Electronic tools for translation

Electronic tools for translation

The Most Common Punctuation Errors

Most common Punctuation Errors made by students of English as another Language

Punctuation errors are very subtle mistakes that users of English as a Second Language often make.

While English as a Second Language students use up much time checking for mistakes in grammar and vocabulary when writing, they often overlook punctuation  due to certain reasons.

Yet punctuation errors can dent their reputation as much as grammatical and vocabulary lapses could.

Below is a list of common punctuation errors :

1. Comma Splice

Many users of English as a Second Language try to use comma to link two independent clauses, making them commit the common punctuation error called comma splice.

An independent clause can stand as a sentence because its idea is complete. It can be punctuated with an end-stop punctuation like period, exclamation mark, question mark, or even a semi-colon.

To connect two independent clauses in one sentence, do this:

Use any of the correlative conjunctions called the FANBOYS:

 f = for, a = and, n = nor, b = but, y = yet, so = so.

To separate the two independent clauses into two separate sentences, simply use the appropriate end-stop punctuation.

Example:

Wrong:

Saleem had planned to confess that he ate all the chocolates, he ate more to feel brave.

Right:

Saleem had planned to confess that he ate all the chocolates, so he ate more to feel brave.

Saleem had planned to confess that he ate all the chocolates. He ate more to feel brave.

Saleem had planned to confess that he ate all the chocolates; he ate more to feel brave.

2. No Comma after Introductory Element

Learners of English as a Second Language repeatedly forget to use a comma after the introductory element that brings in the main part of their sentence, pushing them to commit yet another punctuation error.

To fix this problem, it is important to always use a comma after the introductory element and before the main part of the sentence.

For Example:

Wrong:

Honestly her chicken curry is the spiciest in the whole continent.

Right:

Honestly, her chicken curry is the spiciest in the whole continent.

3. Comma in Restrictive Element

Still another punctuation error that English as a Second Language learners frequently make is the use of comma with a restrictive element in a sentence.

A restrictive element can be a clause, phrase, or word that modifies a word in a sentence and alters the meaning of a sentence when deleted.

A quick fix to this mistake is to simply avoid using a comma in restrictive elements.

For Example:

Wrong:

Aslam bought the engagement ring, that she badly wanted, at the black market.

Right:

Aslam bought the engagement ring that she badly wanted at the black market.

Aslam bought the engagement ring, which she badly wanted, at the black market.

4. Apostrophe to Form Plurals

Learners of English as a Second Language make the grave mistake of using apostrophes to form the plural form of a word, making them commit a very common punctuation error.

Apostrophes are used to show possession (Arham’s bike) or contraction (Arham’s coming up with a new book about the history of bicycles). They are not used to form plurals.

To form plurals, simply add –s, –es, or words that show plural form.

Example:

Wrong:

Its going to be a fun day! The dog’s are going to the beach.

Right:

It’s going to be a fun day! The dogs are going to the beach.

5. Too Many Punctuation Marks and Ellipsis

To express strong emotions like surprise, shock or disbelief, people who are learning English as a Second Language use several punctuation marks at the end of their sentence.

It requires an expertise to use punctuation marks that causes them to make a mistake in punctuations.

To avoid this error, limit punctuation marks to only one or use them to minimum extent.

Moreover, avoid using exclamation marks in formal writing or writing for business, academe, or other professions.

Example:

Wrong:

When are you going to deliver the box of vinegar I ordered?!#!!??

Right:

When are you going to deliver the box of vinegar I ordered?

Please let me know when I can expect the box of vinegar I ordered.

The same rule applies with ellipsis, which should only have three dots.

Example:

Wrong:

Chintu, our monkey, is sleeping … … …

Right:

Chintu, our monkey, is sleeping.

6. Quoting for Stress

Just like native English speakers, English as a Second Language learners would like to stress certain important words in their sentence.

Unfortunately, they do this by using quotation marks, which is not exactly the correct thing to do.

To highlight certain words in a sentence, use boldface type, capitalize all the letters, or even change the font’s color.

Better yet, use adjectives or adverbs to draw attention to certain words.

Using quotation marks to highlight words can result in confusion or even doubt.

Yes, this is because quotation marks are often used to denote irony.

Quotation marks are also used for quoting words, sentences, or reported speech.

Example:

Wrong:

This is the “best” wedding of the year!

Right:

This is the best wedding of the year!

Misplaced modifiers

Self Teaching Unit:

Avoiding

Misplaced and Dangling Modifiers

©t 2000, 1999, 1998, 1998 Margaret L. Benner

The link is acknowledged below

Misplaced Modifiers

A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it modifies / describes. 

