Error Correction For Improved Academic Writing in English

National University of Science and Technology (Zimbabwe)
NuSpace Institutional Repository

Library and Information Science
http://ir.nust.ac.zw
Library and Information Science Publications
2014
Error Correction for Improved Academic

Writing in English: Worksheets for
lecturers and guidelines for students
Shaw, D.
Communication & Language Competencies Centre
Shaw D. (2014). Error Correction for Improved Academic Writing in English: Worksheets for
lecturers and guidelines for students. Communication & Language Competencies Centre.
http://ir.nust.ac.zw/xmlui/handle/123456789/398
This article was downloaded from NUST Institutional repository, and is made available under
the terms and conditions as set out in the Institutional Repository Policy.
Downloaded from NuSpace Institutional Repository, NUST, Zimbabwe

Library & Information Science Department, Faculty of Communication & Information Science
National University of Science & Technology, Bulawayo, Zimbabwe
ERROR CORRECTION FOR IMPROVED

ACADEMIC WRITING IN ENGLISH
Worksheets for lecturers and guidelines for students
DREW SHAW
1
Error Correction for Improved Academic Writing in English 2014 Drew Shaw
PHOTOCOPIABLE MATERIALS

Error Correction for Improved Academic Writing in English

Worksheets for lecturers and guidelines for students
Drew Shaw
ISBN: 978-0-7974-9462-6
EAN: 9780797494626
Copyright 2014 Drew Shaw
First volume published 2014
Also available as ebook:
ISBN: 978-0-7974-9463-3
EAN: 9780797494633

National University of Science and Technology
PO Box AC 939, Ascot, Bulawayo, Zimbabwe
www.nust.ac.zw
2

CONTENTS
- INTRODUCTORY NOTE FOR LECTURERS
- TOP TEN WRITING ERRORS
- ERROR CORRECTION EXERCISES
- Worksheet 1: Fossilised Errors, Email Etiquette & Formal Letters
- Model Answers 1
- Worksheet 2: Expressions & Prepositional Problems
- Model Answers 2
- Worksheet 3: Faulty Expressions
- Model Answers 3
- Worksheet 4: Countable versus Uncountable Nouns
- Model Answers 4
- Worksheet 5: Incorrect Wording & Pronunciation-related Errors
- Model Answers 5
- Worksheet 6: Spelling Errors
- Model Answers 6
- Worksheet 7: Identifying Grammar, Spelling & Other Errors
- Model Answers 7
- Worksheet 8: More Errors in Essays
- Model Answers 8
- Worksheet 9: Subject-Verb, Run-ons, Articles & Citation Blunders
- Model Answers 9
- Worksheet 10: Part IV Dissertation Errors
- Model Answers 10
- Worksheet 11: Part IV Dissertation Errors
- Model Answers 11
3

INTRODUCTORY NOTE FOR LECTURERS

Error correction exercises can dramatically improve academic writing abilities. Identifying
errors is a crucial first step. Thereafter, one can develop an ability to edit ones own work.
The following is the result of a project conducted by Dr Drew Shaw who lectures in
communication skills and English for academic purposes. A range of errors were gathered
from student essays, dissertations and examination scripts in the Faculty of
Communication and Information Science at the National University of Science and
Technology (NUST).
Lecturers are invited to view these worksheets and select exercises for their students - as
and when this fits with their teaching schedules. No specialist knowledge in English
studies is required. Simply photocopy and distribute the quiz (perhaps as an extra in-class
exercise or for homework); allow students time to complete; then distribute the model
answers and explanations; ask students to check their scores, identify their weaknesses,
then encourage them to improve on these. These are suggested answers because others
might also be possible. If in doubt, ask the Communication and Language Competencies
Centre or a native-English speaker with an academic background. Also refer students to
online sites for further exercises and explanations. We recommend OWL (the Online
Writing Lab from Purdue University) amongst others.
https://owl.english.purdue.edu/
http://writing.wisc.edu/Handbook/CommonErrors.html
http://www.grammarbook.com
http://www.grammar-worksheets.com
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
http://bcs.bedfordstmartins.com/exercisecentral/QuizHome.aspx?CourseId=42
http://www.writingcentre.uottawa.ca/
BACKGROUND OF THE CENTRE AND PROGRAMME
A Needs Analysis for Language, Communication and Other Competencies at NUST was
conducted by Dr D Shaw and Mr S Tizora in 2012. This document (available electronically
via the NUST library) ascertained a broad-based need for English language support. The
programme develops resources and conducts workshops and courses to raise academic
writing standards and improve other essential communication skills.
4

