As students advance, to improve essay writing skills they need in-depth support. They need to organize their thoughts and learn to clearly communicate their ideas in writing. Be clear, be correct be cogent, be concise, and be creative.
1. Be Clear and be creative
Before you sit down to write (anything), ask yourself: Why am I writing?
What’s the desired outcome that you want with this particular piece of writing? The best writing tends to have one clear, ringing intention. Choose it—and commit.
2. Be concise and be cogent (make sure it makes sense)
In the business world, brevity is gold. To help you get to the point finish these statements:
The reason I am writing is...
What I want you to know is...
What I want you to do is...
Get those three points down pat. Then refer to them as you write to keep yourself on track.
Steps to writing a paper:
- Pick a topic. ...
- Prepare an outline or diagram of your ideas. ...
- Write your thesis statement. ...
- Write the body. ...
- Write the introduction. ...
- Write the conclusion. ...
- Add the finishing touches.
- your answer to a question you have posed
- the resolution of a problem you have identified
- a statement that announces your position on a debatable topic
- Or what problem does the author attempt to solve?
- What are the key parts, and how do they relate to one another and to the thesis?
- Your introductory paragraph will briefly summarize the text and offer your analytical thesis.
- Your body paragraphs will support your thesis with evidence from the text. Your conclusion will pull together the major points and show the significance of your analysis.
Brainstorming
Brainstorming, or listing ideas, is a good way to figure out what you know and what questions you have. Here is a list one student writer jotted down for an essay about community service requirements for college students:
Volunteered in high school.
Teaching adults to read motivated me to study education.
“The best way to find yourself is to lose yourself in the service of others.”—Gandhi
Volunteering helps students find interests and career paths.
Clustering
Clustering (sometimes called mapping) emphasizes relationships among ideas. To cluster ideas, write your subject in the center of a sheet of paper, draw a circle around it, and surround the circle with related ideas connected to it with lines. Look for categories and connections among your ideas.
Freewriting
In its purest form, freewriting is simply nonstop writing. You set aside ten minutes or so and write whatever comes to mind, without pausing to think about word choice, spelling, or even meaning. If you get stuck, you can write about being stuck, but you should keep your fingers moving. Freewriting lets you ask questions without feeling that you have to answer them. Sometimes a question that comes to mind at this stage will point you in an unexpected direction. To explore ideas on a particular topic, consider using a technique known as focused freewriting. Again, you write quickly and freely, but this time you focus on a specific subject and pay attention to the connections among your ideas.
Draft and revise a working thesis statement
For many types of writing, you will be able to assert your central idea in a sentence or two. Such a statement, which ordinarily appears in the opening paragraph of your finished essay, is called a thesis.
What makes an effective thesis statement?
A successful thesis statement is a central idea that requires supporting evidence; its scope is appropriate for the assigned length of the essay; and it is sharply and specifically focused.
A thesis is a promise to readers. It is often one or more of the following:
Focus on a main point.
A paragraph should be unified around a main point. The point should be clear to readers, and all sentences in the paragraph should relate to it.
Stating the main point in a topic sentence
As readers move into a paragraph, they need to know where they are —in relation to the whole essay— and what to expect in the sentences to come. A good topic sentence, a one-sentence summary of the paragraph’s main point, acts as a signpost pointing in two directions: backward toward the thesis of the essay and forward toward the body of the paragraph. Like a thesis statement, a topic sentence is more general than the material supporting it. Usually the topic sentence (highlighted in the following example) comes first in the paragraph.
Sticking to the point
Sentences that do not support the topic sentence destroy the unity of a paragraph. If the paragraph is otherwise focused, such sentences can simply be deleted or perhaps moved elsewhere. In the following paragraph describing the inadequate facilities in a high school, the information about the chemistry instructor (highlighted) is clearly off the point.
Linking ideas clearly
Readers expect to learn a paragraph’s main point in a topic sentence early in the paragraph. Then, as they move into the body of the paragraph, they expect to encounter specific details, facts, or examples that support the topic sentence — either directly or indirectly. If a sentence does not support the topic sentence directly, readers expect it to support another sentence in the paragraph and therefore to support the topic sentence indirectly. The following paragraph
begins with a topic sentence. The highlighted sentences are direct supports, and the rest of the sentences are indirect supports.
