e.g. look-up specific points in the index. This site also contains guidance on essay-writing, on how to avoid plagiarism, abreviations, and the endings of some latin and greek words. None of us are perfect; everyone of us make mistakes occasionally. Hopefully, you will find this site to be a readily-available reference source. Although, its not overwhelming. Perhaps the greatest value to be gained from working through the examples are that you will start to analyse, and think about, the way you write. You will become increasingly disciplined in both your writing and thinking. Your confidance will grow with every step along this path. The future is your's. Go for it!

Test 1. Errors shown in red. Click on the numbers for explanations.

Why should you bother to read this web site? One reason is, (1) that it will help you to improve your writing skills as you work through it's (2) examples. You maybe (3) able to find things which (4) have always caused you problems, (5) once learnt they will increase your confidence. This is not, (6) however the only way to use this site. You can e.g. (7) look-up (8) specific points in the index. This site also contains guidance on essay-writing, on how to avoid plagiarism, (9) abreviations (10), and the endings of some latin (11) and greek (12) words. None of us are (13) perfect; everyone (14) of us make (15) mistakes occasionally. Hopefully, (16) you will find this site to be a readily-available (17) reference source. Although, its (18) not overwhelming. (19) Perhaps the greatest value to be gained from working through the examples are (20) that you will start to analyse, and think about, the way you write. You will become increasingly disciplined in both your writing and thinking.(21) Your confidance (22) will grow with every step along this path. The future is your's.(23) Go for it!

Test 1: explanations

1. The comma separates the verb (is) from its object (that it will...). This is like writing I like, dogs. Click here for more guidance.

2. This should be its (which means belonging to it); it's means it is. Click here for more guidance.

3. This should be may be (a conditional form of the verb to be). Maybe (as one word) means perhaps; it is not a verb. Click here for more guidance.

4. The word that would be better than which. Technically, the difference here is between a defining and a non-defining clause. The sentence as written suggests that 'which' (and everything that follows it) adds extra information that is not really necessary to the meaning of the sentence and so could be removed. Click here for more guidance.

5. A comma is used wrongly here to separate two sentences. We need a full stop. Click here for more guidance.

6. When used in the middle of a sentence, the word however must be placed within two commas (, however,) to show that it can be removed and the sentence would still make perfect sense. Click here for more guidance.

7. You cannot use the abbreviation e.g. as part of a sentence; instead you should write for example. However, you can use e.g. in brackets (e.g. boys and girls). Click here for more guidance.

8. The verb to look up (meaning to consult, to find) is a compound verb. It does not need a hyphen. Click here for more guidance.

9. We are in the middle of a list of things, so we should keep each listed item in the same form: ...on essay-writing, on how to avoid plagiarism, on abbreviations, and on the endings of some... Click here for more guidance.

10. Spelling error: abbreviations. Click here for more guidance on spelling.

11, 12. These words need a Capital letter (Latin, Greek). So does English, Scottish.

13. None means not one. So the sentence should read: None of us is perfect. Click here for more guidance.

14. You can write everyone (meaning every person in the world, every one of us) or you can write Every one of us (or every one of the animals, plants, etc.). But you cannot write Everyone of us (which means every one of us of us.)

15. Everyone (meaning every one) is singular and takes the singular form of the verb (makes, not make). Click here for more guidance.

16. Hopefully is a hanging participle (also called a dangling participle or an unattached participle). It should refer to the first thing that follows, so in this case the sentence suggests that you are hopeful. In fact, I meant it in the sense that I am hopeful that you will find this site... A classic example of a dangling participle would be: Considering their size, gorillas are remarkably agile. (suggesting that the gorillas think about their size while being agile) Click here for more guidance.

17. A hyphen should not be used to join an adverb (readily) to an adjective (available). Similarly, things can be neatly bound (not neatly-bound), extremely difficult, remarkably agile, dangerously close, tightly packed, thickly coated, etc.. Click here for more guidance.

18. Its means belonging to it. In our sentence we need it's (meaning it is). Click here for more guidance.

19. Although cannot be used in this way. The same is true for whereas. Our sentence would be correct if it said 'It is not overwhelming.' It also would be correct id it said 'However, it is not overwhelming.' But if we wished to use 'although', we would need a sentence like: 'Although it is not overwhelming, it is comprehensive.'

20. The verb (are) does not agree with the noun (value). Look at the sentence carefully and you will see that it says 'The greatest value ...are...' This is a classic case of losing track in a rather long and complex sentence. It is one value so it must have the singular form of the verb (The greatest value...is...). Click here for more guidance.

21. Pairings (such as both...and, either...or, neither...nor, not only...but also) must be balanced. Whatever follows 'both' must also match what follows 'and'. So our sentence should say both your writing and your thinking. Click here for more guidance.

22. Spelling error: confidence. Click here for more guidance on spelling.

23. As a possessive pronoun, your becomes yours (no apostrophe). Similarly, her becomes hers, their becomes theirs, our becomes ours, and, of course, it becomes its. Click here for more guidance on pronouns.