TOP TEN WRITING ERRORS

1. Subject-verb agreement
Remember the number of the subject determines the number of the verb.
- E.g. She believes no-one - including relatives and close friends - have the right to
oppose her marriage plans. INCORRECT
- She believes no-one - including relatives and close friends - has the right to object
to her marriage plans. CORRECT
- E.g. The details about the challenges they faced during the same period using
open-ended questions was included. INCORRECT
- The details about the challenges they faced during the same period using openended questions were included. CORRECT (The subject, details, is plural and
the auxiliary verb were needs to agree with it)
Correct or Incorrect?
1. One of the men was guilty.
2. A range of goods were available.
3. All along the road lie traces of oil slick.
2. Comma splices and run-on sentences

Join independent clauses with appropriate punctuation or conjunctions. A comma
will not do the job on its own (and becomes known as a comma splice if used
arbitrarily). Alternatively, separate fragmented phrases into distinct sentences. A
run-on sentence is where nothing is used to join different clauses.
- E.g. The weather is wet, hence students are now wearing raincoats. INCORRECT
(comma splice)
- The weather is wet: hence, students are now wearing raincoats. CORRECT
- The weather is wet and hence students are now wearing raincoats. CORRECT
- We waited for the bus for two hours it did not come. INCORRECT (run-on)
- We waited for the bus for two hours and it did not come. CORRECT
5

3. Sentence fragments
Make sure every sentence has a subject and verb in it.
- E.g. Measurements of central tendency which answer the question of what are the
categories or numerical values that represent the bulk of data in the best way, for
example the mean was used. THIS IS NOT A PROPER SENTENCE!
4. Dangling participials
Think hard about what is being said and who or what the subject of the sentence is.
E.g. By observing any smoker who is out of cigarettes...
a) it is easy to realise how addictive they can be. INCORRECT
b) one easily realises how addictive nicotine is.
CORRECT
- Using open-ended questions, the questions also sought to find what students
thought about the courses they learnt from before and after the industrial
attachment. INCORRECT
- Using open-ended questions, the survey also sought to find what students thought
about the courses they learnt from before and after the industrial attachment.
CORRECT
5. Over-use of commas and under-use of parentheses and even dashes.
Parentheses can be used effectively to add a quick explanation or elaboration.
They can help the reader to follow you more easily, particularly in some of your long
sentences. When using parentheses, remember the punctuation remains the same
as it would do if there were no parenthetical statement added.
- E.g. I went to his house yesterday (my third attempt to see him), but he had left
town.
6. Mis-use of Countable and Uncountable Nouns
- E.g. May I ask for your advices? INCORRECT (uncountable noun)
- May I ask for your advice? CORRECT (uncountable noun)
6

- May I ask for your suggestions? CORRECT (countable noun)

- E.g. Our researches showed a broad need for communication competencies.
INCORRECT (uncountable noun)
- Our research showed a broad need for communication competencies. CORRECT
(uncountable noun)
7. Problems with hyphens

Use hyphens when forming compound adjectives which come before the noun.
- E.g. chocolate-flavoured milk OR the well-known author
Do not use a hyphen when the compound adjective comes after the noun
described.
- E.g. The milk was chocolate flavoured. Or. The author was well known.
- E.g. ...open ended questions... INCORRECT
- ...open-ended questions...
CORRECT
8. Incorrect use of Conclusively, To add on, Overally (not a word!), and To

a greater extent
- E.g. Conclusively, the findings confirm the initial hypothesis.... INCORRECT
- In conclusion, the findings confirm the initial hypothesis. CORRECT
- To conclude, the findings confirm the initial hypothesis. CORRECT
- To add on, there are other significant factors to consider. INCORRECT
- Additionally, there are other significant factors to consider. CORRECT
- To add to this, there are other significant factors to consider. CORRECT
- Overally, the results show a trend. INCORRECT
- Overall, the results show a trend. CORRECT
- Generally, the results show a trend. CORRECT
- In general, the results show a trend. CORRECT
7

- To a greater extent, the results confirm this trend. INCORRECT

- To a great extent, the results confirm this trend. CORRECT
9. Repetition and tautology.

