Common Writing Mistakes to Avoid: A Comprehensive Guide

Effective writing is crucial for clear communication, whether in academic, professional, or personal contexts. Avoiding common writing mistakes can significantly enhance the clarity, credibility, and impact of your message. This comprehensive guide identifies and explains frequent errors in English writing, providing practical examples and exercises to help you improve your skills. This article is designed for students, professionals, and anyone looking to refine their writing abilities.

Table of Contents

• Introduction
• What are Common Writing Mistakes?
• Subject-Verb Agreement
• Pronoun Agreement
• Misplaced Modifiers
• Dangling Modifiers
• Comma Splices
• Run-on Sentences
• Sentence Fragments
• Faulty Parallelism
• Apostrophe Errors
• Their, There, and They’re
• To, Too, and Two
• Affect vs. Effect
• Its vs. It’s
• Common Preposition Errors
• Word Choice Errors
• Practice Exercises
• Advanced Topics
• Frequently Asked Questions
• Conclusion

What are Common Writing Mistakes?

Common writing mistakes are errors in grammar, punctuation, word choice, and sentence structure that frequently occur in written English. These mistakes can obscure meaning, confuse readers, and diminish the overall quality of your writing. Identifying and correcting these errors is essential for effective communication. They range from simple typos to more complex grammatical issues, and can affect clarity, credibility, and the overall effectiveness of written communication.

These mistakes can be categorized into several main areas:

• Grammar: Subject-verb agreement, pronoun agreement, tense consistency
• Punctuation: Comma splices, run-on sentences, apostrophe errors
• Sentence Structure: Misplaced modifiers, dangling modifiers, sentence fragments, faulty parallelism
• Word Choice: Confusing commonly misused words (e.g., their/there/they’re, affect/effect), incorrect prepositions

Subject-Verb Agreement

Subject-verb agreement means that the verb in a sentence must agree in number (singular or plural) with its subject. This is a fundamental rule of English grammar.

Basic Rules

• Singular subjects take singular verbs.
• Plural subjects take plural verbs.

Examples

The following table provides examples of correct and incorrect subject-verb agreement:

Correct	Incorrect	Explanation
The dog barks.	The dog bark.	Singular subject (dog) takes a singular verb (barks).
The dogs bark.	The dogs barks.	Plural subject (dogs) takes a plural verb (bark).
She is happy.	She are happy.	Singular subject (she) takes a singular verb (is).
They are happy.	They is happy.	Plural subject (they) takes a plural verb (are).
The team plays well.	The team play well.	Singular subject (team) takes a singular verb (plays).
The teams play well.	The teams plays well.	Plural subject (teams) takes a plural verb (play).
He has a car.	He have a car.	Singular subject (he) takes a singular verb (has).
They have a car.	They has a car.	Plural subject (they) takes a plural verb (have).
The student studies hard.	The student study hard.	Singular subject (student) takes a singular verb (studies).
The students study hard.	The students studies hard.	Plural subject (students) takes a plural verb (study).
My friend likes pizza.	My friend like pizza.	Singular subject (friend) takes a singular verb (likes).
My friends like pizza.	My friends likes pizza.	Plural subject (friends) takes a plural verb (like).
The book is interesting.	The book are interesting.	Singular subject (book) takes a singular verb (is).
The books are interesting.	The books is interesting.	Plural subject (books) takes a plural verb (are).
The company grows every year.	The company grow every year.	Singular subject (company) takes a singular verb (grows).
The companies grow every year.	The companies grows every year.	Plural subject (companies) takes a plural verb (grow).
She runs every morning.	She run every morning.	Singular subject (she) takes a singular verb (runs).
They run every morning.	They runs every morning.	Plural subject (they) takes a plural verb (run).
The flower blooms in spring.	The flower bloom in spring.	Singular subject (flower) takes a singular verb (blooms).
The flowers bloom in spring.	The flowers blooms in spring.	Plural subject (flowers) takes a plural verb (bloom).

Special Cases

• Collective nouns: Collective nouns (e.g., team, family, committee) can be singular or plural depending on whether they are acting as a single unit or as individual members.
• Indefinite pronouns: Indefinite pronouns (e.g., everyone, someone, nobody) can be tricky. Some are always singular (e.g., each, every, everyone), while others can be singular or plural depending on the context (e.g., some, all, none).
• Compound subjects: Subjects joined by “and” usually take a plural verb, but subjects joined by “or” or “nor” take a verb that agrees with the closest subject.

Pronoun Agreement

Pronoun agreement means that a pronoun must agree in number (singular or plural) and gender (masculine, feminine, or neuter) with its antecedent (the noun it refers to). This ensures clarity and avoids confusion.

Basic Rules

• Singular antecedents take singular pronouns.
• Plural antecedents take plural pronouns.
• Pronouns should agree in gender with their antecedents.