Because of the separation, sentences with this error often sound awkward, ridiculous, or confusing.  Furthermore, they can be downright illogical. 

For example:  On her way home, Shazia found a gold man's watch.

         

The example above suggests that a gold man owns a watch.

Misplaced modifiers can usually be corrected by moving the modifier to a more sensible place in the sentence, generally next to the word it modifies. 

 For example: On her way home, Shazia found a man's gold watch.

        

Now it is the watch that is gold.

There are several kinds of misplaced modifiers:

1. Misplaced adjectives are incorrectly separated from the nouns they modify and almost always distort the intended meaning.

     Example 1: The child ate a cold dish of cereal for breakfast this morning. 

        

  Correct the error by placing the adjective next to the noun it modifies.

     Corrected

        

 The child ate a dish of cold cereal for breakfast this morning.

     Example 2: The torn student's book lay on the desk.

        

   Corrected: The student's torn book lay on the desk.

       

Sentences like these are common in everyday speech and ordinarily cause their listeners no trouble.  However, they are quite imprecise and, therefore, should have NO place in your writing.

2. Placement of adverbs can also change meaning in sentences.

     For example, the sentences below illustrate how the placement of just can change the sentence's meaning.

    Just means only John was picked, no one else:

        

 Just John was picked to host the program. 

    Just means that John was picked now:

John was just picked to host the program.

        

  Just means that John hosted only the program, nothing else:

        

   John was picked to host Just the program.

Each of these sentences says something logical but quite different, and its correctness depends upon what the writer has in mind.

Often, misplacing an adverb not only alters the intended meaning, but also creates a sentence whose meaning is highly unlikely or completely ridiculous.

     This sentence, for example, suggests that we brought a lunch slowly:

         We ate the lunch that we had brought slowly.

     To repair the meaning, move the adverb slowly so that it is near ate.

We slowly ate the lunch that we had brought.

        

           

3. Misplaced phrases  may cause a sentence to sound awkward and may create a meaning that does not make sense.

   

The problem sentences below contain misplaced phrases that  modify the wrong nouns. 

To fix the errors and clarify the meaning, put the phrases next to the noun they are supposed to modify. 

    

   Example  (a corner smoking pipes?)

The three bankers talked quietly in the  corner smoking pipes.

            

    Corrected:  The three bankers smoking pipes talked quietly in the corner.

        

    

    Example  (a house made of barbed wire?)

 They saw a fence behind the house made of barbed wire.

        

     Corrected: They saw a fence made of barbed wire behind the house.

        

4.  Misplaced clauses may cause a sentence to sound awkward and may create a meaning that does not make sense.

The problem sentences below contain misplaced clauses that  modify the wrong nouns. 

To fix the errors and clarify the meaning, put the clauses next to the noun they are supposed to modify. 

    Example 1 ( a buttered woman?) 

The waiter served a dinner roll to the woman that was well buttered.

        

    Corrected: The waiter served a dinner roll that was well buttered to the woman.

        

        

Be careful!  In correcting a misplaced modifier, don't create a sentence with two possible meanings.

    Example: The teacher said on Monday she would return our essays.

  

Problem:  Did the teacher say this on Monday or will she return the essays on Monday?)  

  Correction #1  (meaning the essays will be returned on Monday)

The teacher said she would return our essays on Monday.

    

  Correction #2  (meaning that the teacher spoke on Monday)

    On Monday  the teacher said she would return our essays.

Reference: https://webapps.towson.edu/ows/moduledangling.htm

  

DESCRIPTIVE WRITING

Descriptive Writing

·         A description is a picture in words that helps the reader see, hear, taste, smell, or feel something that the writer has experienced.

·         Description is giving details about a person, place, thing etc. that allows the reader to experience what you have.

·         In order to create a good description you must appeal the five senses and create pictures in the readers mind.

• What senses are being used in the following sentences?
• The puppy was black with three white paws and one white ear.  It had a long tail with a white tip.
• As we walked into the room, the floor boards creaked.  We knocked into a table and the glass vase hit the floor.  Crash! 
• The chocolate cake was so delicious.  It had peanut butter frosting which melted in your mouth.

• The cool rain was hitting us in the face as we ran to the bus.
• When we write a description, we must remember to:
• begin with interesting opening sentences that tell what the description is about
• use exact, vivid words to create a picture in the reader’s mind
• include important details about what you are describing
• put details in time order, spatial order, or in order of importance
• use sense words that help your reader picture what you are describing
• As I sat on the beach, I felt the gentle breeze coming from the water.  The warm sun was shining on the water making it sparkle.  It was so peaceful.  We enjoyed eating chocolate along with feeling gentle breeze.  The waves crashing against the shore were soothing.
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