Try to avoid use of the same word twice or more within the same sentence, or even
within the same paragraph.
- E.g. Descriptive comparison aims at describing...
10. Problematic citation & referencing

Is it (McNabb, 2004, p. 124) or (McNabb 2004: 124)? Consistency is the key.
Choose one system or the other and stick to it throughout the whole document.
Introduce your citations as simply as possible. States or notes will nearly always
work.
- E.g. As Jones (2005: 89) postulates, there were twenty-four case studies on this
subject. INCORRECT
- As Jones (2005:89) states, there were twenty-four case studies on this subject.
CORRECT
- Sibanda (1999) denotes that questionnaires do not necessarily capture the
required information. INCORRECT
- Sibanda (1999) notes that questionnaires do not necessarily capture the required
information. CORRECT
- Du Plooy coined that a literature review is essential. INCORRECT
- Du Plooy stated that a literature review is essential. CORRECT
See William Strunk Jr and EB White (1979) The Elements of Style (New York: MacMillan
Publishing) for elaborations on some of the above examples.
8

ERROR CORRECTION WORKSHEET 1

Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or
on your own, identify the following errors, correct them, then check the Model Answers sheet. For
further online support, see for example: https://owl.english.purdue.edu
FOSSILISED ERRORS
These are old mistakes (which we see very frequently), possibly never picked
up at high schools and therefore not recognised by many students as errors.
1.To add on, a student who can manage time can manage anything.
2.Overally, we can conclude that timetables are vital.
3.Conclusively, email communication has brought about a rapid
transformation of life.
4.To a more extent, gestures are aimed at stressing points.
5.Moreso, you should create a calendar to assist with your time
management.
6.It is to a greater extent that nonverbal communication is a significant factor
in the workplace.
EMAIL ETIQUETTE & FORMAL LETTERS

7. Greetings Prof!
8.Hie Prof Zuma!
9.How are you?
10.I need to work with reputable people, as you are.
11.I hope my message will be considered and get a favourable reply.
12.I will be looking forward for your reply.
13. I would be glad to hear from you soon.
14.Yours faithfull,
15.Bye!
9

MODEL ANSWERS 1
1. Additionally, a student who can manage time can manage anything. [To
add,.. is also possible but not To add on... You add on things like sales
tax or VAT but you say additionally to make another point.]
2. Overall, we can conclude that timetables are vital. [Overally is not a word!]
3. In conclusion, email communication has brought about a rapid
transformation of life. [To conclude or To sum up are also options for your
final paragraph. Conclusively means absolutely and without a doubt, and
is not appropriate.]
4. To a large extent, gestures are aimed at stressing points. [To a great
extent is also possible but NOT to a more extent please!]
5. Moreover, you should create a calendar to assist with your time
management. [Moreso is not a word! The person could be thinking of the
comparative expression even more so but that is not appropriate here.]
6. It is to a great extent that nonverbal communication is a significant factor in
the work place. [Do not use greater or lesser unless you can say (usually
in the same sentence) greater or lesser than what exactly?]
EMAIL ETIQUETTE & FORMAL LETTERS
7. Dear Professor Zuma [Unless you know the person well, use the standard formal
Dear, followed by title and name.]
8. Dear Professor Zuma [Hie, Hi or Hello are too informal in this context.]
9. I hope you are well OR I hope this finds you well. [Avoid being casual and chatty
unless you know the person very well and are on an equal footing.]
10. I would be honoured to work with a reputable person such as yourself. [Watch
the register in a formal email/letter. [as you are is NOT correct; use such as
you or such as yourself.]
11. I look forward to your reply. [This standard phrase works every time. Dont try to
complicate it: it is polite, formal and always appropriate.]
12. I look forward to your reply. [Looking forward is informal and for is the wrong
preposition.]
13.I look forward to your reply. [Again, keep it short, simple and formal.]
14. Yours faithfully, [Remember the y!].
15. Best wishes, [Bye! is too informal. Regards, or Kind regards, are also
appropriate for formal/ semi-formal emails.]
10


EXPRESSIONS & PREPOSITIONAL PROBLEMS

1. Time management allows you to meet up with deadlines.
2. I would like you to help me come out with ideas.
3.The student should keep in touch with the pace of the lecturer.
4.I dont have an answer on my finger tips.
5.A person should be confident on what they are doing.
6. You need to know what to search on.
7. They are certain on what they are saying.
8.You can have speaker anxiety at the first time, even speaking at church.
9. You must look to the audience.
10. At the same note, we should also be aware of nonverbal communication.
11.Self disclosure can rebuild up some relationships.
11

