SEMESTER 2

2024-2025 EVEN SEMESTER

Professional Writing Skills in English

Subject code: BPWSK206

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MODULE 1
TOPICS-Identifying Common Errors in Writing and Speaking English
: Common errors identification in parts of speech, Use of verbs and phrasal
verbs, Auxiliary verbs and their forms, Subject Verb Agreement (Concord
Rules), Common errors in Subject-verb agreement, Sequence of Tenses and
errors identification in Tenses. Words Confused/Misused.
Identifying Common Errors in Writing and Speaking English
1. Nouns
Nouns are essential parts of speech that name people, places, things, or ideas.
However, errors in noun usage can lead to confusion or incorrect communication.
Below are common noun-related errors, their explanations, and how to correct
them.
Common Noun Errors:
1. Incorrect Plural Forms
Error:
Using incorrect plural forms of nouns.
Some nouns have irregular plural forms that do not follow the standard rule of
adding "-s" or "-es". It is essential to know the correct plural form of each noun.
Example:
 Incorrect: "I have two childrens."
o The plural form of "child" is "children," not "childrens."
 Corrected: "I have two children."
o "Children" is the correct plural form of "child."
Example:
 Incorrect: "There are three mouses in the house."
o The plural of "mouse" is "mice," not "mouses."
 Corrected: "There are three mice in the house."
o "Mice" is the correct plural form of "mouse.
2. Countable vs. Uncountable Nouns

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Error:
Using "much" for countable nouns or "many" for uncountable nouns.
Some nouns can be counted, while others cannot. "Many" is used with countable
nouns (things you can count individually), while "much" is used with uncountable
nouns (things you cannot count individually or in discrete units).
Example:
 Incorrect: "I don’t have much books."
o "Books" is a countable noun, so "much" should not be used.
 Corrected: "I don’t have many books."
o Since "books" is countable, use "many" instead of "much."
Example:
 Incorrect: "There is many water in the bottle."
o "Water" is an uncountable noun, so "many" should not be used.
Corrected: "There is much water in the bottle."
o Since "water" is uncountable, use "much" instead of "many."
1. Little / A little
 Little: Refers to a small quantity, usually implying that it is not enough.
 A little: Refers to a small quantity, but suggests it is sufficient or acceptable.
Examples:
o I have little time left. (Insufficient amount of time.)
o I have a little time left. (Some time, enough to do something.)
2. Few / A few
 Few: Refers to a small number of countable things, implying it is not
enough.
 A few: Refers to a small number, but suggests it is sufficient or acceptable.
Examples:
o We have few options left. (Not enough options.)
o We have a few options left. (Some options, enough to choose from.)

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3. Much / Many
 Much: Used with uncountable nouns to indicate a large quantity.
 Many: Used with countable nouns to indicate a large number.
Examples:
o I don’t have much information. (Uncountable noun, not enough
information.)
o I don’t have many friends. (Countable noun, not enough friends.)
4. Any / Some
 Any: Often used in negative sentences, questions, or conditional sentences
to refer to an unspecified quantity or number.
 Some: Used in positive sentences or in requests and offers to refer to an
unspecified but positive quantity or number.
Examples:
o I don’t have any money. (Negative sentence.)
o Do you have any questions? (Question.)
o Can I have some water? (Request.)
o I have some bread. (Positive sentence.)
5. All / Every
 All: Refers to the whole quantity or number of something, often in a general
sense.
 Every: Refers to individual items within a group, typically emphasizing
each individual thing.
Examples:
o All the books are on the shelf. (Refers to the whole group of books.)
o Every book on the shelf is new. (Refers to each individual book.)
6. Less / Fewer
 Less: Used with uncountable nouns to indicate a smaller amount.
 Fewer: Used with countable nouns to indicate a smaller number.

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Examples:
o I have less money than you. (Uncountable noun.)
o I have fewer books than you. (Countable noun.)
7. Several / A number of
 Several: Refers to a few but more than two, often used for countable nouns.
 A number of: Refers to an unspecified quantity, but usually more than a
few. It can also be used for both countable and uncountable nouns, though
it’s more common with countables.
Examples:
o I have several friends. (Countable noun, more than a few.)
o A number of people were at the party. (Countable noun, more than a
few.)
8. Enough / Too much / Too many
 Enough: Indicates a sufficient quantity or number.
 Too much: Indicates an excessive amount, used with uncountable nouns.
 Too many: Indicates an excessive number, used with countable nouns.
Examples:
o I don’t have enough money. (Sufficient amount is not available.)
o There is too much sugar in my coffee. (Excessive amount of sugar.)
o There are too many people in the room. (Excessive number of
people.)
9. Both / Each
 Both: Refers to two items together, often in a shared or collective sense.
 Each: Refers to every individual item in a group, usually emphasizing
individuality.
Examples:
o Both options are good. (Two options considered together.)
o Each option has its own benefits. (Emphasizing each option
separately.)

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10. Some / All
 Some: Refers to an unspecified, often small amount or number, typically in a
positive context.
 All: Refers to the whole amount or number.
Examples:
o Some people prefer tea. (Unspecified, but not all people.)
o All people need water to survive. (Refers to the entire group.

3. Incorrect Use of Possessives

Error:
Incorrectly using possessive forms, especially with plural nouns.
The possessive form of a noun shows ownership or possession. For singular nouns,
you add "'s" to show possession. For plural nouns that end in "s," you just add an
apostrophe ("'").
Example:
 Incorrect: "The dog’s are barking."
o The noun "dogs" is plural, so you don’t need an apostrophe plus "s".
 Corrected: "The dogs are barking."
o The plural noun "dogs" does not need an apostrophe plus "s."
Example:
 Incorrect: "The children’s toys are on the floor."
o "Children" is already a plural form that does not end in "s," so the
apostrophe should come after the word without an additional "s."
 Corrected: "The children’s toys are on the floor."
o "Children" is irregular, and the possessive form adds only the
apostrophe without an extra "s."
Which sentence uses the correct countable/uncountable noun form?
a) I have much apples in the basket.
b) I have many apples in the basket.

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 c) I have much water in the basket.
d) I have many water in the basket.
Answer: b) I have many apples in the basket.
“Apples” is countable, so “many” should be used, not “much.”
Common Noun Errors:
1. Incorrect Plural Forms: Pay attention to irregular plural forms (e.g., child
→ children, mouse → mice).
2. Countable vs. Uncountable Nouns: Use "many" with countable nouns
(e.g., books, apples) and "much" with uncountable nouns (e.g., water,
information).
3. Incorrect Use of Possessives: For singular nouns, add "'s" to indicate
possession. For plural nouns that end in "s," add only the apostrophe
(dogs'). For irregular plurals, such as "children," just add the apostrophe
(children’s).
2. Pronouns
Pronouns are words that take the place of nouns in sentences, making
communication more efficient. However, incorrect use of pronouns can lead to
confusion or awkward phrasing.
Common Pronoun Errors:
1. Incorrect Pronoun Case
Error:
Using the wrong form of pronouns based on their role in the sentence.
Pronouns change form depending on whether they are used as subjects, objects, or
possessives. The three main categories are:
 Subject Pronouns: (I, he, she, we, they) are used as the subject of the
sentence.
 Object Pronouns: (me, him, her, us, them) are used as objects of verbs or
prepositions.
 Possessive Pronouns: (my, his, her, our, their) show ownership.
Example:
 Incorrect: "Him went to the store."

