Wilbers: Error Checklist Grammar

No!

3. My leaves are colorful, interesting, and [representative] of the trees in my neighborhood.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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+3. I especially like leaves, caramel apples, and big fat pumpkins.

Correct

Incorrect

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+3. I especially like leaves, caramel apples, and big fat pumpkins.

It was
correct.

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No!

+3. I especially like leaves, caramel apples, and big fat pumpkins.

It was
correct.

Why? Next

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4. I like to add new varieties, to identify new species, and organizing them by family.

Correct

Incorrect

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4. I like to add new varieties, to identify new species, and [to organize] them by family.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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4. I like to add new varieties, to identify new species, and [to organize] them by family.

Now it's
correct.

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incorrect.

Why? Next

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+4. But I don’t like counting my leaves and to paste them onto separate pages.

Correct

Incorrect

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+4. But I don’t like counting my leaves and [pasting] them onto separate pages.

Now it's
correct.

It was
incorrect.

Why? Next

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+4. But I don’t like counting my leaves and [pasting] them onto separate pages.

Now it's
correct.

It was
incorrect.

Why? Next

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5. Autumn fragrances evoke both regret over the end of summer and excitement for the new season.

Correct

Incorrect

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5. Autumn fragrances evoke both regret over the end of summer and excitement for the new season.

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correct.

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No!

5. Autumn fragrances evoke both regret over the end of summer and excitement for the new season.

It was
correct.

Why? Try again. Next

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+5. The crunch of leaves makes me think of walking to school and to smell the crisp air.

Correct

Incorrect

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+5. The crunch of leaves makes me think of walking to school and [smelling] the crisp air.

Now it's
correct.

It was
incorrect.

Why? Next

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No!

+5. The crunch of leaves makes me think of walking to school and [smelling] the crisp air.

Now it's
correct.

It was
incorrect.

Why? Next

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6. I miss the smell of burning leaves. Although I understand the need to avoid polluting the air.

Correct

Incorrect

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6. I miss the smell of burning leaves[, although] I understand the need to avoid polluting the air.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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6. I miss the smell of burning leaves[, although] I understand the need to avoid polluting the air.

Now it's
correct.

It was
incorrect.

Why? Next

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+6. I enjoy raking leaves – when I have the time.

Correct

Incorrect

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+6. I enjoy raking leaves [–] when I have the time.

It was
correct.

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+6. I enjoy raking leaves [–] when I have the time.

It was
correct.

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7. Because our population is increasing, we need to take greater care to protect our environment.

Correct

Incorrect

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7. Because our population is increasing[,] we need to take greater care to protect our environment.

It was
correct.

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No!

7. Because our population is increasing[,] we need to take greater care to protect our environment.

It was
correct.

Why? Try again. Next

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+7. Clean air is important. Because we all breathe it.

Correct

Incorrect

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+7. Clean air is important [because] we all breathe it.

Now it's
correct.

It was
incorrect.

Why? Next

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No!

+7. Clean air is important [because] we all breathe it.

Now it's
correct.

It was
incorrect.

Why? Next

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8. Walking down the street, the trees form a multicolored arch over my head.

Correct

Incorrect

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No!

8. [As I walk] down the street, the trees form a multicolored arch over my head.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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8. [As I walk] down the street, the trees form a multicolored arch over my head.

Now it's
correct.

It was
incorrect.

Why? Next

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+8. Actually, rooted to the ground, trees don’t walk.

Correct

Incorrect

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+8. Actually, rooted to the ground, trees don’t walk.

It was
correct.

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No!

+8. Actually, rooted to the ground, trees don’t walk.

It was
correct.

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9. Cloaked in red and orange finery, I think the maples look like royal visitors from some magical realm.

Correct

Incorrect

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9. Cloaked in red and orange finery, [the maples] look like royal visitors from some magical realm.

Now it's
correct.

It was
incorrect.

Why? Next

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No!

9. Cloaked in red and orange finery, [the maples] look like royal visitors from some magical realm.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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+9. Illuminated by streetlights, the leaves are especially brilliant.

Correct

Incorrect

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No!

+9. Illuminated by streetlights, the leaves are especially brilliant.