Common transitions
To show addition:
and, also, besides, further, furthermore, in addition, moreover, next, too, first, second
To give examples:
for example, for instance, to illustrate, in fact, specifically
To compare:
also, in the same manner, similarly, likewise
To contrast:
but, however, on the other hand, in contrast, nevertheless, still, even though, on the contrary, yet, although
To summarize or conclude: in short, in summary, in conclusion, to sum up, therefore
To show time: after, as, before, next, during, later, finally, meanwhile, then, when, while, immediately
To show place or direction: above, below, beyond, nearby, opposite, close, to the left
To indicate logical relationship: if, so, therefore, consequently, thus, as a result, for this reason, because, since
Reasons for beginning a new paragraph
Paragraph breaks are not always made for strictly logical reasons. Writers use them for the following reasons as well.
• to mark off the introduction and the conclusion
• to signal a shift to a new idea
• to indicate an important shift in time or place
• to emphasize a point (by placing it at the beginning or the
end, not in the middle, of a paragraph)
• to highlight a contrast
• to signal a change of speakers (in dialogue)
• to provide readers with a needed pause
• to break up text that looks too dense
Writing your analytical essay about a passage of scripture
Explore
Generate ideas for your analysis by brainstorming responses to questions such as the following:
• What is the text about?
• What do you find most interesting, surprising, or puzzling about this text?
• What is the author’s thesis or central idea? Put the author’s thesis to the “So what?” test.
• What do your annotations of the text reveal about your response to it?
Guidelines for analyzing a text
Instructors who ask you to analyze a passage often expect you to address some of the following questions:
• What questions (stated or unstated) does the author address?
• What is the author’s thesis, or central idea?
• How does the author structure the text?
• Who is the intended audience? What supporting thoughts has the author used to develop the argument and to persuade readers of its merit?
Outline to identify main ideas.
Writing an outline is one way of getting started on a draft. Outlining can also be a useful tool in understanding a text that you’ve been assigned to read. When you outline a text, you identify
its main idea or purpose and its major parts. One way to outline is to try to define its main idea or purpose and sketch a list of its key elements. Because the passage may not explicitly state a purpose, you may have to puzzle it out from the details in the text.
Draft
• Draft a working thesis to focus your analysis. Remember that your thesis is not the same as the author’s thesis. Your thesis presents your analysis of the text.
• Draft a plan to organize your paragraphs.
• Identify specific words, phrases, and sentences as evidence to support your thesis.
Revise
Ask one or two reviewers (or self assess) to give you specific comments.
You can use the following questions to guide their feedback:
• Is the introduction effective and engaging?
• Is summary balanced with analysis?
• Does the thesis offer a clear of the text?
• What objections might other writers pose to your analysis?
• Is the analysis well organized? Are there clear topic sentences and transitions?
• Is there sufficient evidence? Is the evidence analyzed?
• Have you cited words, phrases, or sentences that are summarized or quoted?
- Separate the clauses into two sentences.
- Replace the comma with a semi-colon.
- Replace the comma with a coordinating conjunction--and, but, for, yet, nor, so.
- Replace the comma with a subordinating conjunction--after, although, before, unless, as, because, even though, if, since, until, when, while.
- Replace the comma with a semi-colon and transitional word--however, moreover, on the other hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result.
- Incorrect: Rachel is very smart, she began reading when she was three years old.
- Correct: Rachel is very smart. She began reading when she was three years old.
- Correct: Rachel is very smart; she began reading when she was three years old.
- Correct: Rachel is very smart, and she began reading when she was three years old.
- Correct: Because Rachel is very smart, she began reading when she was three years old.
- Correct: Rachel is very smart; as a result, she began reading when she was three years old.
- Incorrect: Everybody must bring their own lunch.
- Correct: Everybody must bring his or her own lunch.
- Incorrect: My mothers cabin is next to his' cabin.
- Correct: My mother's cabin is next to his cabin.
- Incorrect: Its a cold day in October.
- Correct: It's a cold day in October.
- Incorrect: The recipes is good for beginning chefs.
- Correct: The recipes are good for beginning chefs.
- Incorrect: At eight years old, my father gave me a pony for Christmas.
- Correct: When I was eight years old, my father gave me a pony for Christmas.
- Meet monthly sales quotas.
- Aggressive marketing techniques.