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 o "Him" is an object pronoun, but it is being used as the subject of the
sentence.
 Corrected: "He went to the store."
o "He" is the correct subject pronoun.
Example:
 Incorrect: "She gave it to we."
o "We" is a subject pronoun, but it is being used as an object.
 Corrected: "She gave it to us."
o "Us" is the correct object pronoun.
2. Misuse of Reflexive Pronouns
Error:
Using reflexive pronouns (myself, himself, herself, etc.) incorrectly.
Reflexive pronouns are used when the subject and the object of the sentence are
the same person. They should not be used in place of regular object pronouns. In
other words, reflexive pronouns are used when the subject performs an action on
itself.
Example:
 Incorrect: "He gave it to myself."
o "Myself" is a reflexive pronoun, but it is incorrectly replacing the
object pronoun "me."
 Corrected: "He gave it to me."
o "Me" is the correct object pronoun in this case.
Example:
 Incorrect: "She taught myself how to dance."
o "Myself" should not be used here because the subject "she" is not
performing the action on herself.
 Corrected: "She taught me how to dance."
o "Me" is the correct object pronoun for the action.
3. Verbs

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Verbs are essential parts of speech that indicate actions, occurrences, or states of
being. They must be used correctly to maintain clarity and accuracy in a sentence.
Below are some common verb-related errors and how to correct them.
Common Errors with Verbs:
1. Incorrect Verb Tense or Form
Error:
Using the wrong tense or form of the verb.
Verb tense errors often occur when speakers or writers fail to use the correct form
of the verb based on the time of the action. This mistake can happen with both
regular and irregular verbs. Irregular verbs, in particular, don't follow the standard
conjugation rules.
Example:
 Incorrect: "She swimmed yesterday."
o "Swimmed" is not the correct past tense form of the verb "swim."
 Corrected: "She swam yesterday."
o The past tense of "swim" is "swam" (not "swimmed").
Example:
 Incorrect: "They has completed the project."
o "Has" is incorrect because "they" is plural.
 Corrected: "They have completed the project."
o The correct auxiliary verb for the plural subject "they" is "have," not
"has."
2. Subject-Verb Agreement
Error:
The subject and verb must agree in number. Singular subjects take singular verbs,
and plural subjects take plural verbs. This mistake is common with collective
nouns or compound subjects.
When the subject is singular, the verb must be singular as well. Likewise, when the
subject is plural, the verb should also be plural. Many errors arise when the subject
is a collective noun (e.g., team, group) or a compound subject (e.g., two people).
Example:

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  Incorrect: "They was playing soccer."
"Was" is singular, but the subject "they" is plural.
 Corrected: "They were playing soccer."
o The plural subject "they" requires the plural verb "were" (not
"was").
Example:
 Incorrect: "The team have won the match."
o "Team" is a collective noun and should take a singular verb.
 Corrected: "The team has won the match."
o Collective nouns like "team" are usually treated as singular when
referring to a group acting as a whole.
3. Misuse of Auxiliary Verbs
Error:
Using incorrect forms of auxiliary (helping) verbs.
Auxiliary verbs like "is," "are," "was," "were," "has," "have," and "had" help
form different tenses, questions, negations(negatives), and passive voice. Using the
wrong form of the auxiliary verb can cause errors in the sentence structure and
meaning.
Example:
 Incorrect: "She can sings well."
o The modal auxiliary verb "can" should be followed by the base form
of the verb, not the third-person singular form.
 Corrected: "She can sing well."
o After the auxiliary verb "can," we always use the base form of the
main verb ("sing") rather than "sings."
Example:
 Incorrect: "They are has completed the assignment."
o "Are" is the auxiliary verb, but "has" is incorrect for the plural
subject "they."
 Corrected: "They have completed the assignment."

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 o The plural subject "they" should be followed by "have," not "has."
4. Adjectives
Adjectives are words that modify or describe nouns or pronouns. They provide
more information about the noun, such as what it looks like, how much there is, or
what kind it is. However, incorrect usage of adjectives can affect the clarity and
accuracy of a sentence. Here are some common errors associated with adjectives
and how to correct them:
Common Adjective Errors:
1. Misuse of Adjectives and Adverbs
Error:
Using an adjective when an adverb is needed.
Adjectives modify nouns (person, place, thing), while adverbs modify verbs
(actions), adjectives, or other adverbs. Adjectives cannot be used to modify verbs.
When describing how an action is performed, you need to use an adverb.
Example:
 Incorrect: "She runs quick."
o "Quick" is an adjective, but it is modifying the verb "runs," which
requires an adverb.
 Corrected: "She runs quickly."
o "Quickly" is the adverb form of "quick," and it correctly modifies the
verb "runs."
2. Double Comparison
Error:
Using both "more" and the comparative form of an adjective.
Certain adjectives already have irregular comparative forms (e.g., better, worse,
farther), so adding "more" is unnecessary and incorrect. When an adjective has
an irregular comparative form, simply use that form without adding "more."
Example:
 Incorrect: "This is more better."
o "Better" is the comparative form of "good," and adding "more" is
redundant.

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  Corrected: "This is better."
o The correct comparative form of "good" is "better," so the sentence
does not need "more."
Example:
 Incorrect: "She is more taller than I am."
o "Taller" is already the comparative form of "tall," so "more" should
not be used.
 Corrected: "She is taller than I am."
o The comparative form "taller" is enough without the word "more."
3. Incorrect Order of Adjectives
Error:
Placing adjectives in the wrong order when more than one adjective is used to
describe a noun.
When multiple adjectives are used together, they should be placed in a specific
order:
Quantity → Opinion → Size → Age → Shape → Color → Proper adjective
(origin) → Noun
This order helps the sentence sound natural and clear. The wrong order can lead to
awkward or grammatically incorrect sentences.
Example:
 Incorrect: "She wore a red beautiful dress."
o The order of adjectives is incorrect. "Beautiful" is an opinion
adjective, and "red" is a color adjective. According to the correct
order, the opinion should come before the color.
 Corrected: "She wore a beautiful red dress."
o "Beautiful" (opinion) comes before "red" (color).
Example:
 Incorrect: "He bought a old large blue shirt."
o The adjectives should be in the correct order: "old" (age) comes
before "large" (size), and "blue" (color) comes last.
 Corrected: "He bought a large old blue shirt."