MODEL ANSWERS 2
Only certain collocations work with these.
1. Time management allows you to meet deadlines. [You meet up with friends
for coffee or tea. You dont meet up with a deadline!]
2. I would like you to help me come up with ideas. [You come up with ideas,
not out with them.]
3. The student should keep pace with the lecturer. [You keep in touch with
your friends. You keep pace with another runner - or your lecturer in this
case!]
4. I dont have an answer at my finger tips. [At is the correct preposition
here. There is another expression: Its on the tip of my tongue! which may
have been confused.]
5. A person should be confident in what they are doing. [In is the correct
preposition. Alternatively, you can be good at what you do.]
6. You need to know what to search for. [For is the only correct preposition
here.]
7. They are certain about what they are saying. [About is the correct
preposition here.]
8. You can have speaker anxiety for the first time, even speaking at church.
[For is the correct preposition here.]
9. You must look at the audience. [At is the correct preposition here.]
10. At the same time, we should also be aware of nonverbal communication.
[You might have been thinking of other expressions, On that note... or By
the same token... Be careful not to mix them up.]
11.Self-disclosure can rebuild some relationships. [You build relationships.
You do not build them up.]
12


FAULTY EXPRESSIONS
1. These and other advantages would be discussed in this essay.
2.I had noticed you had a doctrine in Records Management.
3.I request your input on how bestly I can implement the programme.
4.An information literate student must be able to define the extend of the
needed information.
5.All work and no play makes someone dull.
6.You should know the content of the speech by head.
7.This will help you boast your confidence.
8.It straightly goes to the person whom it is addressed to.
9.I will be travelling to Durban in the next coming month.
10.Fully preparation helps prevent speaker anxiety.
11.Email is very cheaper than snail mail.
12.Sometimes he plunges off topic, beating by the bush.
13.With effective time management one can beat deadlocks.
14.Time management makes one to overcome her challenges.
15.Questionnaires should have both open-ended and close-ended questions.
16.Sign language is a non verbal code used by the deaf and dump in
Zimbabwe.
13

MODEL ANSWERS 3
1. These and other advantages will be discussed in this essay. [Use will to state a
clear purpose.]
2. I noticed you had a doctorate in Records Management. [Use the past simple (I
noticed), not the past perfect (I had noticed). A doctrine is a set of beliefs or a
stated principle - not to be confused with a PhD qualification!]
3. I request your input on how best I can implement the programme. [Best, never
bestly please!]
4. An information literate student must be able to define the extent of the needed
information. [Extent is the noun form needed here.]
5. All work and no play makes Jack a dull boy. [Try to get the idiom precisely right
for maximum effect.]
6. You should know the content of your speech by heart. [You learn something by
heart or off by heart, not by head.]
7. This will help you boost your confidence. [Boast means to show off and is the
wrong word here.]
8. It goes straight to the person whom it is addressed to. [Or It goes directly to....
This is a different construction to Walk straightly! which you may say to a child
zig-zagging down the street.]
9. I will be travelling to Durban in the next month. [Or, I will be travelling to Durban
in the coming month. NOT next coming which is redundant.
10.Full preparation helps prevent speaker anxiety. [Or, Being fully prepared helps
prevent speaker anxiety. Choose one formation or the other.]
11.Email is much cheaper than snail mail. [Very cannot be used with a comparative
adjective. You can say,Email is very cheap but NOT Email is very cheaper.]
12.Sometimes he goes off topic, beating about the bush. [You cant plunge off topic.
You plunge off a cliff or into a swimming pool. You beat about or around the
bush, meaning you avoid talking about what is important. You cannot beat by
the bush.]
13.With effective time management one can beat deadlines. [A deadlock is an
evenly matched contest with equal scores - perhaps a football match.]
14.Time management helps one overcome her challenges. [It is clumsy to say
makes one to]
15.Questionnaires should have both open-ended and closed questions.
14


COUNTABLE VERSUS UNCOUNTABLE NOUNS

1.Researches are valuable to any academic institution.
2.Make a thorough research of the subject.
3.I request assistance in a research.
4.A student should make a thorough research.
5.During my researches I realised you are the right person to supervise me.
6.I made a research in the field of graphic designing.
7.I would like help with the equipments.
8.My grandmothers house is full of old furnitures.
9.Thank you for your advices.
10.My uncle has so many moneys: I cant believe it!
11.I asked him to pass me the salts.
12.Im looking for as many suggestion as possible.
15

MODEL ANSWERS 4
COUNTABLE VERSUS UNCOUNTABLE NOUNS
1. Research is valuable to any academic institution. [Research is an
uncountable noun so it is ALWAYS singular.]
2. Do some thorough research on the subject. [You do research; you do NOT
make research.]
3. I request assistance for some research. [Research is uncountable: you do
some research, a lot of research, a little bit of research, etc.]
4. A student should do thorough research. [As above.]
5. During my research I realised you were the right person to supervise me.
[As above.]
6. I did research in the field of graphic designing. [As above.]
7. I would like help with the equipment. [Equipment is uncountable.]
8. My grandmothers house is full of old furniture. [Furniture is uncountable.]
9. Thank you for your advice. [Advice is uncountable.]
10.My uncle has so much money: I cant believe it! [Money is an uncountable
noun.]
11.I asked him to pass me the salt. [Salt is an uncountable noun.]
12.Im looking for as many suggestions as possible. [Suggestion is a
countable noun.]
16