- Reporting in every day.
- Meet monthly sales goals.
- Practice aggressive marketing techniques.
- Report in every day.
Planning with headings
When drafting a research paper or a business document, consider using headings
to guide your planning and to help your readers follow the organization of your
final draft. While drafting, you can insert your working thesis, experiment with possible
headings, and type chunks of text beneath each heading. You may need to try grouping your ideas in a few different ways to suit your purpose and audience.
Draft an introduction.
Some writers, but not all, begin a paper by drafting the introduction, which introduces the writer’s central idea. If you find it difficult to introduce a paper that you have not yet written, try
drafting the body first and saving the introduction for later.
Your introduction will usually be a paragraph of 50 to 150 words (in a longer paper, it may be more than one paragraph). Perhaps the most common strategy is to open with a few sentences
that engage readers and establish your purpose for writing, your central idea. The statement of your central idea is called a thesis. Each sentence leading to your thesis should hook readers
by drawing them into the world of the essay and showing them why your essay is worth reading. The hook should spark readers’ curiosity and offer them a reason to continue. Although the thesis frequently appears at the end of the introduction, it can just as easily appear at the beginning.
The following strategies can provide a hook for your reader:
Offer a startling statistic or an unusual fact
Ask a question
Introduce a quotation or a bit of dialogue
Provide historical background
Define a term or concept
Propose a problem, contradiction, or dilemma
Use a vivid example or image
Develop an analogy
Relate an anecdote
Draft the body
The body of your essay develops support for your thesis, so it’s important to have at least a working thesis before you start writing.
What does your thesis promise readers?
What question are you trying to answer?
What problem are you trying to solve?
What is your position on the topic?
Keep these questions in mind as you draft the body of your essay. You may already have written an introduction that includes your working thesis. If not, as long as you have a draft thesis
you can begin developing the body and return later to the introduction. If your thesis suggests a plan or if you have sketched a preliminary outline, try to organize your paragraphs accordingly.
Draft the body of your essay by writing at least one paragraph about each supporting point you listed in the planning stage. If you do not have a plan, pause for a few moments and sketch one. As you draft the body, keep asking questions; keep anticipating what your readers may need to know. Keep in mind that often you might not know what you want to say until you have written a draft. It is possible to begin without a plan — assuming you are prepared to treat your first
attempt as a “discovery draft” that may be radically rewritten once you discover what you really want to say. Whether or not you have a plan when you begin drafting, you can often figure out a workable order for your ideas by stopping each time you start a new paragraph to think about what your readers will need to know to follow your train of thought.
USING SOURCES RESPONSIBLY
As you draft, keep careful notes and records of any sources you read and consult. If you quote,
paraphrase, or summarize a source, include a citation, even in your draft. You will save time
and avoid plagiarism if you follow the rules of citation while drafting.
Draft a conclusion.
A conclusion should remind readers of the essay’s main idea without repeating it. Often the concluding paragraph can be relatively short. By the end of the essay, readers should already
understand your main point; your conclusion drives it home and, perhaps, gives readers something more to consider. To conclude an essay analyzing the shifting roles of women
in the military services, one student discusses her topic’s implications for society as a whole.
Strategies for drafting a conclusion
In addition to echoing your main idea, a conclusion might do any of the following:
• Briefly summarize your essay’s key points
• Propose a course of action
• Offer a recommendation
• Discuss the topic’s wider significance or implications
• Redefine a key term or concept
• Pose a question for future study
To make the conclusion memorable and to give a sense of completion, you might include a detail, an example, a phrase, a quotation, or a statistic from the introduction to bring readers full circle. To conclude an essay explaining how credit card companies hook college students, one student brings readers full circle by echoing his thesis and ending with a familiar phrase borrowed from popular culture.
Checklist for revision
Purpose and audience
• Does the draft address a question, a problem, or an issue that readers care about?
• Is the draft appropriate for its audience? Does it address the audience’s knowledge of and attitudes toward the subject?
• Is the tone respectful?
Focus
• Is the thesis clear? Is it prominently placed?
• Does the thesis answer a reader’s “So what?” question?
• If the draft has no thesis, is there a good reason for omitting it?
Organization and paragraphing
• Is each paragraph unified around a main point?
• Does each paragraph support and develop the thesis?