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 o First, you describe the size, then the age, and finally the color.
5. Adverbs
Adverbs are words that modify or describe verbs, adjectives, or other adverbs.
They can tell us how, when, where, or to what extent an action is performed.
However, errors often occur when adverbs are not placed properly in sentences.
Below are some common errors associated with adverbs and how to correct them.
Common Errors with Adverbs:
1. Misplaced Adverbs
Error:
Placing adverbs incorrectly in a sentence.
Adverbs should be placed as close as possible to the word they modify to avoid
confusion or ambiguity. If an adverb is placed too far away from the word it’s
modifying, it can change the meaning of the sentence or make the sentence unclear.
Example:
 Incorrect: "She is easily to please."
o The adverb "easily" is misplaced. It seems like "to please" is the
thing that is being done easily, which makes the sentence awkward
and grammatically incorrect.
 Corrected: "She is easy to please."
o The adjective "easy" is the correct choice here, not the adverb
"easily." The adverb "easily" would be used if the sentence were
structured differently, such as: "She can please people easily."
Example:
 Incorrect: "I can hardly wait to see the movie."
o The adverb "hardly" modifies "wait" incorrectly in the given
structure.
 Corrected: "I can hardly wait to see the movie."
o The adverb "hardly" should be placed directly before the verb
"wait" to make the sentence clear.
2. Incorrect Placement of "Not"

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Error:
Incorrect placement of the word "not" in negative sentences.
The word "not" is a negation adverb that typically modifies the main verb or
comes after auxiliary verbs (like "do," "is," "are," etc.). Incorrect placement of
"not" can lead to awkward or incorrect sentences.
Example:
 Incorrect: "I not like this movie."
o "Not" should come after the auxiliary verb "do."
 Corrected: "I do not like this movie."
o The adverb "not" is placed after the auxiliary verb "do" to correctly
form a negative sentence.
Example:
 Incorrect: "She has never been to Paris not."
o "Not" is placed incorrectly at the end of the sentence.
 Corrected: "She has never been to Paris."
o "Not" is unnecessary in this sentence, as the word "never" already
creates the negative meaning.
3. Using Double Negatives with Adverbs
Error:
Using double negatives, which can make a sentence confusing.
In English, two negative words (such as "not" and "never") cannot appear
together in most cases, as this can create a double negative, which makes the
sentence grammatically incorrect or confusing.
Example:
 Incorrect: "I don't need no help."
o The phrase "don't" and "no" both create a double negative.
 Corrected: "I don't need any help."
o The word "any" is used to make the sentence grammatically correct
and convey a negative meaning without redundancy.
4. Misplaced Intensifiers

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Error:
Misplacing intensifiers (such as "very," "really," "too," etc.), which change the
meaning of a sentence if not used properly.
Intensifiers are adverbs used to give more emphasis to the word they modify. They
must be placed close to the word they are intensifying to avoid changing the
meaning of the sentence.
Example:
 Incorrect: "She is really kind to help."
o The adverb "really" is placed incorrectly. It should modify the
adjective "kind" instead of the verb "help."
 Corrected: "She is kind to really help."
o "Really" should be placed after the verb phrase to correctly modify
the action of "help."
Example:
 Incorrect: "He is very tall to be a basketball player."
o The adverb "very" is modifying the adjective "tall", but the structure
of the sentence sounds awkward.
 Corrected: "He is tall enough to be a basketball player."
o The phrase "tall enough" should be used to better express the idea of
adequacy for the action.
Common Adverb Errors:
1. Misplaced Adverbs: Adverbs should be placed close to the word they
modify to avoid confusion or ambiguity.
2. Incorrect Placement of "Not": In negative sentences, "not" should come
after auxiliary verbs or directly before the main verb.
3. Double Negatives: Avoid using two negative words together (e.g., "don't"
and "no") as they create redundancy or confusion.
4. Misplaced Intensifiers: Intensifiers such as "very," "too," and "really"
should be placed close to the word they modify (usually an adjective or
verb).
6. Prepositions

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Prepositions are words that show the relationship between a noun (or pronoun) and
another word in the sentence. They help provide context by indicating time, place,
direction, or method. However, prepositions can be tricky because they often don't
translate directly from one language to another, and their use can be quite specific.
Common Preposition Errors:
1. Incorrect Use of Prepositions
Error: Using the wrong preposition after certain verbs or adjectives.
Prepositions are often fixed after certain verbs, adjectives, and nouns. They are
very specific and depend on the context. For example, we say "interested in",
"good at", or "afraid of" — you can’t just substitute one preposition for another.
Example:
 Incorrect: "She is good in singing."
o The preposition "in" is incorrect in this context. We use "at" with the
adjective "good" when referring to skills or talents.
o Corrected: "She is good at singing."
Example:
 Incorrect: "I am looking for to a new job."
o The verb "looking for" already includes a preposition, so adding
"to" is unnecessary and incorrect.
o Corrected: "I am looking for a new job."
2. Overuse of Prepositions
Error: Using unnecessary prepositions in phrases.
Some verbs and expressions don’t require a preposition, even though they might
seem to need one. Overuse of prepositions can make sentences sound awkward or
grammatically incorrect.
Example:
 Incorrect: "She is waiting since the bus."
o The preposition "since" is incorrect here because "since" is used for
starting points in time (e.g., since 9 AM, since yesterday), and it
doesn’t work with a specific event like "the bus."

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 o Corrected: "She is waiting for the bus."
Example:
 Incorrect: "He arrived to the office early."
o "Arrived to" is incorrect. We use "arrive at" or "arrive in"
depending on the context.
o Corrected: "He arrived at the office early."
3. Incorrect Preposition with Certain Verbs
Some verbs are commonly misused with the wrong preposition. Let’s look at a few
examples:
Example 1:
 Incorrect: "She is married with John."
o The verb "married" is correctly followed by "to", not "with".
o Corrected: "She is married to John."
Example 2:
 Incorrect: "I am familiar with this topic."
o "Familiar" is typically followed by "with", but in some contexts, it
could be used with "to" (e.g., "familiar to someone").
o Corrected: "I am familiar with this topic."
4. Prepositions in Time Expressions
Error: Using the wrong preposition with time-related expressions.
Different prepositions are used with different time-related expressions. For
instance:
 In is used for months, years, centuries, and long periods.
 On is used for days and dates.
 At is used for exact times.
Example:
 Incorrect: "She will arrive in 5 PM."
o "At" should be used for a specific time.

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 o Corrected: "She will arrive at 5 PM."
Example:
 Incorrect: "We will go on vacation in July."
o "In" is correct for months.
o Corrected: "We will go in July."
5. Prepositions of Place
Error: Using incorrect prepositions for places.
Certain prepositions are used with specific places. For example, "in" is used for
enclosed spaces (like cities or countries), and "at" is used for more specific
locations (like events or specific addresses).
Example:
 Incorrect: "She is sitting at the park."
o The park is an open space, so "in" should be used.
o Corrected: "She is sitting in the park."
Example:
 Incorrect: "He is at home all day."
o We often say "at home" when referring to one's own home.
o Corrected: "He is at home all day."
7. Conjunctions
Conjunctions are words that connect different parts of a sentence, such as words,
phrases, or clauses. There are two main types of conjunctions:
 Coordinating Conjunctions (for, and, nor, but, or, yet, so)
 Subordinating Conjunctions (although, because, since, unless, etc.)
Common Errors with Conjunctions:
1. Incorrect Use of Conjunctions
Error: Using conjunctions to connect ideas that are not logically connected or that
should be connected differently.