Examples

The following table provides examples of correct and incorrect pronoun agreement:

Correct	Incorrect	Explanation
The student completed his homework.	The student completed their homework.	Singular antecedent (student) takes a singular pronoun (his).
The students completed their homework.	The students completed his homework.	Plural antecedent (students) takes a plural pronoun (their).
Each student should bring his or her book.	Each student should bring their book.	Singular antecedent (each student) takes a singular pronoun (his or her).
The company announced its profits.	The company announced their profits.	Singular antecedent (company) takes a singular pronoun (its).
The employees received their bonuses.	The employees received his bonus.	Plural antecedent (employees) takes a plural pronoun (their).
When a person works hard, he or she succeeds.	When a person works hard, they succeed.	Singular antecedent (person) takes a singular pronoun (he or she).
The cat licked its paws.	The cat licked their paws.	Singular antecedent (cat) takes a singular pronoun (its).
The dogs wagged their tails.	The dogs wagged its tail.	Plural antecedent (dogs) takes a plural pronoun (their).
Every member should cast his or her vote.	Every member should cast their vote.	Singular antecedent (every member) takes a singular pronoun (his or her).
The team celebrated its victory.	The team celebrated their victory.	Singular antecedent (team) takes a singular pronoun (its).
The children played in their backyard.	The children played in his backyard.	Plural antecedent (children) takes a plural pronoun (their).
Each participant received his or her certificate.	Each participant received their certificate.	Singular antecedent (each participant) takes a singular pronoun (his or her).
The organization announced its new policy.	The organization announced their new policy.	Singular antecedent (organization) takes a singular pronoun (its).
The players practiced their skills.	The players practiced his skill.	Plural antecedent (players) takes a plural pronoun (their).
A student should always do his or her best.	A student should always do their best.	Singular antecedent (student) takes a singular pronoun (his or her).
The company invested in its employees.	The company invested in their employees.	Singular antecedent (company) takes a singular pronoun (its).
The fans cheered for their team.	The fans cheered for his team.	Plural antecedent (fans) takes a plural pronoun (their).
Every citizen has his or her rights.	Every citizen has their rights.	Singular antecedent (every citizen) takes a singular pronoun (his or her).
The school improved its facilities.	The school improved their facilities.	Singular antecedent (school) takes a singular pronoun (its).
The athletes trained for their competition.	The athletes trained for his competition.	Plural antecedent (athletes) takes a plural pronoun (their).

Special Cases

• Generic nouns: When referring to a generic noun (e.g., “a student”), use “he or she” or “his or her” to avoid sexism. Alternatively, you can use “they” or “their” in informal contexts, although this is still debated in formal writing.
• Collective nouns: As with subject-verb agreement, collective nouns can be singular or plural depending on the context.

Misplaced Modifiers

A misplaced modifier is a word, phrase, or clause that is placed too far from the word it modifies, causing confusion or unintended meaning. Correcting misplaced modifiers involves moving them closer to the words they describe.

Examples

The following table provides examples of misplaced modifiers and their corrections:

Incorrect (Misplaced Modifier)	Correct	Explanation
I saw a dog running down the street with brown fur.	I saw a dog with brown fur running down the street.	The phrase “with brown fur” should be closer to “dog.”
She served dinner to the guests wearing a beautiful dress.	She served dinner to the guests who were wearing a beautiful dress.	The phrase “wearing a beautiful dress” should modify “she,” not “guests.”
He bought a car from a dealer with a powerful engine.	He bought a car with a powerful engine from a dealer.	The phrase “with a powerful engine” should be closer to “car.”
They found a wallet walking down the street.	Walking down the street, they found a wallet.	The phrase “walking down the street” should modify “they.”
We ate the pizza that was cold in the kitchen.	We ate the cold pizza in the kitchen.	The adjective “cold” should be closer to “pizza.”
She read the book sitting by the window.	Sitting by the window, she read the book.	The phrase “sitting by the window” should modify “she.”
He watched the bird flying in the sky with binoculars.	He watched the bird with binoculars flying in the sky.	The phrase “with binoculars” should modify “he.”
I saw a man riding a bicycle with a red helmet.	I saw a man with a red helmet riding a bicycle.	The phrase “with a red helmet” should be closer to “man.”
She baked cookies for her friends using a new recipe.	Using a new recipe, she baked cookies for her friends.	The phrase “using a new recipe” should modify “she.”
He fixed the car with a broken engine in the garage.	He fixed the car with a broken engine in the garage.	The phrase “with a broken engine” should be closer to “car.”
I found a phone lying on the table with a cracked screen.	I found a phone with a cracked screen lying on the table.	The phrase “with a cracked screen” should be closer to “phone.”
She wrote a letter to her mother filled with gratitude.	She wrote a letter filled with gratitude to her mother.	The phrase “filled with gratitude” should be closer to “letter.”
He gave a presentation to the audience using colorful slides.	Using colorful slides, he gave a presentation to the audience.	The phrase “using colorful slides” should modify “he.”
I saw a cat chasing a mouse with a long tail.	I saw a cat with a long tail chasing a mouse.	The phrase “with a long tail” should be closer to “cat.”
She bought flowers for her friend wrapped in colorful paper.	She bought flowers wrapped in colorful paper for her friend.	The phrase “wrapped in colorful paper” should be closer to “flowers.”
He cooked dinner for his family using fresh ingredients.	Using fresh ingredients, he cooked dinner for his family.	The phrase “using fresh ingredients” should modify “he.”
I read a book by the fire with a warm cup of tea.	With a warm cup of tea, I read a book by the fire.	The phrase “with a warm cup of tea” should modify “I.”
She painted a picture of the landscape with vibrant colors.	She painted a picture with vibrant colors of the landscape.	The phrase “with vibrant colors” should be closer to “picture.”
He built a house for his family with a large garden.	He built a house with a large garden for his family.	The phrase “with a large garden” should be closer to “house.”
I saw a bird building a nest in the tree with a broken wing.	I saw a bird with a broken wing building a nest in the tree.	The phrase “with a broken wing” should be closer to “bird.”