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Test 1: corrected version

Why should you bother to read this web site? One reason is that it will help you to improve your writing skills as you work through its examples. You may be able to find things that have always caused you problems. Once learnt they will increase your confidence. This is not, however, the only way to use this site. You can, for example, look up specific points in the index. This site also contains guidance on essay-writing, on how to avoid plagiarism, on abbreviations, and on the endings of some Latin and Greek words. None of us is perfect; everyone makes mistakes occasionally. I hope you will find this site to be a readily available reference source. Although it's not overwhelming, it is comprehensive. Perhaps the greatest value to be gained by working through the examples is that you will start to analyse, and think about, the way you write. You will become increasingly disciplined in both your writing and your thinking. Your confidence will grow with every step along this path. The future is yours. Go for it!

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Test 2

First, you will see the uncorrected version, then a version with the errors marked in red, then the fully corrected version.

Uncorrected version (17 deliberate errors)

Fungi are classified as a distinct group of organisms, now regarded as a kingdom. The fungi can, however be divided into subgroups. The subgroup Basidiomycota have airborn spores. Its also the subgroup which produces mushrooms and toadstalls. The subgroup Ascomycota produce spores in an asci, the yeast Saccharomyces cerevisiae is an example. The subgroup Zygomycota contains species like Mucor and Rhizopus, each of which grows on dung and produces it's spores in a sporangia. The subgroup Chytridiomycota, with an aquatic lifestyle and spores that have flagellae, being the most primative subgroup. The evolutionary origin of fungi is unknown but is thought to be a choanoflagellate protozoa.

Test 2. Errors shown in red. Click on the numbers for explanations.

Fungi are classified as a distinct group of organisms, now regarded as a kingdom. The fungi can, however (1) be divided into subgroups. The subgroup Basidiomycota have (2) airborn (3) spores. Its (4) also the subgroup which (5) produces mushrooms and toadstalls (6). The subgroup Ascomycota produce (7) spores in an asci (8), (9) the yeast Saccharomyces cerevisiae (10) is an example. The subgroup Zygomycota contains species (11) like Mucor and Rhizopus, each of which grows on dung and produces it's (12) spores in a sporangia (13). The subgroup Chytridiomycota, with an aquatic lifestyle and spores that have flagellae (14), being the most primative (15) subgroup.(16) The evolutionary origin of fungi is unknown but is thought to be a choanoflagellate protozoa (17).

Test 2: explanations

1. 'however' must be isolated by commas (before and after) because it is not an integral part of the sentence - it could be removed and still the sentence would make sense. Click here for more guidance.

2. Basidiomycota is a single subgroup, even though it contains several organisms.So the verb must agree with the singular form of the noun - the subgroup Basidiomycota has. To avoid this sort of error we could write 'Members of the subgroup Basidiomycota have...'. Click here for more guidance on the Latin and common names of organisms.

3. Spelling error - it should be airborne.

4. This should be It's (meaning 'it is'). Its means belonging to 'it'. Click here for more guidance.

5. The word that is needed in place of which, because we are writing about 'the subgroup'. What subgroup? The subgroup that produces mushrooms... The difference here is between a defining and a non-defining clause. Click here for more guidance.

6. Spelling error - it should be toadstools (the stools that toads sit on. according to myth).

7. Another case like (2) above. The subgroup Ascomycota (one subgroup) produces.

8. Asci is the plural of ascus, so spores cannot be produced in 'an asci'. Click here for guidance on the endings of singular and plural Latin words.

9. A comma is used wrongly here to separate two sentences. Click here for more guidance. We could use a full stop, but that would leave us with a strange sentence: 'The yeast...is an example'. In this case a semicolon is the ideal substitute for a full stop: '...in an ascus; the yeast...'. Click here for guidance on the semicolon

10. The species name Saccharomyces cerevisiae should be italicised or underlined.

11. Mucor and Rhizopus are genera, not species.

12. This should be its (belonging to 'it', which is each in this sentence); it's means 'it is'. Click here for more guidance.

13. Sporangia is the plural of sporangium, so a sporangium. Click here for guidance on the endings of singular and plural Latin words.

14. The singular is flagellum, the plural is flagella. Click here for guidance on the endings of singular and plural Latin words.

15. Spelling error - it should be primitive. Click here for some common spelling errors.

16. The whole underlined 'sentence' is not a sentence at all. It is certainly long enough for a sentence, and it has a subject - the subgroup Chytridiomycota - but instead of a verb it has a participle (being). Click here for further guidance.

17. Protozoa is a plural. The singular is protozoan. Click here for guidance on the endings of singular and plural Latin words.

Test 2: fully corrected version

Fungi are classified as a distinct group of organisms, now regarded as a kingdom. The fungi can, however, be divided into subgroups. The subgroup Basidiomycota has airborne spores. It's also the subgroup that produces mushrooms and toadstools. The subgroup Ascomycota produces spores in an ascus; the yeast Saccharomyces cerevisiae is an example. The subgroup Zygomycota contains genera like Mucor and Rhizopus, each of which grows on dung and produces its spores in a sporangium. The subgroup Chytridiomycota, with an aquatic lifestyle and spores that have flagella, is the most primitive subgroup. The evolutionary origin of fungi is unknown but is thought to be a choanoflagellate protozoan.

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