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Conjunctions should connect ideas that are logically related or similar in structure.
For example, "but" is used for contrast, while "and" is used to connect similar
ideas. Misusing conjunctions creates sentences that confuse the reader by linking
incompatible ideas.
Example:
 Incorrect: "She went to the store but she didn’t buy nothing."
o The conjunction "but" is used, but the ideas don't logically connect
because "nothing" is a negative word, and using "but" suggests a
contradiction that doesn't exist. Also, "nothing" is incorrect in this
context because it's a double negative.
 When you say "didn't buy nothing," it's incorrect because of double
negatives (you should avoid this in standard English).
Corrected:
 "She went to the store, but she didn’t buy anything."
o The conjunction "but" is correct for contrast, and "anything" is the
proper word for the negative form in this context.
2. Lack of Parallel Structure
Error: Failing to maintain parallel structure in lists or paired ideas when using
conjunctions.
Parallel structure means that all parts of a sentence (such as items in a list or paired
ideas) should follow the same grammatical pattern. When conjunctions are used to
connect elements, they should connect items of the same type (e.g., nouns with
nouns, verbs with verbs). A lack of parallelism causes sentences to sound awkward
or incorrect.
Example:
 Incorrect: "She enjoys reading, swimming, and to play tennis."
o The conjunction "and" connects a list of activities, but the first two
items are nouns/gerunds ("reading" and "swimming"), while the third
item ("to play tennis") is an infinitive verb phrase, breaking
parallelism.
Corrected:
 "She enjoys reading, swimming, and playing tennis."

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 o All items in the list are now gerunds, maintaining parallel structure.
3. Using "and" or "but" Incorrectly
Error: Using "and" or "but" in situations where they don’t fit logically or
grammatically.
 "And" is used to connect similar ideas or actions.
 "But" is used to introduce a contrast or exception.
It’s important to be sure that the conjunction is used to link ideas that are
logically related or opposed.
Example:
 Incorrect: "He was tired and went to bed."
o The conjunction "and" connects two actions that are not clearly
linked in this case.
Corrected:
 "He was tired, so he went to bed."
o The conjunction "so" indicates a cause-effect relationship, which is
the logical connection between being tired and going to bed.
8. Interjections
Interjections are words or phrases used to express strong emotion or sudden
exclamation. They can convey a wide range of feelings, such as surprise, joy,
excitement, or frustration. However, errors often occur in their placement or
excessive use within a sentence.
Common Errors with Interjections:
1. Misplaced Interjections
Error:Placing interjections in the middle of a sentence, disrupting the flow and
clarity of the expression.
Interjections should generally be placed at the beginning or end of a sentence.
Inserting them in the middle can cause confusion or disrupt the natural rhythm of
speech. This mistake is particularly common when interjections are used to express
surprise, excitement, or other strong emotions.
Example:
 Incorrect: "Wow, she’s here! really!"

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 o "Really" is an interjection that seems out of place in the middle of the
sentence.
 Corrected: "Wow, she’s here!" or "Really, she’s here!"
o By placing "Wow" at the beginning and "Really" at the beginning or
end, the sentence sounds more natural and expressive.
2. Excessive Use of Interjections
Error:
Overusing interjections in a sentence or paragraph, making the sentence feel too
informal or overly emotional.
While interjections are useful for conveying emotions, using too many of them can
weaken the impact of the sentence and make it sound disjointed or less
professional. It’s important to use interjections sparingly and ensure they
contribute meaningfully to the tone or emotion being expressed.
Example:
 Incorrect: "Wow! That was awesome! Oh my gosh! I can’t believe it!
Wow!"
o The overuse of interjections makes the sentence feel chaotic and
unfocused.
 Corrected: "Wow, that was awesome! I can’t believe it!"
o Fewer interjections help maintain focus and clarity while still
expressing excitement.
Questions on Interjections:
Which of the following sentences correctly uses the interjection?
a) I can’t believe it! Wow that was amazing!
b) Wow, that was amazing!
c) That was amazing wow!
d) Wow, that was amazing wow!
Answer: b) Wow, that was amazing!
The interjection "Wow" is correctly placed at the beginning of the sentence to
express surprise or excitement.
Which sentence contains a misplaced interjection?

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 a) Oh no, I forgot my keys!
b) Wow, that was an incredible performance!
c) She is, really, talented.
d) Really, I don’t think that’s a good idea.
Answer: c) She is, really, talented.
"Really" is placed incorrectly in the middle of the sentence, which disrupts the
flow. It should be moved to the beginning or end for proper emphasis.
Which of the following sentences uses an excessive amount of interjections?
a) Wow, that was amazing!
b) Oh, wow! That was amazing!
c) Wow! That was amazing! Oh my gosh!
d) That was amazing!
Answer: c) Wow! That was amazing! Oh my gosh!
Overuse of interjections like "Wow" and "Oh my gosh" can make the sentence
sound cluttered and overly emotional.
Which sentence uses the correct placement of the interjection?
a) Oh my goodness, I forgot my phone!
b) I forgot my phone oh my goodness!
c) I oh my goodness forgot my phone!
d) I forgot my phone, oh my goodness!
Answer: a) Oh my goodness, I forgot my phone!
"Oh" is placed correctly at the beginning of the sentence to express surprise or
realization.

Use of Verbs and Phrasal Verbs

What is a Verb?
 A verb is a word that expresses action, occurrence, or existence.
 Verbs are crucial in sentences because they describe what the subject is
doing or what is happening. Without a verb, a sentence wouldn't make
sense.
Types of Verbs:
Action Verbs:
 Action verbs describe physical or mental actions that the subject performs.