Dangling Modifiers

A dangling modifier is a word, phrase, or clause that does not clearly modify any word in the sentence. Unlike a misplaced modifier, a dangling modifier cannot be easily fixed by moving it; the sentence structure must be revised to include a clear subject for the modifier.

Examples

The following table provides examples of dangling modifiers and their corrections:

Incorrect (Dangling Modifier)	Correct	Explanation
Having finished the exam, the pizza was a welcome treat.	Having finished the exam, the students welcomed the pizza as a treat.	The phrase “Having finished the exam” should modify “the students,” not “the pizza.”
Walking down the street, the buildings looked impressive.	Walking down the street, I found the buildings looked impressive.	The phrase “Walking down the street” should modify “I,” not “the buildings.”
After being washed, the car sparkled.	After being washed, he made the car sparkle.	The phrase “After being washed” should modify “he,” not “the car.”
To get good grades, studying is essential.	To get good grades, students must study diligently.	The phrase “To get good grades” should modify “students,” not “studying.”
While baking the cake, the oven started smoking.	While I was baking the cake, the oven started smoking.	The phrase “While baking the cake” should modify “I,” not “the oven.”
Covered in chocolate sauce, I ate the ice cream.	I ate the ice cream covered in chocolate sauce.	While technically correct, the clearer phrasing places ‘covered’ closer to ‘ice cream’.
Looking out the window, the rain seemed endless.	Looking out the window, I thought the rain seemed endless.	The phrase “Looking out the window” should modify “I,” not “the rain.”
After reading the instructions, the project was easy to complete.	After reading the instructions, they found the project was easy to complete.	The phrase “After reading the instructions” should modify “they,” not “the project.”
Having been delayed, the concert was canceled.	Having been delayed, the organizers canceled the concert.	The phrase “Having been delayed” should modify “the organizers,” not “the concert.”
To avoid traffic, the early route was taken.	To avoid traffic, we took the early route.	The phrase “To avoid traffic” should modify “we,” not “the early route.”
When only a child, my grandfather told me stories.	When I was only a child, my grandfather told me stories.	The phrase “When only a child” should modify “I,” not “my grandfather.”
After opening the package, the contents were revealed.	After opening the package, she revealed the contents.	The phrase “After opening the package” should modify “she,” not “the contents.”
To improve your health, exercise is important.	To improve your health, you should exercise regularly.	The phrase “To improve your health” should modify “you,” not “exercise.”
While watching the sunset, the beach looked serene.	While I was watching the sunset, the beach looked serene.	The phrase “While watching the sunset” should modify “I,” not “the beach.”
Having studied diligently, the test was passed with ease.	Having studied diligently, she passed the test with ease.	The phrase “Having studied diligently” should modify “she,” not “the test.”
To make a good impression, dressing professionally is crucial.	To make a good impression, you should dress professionally.	The phrase “To make a good impression” should modify “you,” not “dressing.”
After finishing the report, a break was needed.	After finishing the report, she needed a break.	The phrase “After finishing the report” should modify “she,” not “a break.”
While listening to music, the time passed quickly.	While I was listening to music, the time passed quickly.	The phrase “While listening to music” should modify “I,” not “the time.”
To succeed in business, innovation is essential.	To succeed in business, entrepreneurs must innovate.	The phrase “To succeed in business” should modify “entrepreneurs,” not “innovation.”
After arriving at the airport, the luggage was collected.	After arriving at the airport, they collected the luggage.	The phrase “After arriving at the airport” should modify “they,” not “the luggage.”

Comma Splices

A comma splice occurs when two independent clauses (clauses that can stand alone as sentences) are joined together with only a comma. This is a common punctuation error that can be easily corrected.

Corrections

• Use a period to separate the clauses into two sentences.
• Use a semicolon to join the clauses.
• Use a comma and a coordinating conjunction (e.g., and, but, or, nor, for, so, yet).
• Subordinate one of the clauses using a subordinating conjunction (e.g., because, although, if, since, when).

Examples

The following table provides examples of comma splices and their corrections:

Incorrect (Comma Splice)	Correct	Explanation
The sun was shining, the birds were singing.	The sun was shining. The birds were singing.	Separated into two sentences.
The sun was shining, the birds were singing.	The sun was shining; the birds were singing.	Joined with a semicolon.
The sun was shining, and the birds were singing.	The sun was shining, and the birds were singing.	Joined with a comma and a coordinating conjunction.
The sun was shining, because the day was clear.	The sun was shining because the day was clear.	Subordinated one clause with “because.”
She went to the store, she bought milk.	She went to the store. She bought milk.	Separated into two sentences.
She went to the store, she bought milk.	She went to the store; she bought milk.	Joined with a semicolon.
She went to the store, and she bought milk.	She went to the store, and she bought milk.	Joined with a comma and a coordinating conjunction.
She went to the store because she needed milk.	She went to the store because she needed milk.	Subordinated one clause with “because.”
He studied hard, he passed the exam.	He studied hard. He passed the exam.	Separated into two sentences.
He studied hard, he passed the exam.	He studied hard; he passed the exam.	Joined with a semicolon.
He studied hard, so he passed the exam.	He studied hard, so he passed the exam.	Joined with a comma and a coordinating conjunction.
Because he studied hard, he passed the exam.	Because he studied hard, he passed the exam.	Subordinated one clause with “because.”
The movie was long, I fell asleep.	The movie was long. I fell asleep.	Separated into two sentences.
The movie was long, I fell asleep.	The movie was long; I fell asleep.	Joined with a semicolon.
The movie was long, so I fell asleep.	The movie was long, so I fell asleep.	Joined with a comma and a coordinating conjunction.
Because the movie was long, I fell asleep.	Because the movie was long, I fell asleep.	Subordinated one clause with “because.”
She likes to read, he prefers to watch movies.	She likes to read. He prefers to watch movies.	Separated into two sentences.
She likes to read, he prefers to watch movies.	She likes to read; he prefers to watch movies.	Joined with a semicolon.
She likes to read, but he prefers to watch movies.	She likes to read, but he prefers to watch movies.	Joined with a comma and a coordinating conjunction.
She likes to read, while he prefers to watch movies.	She likes to read, while he prefers to watch movies.	Subordinated one clause with “while.”

