Common Errors in Writing How to improve your

Common Errors in Writing How to improve your technical accuracy

The most common areas where students make errors are: • Capital letters • Punctuation, such as: – Commas – Apostrophes – Speech marks • • • Word choice Incomplete sentences Run-on sentences Tense Spelling

Let’s start with capital letters • Capital letters are used for 6 main reasons. What are they? – Starting sentences – Proper nouns – Writing the pronoun ‘I’ – Beginning the first word inside speech marks – For abbrievations such as CD or BBC – To show yelling in speech by capitalising THE WHOLE WORD

Capital letters – Practice! Write out the following putting capital letters in the right places: 1. the dog ran up to anne. she picked up the ball and gave it to the owner. 2. I looked at sam and asked, “what day is it today? ” 3. we went to hamilton yesterday. the rain never stopped all 4. day. 5. he wanted to watch shortland street, so i turned the tv on. 6. last year we went to france for our holidays. it was very warm. 7. have you seen born free? it’s a film about lions in africa.

Capital letters – Answers! Check your answers against the following: 1. The dog ran up to Anne. She picked up the ball and gave it to the owner. 2. I looked at Sam and asked, “What day is it today? ” 3. We went to Hamilton yesterday. The rain never stopped all day. 4. He wanted to watch Shortland Street, so i turned on the TV. 5. Last year we went to France for our holidays. It was very warm. 6. Have you seen Born Free? It’s a film about lions in Africa.

Punctuation - Commas • There are three main reasons to use commas: 1. To divide a sentence into parts, making the ideas easier to read and understand 2. To separate items on a list 3. To separate an explanation within a sentence

Punctuation - Commas • Commas are essential to tell your reader when to pause in a sentence. They can also change the meaning of a sentence. For example: – Can we go see the tigers eat mum? Or – Can we go see the tigers eat, mum?

Commas (cont’d) 1. To divide a sentence into parts, making the ideas easier to read and understand. For example: – I told you, today you must clean your room Or – I told you today, you must clean your room

Commas (cont’d) • Where do the commas belong in these sentences? – The lady put her seatbelt on a little bit annoyed with her son – The children sat down in their chairs silently watching their teacher – Quickly take the plate from that child – He rolled onto the mat his legs tucked under him and his hands stretched out – If you can’t stop complaining go to your room

Commas (cont’d) 2. To separate items on a list. For example: – I had to buy milk, spaghetti, mushrooms, meat and bread at the supermarket. Where do the commas belong in these sentences? - I like bananas apples pears and plums - She invited her neighbour teacher and coach to watch her swimming race - John came first Sam came second and Sally came third

Commas (cont’d) 3. To separate an explanation within a sentence. For example: – Russell, my husband, will be here at eleven. Where do the commas belong in these sentences? - Mrs. Jones the teacher with the curly hair is the one taking names - Brendan crossed the road thank goodness before the accident happened - Snakes and spiders which I hate are commonly found in Australia

Punctuation - Apostrophes • There are two main reasons to use apostrophes. What are they? 1. To show ownership of something, eg. The dog’s bowl 2. When two words are contracted into one, eg. It is = it’s

Apostrophes - To show ownership • Ask yourself, who is the owner? Then put the apostrophe after the last letter of the owner’s name. • If the word doesn’t end in an S add the apostrophe and an S • If the word does end in an S, add the apostrophe after the S

Apostrophes - To 5 rqshow ownership • For example: – The man’s tie was crooked – Our three cats’ bowls were full Ask yourself, who is the owner? Then write the apostrophes into the following: 1. My mothers necklace is broken 2. This is my brothers son 3. The old folks home is a nice place 4. The ladies meals were cold 5. The school teams coaches are very good 6. The dogs tail wagged 7. The two dogs tails wagged 8. James hat is silly

Apostrophes 5 rq – Contractions • Here are some contractions. Write out the words in full: – – – – I'm you're he's she's it's we're they're isn't aren't can't don't who's won't could’ve

Apostrophes 5 rq – Contractions • Here are some contractions. Write out the words in full: – – – – I'm (I am) you're (you are) he's (he is) she's (she is) it's (it is) we're (we are) they're (they are) isn't (is not) aren't (are not) can't (cannot) don't (do not) who's (who is) won't (will not) could’ve (could have)

Apostrophes 5 rq – Contractions • One more thing… • Don't confuse the contraction it's (meaning, "it is") with the possessive pronoun its: – It's the first day of spring. – Our bird has escaped from its cage.