INCORRECT WORDING
1. You should summarise all what have been said.
2. Deep breathing is adviced for extreme speaker anxiety.
3.Have confidents in yourself.
4.Having enough information helps one to be confidence.
5.Speaker anxiety can be overcomed in many ways.
PRONUNCIATION-RELATED ERRORS
6.They should be time for study and exercise.
7.An email cannot easily be tempered with.
8. If you are very stressed you need to come down!
9.I had you are an expert in that field.
10.Good speaking skills are required for church summons.
11.Speakers are encouraged to have poses here and there in their speeches.
12.Many people turn to go blank when suddenly asked questions.
13. When studying you should avoid destructions!
14.Some may miss interprets the use of this communication.
17

MODEL ANSWERS 5
1. You should summarise everything that has been said. [NOT what have.]
2. Deep breathing is advised for extreme speaker anxiety. [Advice is the
noun. Advise is the verb.]
3. Have confidence in yourself. [Confidence - noun. Confident - adjective.]
4. Having enough information helps one to be confident. [As above.]
5. Speaker anxiety can be overcome in many ways. [Overcomed is not a
word. To overcome is the infinitive verb, used in the simple present. It is
irregular; therefore Overcame is used in the simple past. Overcome is
applicable passive construction as above]
6. There should be time for study and exercise. [Dont mix up there and they!]
7. Email cannot easily be tampered with. [Tamper with means to interfere
with inappropriately. Temper means to neutralise or counterbalance. E.g.
Idealism can be tempered with realism.]
8. If you are very stressed you need to calm down. [Come down means to
stop being high on drugs!]
9. I heard you are an expert in that field. [Another pronunciation-related error.]
10.Good speaking skills are required for church sermons. [A summons is an
order to appear in court!]
11.Speakers are encouraged to have pauses here and there in their
speeches. [Poses are affected gestures, e.g. for a photograph!]
12. Many people tend to go blank when suddenly asked questions. [Tend
may sound like turn in rapid speech. Turn to go blank is wrong.]
13.When studying you should avoid distractions. [Distractions: e.g. watching
TV or taking phone calls. Destructions are catastrophic damages!]
14.Some may misinterpret the use of this communication. [All one word.]
18

SPELLING ERRORS WORKSHEET 6

1. calender
2. carreer, carrier
3. writting
4. tittle
5. cheep food
6. It is cold at night, especial in winter.
7. goverment
8. practize
9. resipiant
10.dectating
11.accomodate
12.panctuality
13.irregardless
14.He has a stummer.
15.speach
16.echoe
17.panicing
18.pannick
19.convinient
20.amoung
21.argumantitive
22.varify
23.To some up,..
24.accomodation
25.acheive
26.foriegn
27.occuppation
28.necesary
29.resourses
30.succesful
31.disapear
32.aplicable
33.hypothisis
34.critisism
35.devided
19

ANSWERS 6
1. calendar
2. career
3. writing
4. title
5. cheap food
6. It is cold at night, especially in winter.
7. government
8. practice (noun); practise (verb)
9. recipient
10.dictating
11.accommodate
12.punctuality
13.regardless
14.He has a stammer.
15.speech
16.echo
17.panicking
18.panic
19.convenient
20.among
21.argumentative
22.verify
23.To sum up,...
24.accommodation
25.achieve
26.foreign
27.occupation
28.necessary
29.resources
30.successful
31.disappear
32.applicable
33.hypothesis
34.criticism
35.divided
TIP: Use the computer spellcheck or the dictionary.com App on your cell phone.
20


1.
2.
3.
4.
5.
Moreso, I want to gain knowledge of information systems.