• Have you provided organizational cues such as topic sentences and headings?
• Are ideas presented in a logical order?
• Are any paragraphs too long or too short for easy reading?
Content
• Is the supporting material relevant and persuasive?
• Which ideas need further development? Have you left your readers with any unanswered questions?
• Are the parts proportioned sensibly? Do major ideas receive enough attention?
• Where might redundant or irrelevant material be deleted?
Point of view
• Is the dominant point of view — first person (I or we), second person (you), or third person (he, she, it, one, or they) — appropriate for your purpose and audience?
Revise and edit sentences; proofread a final Draft.
When you revise sentences, you focus on effectiveness; when you edit, you check for correctness. Proofreading is a slow and careful reading in search of spelling errors, typos, and other obvious mistakes.
Adding text
If any paragraphs or sections of the essay are too skimpy to be clear and convincing (a common problem in rough drafts), add specific facts, details, and examples. You may need to go back to the beginning of the writing process: listing specifics, brainstorming ideas with friends or classmates, perhaps doing more research. As you revise paragraphs, it’s helpful to ask questions
such as Why? and How?
Deleting text
Look for sentences and paragraphs that can be cut without serious loss of meaning. Ask your reviewers if they can show you sentences where you have repeated yourself or strayed from your point. Maybe you have given too much emphasis to minor ideas. Cuts may also be necessitated by word limits, such as those imposed by a college assignment or by the realities of the business world, where readers are often pressed for time.
BE CORRECT
Common Grammatical Errors
Error #1: Run-on Sentence
A run-on sentence is a sentence that joins two independent clauses without punctuation or the appropriate conjunction. A comma splice is similar to a run-on sentence, but it uses a comma to join two clauses that have no appropriate conjunction.
Fixing a run-on sentence or a comma splice can be accomplished in one of five different ways:
For example:
Error #2: Pronoun Errors
Pronoun errors occur when pronouns do not agree in number with the nouns to which they refer. If the noun is singular, the pronoun must be singular. If the noun is plural, however, the pronoun must be plural as well. For example:
Many people believe that pronoun errors are the result of writers who are trying to avoid the implication of sexist language. Although this is an admirable goal, correct grammar is still important.
Error #3: Mistakes in Apostrophe Usage
Apostrophes are used to show possession. However, you do not use an apostrophe after a possessive pronoun such as my, mine, our, ours, his, hers, its, their, or theirs. For example:
Possessive apostrophes
Possessive apostrophes come in two types: singular and plural, but they both do the same thing; they tell the reader who or what owns the object.
Eg: This is Brian’s turkey sub. This turkey sub is owned by Brian.
the shop’s window displays – the window displays belongs to the shop.
In these instances, the apostrophe always goes before the “s”. That’s because there’s only one Brian and only one shop.
If there are two or more shops, then the apostrophe goes after the “s": the shops’ window displays.
These rules work on time periods too: one year’s time.
*Notice the apostrophe moves to after the “s” when you’re talking about more than one year. Sometimes the noun is automatically plural. Women for example already talks about more than one woman. The possessive apostrophe always goes before the “s” with this type of word. Women’s shoes, children’s books, mice’s food – they are all already plural.
Apostrophe for contractions: it is or it has. It’s a bad day or it’s been a bad day.
In the case of it's, the apostrophe is used to indicate a contraction for it is. For example:
Contractions
Example: we are = we’re
More commonly, people get confused between you’re and your. And they’re, their and there, and things like that.
You’re = you are: You’re a wonderful person.
Your = something that belongs to someone: I want to hold your hand.
They’re = they are: They’re wonderful people.
Their = something that belongs to them: I want to meet their friends.
There = refers to a place: I dream about walking on the Moon but I don’t think I’ll ever get there.
Misused apostrophes
If we want to say this thing belongs to it, we simply write this is “its thing.” No apostrophe.
“Cheap CD’s.” This is wrong.
Cheap CDs or DVDs or even CD-ROMs is correct.
Error #4: Lack of Subject/Verb Agreement
When speaking or writing in the present tense, a sentence must have subjects and verbs that agree in number. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural as well. For example:
Error #5: Misplaced Modifiers
To communicate your ideas clearly, you must place a modifier directly next to the word it is supposed to modify. The modifier should clearly refer to a specific word in the sentence. For example:
Additional Grammatical Errors
1. Subject-Verb Agreement Errors
The subject and verb of a sentence must agree with one another in number whether they are singular or plural. If the subject of the sentence is singular, its verb must also be singular; and if the subject is plural, the verb must also be plural.