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Examples: run, jump, think, write, study, eat
Example Sentence: She runs every morning.
Linking Verbs:
 Linking verbs connect the subject to the complement (description or
identification of the subject).
Examples: be, become, seem, appear, feel, look
Example Sentence: He is a teacher. (In this example, the verb “is” links the
subject "he" to the complement “a teacher” describing who he is.)
Auxiliary Verbs (Helping Verbs):
 Auxiliary verbs (also called helping verbs) work alongside the main verb
to form questions, negatives, or various tenses.
Examples: have, has, had, is, are, was, were, will, shall, can, could, etc.
Example Sentence: She has finished her homework. (Here, "has" helps form the
present perfect tense.)
Modal Verbs:
 Modal verbs express necessity, possibility, permission, or ability.
Examples: can, could, may, might, must, shall, should, will, would
Example Sentence: He can speak three languages. (The verb “can” expresses
ability.)
2. Phrasal Verbs:
What is a Phrasal Verb?
 A phrasal verb is a combination of a verb and one or more prepositions or
adverbs that, when combined, create a meaning different from the
individual words.
Types of Phrasal Verbs:
Transitive Phrasal Verbs:
 Transitive phrasal verbs require a direct object to complete their meaning.
The object is necessary for the sentence to make sense.
Examples: take off, put off, give up, turn on

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Example Sentence: Please turn on the lights. (The object “lights” is necessary to
complete the meaning of “turn on.”)
Intransitive Phrasal Verbs:
 Intransitive phrasal verbs do not require an object. These verbs stand
alone in meaning.
Examples: wake up, get along, run out
Example Sentence: They get along very well. (No direct object is needed here.)
Separable vs. Inseparable Phrasal Verbs:
 Separable Phrasal Verbs:
o The object of the phrasal verb can be placed between the verb and the
particle (preposition/adverb).
Examples: turn off (the TV), put off (the meeting)
Example Sentence: Turn off the TV. or Turn the TV off.
 Inseparable Phrasal Verbs:
o The object cannot be placed between the verb and the
particle(preposition/adverb).
o Examples: look after, run into, get along
Example Sentence: She looks after her younger brother. (The object "her younger
brother" follows the inseparable verb “look after” and cannot be placed in
between.)
3. Common Errors with Verbs and Phrasal Verbs:
Common Errors with Verbs:
1. Incorrect Verb Tense:
o Error: Using the wrong form of the verb.
 Example: "He goes to school yesterday."
 Corrected: "He went to school yesterday." (The verb should be
in the past tense to match "yesterday.")
2. Subject-Verb Agreement:
o Error: Verbs must agree with the subject in number (singular/plural).

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  Example: "They was happy."
 Corrected: "They were happy." (The subject "they" is plural, so
the verb must be "were" not "was.")
Exercise : Choose the Correct Phrasal Verb
 Choose the correct phrasal verb for each sentence.
1. She didn’t _______ (put off / take off) the meeting until tomorrow.
2. Can you _______ (pick up / pick out) the package from the post
office?
3. We need to _______ (turn off / turn up) the music before the
neighbors complain.
4. They _______ (run out / run up) of time during the exam.
Which of the following sentences contains a linking verb?
a) He ran to the store.
b) She is a good singer.
c) They played football.
d) I ate dinner early.
Answer: b) She is a good singer.
"Is" is a linking verb that connects the subject "She" to the complement "a good

Use of Verbs and Phrasal Verbs

 To understand the different types of verbs and how they function in
sentences.
 To learn the meaning and correct usage of phrasal verbs.
 To practice using verbs and phrasal verbs in various contexts.

Auxiliary Verbs
 Auxiliary verbs, also known as helping verbs, are verbs that work with a
main verb to create different tenses, moods, voices, or to form questions
and negatives.

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  They do not stand alone as the main action in a sentence but instead assist
the main verb in expressing tense, aspect, mood, voice, and negation.
Types of Auxiliary Verbs:
1. Primary Auxiliary Verbs:
o These include "be," "have," and "do."
a. The verb "be" (am, is, are, was, were):
o It is used to form progressive (continuous) tenses and the passive
voice.
Examples:
o I am reading a book. (Progressive tense)
o The house was built in 2000. (Passive voice)
b. The verb "have" (have, has, had):
o It is used to form perfect tenses (present perfect, past perfect, etc.).
Examples:
o She has finished her homework. (Present perfect)
o They had already left when I arrived. (Past perfect)
c. The verb "do" (do, does, did):
o It is used to form questions, negatives, and to add emphasis in the
present simple and past simple tenses.
Examples:
o Do you like coffee? (Question)
o She doesn't like tea. (Negative)
o I do like that movie! (Emphasis)
2. Modal Auxiliary Verbs:
o Modal verbs express necessity, possibility, permission, ability, or
suggestion.
o Modal verbs are always followed by the base form of the verb
(without “to”).

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Examples:
o Can (ability, permission)
 She can swim.
 Can I borrow your pen?
o Could (past ability, polite requests, possibility)
 She could read when she was four.
 Could you help me?
o Will (future action, willingness, promise)
 I will go to the store tomorrow.
 She will help you with that.
o Would (polite requests, hypothetical situations)
 I would like a cup of coffee.
 Would you like to join us?
o Must (necessity, strong suggestion)
 You must study for the test.
 He must be at home now.
o May (permission, possibility)
 May I come in?
 It may rain later.
o Might (possibility)
 It might snow tomorrow.
o Shall (formal suggestion, future action)
 Shall we go for a walk?
o Should (advice, recommendation)
 You should drink more water.
o Need (necessity, obligation)
 You need to finish this by Friday.

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Forms and Functions of Auxiliary Verbs:
1. Forming Questions:
o Use auxiliary verbs to form questions.
o In the present simple and past simple, use do/does/did as auxiliary
verbs.
Examples:
o Do you like pizza? (Present simple)
o Did you go to the store yesterday? (Past simple)
2. Forming Negatives:
o Use auxiliary verbs to create negative sentences.
o In the present simple and past simple, use do/does/did + not (or
don’t/doesn’t/didn’t) to form negatives.
Examples:
o She does not (doesn’t) like ice cream. (Present simple)
o I did not (didn’t) go to the party. (Past simple)
3. Forming Progressive Tenses:
o The verb "be" is used with the main verb to form progressive tenses
(actions that are ongoing).
Examples:
o I am writing a letter. (Present continuous)
o He was watching TV when I called. (Past continuous)
4. Forming Perfect Tenses:
o The verb "have" is used to form perfect tenses (actions that are
completed or have a connection to the present).
Examples:
o She has visited France. (Present perfect)
o We had finished our homework before the meeting started. (Past
perfect)

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 5. Expressing Mood/Voice:
o Modal auxiliary verbs express necessity, possibility, ability,
permission, or polite requests.
o The verb "be" is used in the passive voice.
Examples:
o You must attend the meeting. (Necessity)
o I can help you with that. (Ability)
o May I leave early today? (Permission)
o The report was submitted on time. (Passive voice)
Common Errors with Auxiliary Verbs:
1. Incorrect use of auxiliary verbs in questions:
o Error: "He can sings well."
o Corrected: "He can sing well."
2. Omitting auxiliary verbs in negative sentences:
o Error: "She not likes coffee."
o Corrected: "She does not like coffee."
3. Incorrect auxiliary verb form:
o Error: "He did can go to the party."
o Corrected: "He could go to the party."
Subject-Verb Agreement
Subject-Verb Agreement refers to the grammatical rule that the subject and verb
in a sentence must agree in number (singular or plural) and person (first, second,
or third). In other words, a singular subject must take a singular verb, and a plural
subject must take a plural verb.
The subject is usually a noun (person, place, or thing) or a pronoun that performs
the action. The verb expresses the action or state of being.
Basic Rules of Subject-Verb Agreement:
1. Singular subjects take singular verbs, and plural subjects take plural verbs.