Punctuation – Speech marks • Speech marks are used: – For spoken words at the start of a sentence, eg. “Two tickets to Wellington, ” he said. – For spoken words at the end of a sentence, eg. He said, “Two tickets to Wellington. ” – For spoken words in the middle of a sentence, eg. “Two tickets, ” he said, “to Wellington. ”

Apostrophes 5 rq – Speech marks • Punctuation in speech marks: – All full stops, question marks and exclamation marks which are part of the spoken sentence, stay inside the speech marks. – When the sentence is ‘interrupted’ use a comma then a full stop after the description of who is speaking. Eg. • “I’m happy at home, ” she said. “It’s the quietest place to be. ”

Apostrophes 5 rq – Speech marks • When using speech marks you need to paragraph as new people speak. For example, look at the following passage: “Hi Sally, ” he said. “Hi, ” she replied, smiling. “How are you? ” He asked. Sally shrugged. She wasn’t good but she wasn’t going to tell him that. “Not too bad, ” she said eventually. • This should be paragraphed like this: “Hi Sally, ” he said. “Hi, ” she replied, smiling. “How are you? ” He asked. Sally shrugged. She wasn’t good but she wasn’t going to tell him that. “Not too bad, ” she said eventually.

Apostrophes 5 rq – Speech marks • This is the same paragraph: “Hi Sally, ” he said. “Hi, ” she replied, smiling. “How are you? ” He asked. Sally shrugged. She wasn’t good but she wasn’t going to tell him that. “Not too bad, ” she said eventually. • It’s ok to keep the last lot of speech marks on the same line as the description of Sally’s actions because it is still about the same person.

Apostrophes 5 rq – Speech marks • Put the speech marks in and paragraph this properly: • How old are you? Malcolm asked. Well how old are you? Sophie replied. Almost eleven. Kinda young to be out here on your own. No. I’ve done it for ages. Sophie smiled. Does that make it ok then? Malcolm shrugged. Who cares? It’s not like anyone is wondering where I am. He reached into his pockets and pulled out his phone.

Apostrophes 5 rq – Speech marks • It should look like this: “How old are you? ” Malcolm asked. “Well how old are you? ” Sophie replied. “Almost eleven. ” “Kinda young to be out here on your own. ” “No. I’ve done it for ages. ” Sophie smiled. “Does that make it ok then? ” Malcolm shrugged. “Who cares? It’s not like anyone is wondering where I am. ” He reached into his pockets and pulled out his phone.

Now onto word choice errors • Quite often people confuse these words in their writing: – Your and you’re – There, their and they’re – To, two and too – Hear and here – Weather and whether – Of and have

Word choice errors – Your and you’re Your = something belonging to you, eg. your arm You’re = you + are, eg. you’re early • Write out the following with the correct words in the gaps: – – Today, ______ going to come to my house This is my bag and that is _____ bag Hey, ______ 20 minutes late! I look into _____ blue eyes and smile

Word choice errors – Your and you’re Your = something belonging to you, eg. your arm You’re = you + are, eg. you’re early • Write out the following with the correct words in the gaps: – – Today, you’re going to come to my house This is my bag and that is your bag Hey, you’re 20 minutes late! I look into your blue eyes and smile

Word choice errors – There, their and they’re There = a place, eg. over there or I’ll be there Their = a pronoun – belonging to a person, eg. their bag or it’s theirs (instead on John’s bag) – note a way to remember that this is about a person is the ‘I’ in their They’re = they + are, eg. they’re late again • Write out the following with the correct words in the gaps: – Please put your shoes down ______ – I’ll wash _____ clothes – _______ driving in the wrong lane! – _____ is plenty of food in the fridge – I don’t know how ______ so successful

