GRAMMAR RESOURCE · CHAPTER 35 · PART D

Common Errors and Error Correction

Build a repeatable method for spotting grammar errors, explaining the rule and correcting sentences without changing their meaning.

Estimated study time: 12–18 minutes · 5 lesson sections · 15 practice questions with explanations

Your learning path

1. LearnRead the rules and examples carefully.
2. PractiseAnswer all 15 questions before revealing the key.
3. ReviewExplain each mistake and write a new example.

Learning objectives

By the end of this lesson, you should be able to explain the rules, recognise the target forms in context, avoid common errors and apply the patterns to new sentences.

1. Diagnose before correcting

Read the whole sentence, identify its main clause and subject, then check agreement, tense, word form, articles, prepositions and parallel structure. More than one form may be grammatical in different contexts.

Check the subject before changing the verb: The list of names is missing.

2. Agreement and verb-form errors

Common mistakes include letting a nearby plural noun control a singular subject, using the wrong tense sequence and placing will in an ordinary if-clause.

Incorrect: Each student have arrived. Correct: Each student has arrived.

3. Word choice and complements

Check countable/uncountable nouns, adjective forms, verb patterns and preposition combinations. Some apparent “errors” are dialect or style differences, so use the target exam's conventions.

Incorrect: She suggested to leave. Correct: She suggested leaving.

4. Sentence boundaries and modifiers

A comma splice joins two independent clauses with only a comma. A dangling modifier has no logical subject; a misplaced modifier attaches to the wrong word.

Incorrect: I was tired, I slept. Correct: I was tired, so I slept.

5. Explain the rule, not just the answer

A strong correction states what is wrong, gives the corrected version and names the principle. This helps transfer the learning to new questions.

Example: “He discussed about the issue” → “He discussed the issue”; discuss takes a direct object.

Guided practice

Try each item first without checking the answers. Afterward, open the key and read the explanation for every uncertain answer.

  1. Correct: Each of the boys have a ticket.
  2. Correct: If she will call, I will answer.
  3. Correct: He is good in mathematics.
  4. Correct: She gave me an advice.
  5. Correct: The news are encouraging.
  6. Correct: I look forward to meet you.
  7. Correct: He discussed about the plan.
  8. Correct the comma splice: “The bus was late, we walked.”
  9. Correct: She is senior than me.
  10. Correct: Despite he was ill, he attended.
  11. Correct: The teacher gave us many homeworks.
  12. Correct: One of my friend lives here.
  13. Correct: She can sings well.
  14. Correct: Walking home, the rain started.
  15. Correct: This is the most unique design.
Show answer key and explanations
  1. Each of the boys has a ticket. — Each is singular in standard agreement.
  2. If she calls, I will answer. — The ordinary first-conditional if-clause uses a present form.
  3. He is good at mathematics. — Good at is the common ability combination.
  4. She gave me some advice. / She gave me a piece of advice. — Advice is uncountable in standard English.
  5. The news is encouraging. — News takes a singular verb.
  6. I look forward to meeting you. — The to in look forward to is a preposition followed by a gerund.
  7. He discussed the plan. — Discuss takes a direct object without about.
  8. The bus was late, so we walked. / The bus was late; we walked. — Use a conjunction or semicolon rather than a comma alone.
  9. She is senior to me. — Senior is conventionally followed by to, not than.
  10. Although he was ill, he attended. / Despite being ill, he attended. — Despite takes a noun/gerund phrase; although takes a clause.
  11. The teacher gave us a lot of homework. — Homework is uncountable in standard usage.
  12. One of my friends lives here. — One of + plural noun is the standard pattern; the main subject one is singular.
  13. She can sing well. — A modal is followed by the base form of the verb.
  14. Walking home, I was caught in the rain. (or another clear subject) — The person walking should be the subject of the main clause.
  15. This is a unique design. — Unique is generally treated as an absolute adjective; avoid most unique in standard exam editing.

Learning reflection

Retention tip: Review your mistakes tomorrow, then again after three days and one week. Write one new example for each rule you missed.

Continue your study

For stronger learning, connect this lesson to the next chapter and the quiz library. Return to this page when a quiz reveals a weak area.

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Editorial note: Some conventions vary by dialect, context and examination syllabus. Where relevant, follow the standard specified by your course or exam board.