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  Singular Subject: A subject that refers to one person, thing, or idea.
 Plural Subject: A subject that refers to more than one person, thing, or idea.
Examples:
 Singular: The dog barks loudly.
 Plural: The dogs bark loudly.
2. With a compound subject joined by "and," use a plural verb.
 "And" joins two or more subjects, and when they appear together, they
form a plural subject that takes a plural verb.
Examples:
 John and Mary are going to the park.
 Tom and Jerry have a lot of fun together.
3. When a compound subject is joined by "or" or "nor," the verb agrees with
the subject closest to it.
 When two subjects are connected with "or" or "nor," the verb must agree
with the subject that is closest to it.
Examples:
 Neither the teacher nor the students are ready.
 Neither the students nor the teacher is ready.
4. With collective nouns, use a singular verb when the group acts as a single
unit.
 Collective nouns (e.g., team, family, group, class, committee) are treated as
singular when referring to a group acting as one.
Examples:
 The team is winning the match.
 The class is waiting for the teacher.
However, if the members of the collective noun are acting individually, a
plural verb may be used:
 The team members are arguing about the strategy.
(Plural verb because the members are acting individually)

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5. Indefinite pronouns generally take singular verbs.
Indefinite pronouns (e.g., everyone, someone, anybody, nobody, everything)
typically take singular verbs, even if they refer to a group of people or things.
Examples:
 Everyone is excited for the concert.
(Singular indefinite pronoun "everyone" takes singular verb "is")
 Somebody has left their bag.
(Singular indefinite pronoun "somebody" takes singular verb "has")
However, some indefinite pronouns like "few," "many," "several," "both" take
plural verbs.
 Many are coming to the party.
(Plural indefinite pronoun "many" takes plural verb "are")
6. When a fraction or percentage is the subject, the verb agrees with the noun
that follows "of."
 Fractions and percentages take verbs that agree with the noun that follows
the word "of."
Examples:
 Two-thirds of the cake is gone.

 One-half of the students are absent.

7. Titles, names of companies, and subjects are singular, even if they seem
plural.
 Even if a title or noun is plural in form, it is treated as singular if it refers to
a single entity.
Examples:
 The United States is a large country.
 Mathematics is difficult.
Titles of Books, Movies, or Organizations:
Titles of books, movies, or organizations are treated as singular subjects, even if
they seem plural.

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Error: The Harry Potter books are interesting.
Corrected: The Harry Potter books is interesting. (incorrect error example, correct
explanation)
"None" as the Subject:
"None" can be singular or plural, depending on the noun it refers to.
Error: None of the cake was eaten.
Corrected: None of the cakes were eaten.
"Cake" is singular, so "was" is used. If it refers to "cakes," the verb "were" is used.
"The number of" and "A number of":
 "The number of" takes a singular verb.
 "A number of" takes a plural verb.
Error: The number of people are increasing.
Corrected: The number of people is increasing.
"The number of" refers to a singular quantity, so the verb "is" is used.
Correlative Conjunctions:
When using correlative conjunctions like "not only...but also," "both...and," the
verb should agree with the second subject.
Error: Not only the teacher but also the students was late.
Corrected: Not only the teacher but also the students were late.
"Students" is plural, so the verb "were" is used.
With "Each" as the Subject:
"Each" is singular and requires a singular verb, even if the subject is plural.
Error: Each of the boys have a different hobby.
Corrected: Each of the boys has a different hobby.
Explanation: "Each" requires a singular verb, so "has" is used.
Prepositional Phrases:
Prepositional phrases between the subject and verb do not affect subject-verb
agreement.
Error: The man with his friends were late.
Corrected: The man with his friends was late.

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The subject is "man," which is singular, so the verb "was" is used.
“One of” Phrases:
With "one of," the subject is treated as singular.
Error: One of the books are missing.
Corrected: One of the books is missing.
Explanation: "One" is singular, so the verb "is" is used.
What is a Clause?
A clause is a group of words that contains a subject and a predicate (a verb).
Clauses are the building blocks of sentences. A clause can either stand alone as a
complete sentence or be part of a larger sentence.
Key Features of a Clause
 Subject: The person, place, thing, or idea performing the action or being
described.
 Predicate: The verb or action associated with the subject.
There are two main types of clauses:
1. Independent Clause (Main Clause):
o An independent clause can stand alone as a sentence. It expresses a
complete thought.
o Example:
 "She went to the market."
 In this example, "She" is the subject, and "went to the market"
is the predicate.
2. Dependent Clause (Subordinate Clause):
o A dependent clause cannot stand alone as a complete sentence. It
depends on an independent clause to form a complete sentence.
o Example:
 "Although she was tired."
 This clause doesn't express a complete thought and needs an
independent clause to make sense, such as: "Although she was
tired, she finished her work."
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Types of clauses that follow the sequence of tenses in grammar.
1. Main Clause and Subordinate Clause
 Main Clause: This is the part of the sentence that expresses a complete
thought. It can stand alone as a sentence and typically contains the subject
and the main verb.
o Example: "She says..." ("She says" is the main clause).
 Subordinate Clause: This clause depends on the main clause to provide a
complete meaning. It cannot stand alone as a sentence and often provides
more details or information.
o Example: "that she is happy" ("that she is happy" is the subordinate
clause).
The relationship between the tenses of the verbs in these clauses is controlled by
the sequence of tenses rule, ensuring the sentence is grammatically correct and
logical.
2. Direct Speech and Indirect Speech (Reported Speech)
 Direct Speech: This is when we quote the exact words spoken by someone.
o Example: She says, "I am going to the market."
 Indirect Speech (Reported Speech): This is when we report what someone
said without quoting their exact words. In indirect speech, the tense of the
verb changes according to the sequence of tenses.
o Example: She says that she is going to the market.
In indirect speech, the verb tenses often change to reflect the time shift from the
original statement to the reporting. For example:
 Present Tense in Direct Speech: "She says, 'I am going to the market.'"
 Indirect Speech: "She says that she is going to the market." (No change
needed because the reporting verb is in the present tense).
3. Adverbial Clauses of Time and Condition
Adverbial clauses provide additional information about the time or condition
under which the action in the main clause happens. These clauses typically follow
the tense used in the main clause.
 Time Clauses: These clauses tell us when something happens.