It was
correct.

Why? Next

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Yes!

+9. Illuminated by streetlights, the leaves are especially brilliant.

It was
correct.

Why? Next

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10. Their beauty overwhelms my wife, my two children, and myself.

Correct

Incorrect

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10. Their beauty overwhelms my wife, my two children, and [me].

Now it's
correct.

It was
incorrect.

Why? Next

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No!

10. Their beauty overwhelms my wife, my two children, and [me].

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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+10. Please take a picture and send it to Kate and me.

Correct

Incorrect

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+10. Please take a picture and send it to Kate and me.

It was
correct.

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No!

+10. Please take a picture and send it to Kate and me.

It was
correct.

Why? Next

11. The university takes excellent care of the splendid trees on their campus.

Correct

Incorrect

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11. The university takes excellent care of the splendid trees on [its] campus.

Now it's
correct.

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incorrect.

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No!

11. The university takes excellent care of the splendid trees on [its] campus.

Now it's
correct.

It was
incorrect.

Why? Try again. Next

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+11. A university should take care of its grounds and facilities.

Correct

Incorrect

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Yes!

+11. A university should take care of its grounds and facilities.

It was
correct.

Why? Next

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No!

+11. A university should take care of its grounds and facilities.

It was
correct.

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12. I suppose jumping into that pile of leaves would present the wrong image of the other faculty members and I.

Correct

Incorrect

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No!

12. I suppose jumping into that pile of leaves would present the wrong image of the other faculty members and [me].

Now it's
correct.

It was
incorrect.

Why? Try again.

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Yes!

12. I suppose jumping into that pile of leaves would present the wrong image of the other faculty members and [me].

Now it's
correct.

It was
incorrect.

Why? Congratulations!

Once more, from the top.

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+12. My colleagues and me must be professorial.

Correct

Incorrect

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+12. My colleagues and [I] must be professorial.

Now it's
correct.

It was
incorrect.

Why? Once more, from the top.

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+12. My colleagues and [I] must be professorial.

Now it's
correct.

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incorrect.

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Error Checklist

Note: Examples illustrate the error or the incorrect usage.

References for rules are linked to the University of Minnesota Style Manual, published by the Office of University Relations.

Apostrophes Commas: Missing, Nonrestrictive, Unnecessary Parentheses

Quotation Marks Semicolons & Colons Unit Modifiers

Punctuation
Grammar, Word Choice, Spelling, Numbers, Format
□ 1. Comma splices (commas used incorrectly between two complete sentences or main clauses, as in I just love those commas, they’re so much fun; instead use periods, semicolons, dashes, or conjunctions between complete sentences); especially with

□ a. however (as in I know what I know, however, I don’t know what you know)

□ b. therefore (as in She knows the rules, therefore, she makes few errors)

“Then, however, thus, hence, indeed, and therefore are adverbs rather than conjunctions and should be preceded by a semicolon [or a period] when used as a transition between the clauses of a compound sentence” (U of M Rule 2, p. 33).

□ 2. Missing commas

□ a. after titles (as in Thomas Carter, Account Executive_has provided exemplary leadership): “Use commas to set off a title following a name” (U of M Rule 1, p. 31).

□ b. in addresses (as in Minneapolis, Minnesota_is a nice place to live): “Use commas to set off individual parts of addresses and names of geographical places and political divisions” (U of M Rule 2, p. 31).

□ c. after the year in dates (as in On April 7, 1999_we began testing for Y2K compliance; but note: We began testing in April 1999): “Use commas around the year when it follows a specific date; do not use commas around the year when it is used with the month or season alone” (U of M Rule 3, p. 31).

□ d. after modifying words or phrases (as in Her boss, a superb writer_is a meticulous editor): “Use commas to set off a word, phrase, or clause that is in apposition to a noun unless it is necessary to complete the meaning of the sentence” (U of M Rule 7, p. 32).

□ e. after etc. when the sentence continues (as in I dressed, ate breakfast, fed the dog, brushed my teeth, etc._ before leaving for work).

□ f. after subordinate or dependent clauses (as in When she returned from Japan_she had to work hard to catch up on her schoolwork): “Use a comma after a dependent clause that precedes the main clause” (U of M Rule 2, p. 32).

