Syntax:

All sentences must have a topic and predicate (can become as short as just a verb)-make sure there aren’t two verbs unless one is within a subordinate clause or a semi-colon or even coordinating conjunction has been utilized or you will have a run-on sentence (or a comma splice if you separated associated with a comma.

Run-on or even comma splice sentences tend to be sentences that should be divided into 2 separated sentences, joined with a coordinating conjunction (preceded with a comma), joined by a subordinating conjunction, or, if suitable, separated by a semi-colon (e. g. Mary went to the shop, John went home).

Comma splice (e. g. Martha went to the store John went home).

Run-on -> Sometimes these sentences are the result of simple carelessness-proofread carefully!

Modification:

Mary went to the store. Steve went home. Mary visited the store, but John went home.

When Mary visited the store, John went house. Mary went to the store right after John went home.

Martha went to the store; John went home. (careful with semi-colons-the second sentence must possibly describe or elaborate on the very first, or, as in this case comparison with the first-the semi-colon the following is used to emphasize the contrast)
Be careful with conjunctive adverbs (however, therefore, furthermore, after that, also, etc . ). Conjunctive adverbs must always be divided from the rest of the sentence through commas (or a comma if the conjunctive adverb starts the sentence). Mary, but went to the store.

However, Betty went to the store.

Mary left for the store; however, John proceeded to go home.
NOTE: Conjunctive adverbs CANNOT join two essay sentences (two independent clauses)

Choosing conjunctions are the only phrases that can join two 3rd party clauses: for, and, not, but, or, yet, and so. A useful acronym that characteristics as a mnemonic device are actually F A N W O Y S

Matching conjunctions are almost always preceded with a comma when they join 2 independent clauses (the just exception is when the 2 independent clauses are very short. g. I washed meals and John watched television).

Dangling Modifiers:

Beware of uncomfortable sentence construction caused by hanging modifiers (e. g. Taking a look at the window, the light came up).

Note that some essay sentences could be grammatically correct and in many cases true, but still be inappropriate:

For example: Lacking a concept page and References site, as well as having no arrival or conclusion, Jeff hit a brick wall in the essay. (Jeff may well lack these things, but doubtless, the writer meant how the essay lacked them-Lacking…, typically the essay did not receive a completing grade from Jeff.

Commitment:

Subject/verb agreement (must recognize in person & number rapidly e. g I am not well; she was reading; they can be in class).

Noun/pronoun commitment (must agree in range and antecedent must be clear):

When a student does not check out class, they usually fail. Any time students do not go to the category they usually fail.

She informed her more than him. (? )

Mary told Ellen a lot more than Janet. (? )
Adverbs:

Be careful with the placement of adverbs-usually, they modify the word subsequent to them although they are often the actual verb that they modify (e. g. The boy went quickly) – some adverbs are often misplaced (hopefully, just, mainly, etc). For example ->

The boy ran towards the store.

Only the child ran to the store.

The only real boy ran to the shop.

The boy only went to the store.
The child ran only to the store. (2 possible meanings here simply because “to the store” is really a prepositional phrase – “only” can modify “to” so this individual didn’t run from the shop, or the entire phrase, therefore he didn’t run to every other place)

The boy went to the only store (e. g. He only visited the party for the food).

Other rules:

Do not utilize contractions

Do not use slang/colloquial expressions

Do not use “you” (you’re) unless you are composing directly to someone, or are composing instructions, etc.

Be careful utilizing “we” (us, our) if you are allowed to write in *the first person and are referring to a specific class (e. g. In my category, we… ). Do not think your reader belongs in the gang of “we. ”

Generally, you will be expected to use a third man or woman (Canadians are presented by simply American media as… That they… )

Avoid abbreviations until they are considered standard (“e. g. ” “i. age. ” “St. “)

Whenever using acronyms, first write out the total name, followed by the phrase in parenthesis. Then you can utilize the acronym by itself. If the phrase is so well recognized that the person’s name is not needed (e. grams. AIDS), you may not need to give the full name although usually, you will still do so.