The upcoming generation will find itself in a totally technological world.
To add on, I also came to university for the networking and socialising.
I have always had a passion to writing.
It allows me to have the first hand experience to my desired course and
programme.
6. program or programme? realise or realize?
7. Records are importance.
8. To be directed and given new knowledge and ideas.
9. I hope to add a useful contribution.
10.I can express myself more better through writting.
11.Many companies do not realise the duties of an archivist, hence there is
no proper records keeping.
12.I would like to help individuals on the maintenance of their records.
13.As an archivist, they are certain goals I want to archive.
14.I wish to stop corruption that happens through tempering with vital
records.
15.Automated libraries does not require manual labour.
16.Three quarters of the students is against a fee increase.
17.Most is electronic or digitalised, therefore we need more training.
18.This computer does not make sense to me, it came without a manual.
19.The film begins at 10.00 make sure you are there before 10.15.
20.Conclusively, this essay has shown communication skills are vital.
IDENTIFYING GRAMMAR AND SPELLING ERRORS IN THE ABOVE:

21.Give examples of run-on sentences and comma splices and say how they
can be corrected?
22.Give an example of subject-verb disagreement.
23.Give examples of British versus American spelling.
24.Give examples of using the incorrect prepositions.
25.Give examples of incorrect word usage.
21

MODEL ANSWERS 7
1.
2.
3.
4.
5.
6.
7.
8.
Moreover, I want to gain knowledge of information systems.

This generation (or the next) will find itself in a totally technological
Additionally, I also came to university for the networking and socialising.
I have always had a passion for writing.
It allows me to have first hand experience of my desired course and programme.
program and realize (American). programme and realise (British)
Records are important.
We need to be directed and given new knowledge and ideas. [Create a proper
sentence with a subject and verb.]
9. I hope to make a useful contribution.
10.I can express myself better through writing.
11.Many companies do not realise the duties of an archivist, and hence there is no proper
record keeping.
12.I would like to help individuals with the maintenance of their records.
13.As an archivist, there are certain goals I want to achieve.
14.I wish to stop corruption that happens through tampering with vital records.
15. Automated libraries do not require manual labour.
16.Three quarters of the students are against a fee increase.
17.Most [of the facilities] are electronic or digitalised and therefore we do not need more
training.
18.This computer does not make sense to me and it came without a manual.
19.The film begins at 10.00 so make sure you are there before 10.15 (at the latest
because that is when the adverts finish and the actual film starts).
20.In conclusion, this essay has shown communication skills are vital.
IDENTIFYING GRAMMAR & SPELLING ERRORS
21.Example of run on sentence - 19. You can create two separate sentences or join the
independent clauses with a conjunction (e.g. so). Comma splices: 18, 17, 11. You can
put a full stop instead of a comma to create two different sentences, you can replace
the comma with a colon if the two independent clauses are directly related, or you can
add a conjunction to join the independent clauses (as we have done above).
22.Examples are 15 & 16.
23.Example is 6
24.Example of incorrect prepositions: 4, 5, 12, 16. Possibly 17 as well, depending on what
specifically the writer was referring to.
For further online support see for example https://owl.english.purdue.edu
22

ERROR CORRECTION: WORKSHEET 8

MORE ERRORS IN ESSAYS
1.A researcher is able to get all subjects on the screen than going from a
book to a book.
2.There is a noticeable proliferation of internet cafes especial in urban areas
which is likely to take over books because it is cheep than to buy a book.
3.This enables the user to have enough time of using the book for research.
4.More than 50% of Zimbabweans own mobile phones. Moreso the number
is expected to rise.
5.Conclusively, the internet is likely to make books redundant in the next
twenty years.
6.Listening attentively will help one in the evaluation of the massage.
7.To add on, listening in communication reduces cases of misunderstanding.
8.Nancy Poster (2006) states that researches show most communication is
nonverbal.
9.To add on, books unlike the internet do not need power to function.
10.This makes books even more cheaper.
11.There are most parts of Zimbabwe where there is no internet access.
12.With the Internet information is under the finger tips.
13.They are also other important aspects of communication, which are writing
and speaking skills.
14.Information can be stored for a long time without problems such as tear
and wear.
15.Information can be retrieved from a book without using electric.
16.It shades light on this issue.
17.In conclusion, the internet will not make books redundant to a lesser
extent because some countries are underprivileged in terms of the new
technology. However to a greater extent the books will be dominated by the
internet especially in the most developed countries.
18. Overally, generic skills were considered to be the most important.
23