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 o Present Tense: "I will go to the store when I finish my work."
 In this example, the main clause ("I will go") is in the future
tense, and the time clause ("when I finish my work") is in the
present tense.
o Past Tense: "She went home after she finished her work."
 In this example, both the main clause ("She went home") and
the time clause ("after she finished her work") are in the past
tense.
 Conditional Clauses: These clauses express conditions that affect the action
in the main clause.
o First Conditional (Real Possibility): "If it rains tomorrow, we will
cancel the picnic."
 The main clause ("we will cancel the picnic") is in the future
tense, and the condition ("If it rains tomorrow") is in the present
tense.
o Second Conditional (Hypothetical): "If it rained tomorrow, we
would cancel the picnic."
 The main clause ("we would cancel the picnic") is in the past
tense, and the condition ("If it rained tomorrow") is in the past
tense.
o Third Conditional (Unreal Past): "If it had rained yesterday, we
would have canceled the picnic."
 Both the main clause ("we would have canceled the picnic")
and the condition ("If it had rained yesterday") are in the past
perfect tense.
4. Subordinate Clauses (Relative Clauses)
 Relative Clauses: These clauses provide more information about a noun in
the main clause, typically introduced by relative pronouns like "who,"
"which," "that," etc.
o Present Tense: "The man who lives next door is my friend."
 In this sentence, the verb "lives" in the relative clause is in the
present tense because the main clause ("The man... is my
friend") is in the present tense.
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 o Past Tense: "The man who lived next door was my friend."
 In this sentence, the verb "lived" in the relative clause is in the
past tense because the main clause ("The man... was my
friend") is in the past tense.
 Key Differences Between Main Clauses and Subordinate Clauses
Main Clause (Independent Subordinate Clause (Dependent
Feature
Clause) Clause)
Does not express a complete
Expresses a complete thought
Meaning thought and depends on a main
and can stand alone.
clause.
Can function as a complete Functions as part of a sentence,
Function
sentence. modifying or adding detail.
Contains a subject and Contains a subject and predicate
Structure
predicate. but cannot stand alone.
Examples "I like chocolate." "Because it was raining."
Does not need conjunctions to Introduced by subordinating
Conjunctions
form a complete thought. conjunctions or relative pronouns.
Summary of Key Clause Types:
1. Main Clause: The main part of the sentence that expresses a complete
thought.
2. Subordinate Clause: A clause that depends on the main clause to make
sense.
3. Direct Speech: The exact words spoken, quoted.
4. Indirect Speech: The reported version of what someone said, with potential
tense shifts according to the sequence of tenses.
5. Adverbial Clauses of Time and Condition: Clauses that tell us when or
under what conditions the action of the main clause happens.
6. Subordinate Clauses (Relative Clauses): Clauses that provide more detail
about a noun in the main clause

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Sequence of Tenses
The sequence of tenses is primarily concerned with reported speech or indirect
speech, and it establishes the relationship between the tenses in the main and the
subordinate clauses.
The sequence of tenses is a rule in grammar that explains how the tense (time of
action) of verbs in different parts of a sentence should relate to each other. This
rule is especially important when we are dealing with reported speech (also called
indirect speech), where we repeat or report what someone else has said.
When you have a main clause (the part of the sentence that makes a complete
thought) and a subordinate clause (the part of the sentence that depends on the
main clause), the tenses in these clauses need to follow a certain pattern to be
grammatically correct.
General Rules of Sequence of Tenses:
1. Present Tense in Main Clause:
o If the main clause is in the present tense, the subordinate clause can be
in the present, future, or present perfect tense.
o Example:
 Main clause (present): "She says that she is happy."
 Subordinate clause: "She is" (present tense) because the main
clause is in the present tense.
2. Past Tense in Main Clause:
o If the main clause is in the past tense, the verb in the subordinate
clause generally goes one step back in time.
 Example:
 Main clause (past): "He said that he was happy."
 Subordinate clause: "He was" (past tense) because the
main clause ("said") is in the past tense. The verb shifts
from "is" to "was."
3. Future Tense in Main Clause:
o If the main clause is in the future tense, the subordinate clause can be
in the present or future tense.

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  Example:
 Main clause (future): "She will say that she is happy."
 Subordinate clause: "She is" (present tense), because the
future tense in the main clause allows it.
4. Present Perfect Tense in Main Clause:
o If the main clause is in the present perfect tense, the subordinate
clause can be in the present perfect or past perfect tense.
 Example:
 Main clause (present perfect): "She has said that she has
finished her work."
 Subordinate clause: "She has finished" (present perfect
tense) because the main clause is in the present perfect
tense.
5. Past Perfect Tense in Main Clause:
o If the main clause is in the past perfect tense, the subordinate clause
also stays in the past perfect tense.
 Example:
 Main clause (past perfect): "He had said that he had
finished his homework."
 Subordinate clause: "He had finished" (past perfect
tense), as it matches the tense of the main clause.
Summary of Changes in Tenses:
Main Clause Tense Subordinate Clause Tense
Present, Future, Present
Present (e.g., says)
Perfect
Past (e.g., said) Past, Past Perfect
Future (e.g., will say) Present, Future
Present Perfect (e.g., has said) Present Perfect, Past Perfect
Past Perfect (e.g., had said) Past Perfect

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Examples to Understand Sequence of Tenses:
1. Present Tense in Main Clause:
o Example: "He says that he likes pizza."
The verb "says" is in the present, so "likes" stays in the present as
well.
2. Past Tense in Main Clause:
o Example: "She told me that she was going to the park."
o "Told" is in the past, so the verb in the subordinate clause (was)
moves one step back to the past tense.
3. Future Tense in Main Clause:
o Example: "He will say that he is going to the party."
o "Will say" is in the future, so the verb in the subordinate clause ("is")
stays in the present tense.
4. Present Perfect Tense in Main Clause:
o Example: "They have said that they have completed the task."
o Both verbs are in the present perfect tense because the main clause
uses "have said."
5. Past Perfect Tense in Main Clause:
o Example: "He had said that he had finished the report."
o Since the main clause is in the past perfect tense, the subordinate
clause must also be in the past perfect tense.
Why is the Sequence of Tenses Important?
1. Consistency: The sequence of tenses helps to maintain consistency in
sentences. Without this rule, it would be unclear whether an action happened
in the past, present, or future.
2. Clarity: It makes communication clearer by ensuring that the timing of
actions is logically consistent.
3. Logical Flow: It makes the sentence flow naturally, especially when the
main clause and the subordinate clause are talking about events at different
times.

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Words Confused/Misused
Common Errors in Writing and Speaking English
English learners and even native speakers often make mistakes when it comes to
word usage, sentence structure, and grammar.
1. Subject-Verb Agreement
Error: The subject and verb must agree in number. Singular subjects take singular
verbs, while plural subjects take plural verbs.
Common Mistake:
 "The dogs runs fast."
 "She don't like coffee."
Correction:
 "The dogs run fast."
 "She doesn't like coffee."
2. Misplaced Modifiers
Error: A modifier should be placed next to the word it modifies to avoid
ambiguity/confusion.
Common Mistake:
 "I almost walked five miles every day."
 "He served sandwiches to the guests in a suit."
Correction:
 "I walked almost five miles every day."
 "He, in a suit, served sandwiches to the guests."
3. Incorrect Word Choice
Error: Many words sound similar but have different meanings. This leads to
confusion in writing and speaking.
Common Mistake:
 "She is a very effect speaker."
 "I will except you from the class."