□ g. with forms of direct address (as in Hi_John and Thanks_Susan_for meeting with us).

□ 3. Missing nonrestrictive commas (commas setting off nonessential elements, as in He distributed the quarterly report_ which indicated record earnings; but note that no comma is used with restrictive or essential elements, as in He distributed the report that emphasized positive trends, and he withheld the report that revealed potential problems): “If [an adjectival] phrase or clause is . . . nonrestrictive, set it off with commas. . . . If [the] phrase or clause is restrictive, do not set it off with commas” (U of M Rule 5, p. 32).

□ 4. Unnecessary commas

□ a. between subjects and verbs (often after restrictive or essential elements, as in The report that emphasized positive trends, was distributed to the board).

□ b. before restrictive elements (as in You need to tell me, when you are unhappy): “When a dependent clause following a main clause is restrictive, do not set off the clause with a comma” (U of M Rule 1, p. 32).

□ c. after conjunctions such as although, yet, and, but, or, and after such as (as in Although, there were two relevant reports, only one was distributed, and as in Your credibility will be undermined by common errors such as, unnecessary commas).

□ 5. Inconsistent use of serial commas. (The serial comma – the comma before the conjunction in a series of three or more items – may be used or omitted. Both practices are correct as long as one or the other is followed consistently.)

□ 6. Missing hyphens in unit modifiers (as in five year option for five-year option and long term project for long-term project): “In most cases, use a hyphen between words or between abbreviations and words combined to form a unit modifier that precedes the word modified” (see U of M, pp. 15-16).

□ 7. Hyphens for dashes (as in Her resignation - a shock to everyone else - came as a relief to him, for Her resignation – a shock to everyone else – came as a relief to him): “In typewriting, use two hyphens . . . to indicate the em dash” (U of M, p. 36 – Note: Contrary to the U of M's recommendation to "close up the spaces before and after em and en dashes," I recommend that you leave a space before and after your dashes.).

□ 8. Missing apostrophes with possessive forms (as in my childrens toys for my children’s toys and two weeks vacation for two weeks’ vacation; see U of M, pp. 44-45).

□ 9. Unnecessary apostrophes in plural words (as in We have three Harley’s for sale).

□ 10. Incorrect placement of apostrophes with singular and plural possessive forms (as in one students’ work for one student’s work and three student’s work for three students’ work).

□ 11. Unnecessary colons between verbs and their complements, and between prepositions and their objects (as in My three favorite vegetables are: broccoli, spinach, and radishes, and as in They bought three loads of: hay, wheat, and oats).

□ 12. Semicolons for colons (as in Dear John; and We have three concerns;).

□ 13. Semicolons between main clauses and subordinate clauses (as in There were four errors in my copy; although I proofread it carefully).

□ 14. Single quotation marks

□ a. for double quotation marks (as in He described the process as ‘inherently unfair’ for He described the process as “inherently unfair”).

□ b. for apostrophes in abbreviated years (as in ‘99 for ’99 – Note: Apostrophes bend to the left; single open quotation marks bend to the right.).

□ 15. Periods and commas outside – rather than inside – closing quotation marks – as in He described the process as “inherently unfair”. “Place a comma or period following a quotation or part of a quotation inside the quotation marks” (U of M Rule 2, p. 38).

□ 16. Periods inside – rather than outside – closing parentheses when the sentence is only partly enclosed by parentheses, as in Here are more than 70 common errors (relating mainly to punctuation.); but when the sentence is completely enclosed by parentheses, as in (This is a very long list.), the period does go inside the closing parenthesis.

□ 17. Missing periods

□ a. between sentences, creating run-on sentences (as in She ran her best race ever he ran his worst).

□ b. after abbreviations (as in 8 am for 8 a.m., 10:45 pm for 10:45 p.m., and US for U.S.; but note inconsistency in standard usage: M.A., Ph.D., but MBA).

Grammar
(Punctuation, Word Choice, Spelling, Numbers, Format)

□ 18. Subject-verb nonagreement (as in The network of systems are not working).