Be careful with action-word tense-make sure the tightening is appropriate and that you are regular
VOCABULARY -> Be mindful of commonly confused phrases

WORDS THAT ARE OFTEN PUZZLED

accept verb) to receive, to be able to admit, to acquiesce, to be able to abide (e. g. He or she accepted the gift).

apart from: (noun) but/save/excluding. Everyone apart from John went to the party. (verb) to exclude (e. g. We excepted David from the list).

affect verb) to influence, to motivate, to attack, to feign (e. g. How will this specific news affect your frame of mind? )

effect: (noun) outcome/impact/essence (e. g. What were the effects of the report? ) (verb) to bring about/achieve/cause/execute (e. h. Protest movements often result in change).

agree to: give authorization (e. g. I agree to the conditions of the contract).

go along with: to concur with (e. g. I agree with Jane’s opinion).

allusion: an oblique reference (e. g. Choice an allusion to Chaucer in his note).

illusion: any misleading image OR a misconception (e. g. The heat surf produced the illusion of your pool of water).

fine: recognized/established spelling

altogether: Wholly/completely (e. g. I am entirely pleased with this book).

completely: in a group (e. h. We were all together at the party).

ante-: before/pre- (e. h. Antedate the report and also file it chronologically).

anti-: against (e. g. Anti-American protests took place during the festival).

can: to be able (e. h. I can play the piano).

may: to have permission (e. g. You may submit your current essay a week later).

interventor: to examine in order to delete (e. g. The editor censored the passage).

censure: to be able to reprimand or condemn (e. g. His actions have been censured by his family).

continual: frequently repeated (e. g. He was distracted simply by continual telephone calls).

ongoing: without interruption (e. h. The continuous humming in the air conditioner irritated her).

fair: impartial (e. g. Very good judges are always disinterested).

apathetic: without interest (e. h. She was uninterested in the woman cooking class).

farther: indicates distance (formal) (e. h. John ran farther as compared to Mike).

further: denotes education or quantity (informal) (e. g. One further slander was the reference to his weight).

imply: to hint (e. g. He implied I was ungrateful).

infer: to be able to draw a conclusion (e. g. I inferred coming from his remark that he could not like me).

immigrate: to increase a country (e. g. Mike immigrated to Canada coming from Mexico).

emigrate: to move from your country (e. g. Mike emigrated from Mexico to be able to Canada).

ingenious: clever (e. g. Inventors are usually brilliant people).

ingenuous: naive (e. g. He was too ingenuous to suspect that he had been tricked).

its: possessive (e. g. The cat has been small and its coat has been grey).

it’s: contraction of the USB ports is (e. g. They have a cold today).

Note: With the exception of pronouns, all possessives usually are formed by adding an apostrophe and an “s” (John’s). The current practice is not to increase the “s” when the concept ends in “s” regardless of whether the expression is singular or múltiple: the bus’ tires, often the girls’ locker room). Pronouns have their own forms: quarry, ours, yours, his, hers, its, theirs, whose

head: (verb) to direct as well as guide ==> Observe: the past tense of the head is led

loose: (verb) to free OR (adj. ) not tight (e. g. He loosed your adorable puppy from its leash. His / her belt is loose).

get rid of: to be deprived of (e. g. Did you lose your hard-earned dollars? )

practical: useful (not theoretical) (e. g. Jane’s practical mind made your girlfriend a good consultant).

practicable: efficient at being put into practice (e. g. Her financial systems were practicable).

practice: noun (e. g. The doctor popped her practice in January).

practice: verb (e. r. You should practice on the cello every day).

principal: (adj) main, highest in status or importance (e. r. The principal rule is to remain yourself).

(noun) head of a school, leading actor, cost (e. g. The principal seemed to be ill today).

principle: (noun) essential nature, fundamental simple fact (e. g. He is known for the principle of first occur, first served).

some time: connotes a period of time. Soon we will devote more time to together. sometimes: denotes occasion/some other time (e. r. I’ll arrive sometime tomorrow).

teach: to impart know-how. Experience teaches us for being careful. learn: to gain understanding (e. g. We study on experience).

than: comparative (e. g. She sang more frequently than she danced).

and then: denotes order (e. h. He went to the store and after that, he went to the bank).

there: adverb OR a great expletive. She works presently there (e. g. There, presently there, stop worrying).

their: étroite (e. g. The ebooks are in their rooms).

could possibly be a contraction for they are (e. g. They’re coming Monday).

who: used as subject matter (e. g. Who is gonna lead the expedition? )

whom: used as a subject (e. g. To whom is a letter addressed? )

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