Run-on Sentences

A run-on sentence occurs when two or more independent clauses are joined together without proper punctuation or conjunctions. Run-on sentences can be confusing and difficult to read.

Corrections

• Separate the clauses into two or more sentences.
• Use a semicolon to join the clauses.
• Use a comma and a coordinating conjunction.
• Subordinate one of the clauses using a subordinating conjunction.

Examples

The following table provides examples of run-on sentences and their corrections:

Incorrect (Run-on Sentence)	Correct	Explanation
The cat sat on the mat it looked very comfortable.	The cat sat on the mat. It looked very comfortable.	Separated into two sentences.
The cat sat on the mat; it looked very comfortable.	The cat sat on the mat; it looked very comfortable.	Joined with a semicolon.
The cat sat on the mat, and it looked very comfortable.	The cat sat on the mat, and it looked very comfortable.	Joined with a comma and a coordinating conjunction.
Because the cat sat on the mat, it looked very comfortable.	Because the cat sat on the mat, it looked very comfortable.	Subordinated one clause with “because.”
He went to the park he played football.	He went to the park. He played football.	Separated into two sentences.
He went to the park; he played football.	He went to the park; he played football.	Joined with a semicolon.
He went to the park, and he played football.	He went to the park, and he played football.	Joined with a comma and a coordinating conjunction.
After he went to the park, he played football.	After he went to the park, he played football.	Subordinated one clause with “after.”
She likes coffee he prefers tea.	She likes coffee. He prefers tea.	Separated into two sentences.
She likes coffee; he prefers tea.	She likes coffee; he prefers tea.	Joined with a semicolon.
She likes coffee, but he prefers tea.	She likes coffee, but he prefers tea.	Joined with a comma and a coordinating conjunction.
While she likes coffee, he prefers tea.	While she likes coffee, he prefers tea.	Subordinated one clause with “while.”
The rain was falling the streets were wet.	The rain was falling. The streets were wet.	Separated into two sentences.
The rain was falling; the streets were wet.	The rain was falling; the streets were wet.	Joined with a semicolon.
The rain was falling, so the streets were wet.	The rain was falling, so the streets were wet.	Joined with a comma and a coordinating conjunction.
Because the rain was falling, the streets were wet.	Because the rain was falling, the streets were wet.	Subordinated one clause with “because.”
He is tall he is also strong.	He is tall. He is also strong.	Separated into two sentences.
He is tall; he is also strong.	He is tall; he is also strong.	Joined with a semicolon.
He is tall, and he is also strong.	He is tall, and he is also strong.	Joined with a comma and a coordinating conjunction.
He is tall, and because of this he is strong.	He is tall, and because of this he is strong.	Subordinated one clause with “because.”

Sentence Fragments

A sentence fragment is an incomplete sentence. It may lack a subject, a verb, or both, or it may not express a complete thought. While fragments can be used intentionally for stylistic effect, they are generally considered errors in formal writing.

Corrections

• Add the missing subject or verb.
• Combine the fragment with a related independent clause.
• Rewrite the fragment to form a complete sentence.

Examples

The following table provides examples of sentence fragments and their corrections:

Incorrect (Sentence Fragment)	Correct	Explanation
Because it was raining.	Because it was raining, we stayed inside.	Added an independent clause.
Running down the street.	He was running down the street.	Added a subject and verb.
Although she tried her best.	Although she tried her best, she didn’t succeed.	Added an independent clause.
The old, wooden house.	The old, wooden house stood on the hill.	Added a verb.
After the game.	After the game, we went out for pizza.	Added an independent clause.
Which is why I am here.	That is why I am here.	Made it a complete thought.
Especially the chocolate ones.	I like all cookies, especially the chocolate ones.	Combined with a complete sentence.
Before leaving for work.	Before leaving for work, he had a cup of coffee.	Added an independent clause.
Such a beautiful day.	It is such a beautiful day.	Added a subject and verb.
If you want to succeed.	If you want to succeed, you must work hard.	Added an independent clause.
A bright and sunny morning.	It was a bright and sunny morning.	Added a subject and verb.
Since he arrived late.	Since he arrived late, he missed the beginning of the meeting.	Added an independent clause.
The tall building downtown.	The tall building downtown is a landmark.	Added a verb.
While waiting for the bus.	While waiting for the bus, I read a book.	Added an independent clause.
Because of the rain.	Because of the rain, the game was canceled.	Added an independent clause.
A long and winding road.	The road was long and winding.	Added a verb and subject.
After finishing the book.	After finishing the book, I watched the movie.	Added an independent clause.
Although it was difficult.	Although it was difficult, he never gave up.	Added an independent clause.
The delicious chocolate cake.	The delicious chocolate cake was gone in minutes.	Added a verb.
Since they moved to the city.	Since they moved to the city, they have been much happier.	Added an independent clause.
A cold and windy night.	It was a cold and windy night.	Added a subject and verb.
If she studies hard enough.	If she studies hard enough, she will pass the exam.	Added an independent clause.
The old, abandoned house.	The old, abandoned house stood empty for years.	Added a verb.
After the long journey.	After the long journey, we were exhausted.	Added an independent clause.
Because he was tired.	Because he was tired, he went to bed early.	Added an independent clause.
A small, cozy cafe.	There is a small, cozy cafe on the corner.	Added a subject and verb.
While listening to music.	While listening to music, she studied for her exams.	Added an independent clause.
Although it was expensive.	Although it was expensive, he decided to buy it.	Added an independent clause.
The beautiful, blooming flowers.	The beautiful, blooming flowers filled the garden.	Added a verb.