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Correction:
 "She is a very effective speaker."
 "I will accept you from the class."
4. Using Double Negatives
Error: In English, using two negatives in a sentence cancels each other out, which
can confuse the meaning.
Common Mistake:
 "I don't need no help."
 "She hasn't never been to France."
Correction:
 "I don't need any help."
 "She hasn't ever been to France."
5. Using the Wrong Preposition
Error: Prepositions are tricky in English, and using the wrong one can change the
meaning of a sentence.
Common Mistake:
 "She is good in cooking."
 "I am waiting for the bus since 10 AM."
Correction:
 "She is good at cooking."
 "I have been waiting for the bus since 10 AM."
6. Overuse of Passive Voice
Error: While the passive voice is useful in some cases, overusing it can make
writing or speaking unclear and weak.
Common Mistake:
 "The cake was baked by Mary."
 "The report was finished by the team."
Correction:

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  "Mary baked the cake."
 "The team finished the report."
7. Confusing "Much" and "Many"
Error: "Much" is used with uncountable nouns, and "many" is used with countable
nouns.
Common Mistake:
 "There are much books on the shelf."
 "I don't have many money."
Correction:
 "There are many books on the shelf."
 "I don't have much money."
8. Using "Less" with Countable Nouns
Error: "Less" is used with uncountable nouns, and "fewer" is used with countable
nouns.
Common Mistake:
 "There are less cars on the road today."
 "I have less books than you."
Correction:
 "There are fewer cars on the road today."
 "I have fewer books than you."
9. Using "Since" and "For" Incorrectly
Error: "Since" refers to a specific point in time, while "for" refers to a duration.
Common Mistake:
 "I have lived here for 1990."
 "She has worked in this company since five years."
Correction:
 "I have lived here since 1990."

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  "She has worked in this company for five years."
10. Confusing "Borrow" and "Lend"
Error: "Borrow" means to take something from someone, and "lend" means to give
something to someone.
Common Mistake:
 "Can you borrow me your book?"
 "I will lend you my pencil tomorrow."
Correction:
 "Can you lend me your book?"
 "I will borrow your pencil tomorrow."
1. Affect vs. Effect
 Affect (verb) means "to influence something."
 Effect (noun) means "a result or outcome."
Common Error:
 Misuse: "The effect of the new policy will affect my decision."
 Correct Usage: "The effect of the new policy will influence my decision."
 Affect is an action (verb), while effect is the result (noun).

2. Accept vs. Except

 Accept (verb) means "to agree to something."
 Except (preposition) means "other than" or "excluding."
Common Error:
 Misuse: "I except your apology."
 Correct Usage: "I accept your apology." Use accept when agreeing to
something, and except when excluding or leaving something out.
3. Compliment vs. Complement
 Compliment (noun) refers to "a polite or flattering remark."

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  Complement (noun) refers to "something that completes or enhances
something."
Common Error:
 Misuse: "She gave me a nice complement on my dress."
 Correct Usage: "She gave me a nice compliment on my dress."
 Compliment is a praise, while complement means something that completes
or enhances.
4. Elicit vs. Illicit
 Elicit (verb) means "to draw out a response or answer."
 Illicit (adjective) means "illegal or forbidden."
Common Error:
 Misuse: "The police officer tried to illicit information."
 Correct Usage: "The police officer tried to elicit information."
 Elicit is about drawing out something, while illicit means something
unlawful or forbidden.
5. Discreet vs. Discrete
 Discreet (adjective) means "tactful or cautious in behavior."
 Discrete (adjective) means "separate or distinct."
Common Error:
 Misuse: "The two teams worked in discreet groups."
 Correct Usage: "The two teams worked in discrete groups."
 Discreet refers to being careful or tactful, while discrete means separate or
distinct.
6. Stationary vs. Stationery
 Stationary (adjective) means "not moving."
 Stationery (noun) refers to "writing materials like paper, pens, etc."
Common Error:
 Misuse: "I bought some stationary from the store."

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  Correct Usage: "I bought some stationery from the store."
 Stationary means not moving, while stationery refers to paper and writing
tools.
7. Principal vs. Principle
 Principal (noun) means "the head of a school or organization."
 Principle (noun) refers to "a fundamental belief or rule."
Common Error:
 Misuse: "The principle of the school is very strict."
 Correct Usage: "The principal of the school is very strict."
 Principal is the head or leader, while principle refers to a basic rule or belief.
8. Eminent vs. Imminent
 Eminent (adjective) means "famous or respected."
 Imminent (adjective) means "about to happen."
Common Error:
 Misuse: "The eminent arrival of the guests was a cause for celebration."
 Correct Usage: "The imminent arrival of the guests was a cause for
celebration."
 Eminent refers to something or someone respected or famous, while
imminent means something is about to happen.
9. Allusion vs. Illusion
 Allusion (noun) means "an indirect reference."
 Illusion (noun) means "a false impression or appearance."
Common Error:
 Misuse: "The magician created a marvelous allusion."
 Correct Usage: "The magician created a marvelous illusion."
 Allusion is a reference, while illusion refers to a deceptive or misleading
appearance.
10. Advice vs. Advise

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  Advice (noun) refers to "guidance or recommendations."
 Advise (verb) means "to offer advice or suggest something."
Common Error:
 Misuse: "I will advise you to take this course."
 Correct Usage: "I will advise you to take this course."
 Advice is used when referring to the guidance given.
 Advice is the recommendation, and advise is the action of giving guidance.
11. Fewer vs. Less
 Fewer is used with countable nouns (things that can be counted).
 Less is used with uncountable nouns (things that cannot be counted
individually).
Common Error:
 Misuse: "There is less people in the room today."
 Correct Usage: "There are fewer people in the room today."
 Fewer is for things you can count, while less is for things you cannot count.
12. Further vs. Farther
 Further (adjective/adverb) refers to "more advanced or additional."
 Farther (adjective/adverb) refers to "greater in distance."
Common Error:
 Misuse: "I will walk further to the store."
 Correct Usage: "I will walk farther to the store."
 Further refers to advancement in degree or time, while farther refers to
physical distance.
13. Then vs. Than
 Then (adverb) refers to "at that time" or "next."
 Than (conjunction) is used for comparisons.
Common Error:

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  Misuse: "She is smarter then me."
 Correct Usage: "She is smarter than me."
 Use then for time, and than for making comparisons.
14. Borrow vs. Lend
 Borrow (verb) means "to take something with the intention of returning it."
 Lend (verb) means "to give something with the expectation of it being
returned."
Common Error:
 Misuse: "Can you lend me your pen?"
 Correct Usage: "Can you borrow me your pen?"
 You borrow from someone and lend to someone.
15. Loose vs. Lose
 Loose (adjective) means "not tight."
 Lose (verb) means "to misplace something" or "to no longer have
something."
Common Error:
 Misuse: "I always loose my keys."
 Correct Usage: "I always lose my keys."
 Loose means not tight, while lose means to misplace or be deprived of
something.

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