MODEL ANSWERS 8
1.A researcher is able to access all subjects on the computer screen rather
than going from book to book.
2.There is a noticeable proliferation of internet cafes especially in urban
areas, which means the internet is likely to take over from books because it
will be cheaper.
3.This enables the user to have enough time to use the book for research.
4.More than 50% of Zimbabweans own mobile phones. Moreover, the
number is expected to rise.
5.In conclusion, the internet is likely to make books redundant in the next
twenty years.
6.Listening attentively will help one in the evaluation of the message.
7.Additionally, listening in communication reduces cases of
misunderstanding.
8.Nancy Poster (2006) states that research shows most communication is
nonverbal.
9.Additionally, books unlike the internet do not need power to function.
10.This makes books even cheaper.
11.Most parts of Zimbabwe have no internet access.
12.With the Internet information is at your fingertips.
13.There are also other important aspects of communication, which are
writing and speaking skills.
14.Information can be stored for a long time without problems such as wear
and tear.
15.Information can be retrieved from a book without using electricity.
16.It sheds light on this issue.
17.In conclusion, the internet will not make books redundant because some
countries are underprivileged in terms of the new technology. Nevertheless,
books will be dominated by the internet especially in the most developed
countries.
18.Overall, generic skills were considered to be the most important.
24


SUBJECT - VERB ERRORS

1. I would recommend this book to be read essentially by everyone and this
include teenagers, youths, old aged people, businesspeople, medical
doctors, psychologists, church leaders, psychiatrists, marriage counsellors
and others.
2. Craig Dounellan (2001), further elaborate that alcohol causes infertility.
3. Intensive listening skills are important because they helps the student to
understand the subject.
RUN-ON SENTENCES AND COMMA SPLICES
4. People can misinterpret silence they conclude without asking the reason
for the other persons silence.
AWKWARD ARTICLES
5. It is important for one to manage the time in academic studies.
6. Speaker anxiety is when one is not free to speak in the public.
CITING BLUNDERS
7. Jones (1999) also denotes that nonverbal communication nearly always
accompanies verbal forms.
8. As Sibanda (2009) postulates, Research teams must first gather samples.
25

MODEL ANSWERS 9
1. I would recommend this book to be read essentially by everyone, and
this includes teenagers, youths, old aged people, businesspeople,
medical doctors, psychologists, church leaders, psychiatrists,
marriage counsellors and others.
2. Craig Dounellan (2001) further elaborates that alcohol causes
infertility.
3. Intensive listening skills are important because they help the student
to understand the subject.
4. People can misinterpret silence and conclude without asking the
reason for the other persons silence.
5. It is important for one to manage time in academic studies.
6. Speaker anxiety is when one is not free to speak in public.
7. Jones (1999) also notes that nonverbal communication nearly always
accompanies verbal forms.
8. As Sibanda (2009) states, Research teams must first gather
samples.
26

WORKSHEET 10: PART IV DISSERTATION ERRORS

1. The organisation should understand where it is coming from, where it is

going as well as its developmental aims.
2. Akotia (2009:25) noted that failure to manage records build unwanted, and
disorganised records which are difficult to retrieve.
3. In many councils it has been long a challenge to provide timely access to
information.
4. This has somehow tarnished municipal image in the face of residents.
5. Records are dumped making it difficult to monitor against unauthorised
access and records deterioration.
6. Main focus was on the finance department.
7. Documented literature is generally few.
8. The research was carried at the municipality of Marondera.
9. The chapter emphasised on the relationship between financial
management and records management.
10.Du ploy (2001:54) coined that a literature review is essential in the
achievement of a critical analysis of the related literature.
11.The research findings paved way for conclusions and recommendations.
12.The whole study will be summarised showing how the problem was
unfolded.
13.The findings would be analysed for recommendations.
27

MODEL ANSWERS 10
1. The organisation should understand where it is coming from and where it is
going, as well as its developmental aims. [Avoid run-on sentences.]
2. Akotia (2009:25) noted that failure to manage records builds unwanted and
disorganised records which are difficult to retrieve. [Watch for subject-verb
agreement.]
3. In many councils it has long been a challenge to provide timely access to
information. [Watch for correct word-order in familiar phrases.]
4. This has somehow tarnished the municipal image in the eyes of residents.
[Remember to include the definite article and use correct phrases.]
5. Records are dumped, making it difficult to monitor unauthorised access
and records deterioration. [You cant monitor against something.]
6. The main focus was on the finance department. [Remember definite
article.]
7. Documented literature is generally sparse. [Phrasing.]
8. The research was carried out at the municipality of Marondera. [You carry
something out.]
9. The chapter emphasised the relationship between financial management
and records management. [It either emphasised (verb) something or
placed emphasis (noun) on something.]
10.Du ploy (2001:54) stated that a literature review is essential in the
achievement of a critical analysis of the related literature. [Please stop
misusing coined. It sounds ridiculous.]
11.The research findings paved the way for conclusions and
recommendations. [You pave the way for something.]
12.The whole study will be summarised showing how the problem unfolded.
[Watch for correct verb tense.]
13.The findings will be analysed for recommendations. [Use will to state
intention]
28