Faulty Parallelism

Parallelism is the use of matching grammatical structures to express related ideas. Faulty parallelism occurs when these structures do not match, leading to awkward or confusing sentences.

Corrections

• Ensure that all items in a list or series have the same grammatical structure.
• Use the same verb tense and form for all parallel elements.
• Maintain consistency in the use of phrases and clauses.

Examples

The following table provides examples of faulty parallelism and their corrections:

Incorrect (Faulty Parallelism)	Correct	Explanation
She likes reading, hiking, and to cook.	She likes reading, hiking, and cooking.	All items in the list should be gerunds.
He enjoys singing, to dance, and playing the guitar.	He enjoys singing, dancing, and playing the guitar.	All items in the list should be gerunds.
She is intelligent, kind, and a hard worker.	She is intelligent, kind, and hardworking.	All items in the list should be adjectives.
He wants to travel the world, learn new languages, and becoming a chef.	He wants to travel the world, learn new languages, and become a chef.	All items in the list should be verbs in the infinitive form.
They are looking for a house that is spacious, affordable, and located near schools.	They are looking for a house that is spacious, affordable, and conveniently located near schools.	All items in the list should be adjectives or adjectival phrases.
She went to the store, bought groceries, and a movie was rented.	She went to the store, bought groceries, and rented a movie.	All items in the list should be verbs in the past tense.
He is good at writing, speaking, and to listen.	He is good at writing, speaking, and listening.	All items in the list should be gerunds.
She plans to study abroad, to get an internship, and finding a job.	She plans to study abroad, get an internship, and find a job.	All items in the list should be verbs in the infinitive form.
He is interested in history, science, and studying literature.	He is interested in history, science, and literature.	All items in the list should be nouns.
She likes to swim, cycling, and running.	She likes swimming, cycling, and running.	All items in the list should be gerunds.
He is known for his honesty, kindness, and he is reliable.	He is known for his honesty, kindness, and reliability.	All items in the list should be nouns.
She enjoys reading books, watching movies, and to play video games.	She enjoys reading books, watching movies, and playing video games.	All items in the list should be gerunds.
He wants to be a doctor, a lawyer, or an engineer being.	He wants to be a doctor, a lawyer, or an engineer.	All items in the list should be nouns.
She is skilled in painting, drawing, and to sculpt.	She is skilled in painting, drawing, and sculpting.	All items in the list should be gerunds.
He is passionate about music, art, and to write.	He is passionate about music, art, and writing.	All items in the list should be nouns.
She likes to dance, to sing, and acting.	She likes to dance, to sing, and to act.	All items in the list should be verbs in the infinitive form.
He is good at teaching, mentoring, and giving advice.	He is good at teaching, mentoring, and advising.	All items in the list should be gerunds.
She plans to travel, to learn, and experiencing new cultures.	She plans to travel, to learn, and to experience new cultures.	All items in the list should be verbs in the infinitive form.
He is interested in sports, fitness, and to stay healthy.	He is interested in sports, fitness, and health.	All items in the list should be nouns.
She likes reading books, watching movies, and going for walks being.	She likes reading books, watching movies, and going for walks.	All items in the list should be gerund phrases.

Apostrophe Errors

Apostrophes are used to indicate possession or to mark contractions. Common errors include using apostrophes incorrectly to form plurals or omitting them in contractions.

Rules

• Use an apostrophe + s (‘s) to show possession for singular nouns.
• Use an apostrophe after the s (s’) to show possession for plural nouns.
• Use an apostrophe to indicate missing letters in contractions (e.g., cannot = can’t).

Examples

The following table provides examples of apostrophe errors and their corrections:

Incorrect (Apostrophe Error)	Correct	Explanation
The dog’s are barking.	The dogs are barking.	Apostrophe not needed for plural nouns.
Its a beautiful day.	It’s a beautiful day.	Use an apostrophe in contractions (it is = it’s).
The childrens toys.	The children’s toys.	Apostrophe needed to show possession.
The books cover is torn.	The book’s cover is torn.	Apostrophe needed to show possession.
The teachers’s lounge.	The teachers’ lounge.	Apostrophe after the s for plural possessive.
The companies profits increased.	The company’s profits increased.	Apostrophe needed to show possession.
The students desks were messy.	The students’ desks were messy.	Apostrophe after the s for plural possessive.
The teams victory was celebrated.	The team’s victory was celebrated.	Apostrophe needed to show possession.
The flowers petals were delicate.	The flower’s petals were delicate.	Apostrophe needed to show possession.
The cars tires were new.	The car’s tires were new.	Apostrophe needed to show possession.
The houses roof was damaged.	The house’s roof was damaged.	Apostrophe needed to show possession.
The birds nest was high in the tree.	The bird’s nest was high in the tree.	Apostrophe needed to show possession.
The actors performance was outstanding.	The actor’s performance was outstanding.	Apostrophe needed to show possession.
The artists paintings were vibrant.	The artist’s paintings were vibrant.	Apostrophe needed to show possession.
The writers novels were popular.	The writer’s novels were popular.	Apostrophe needed to show possession.
The musicians songs were catchy.	The musician’s songs were catchy.	Apostrophe needed to show possession.
The chefs recipes were delicious.	The chef’s recipes were delicious.	Apostrophe needed to show possession.
The doctors advice was helpful.	The doctor’s advice was helpful.	Apostrophe needed to show possession.
The lawyers arguments were convincing.	The lawyer’s arguments were convincing.	Apostrophe needed to show possession.
The engineers designs were innovative.	The engineer’s designs were innovative.	Apostrophe needed to show possession.