Example 1:
Incorrect: An important part of my life have been the people who stood by me.
Correct: An important part of my life has been the people who stood by me.
Example 2:
Incorrect: The two best things about the party was the food and the music.
Correct: The two best things about the party were the food and the music.
2. Sentence Fragments
Sentence fragments are incomplete sentences that don’t have one independent clause. A fragment may lack a subject, a complete verb, or both. Sometimes fragments depend on the proceeding sentence to give it meaning.
Example 1:
Incorrect: He gave his mother an extravagant gift after the argument. In spite of everything.
Correct: In spite of everything, he gave his mother an extravagant gift after the argument.
Example 2:
Incorrect: The boys snuck home late that night. Then waited for the consequences.
Correct: The boys snuck home late that night, then waited for the consequences.
3. Missing Comma After Introductory Element
A comma should be used after an introductory word, phrase, or clause. This gives the reader a slight pause after an introductory element and often can help avoid confusion.
Example 1:
Incorrect: In case you haven’t noticed my real name doesn’t appear in the article.
Correct: In case you haven’t noticed, my real name doesn’t appear in the article.
Example 2:
Incorrect: Before she had time to think about it Sharon jumped into the icy pool.
Correct: Before she had time to think about it, Sharon jumped into the icy pool.
4. Misusing The Apostrophe With “Its”
You use an apostrophe with it’s only when the word means it is or it has. Without the apostrophe, its means belonging to it.
Example 1:
Incorrect: I don’t believe its finally Friday.
Correct: I don’t believe it’s (it is) finally Friday.
Example 2:
Incorrect: The cat was licking it’s tail.
Correct: The cat was licking its tail.
5. No Comma In A Compound Sentence
A comma separates two or more independent clauses in a compound sentence separated by a conjunction. The comma goes after the first clause and before the coordinating conjunction that separates the clauses.
Example 1:
Incorrect: The man jumped into a black sedan and he drove away before being noticed.
Correct: The man jumped into a black sedan, and he drove away before being noticed.
Example 2:
Incorrect: She was beautiful and she was happy and she was full of life.
Correct: She was beautiful, and she was happy, and she was full of life.
6. Misplaced Or Dangling Modifier
A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies or describes. Sentences with this error can sound awkward, ridiculous, or confusing. A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence.
Example 1:
Incorrect: While walking on the sidewalk, Mary found a sparkly girl’s bracelet.
Correct: While walking on the sidewalk, Mary found a girl’s sparkly bracelet.
Example 2:
Incorrect: After finally setting off on the trail, the morning felt more exciting.
Correct: After finally setting off on the trail, he felt the morning was more exciting.
7. Vague Pronoun Reference
A pronoun can replace a noun, and its antecedent should be the person, place, or thing to which the pronoun refers. A vague pronoun reference (including words such as it, that, this, and which) can leave the reader confused about what or to whom the pronoun refers.
Example 1:
Incorrect: When Jonathan finally found his dog, he was so happy. (The dog or Jonathan?)
Correct: Jonathan was so happy when he finally found his dog.
Example 2:
Incorrect: Don felt a lot of anger and bitterness as a result of Marie’s decision. This is what ended everything. (What ended everything? Don’s anger and bitterness or Marie’s decision?)
Correct: Don felt a lot of anger and bitterness as a result of Marie’s decision. Her choice ended everything.
8. Wrong Word Usage
There are a variety of words and phrases that are commonly confused and misused in sentences. Using them incorrectly can change the meaning of the sentence or simply reflect carelessness on the writer’s part. There are hundreds of these commonly confused words, so when in doubt, always check the definition and correct spelling of the word.
Example 1:
Incorrect: She excepted his offer to drive her home.
Correct: She accepted his offer to drive her home.
Example 2:
Incorrect: It was a breathe of fresh air to meet someone so genuine.
Correct: It was a breath of fresh air to meet someone so genuine.
9. Run-On Sentence
A run-on sentence occurs when you connect two main clauses with no punctuation.