Word choice errors – There, their and they’re There = a place, eg. over there or I’ll be there Their = a pronoun – belonging to a person, eg. their bag or it’s theirs (instead on John’s bag) – note a way to remember that this is about a person is the ‘I’ in their They’re = they + are, eg. they’re late again • Write out the following with the correct words in the gaps: – Please put your shoes down there – I’ll wash their clothes – They’re driving in the wrong lane! – There is plenty of food in the fridge – I don’t know how they’re so successful

Word choice errors – To, two and too To = a place, eg. ‘send it to Wellington’ Two = the number 2 Too = as well as or a lot, eg. ‘I’m going too’ or ‘there are too many people’ - remember this by thinking: in ‘too’ there are too many o’s! • Write out the following with the correct words in the gaps: – There are ______ cats on the lawn – There are ____ many cats on the lawn – I got the cat ______ sit on the lawn – I wish I had a cat ____ – Go over _______ pat the cat

Word choice errors – To, two and too To = a place, eg. ‘send it to Wellington’ Two = the number 2 Too = as well as or a lot, eg. ‘I’m going too’ or ‘there are too many people’ - remember this by thinking: in ‘too’ there are too many o’s! • Write out the following with the correct words in the gaps: – There are two cats on the lawn – There are too many cats on the lawn – I got the cat to sit on the lawn – I wish I had a cat too – Go over to pat the cat

Word choice errors – Hear and here Here = a place, like there, eg. ‘come here’ Hear = to listen eg. ‘can you hear me? ’ – you can remember this because it has the word ‘ear’ in it! • Write out the following with the correct words in the gaps: – I can ______ the music – Please put your shoes _____ – _____ is today’s weather

Word choice errors – Hear and here Here = a place, like there, eg. ‘come here’ Hear = to listen eg. ‘can you hear me? ’ – you can remember this because it has the word ‘ear’ in it! • Write out the following with the correct words in the gaps: – I can hear the music – Please put your shoes here – Here is today’s weather

Word choice errors – Whether and weather Weather = the rain, sun, snow etc Whether = suggests doubt or alternatives, eg. he doesn't know whether she's in Britain or whether she's gone to France • Write out the following with the correct words in the gaps: – The _____ is crazy today – I don’t know ______ or not I have English first – ______ or not we play rugby depends on the _______

Word choice errors – Whether and weather Weather = the rain, sun, snow etc Whether = suggests doubt or alternatives, eg. he doesn't know whether she's in Britain or whether she's gone to France • Write out the following with the correct words in the gaps: – The weather is crazy today – I don’t know whether or not I have English first – Whether or not we play rugby depends on the weather

Word choice errors – Of and have Which do you think is correct: “I should have done that” Or “I should of done that” ? The correct answer is the first one – it is always ‘have’. The only reason people think it is ‘of’ is because ‘of’ sounds like the contracted version of ‘should have’: “I should’ve done that” This is still ‘have’ but it sounds like ‘of’. It is always ‘have’!!!

Now let’s discuss incomplete sentences • What does a sentence need to be complete? – Subject – Verb – Complete idea A sentence without one of these things is an incomplete sentence and is grammatically incorrect

Complete sentences need: the person, place, or thing performing or doing the action 1 Subject 2 Verb 3 complete idea the person, place, or thing performing or doing the action 1 Subject 2 Verb 3 so the reader isn't left waiting for Complete idea another word the reader isn't left waiting for another word the action

Complete sentences need (con’td): • Have a look at this sentence: I hit the ball • Subject=I • Verb=hit • Is it a complete idea? Yes. Therefore, this is a good sentence. The ball is a direct object. Not all sentences require a direct object.

Complete sentences need (cont’d): • Not all sentences require a direct object. For example: Birds fly • Subject=birds • Verb=fly • Is it a complete idea? Yes. There is no direct object here; however, it is still a complete idea and a good sentence.