Their, There, and They’re

“Their,” “there,” and “they’re” are homophones (words that sound alike but have different meanings and spellings). Using them correctly is essential for clear writing.

Definitions

• Their: Indicates possession (e.g., “Their car is new.”)
• There: Indicates a place or existence (e.g., “The book is over there.” or “There are many stars in the sky.”)
• They’re: A contraction of “they are” (e.g., “They’re going to the party.”)

Examples

The following table provides examples of correct and incorrect usage of “their,” “there,” and “they’re”:

Incorrect	Correct	Explanation
They’re dog is friendly.	Their dog is friendly.	“Their” indicates possession.
Their is a park nearby.	There is a park nearby.	“There” indicates existence.
There going to the beach.	They’re going to the beach.	“They’re” is a contraction of “they are.”
The students like there teacher.	The students like their teacher.	“Their” indicates possession.
There happy to be here.	They’re happy to be here.	“They’re” is a contraction of “they are.”
Their books are on the table over their.	Their books are on the table over there.	“Their” indicates possession, “there” indicates location.
They’re house is very big.	Their house is very big.	“Their” indicates possession.
There is no one their.	There is no one there.	“There” indicates location.
They’re coming to our party.	They’re coming to our party.	“They’re” is a contraction of “they are.”
Their excited about the trip.	They’re excited about the trip.	“They’re” is a contraction of “they are.”
There car is parked outside.	Their car is parked outside.	“Their” indicates possession.
There is a cat sitting their.	There is a cat sitting there.	“There” indicates location.
They’re planning a vacation.	They’re planning a vacation.	“They’re” is a contraction of “they are.”
Their going to visit their family.	They’re going to visit their family.	“They’re” is a contraction of “they are,” “their” indicates possession.
There dog is very friendly.	Their dog is very friendly.	“Their” indicates possession.
There is a problem with there car.	There is a problem with their car.	“There” indicates existence, “their” indicates possession.
They’re always late to their appointments.	They’re always late to their appointments.	“They’re” is a contraction of “they are,” “their” indicates possession.
There happy to help you with there homework.	They’re happy to help you with their homework.	“They’re” is a contraction of “they are,” “their” indicates possession.
There going to bring there friends to the party.	They’re going to bring their friends to the party.	“They’re” is a contraction of “they are,” “their” indicates possession.
There is a beautiful view from there house.	There is a beautiful view from their house.	“There” indicates existence, “their” indicates possession.

To, Too, and Two

“To,” “too,” and “two” are another set of homophones that are often confused. Understanding their different meanings is crucial for accurate writing.

Definitions

• To: Indicates direction, purpose, or infinitive verbs (e.g., “I am going to the store.” or “I need to study.”)
• Too: Means “also” or “excessively” (e.g., “I want to go too.” or “It is too hot outside.”)
• Two: The number 2 (e.g., “I have two cats.”)

Examples

The following table provides examples of correct and incorrect usage of “to,” “too,” and “two”:

Incorrect	Correct	Explanation
I am going to the store, to.	I am going to the store, too.	“Too” means “also.”
I have too sisters.	I have two sisters.	“Two” is the number 2.
It is to hot outside.	It is too hot outside.	“Too” means “excessively.”
She wants too go to the party.	She wants to go to the party.	“To” indicates purpose.
He has to many books.	He has too many books.	“Too” means “excessively.”
They are going to the park to play to.	They are going to the park to play, too.	“To” indicates purpose, “too” means “also.”
I need to buy too apples.	I need to buy two apples.	“Two” is the number 2.
She is to tired to go out.	She is too tired to go out.	“Too” means “excessively,” “to” indicates purpose.
He wants to learn to play too instruments.	He wants to learn to play two instruments.	“To” indicates purpose, “two” is the number 2.
They are going to the beach, and I want to go to.	They are going to the beach, and I want to go too.	“To” indicates direction, “too” means “also.”
I have to many chores to do.	I have too many chores to do.	“Too” means “excessively,” “to” indicates purpose.
She needs to study to pass the test to.	She needs to study to pass the test, too.	“To” indicates purpose, “too” means “also.”
He bought to tickets to the concert.	He bought two tickets to the concert.	“Two” is the number 2, “to” indicates direction.
They are going to the movies to see to films.	They are going to the movies to see two films.	“To” indicates direction, “two” is the number 2.
I want to learn to speak to languages to.	I want to learn to speak two languages, too.	“To” indicates purpose, “two” is the number 2, “too” means “also.”
She is to young to watch that movie to.	She is too young to watch that movie, too.	“Too” means “excessively” and “also,” “to” indicates purpose.
He has to much work to do to day.	He has too much work to do today.	“Too” means “excessively,” “to” indicates purpose.
They are planning to visit to cities to.	They are planning to visit two cities, too.	“To” indicates purpose, “two” is the number 2, “too” means “also.”
I need to buy to new shirts to wear to the party to.	I need to buy two new shirts to wear to the party, too.	“Two” is the number 2, “to” indicates purpose, “too” means “also.”
She is to busy to help me with to many things to.	She is too busy to help me with too many things, too.	“Too” means “excessively” and “also,” “to” indicates purpose.