□ 19. Nonparallel structure (as in She was healthy, wealthy, and an athlete)

□ 20. Sentence fragments (as in She was angry. Although she wouldn’t admit it.).

□ 21. Shifts in modified subject (also called misplaced modifiers, as in When pickled, I think herring tastes like caviar, and dangling modifiers, as in Working 12-hour days, the project was completed on time. In the second example, the implied subject fails to appear, which leaves the modifying phrase, working 12-hour days, dangling.).

□ 22. Shifts in person (as in If writers proofread carefully, you will find your errors).

□ 23. Incorrect pronoun case (as in Please send the memo to John and I or Please send the memo to John and myself rather than Please send the memo to John and me).

□ 24. Pronoun-antecedent nonagreement (as in A secretary who finishes their work early should be permitted to go home).

□ 25. Their for its in reference to an organization or company (as in The University of Minnesota and their students rather than The University of Minnesota and its students).

□ 26. Unclear or ambiguous pronoun antecedent (as in Susan told Georgia that her proposal had been accepted by the board).

□ 27. Shifts in verb tense (as in The team members worked on the project for three months, and they do a first-rate job), and incorrect verb tense.

Word Choice: See U of M Style Manual, pp. 57-63.
(Punctuation, Grammar, Spelling, Numbers, Format)

□ 28. affect, effect

□ 29. alot for a lot

□ 30. alright for all right

□ 31. and/or

□ 32. assure for ensure
or insure

□ 33. insure for ensure

□ 34. as for because
or since

□ 35. bring for take

□ 36. comprised of
for composed of

□ 37. convince, persuade

□ 38. i.e. for e.g.

□ 39. missing comma
after i.e. or e.g.

□ 40. missing periods
with i.e. or e.g.

□ 41. etc. after e.g.
or for example

□ 42. farther, further

□ 43. it’s for its

□ 44. less, fewer

□ 45. towards for toward

□ 46. whether or not
for whether

Confusing word pairs
(see U of M, Rule 2, pp. 62-63)

□ 47. capital,
capitol

□ 48. complement,
compliment

□ 49. flout, flaunt

□ 50. personal,
personnel

□ 51. principle,
principal

□ 52. stationary,
stationery

Additional word pairs

□ 53. choose, chose

□ 54. lead, led

□ 55. loose, lose

□ 56. they’re, their, there

□ 57. to, too

□ 58. you’re, your

□ 59. other:

Spelling
(Punctuation, Grammar, Word Choice, Numbers, Format)

□ 60. Names

□ 61. Compound words

□ 62. Spaced words spelled as solid words (as in Did you setup the room for the presentation?)

□ 63. Capitalization (as in web for Web and internet for Internet).

□ 64. Other:

Numbers
(Punctuation, Grammar, Word Choice, Spelling, Format)

□ 65. Words or figures: “In nonscientific writing, spell out exact numbers of less than 10; use figures for numbers of 10 or more” (U of M, Rule 1, p. 22).

□ 66. In a series: “Treat consistently throughout a sentence or paragraph all numbers referring to the same category” (U of M, Rule 2, p. 22).

□ 67. At sentence beginnings “When it is the first word of a sentence, spell out a number that would normally be written as a figure. If possible, rephrase a sentence to avoid beginning with a number” (U of M, Rule 3, p. 22).

□ 68. Dates: “Do not use st, nd, rd, and th after dates to indicate ordinals” (as in We will meet again on April 15th; U of M, Rule 2, p. 23).

□ 69. Money: “Do not use ciphers (zeros) with even dollar amounts, except for consistency within a series” (U of M, Rule 2, p. 24).

□ 70. Legalese: “Do not repeat a spelled-out number in figures” – as in You have three (3) days to return these four (4) forms – U of M, Rule 3, p. 25.

Format
(Punctuation, Grammar, Word Choice, Spelling, Numbers)

□ 71. Missing page numbers (on pages after the first page in a multiple-page document).

□ 72. Missing page identification lines (on pages after the first page in a multiple-page document).

□ 73. Page number on first page (page numbering should be suppressed on page 1; page numbering first appears on page 2).

□ 74. Full justification rather than left justification.

Proofreading

□ 75.

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