WORKSHEET 11: PART IV DISSERTATION ERRORS

1. Equipments for the maintenance of financial records were limited.

2. Financial filing system was also not consistent.
3. Ngulube pointed out that NAZ is changed with the responsibility of
providing a records and information service to government bodies.
4. Financial records of historical significance were not deposited to NAZ.
5. Archives accumulate and deal with under-utilised material, removing such
materials from their holdings, returning them to the donor, transfer them to
other archives, or destroy them.
6. Collection development and management activities are being practiced at
the NAZ without recognition which means it is being done by default.
7. A policy should have mission, goals and objectives.
8. This has been considered at the NAZ but not yet implemented as yet.
9. The personnel file should be the primary source of evidence that a person
actually exist.
10.Efficient personnel records management strategies will minimise the
cases of litigation, orderly and efficient flow of information will enable the
Ministry to perform its functions and goals more successfully.
11.Any study to be carried by a researcher is usually controlled by the
surrounding literature that was done by other researchers.
12.He attributed this problem of relying on traditional services and print
resources by librarians.
29

MODEL ANSWERS 11
1. Equipment for the maintenance of financial records was limited.
[Uncountable noun]
2. The financial filing system was also not consistent. [Remember definite
article.]
3. Ngulube pointed out that NAZ is charged with the responsibility of
providing a records and information service to government bodies.
[Charged with, not changed with]
4. Financial records of historical significance were not deposited at NAZ. [You
deposit something at or in. You do not deposit it to.]
5. Archives accumulate and deal with under-utilised material, returning them
to the donor, transferring them to other archives, or destroying them. [Keep
the verb form consistent.]
6. Collection development and management activities are being practised at
the NAZ without recognition, which means they are being done by default.
[practice is the noun; practise is the verb. Also check subject-verb
agreement.]
7. A policy should have a mission, goals and objectives. [You need an
indefinite article.]
8. This has been considered at the NAZ but not yet implemented. [Avoid
repetition.]
9. The personnel file should be the primary source of evidence that a person
actually exists. [subject-verb agreement.]
10.Efficient personnel records management strategies will minimise cases of
litigation, and an orderly and efficient flow of information will enable the
Ministry to perform its functions and goals more successfully. [Avoid run-on
sentences.]
11.Any study to be carried out by a researcher is usually determined by the
surrounding literature that was done by other researchers. [Remember,
you carry something out. Also, research is determined, not controlled by
something.]
12.He attributed this problem to relying on traditional services and print
resources by librarians. [You attribute a problem to something.]
30

Error Correction For Improved Academic Writing in English

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Error Correction For Improved Academic Writing in English

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Error Correction for Improved Academic

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ERROR CORRECTION FOR IMPROVED

Worksheets for lecturers and guidelines for students

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Error Correction for Improved Academic Writing in English

Communication & Language Competencies Centre

Communication & Language Competencies Centre

Communication & Language Competencies Centre

INTRODUCTORY NOTE FOR LECTURERS

Communication & Language Competencies Centre

TOP TEN WRITING ERRORS

2. Comma splices and run-on sentences

Communication & Language Competencies Centre

Communication & Language Competencies Centre

- May I ask for your suggestions? CORRECT (countable noun)

7. Problems with hyphens

8. Incorrect use of Conclusively, To add on, Overally (not a word!), and To

Communication & Language Competencies Centre

- To a greater extent, the results confirm this trend. INCORRECT

9. Repetition and tautology.

10. Problematic citation & referencing

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 1

EMAIL ETIQUETTE & FORMAL LETTERS

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 2

EXPRESSIONS & PREPOSITIONAL PROBLEMS

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 3

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 4

COUNTABLE VERSUS UNCOUNTABLE NOUNS

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 5

Communication & Language Competencies Centre

Communication & Language Competencies Centre

SPELLING ERRORS WORKSHEET 6

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 7

Moreso, I want to gain knowledge of information systems.

IDENTIFYING GRAMMAR AND SPELLING ERRORS IN THE ABOVE:

Communication & Language Competencies Centre

Moreover, I want to gain knowledge of information systems.

Communication & Language Competencies Centre

ERROR CORRECTION: WORKSHEET 8

Communication & Language Competencies Centre

Communication & Language Competencies Centre

ERROR CORRECTION WORKSHEET 9

SUBJECT - VERB ERRORS

Communication & Language Competencies Centre

Communication & Language Competencies Centre

WORKSHEET 10: PART IV DISSERTATION ERRORS

1. The organisation should understand where it is coming from, where it is

Communication & Language Competencies Centre

Communication & Language Competencies Centre