Affect vs. Effect

“Affect” and “effect” are often confused because they are related and can be used as both nouns and verbs, though one form is much more common than the other.

Definitions

• Affect: Primarily a verb meaning “to influence” (e.g., “The weather affects my mood.”)
• Effect: Primarily a noun meaning “a result” or “influence” (e.g., “The effect of the rain was flooding.”) Can also be a verb meaning “to bring about” (e.g. “To effect change, you must first take action.”)

Examples

The following table provides examples of correct and incorrect usage of “affect” and “effect”:

Incorrect	Correct	Explanation
The affects of the storm were devastating.	The effects of the storm were devastating.	“Effects” is the noun meaning “results.”
How will the decision effect your job?	How will the decision affect your job?	“Affect” is the verb meaning “to influence.”
The medicine had a positive affect on his health.	The medicine had a positive effect on his health.	“Effect” is the noun meaning “result.”
The movie effected me deeply.	The movie affected me deeply.	“Affect” is the verb meaning “to influence.”
What affect will the new policy have?	What effect will the new policy have?	“Effect” is the noun meaning “result.”
Stress can affect your health and have many negative effects.	Stress can affect your health and have many negative effects.	“Affect” is the verb meaning “to influence,” “effects” is the noun meaning “results.”
The new law will effect everyone in the country.	The new law will affect everyone in the country.	“Affect” is the verb meaning “to influence.”
The effect of the drug was immediate.	The effect of the drug was immediate.	“Effect” is the noun meaning “result.”
The weather affects my mood, and the affect is noticeable.	The weather affects my mood, and the effect is noticeable.	“Affects” is the verb meaning “to influence,” “effect” is the noun meaning “result.”
Pollution can effect the environment in many ways.	Pollution can affect the environment in many ways.	“Affect” is the verb meaning “to influence.”
The effects of exercise are numerous and beneficial.	The effects of exercise are numerous and beneficial.	“Effects” is the noun meaning “results.”
The new regulations will affect business operations.	The new regulations will affect business operations.	“Affect” is the verb meaning “to influence.”
The effect of the changes was immediately apparent.	The effect of the changes was immediately apparent.	“Effect” is the noun meaning “result.”
Climate change affects weather patterns worldwide.	Climate change affects weather patterns worldwide.	“Affects” is the verb meaning “to influence.”
The effects of the medication were carefully monitored.	The effects of the medication were carefully monitored.	“Effects” is the noun meaning “results.”
The decision to cut funding will affect many programs.	The decision to cut funding will affect many programs.	“Affect” is the verb meaning “to influence.”
The effect of the policy change was significant.	The effect of the policy change was significant.	“Effect” is the noun meaning “result.”
The new tax law affects small businesses.	The new tax law affects small businesses.	“Affects” is the verb meaning “to influence.”
The effects of sleep deprivation are well-documented.	The effects of sleep deprivation are well-documented.	“Effects” is the noun meaning “results.”
The economic downturn will affect many families.	The economic downturn will affect many families.	“Affect” is the verb meaning “to influence.”

Its vs. It’s

“Its” and “it’s” are commonly confused due to their similar spelling, but they have distinct meanings.

Definitions

• Its: A possessive pronoun indicating ownership (e.g., “The dog wagged its tail.”)
• It’s: A contraction of “it is” or “it has” (e.g., “It’s raining outside.” or “It’s been a long day.”)

Examples

The following table provides examples of correct and incorrect usage of “its” and “it’s”:

Incorrect	Correct	Explanation
Its a beautiful day.	It’s a beautiful day.	“It’s” is a contraction of “it is.”
The cat licked it’s paws.	The cat licked its paws.	“Its” indicates possession.
It’s been a pleasure meeting you.	It’s been a pleasure meeting you.	“It’s” is a contraction of “it has.”
The company announced it’s new policy.	The company announced its new policy.	“Its” indicates possession.
It’s important to study hard.	It’s important to study hard.	“It’s” is a contraction of “it is.”
The bird built it’s nest in the tree.	The bird built its nest in the tree.	“Its” indicates possession.
It’s going to be a long journey.	It’s going to be a long journey.	“It’s” is a contraction of “it is.”
The dog buried it’s bone in the yard.	The dog buried its bone in the yard.	“Its” indicates possession.
It’s a good idea to save money.	It’s a good idea to save money.	“It’s” is a contraction of “it is.”
The government announced it’s new budget.	The government announced its new budget.	“Its” indicates possession.
It’s been raining all day.	It’s been raining all day.	“It’s” is a contraction of “it has.”
The team celebrated it’s victory.	The team celebrated its victory.	“Its” indicates possession.
It’s necessary to follow the rules.	It’s necessary to follow the rules.	“It’s” is a contraction of “it is.”
The car had it’s tires changed.	The car had its tires changed.	“Its” indicates possession.
It’s a complex problem.	It’s a complex problem.	“It’s” is a contraction of “it is.”
The company is proud of it’s achievements.	The company is proud of its achievements.	“Its” indicates possession.
It’s important to be on time.	It’s important to be on time.	“It’s” is a contraction of “it is.”
The cat cleaned it’s fur.	The cat cleaned its fur.	“Its” indicates possession.
It’s been a long time since we last met.	It’s been a long time since we last met.	“It’s” is a contraction of “it has.”
The organization is known for it’s charitable work.	The organization is known for its charitable work.	“Its” indicates possession.