Complete sentences need (cont’d): • Here’s another example: I take • Subject=I • Verb=take • Is it a complete idea? No. This sentence requires a direct object. (This sentence is called a sentence fragment or incomplete sentence. )

Complete and incomplete sentences: • Decide which of the following is a complete or incomplete sentence: – – – In the novel Noughts and Crosses. The train was late. Although it was raining. I like to go to the bookstore. My mother, my sister, and I. On the book cover. We looked at the new books. The books on the shelf. The blue book cover. I love to read mystery books. We bought four great books. Are good books.

Complete and incomplete sentences: • Decide which of the following is a complete or incomplete sentence: – – – In the novel Noughts and Crosses. Incomplete The train was late. Complete Write out the Although it was raining. Incomplete incomplete sentences I like to go to the bookstore. Complete and turn them into My mother, my sister, and I. Incomplete sentences by On the book cover. Incomplete adding information. We looked at the new books. Complete The books on the shelf. Incomplete The blue book cover. Incomplete I love to read mystery books. Complete We bought four great books. Complete Are good books. Incomplete

So what is a run-on sentence? • When a sentence has too many ideas and runs on too long, it is called a run-on sentence. • A run-on sentence is a sentence that really has TWO sentences (or complete ideas) INCORRECTLY combined into one. It is okay to combine two sentences into one, but you must follow some rules.

Run-on sentences (cont’d) • Have a look at this sentence: I saw a teacher who cares • And this sentence: I saw a teacher. Who cares? There is a big difference in the meaning of these two! Using full stops (and other forms of punctuation) and knowing when to end a sentence are very important. If you don't end a sentence appropriately, the intended meaning can be changed, or it can be misunderstood. Sometimes the meaning is simply incomprehensible.

Run-on sentences (cont’d) • Here’s another example: John takes the train to school mum catches the bus • There are two complete ideas here: – John takes the train to school – Mum catches the bus The best way to fix this run-on sentence is to either add a conjunction such as ‘and’ or put in a full stop and make it two separate sentences.

Run-on sentences (cont’d) • Here’s another example: John takes the train to school and mum catches the bus but only on Mondays when Dad takes the car to work because he works far away and it can be difficult for him to get to work when it is raining which it often is on Mondays but when it’s not raining he sometimes takes the bus too. • There are many complete ideas here! They have been joined together by conjunctions. Conjunctions are ok but it is best to limit them to two per sentence, then begin another sentence. Otherwise it becomes much too long. • If you are unsure of when to start a new sentence or put in a full stop, try reading it aloud. You will naturally pause in places, and that is where the full stop should go! • Rewrite the sentence above into smaller complete sentences.

Tense • You need to make sure that your use of tense is consistent. – If you want to write it as if your character is experiencing the events while the reader is reading, use the present tense. – If your character is reflecting on events that have already happened, use the past tense. • Of course in some stories there is a combination of both what is happening in the here and now and what has already happened. You need to be careful to indicate this change to the reader.

Tense (cont’d) • What is wrong with the following example? John took the train to school and mum catches the bus. • What about this? I watched as John got onto the bus. He looks back at me and smiles. The tense is inconsistent in both of these. Rewrite them both in past tense.

Tense (cont’d) • Rewrite the following in past tense: – She’s not from Wellington – We are reading a novel – I carry the bag – He is wearing an old shirt – We walk down the street – She swims well – The dog barks – We run quickly

Tense (cont’d) • Rewrite the following in past tense: – She was not from Wellington – We were reading a novel – I carried the bag – He wore an old shirt (or he was wearing an old shirt) – We walked down the street – She swam well – The dog barked – We ran quickly

Tense (cont’d) • From present to past – make the following changes: – Is/am to was – Are to were – Add ‘ed’ to a word – eg. Change smile to smiled or walk to walked etc. – Change the word to the past tense version – eg. Run to ran or sit to sat or wear to wore etc. These are just some basic rules to help you with tense but they are not foolproof! The best thing is to read your work aloud while editing it.