Example 1:
Incorrect: She tried to sneak out of the house her mother saw her leaving.
Correct: She tried to sneak out of the house, but her mother saw her leaving.
Example 2:
Incorrect: He ran through the field as fast as he could all the while rain was soaking him to the bone.
Correct: He ran through the field as fast as he could. All the while rain was soaking him to the bone.
10. Superfluous Commas
It’s common writing mistake to throw commas around liberally when they aren’t necessary. There are dozens of examples of this error, but here are a few common mistakes.
Example 1:
Incorrect: The woman never went into the city, because she didn’t feel comfortable driving in traffic.
Correct: The woman never went into the city because she didn’t feel comfortable driving in traffic.
Example 2:
Incorrect: He wants to get a degree in engineering, or medicine.
Correct: He wants to get a degree in engineering or medicine.
Example 3:
Incorrect: Sam knew immediately, what was going to happen next.
Correct: Same knew immediately what was going to happen next.
Example 4:
Incorrect: Old cars, that have been left in a junkyard, are an eyesore.
Correct: Old cars that have been left in a junkyard are an eyesore.
Example 5:
Incorrect: The bouquet of flowers on the table, belongs to Mary.
Correct: The bouquet of flowers on the table belongs to Mary.
11. Lack Of Parallel Structure
Faulty parallelism occurs when two or more parts of a sentence are similar in meaning but not parallel (or grammatically similar) in form. It often occurs with paired constructions and items in a series.
Example 1:
Incorrect: He wanted to learn more about careers in programming, engineering, biochemist, and research scientist.
Correct: He wanted to learn more about careers in programming, engineering, biochemistry, and research science.
Example 2:
Incorrect: The key directives of his boss were clear:
Correct: The key directives of his boss were clear:
12. Sentence Sprawl
A sentence can become a burden to read when there are too many equally weighted phrases.
Example 1:
Incorrect: Jason was planning to attend his friend’s wedding on June 30, but at the last minute he found out he had jury duty, so he couldn’t attend the wedding, and he felt really guilty about it.
Correct: Unexpectedly Jason was called for jury duty and couldn’t attend his friend’s June 30 wedding. He felt guilty about missing it.
13. Comma Splice
A comma splice occurs when two separate sentences are joined with a comma rather than a period or semicolon. Writers often create comma splices when using transitional words, such as however, therefore, moreover, nevertheless, or furthermore.
Example 1:
Incorrect: My intention was to take her out to dinner, however I decided not to invite her after all.
Correct: My intention was to take her out to dinner; however, I decided not to invite her after all.
Example 2:
Incorrect: My sisters and I love to go shopping, we then have lunch together when we’re done.
Correct: My sisters and I love to go shopping. We then have lunch together when we’re done.
14. Colon Mistakes
A colon is used after a complete sentence to introduce a word, phrase, clause, list, or quotation. The colon signals that what follows proves or explains the sentence preceding the colon.
Example 1:
Incorrect: People move to Florida for: the warmer weather, the beach, and the theme parks.
Correct: People move to Florida for three reasons: the warmer weather, the beach, and the theme parks.
15. Split Infinitives
An infinitive is the word “to” with a verb. A split infinitive separates the word “to” and the verb with another word (often an adverb). There are no grammar rules that prohibit split infinitives, but many experts disapprove of them. If the sentence sounds awkward by correcting the split, our rule of thumb is to go with what makes the most sense in the context of your writing and for the ease of reading. (For example, “To boldly go where no man has gone before” would sound awkward and less powerful as, “To go boldly where no man has gone before.”)
Example 1:
Incorrect: She tried to quickly finish the book before she had to leave.
Correct: She tried to finish the book quickly before she had to leave.
Example 2:
Incorrect: He wanted to gradually improve his strength by increasing the weight.
Correct: He wanted to improve his strength gradually by increasing the weight.
Works Cited
Hacker, Diana, and Nancy I. Sommers. The Bedford handbook. Boston, MA: Bedford/St. Martins, 2014.
"Five Quick Grammar Tips to Improve Your Writing - Plus Free Cheat Sheet." ProBlogger. N.p., 08 Jan. 2017. Web. 24 Mar. 2017.
YourDictionary. "5 Most Common Grammatical Errors." YourDictionary. N.p., 01 Aug. 2016. Web. 24 Mar. 2017.