Common Preposition Errors

Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. Common errors involve using the wrong preposition in specific contexts.

Examples

The following table provides examples of common preposition errors and their corrections:

Incorrect	Correct	Explanation
I am good in math.	I am good at math.	Use “at” to indicate skill.
He is interested on history.	He is interested in history.	Use “in” to indicate interest.
She is afraid from spiders.	She is afraid of spiders.	Use “of” to indicate fear.
They are waiting on the bus.	They are waiting for the bus.	Use “for” to indicate waiting.
He depends of his parents.	He depends on his parents.	Use “on” to indicate dependence.
She is married with a doctor.	She is married to a doctor.	Use “to” to indicate marriage.
He is different than her.	He is different from her.	Use “from” to indicate difference.
She apologized for him.	She apologized to him.	Use “to” to indicate apologizing to someone.
He agreed to her proposal	He agreed with her proposal.	Use “with” to indicate agreement with a proposal.
She is angry at her brother.	She is angry with her brother.	Use “with” to indicate being angry with someone.
He is excited about the trip.	He is excited about the trip.	Use “about” to indicate excitement about something.
She is responsible of the project.	She is responsible for the project.	Use “for” to indicate responsibility.
They are proud from their achievements.	They are proud of their achievements.	Use “of” to indicate pride.
He is aware for the problem.	He is aware of the problem.	Use “of” to indicate awareness.
She is committed on her work.	She is committed to her work.	Use “to” to indicate commitment.
They are dedicated on their goals.	They are dedicated to their goals.	Use “to” to indicate dedication.
He is skilled on playing the piano.	He is skilled at playing the piano.	Use “at” to indicate skill.
She is successful on her career.	She is successful in her career.	Use “in” to indicate success in a field.
They are involved on the project.	They are involved in the project.	Use “in” to indicate involvement.
He is focused on his studies.	He is focused on his studies.	Use “on” to indicate focus.
She is dependent of her parents.	She is dependent on her parents.	Use “on” to indicate dependence.

Word Choice Errors

Word choice errors involve using words that do not accurately convey the intended meaning or are inappropriate for the context. Selecting the right word is essential for clear and effective communication.

Examples

The following table provides examples of common word choice errors and their corrections:

Incorrect	Correct	Explanation
The weather is effecting my mood.	The weather is affecting my mood.	“Affecting” means influencing.
I except your apology.	I accept your apology.	“Accept” means to receive or agree to.
He advised me to lay down.	He advised me to lie down.	“Lie” means to recline; “lay” means to place something down.
The principle of the school spoke to us.	The principal of the school spoke to us.	“Principal” refers to the head of a school.
The site was beautiful.	The sight was beautiful.	“Sight” refers to something seen.
I need to brake the car.	I need to brake the car.	“Brake” means to slow down or stop; “break” means to shatter or separate.
The suite was very comfortable.	The suite was very comfortable.	“Suite” refers to a set of rooms.
I am adverse to spiders.	I am averse to spiders.	“Averse” means having a strong dislike.
The council gave their advise on the matter.	The council gave their advice on the matter.	“Advice” is a noun meaning guidance or recommendations.
The weather is quiet nice today.	The weather is quite nice today.	“Quite” means fairly or rather.
I am confidant that I will succeed.	I am confident that I will succeed.	“Confident” means having assurance or belief in oneself.
The cereal was very coarse.	The cereal was very course.	“Course” means rough in texture.
The desert was hot and dry.	The desert was hot and dry.	“Desert” refers to a dry, barren area.
I have a dairy in my journal.	I have a diary in my journal.	“Diary” refers to a personal record of daily events.
The emigrant moved to a new country.	The immigrant moved to a new country.	“Immigrant” refers to someone who comes to live permanently in a foreign country.
The eminent professor gave a lecture.	The imminent professor gave a lecture.	“Eminent” means famous and respected within a particular sphere or profession.
She inferred that I was lying.	She implied that I was lying.	“Imply” means to suggest something without explicitly stating it.
I loose my keys all the time.	I lose my keys all the time.	“Lose” means to misplace or be deprived of something.
The moral of the story was clear.	The morale of the story was clear.	“Moral” refers to a lesson or principle.
The stationary was very elegant.	The stationery was very elegant.	“Stationery” refers to writing materials like paper and envelopes.

Practice Exercises

Test your knowledge by identifying and correcting the errors in the following sentences:

Advanced Topics

For those looking to further refine their writing skills, consider exploring these advanced topics:

• Rhetorical Devices: Understanding and using techniques such as metaphor, simile, and personification.
• Style and Tone: Developing a consistent and appropriate style for different writing contexts.
• Audience Analysis: Tailoring your writing to suit the needs and expectations of your target audience.
• Critical Thinking: Enhancing your ability to analyze and evaluate information effectively.

Frequently Asked Questions

Conclusion

Mastering the art of writing involves continuous learning and attention to detail. By understanding and avoiding common writing mistakes, you can significantly improve the clarity, credibility, and impact of your written communication. Use this guide as a reference, practice regularly, and seek feedback to refine your skills and become a more effective writer. Effective writing is not just about following rules; it’s about communicating your ideas clearly and persuasively. Keep practicing, keep learning, and watch your writing skills flourish.