Writing Portfolio Packet Name ______________________ Period ____
Paper title and date Common errors: Summarize the errors from your paper
Grammar
Issues Quick tip
Reference (add the page
# of a text or a resource)
Subject /Verb Agreement
Singular subjects need singular verbs, and plural subjects need plural verbs. (He runs. They run)
Fragments Run Ons
Fragments are incomplete sentences. Usually correct them by removing the period and adding or connecting the main clause. Run-ons are two independent clauses which are joined together with no connecting word or punctuation to separate the clauses. Usually correct by adding in punctuation.
Parallel structure Use the same pattern of words. Errors occur most often in a series. Check that all words are the same tense, have the same ending, or follow the same pattern.
Active and passive voice
Active voice is preferred. In active voice the subject performs the action. (The dog bit the man.) In passive voice the action is performed on the subject. (The man was bit by the dog.)
Tense Shifts Do not change tense forms. INCORRECT: Sally laughs until she cried. I was watching them until I slip and fall. CORRECT: Sally laughed until she cried. I was watching them until I slipped and fell.
Misplaced/ dangling modifier
Modifiers should come next to the word they modify ( refer to) (INCORRECT: Screaming all the way, the roller coaster thrilled us.) Reads as if the roller coaster is screaming.
Missing or misplaced possessive apostrophe
For possession, add ’s or just an apostrophe if the word ends in s (That is Jim’s bag. That is Ross’ bag) In the case of it's, the apostrophe is used to indicate a contraction for it is. Incorrect: Its a cold day in October. Correct: It's a cold day in October.
Vague pronoun reference
Pronouns (she, yourself, her, he, it, they, who, etc.) need to be clear about the word or words they are replacing. (INCORRECT: The restaurant prohibited smoking, which many customers resented.) Do the customers resent the restaurant or smoking?
Comma after introductory element
Use a comma after an introductory phrase. (Determined to pass the test, we studied all night.)
Comma in a compound sentence
Compound sentences have two or more parts that can stand as their own sentences. If they are joined by a conjunction (FANBOYS: for, and, nor, but, or, yet, so) the use a comma before the conjunction.
Comma with a nonrestrictive element
A nonrestrictive element is one that is not necessary to make basic meaning in a sentence. When these appear, use commas before and after. (John, who was a culinary student, prepared us a meal.)
Comma splice When a comma acts as end punctuation basically making a run on sentence.
Comma in a series Use commas to separate three or more words, phrases, or clauses written in a series.
It’s = it is Its = possessive Who’s = who is Whose =possessive To = preposition Too = also, excessive You’re = you are Your = possessive They’re = they are Their = possessive There =place, abstract Incorrect: Would of, could of, should of Correct: Would have, could have, should have Incorrect: alot Correct: a lot Incorrect: use to Correct: used to
Be Concise Instead of writing… Write….
is able to can
has the ability to can
due to the fact because
for the reason that because
this is why because
at all times always
in spite of the fact that though
call your attention to the fact that remind you
the question as to whether whether
the reason why is that because
100 Commonly Misspelled Words
absence harass YOUR MISSPELLINGS
acceptable height
accidentally heroes
accommodate hoping
amateur humorous
argument immediately
achieve intelligence
appropriate interesting
attendance irrelevant
beginning irresistible
believe jewelry
business judgment
calendar kindergarten
cemetery knowledge
choose laboratory
chose leisure
collage liaison
college license
column lightning
commitment maneuver
conscience marriage
conscious mathematics
convenient miniature
definitely mischievous
desperate misspell
discipline neighbor
effect necessary
eighth occasionally
eliminate occurrence
embarrass perseverance
emphasize personnel
encouragement practically
environment privilege
equipment receive
especially recommend
exaggerate reference
exceed restaurant
excellence rhythm
exercise schedule
existence separate
experience sophomore
familiar succeed
February surprise
foreign technique
forty tragedy
fourth unnecessary
government usually
grammar vacuum
grateful weird
guarantee writing
Commonly Confused Words
affect (verb) to cause something to change
effect (noun) a result brought about by a cause
all ready prepared
already previously
allusion referencing something else
illusion a false vision or fantasy
bad adjective (We own a bad dog)
badly adverb (He plays tennis badly)
between shared by only two people or things
among shared by more than two people of things
breath Noun (I can hold my breath.)
breathe Verb (I breathe in the smoke.)
capital uppercase letters
capitol legislative body building
compare to similarity between the things compared
compare with similarity or difference
complement to go well with
compliment a flattering statement (or act of making one)
further time or degree
farther physical distance
irregardless Non-standard English. Avoid using it.
regardless without regard. The man left regardless of warnings.
good adjective- describes a noun
well adverb – describes a verb
lay when the subject acts on a direct object
lie used when there is no direct object
less quantities that cannot be counted
fewer quantities that can be counted
loose (rhymes with noose) not tight, unleash
lose (rhymes with snooze) fail to keep, misplace
much quantities that cannot be counted
many quantities that can be counted
principle An idea, moral precept
principal High rank (the school’s principal is your pal)
real adjective- describes a noun
really adverb – describes a verb
then time (Let’s go to the movies then lunch.)
than comparisons (This date was better than the last one.)
real adjective- describes a noun
really adverb – describes a verb
then time (Let’s go to the movies then lunch.)
than comparisons (This date was better than the last one.)
whether situations of speculation or uncertainty (I wonder whether the plane will arrive soon.)
if on the condition that
who is a subject (Who is coming to the party?)
whom is an object (Whom should I invite?)
i.e. In other words
e.g. for example
Revision Tips & Techniques
Revision (RE – VIS means seeing it again) THE BIG PICTURE –
Revision might require adding or taking away content, changing paragraph order, rewriting
the introduction or conclusion. o If time allows, put your paper away for a day or two. Then, try to read it with the freshest eyes as if you know
nothing about the subject.
o Is your thesis narrow and manageable? Does your paper fully address it?
o Is support CREDIBLE? How much space do quotes and support fill? You should have a balance. Your ideas should be
backed by support. Do your details go BEYOND the obvious?
o Check your assignment again. Have you addressed all elements? Answered all questions?
o Introduction: does your paper start in the right place? Is the introduction unique and interesting?
o Look at each paragraph—does it relate directly to the thesis?
o Have you been repetitive? A common error. Make sure each sentence and paragraph shares something new.
o The conclusion does not have to restate the thesis but it should remind the reader of your point.
Editing this stage comes after revision and it involves looking at the paper as a writer. Must
read aloud here. Listen for fluency. o Read aloud and mark any places that sound awkward.
o Check for “be” verbs. If you have a lot, change half of them.
o Vary your sentences in length and structure.
o Look for, and remove, repetition of words or phrases unless used stylistically.
o Active voice is better than passive voice. The lunch was delivered by the boss. The boss delivered the lunch.
o Do the paragraphs transition smoothly? (These do not have to be words from a list, but content-driven.)
o The voice is appropriate for this piece: an academic / formal paper avoids “I” and “you”
o “There are” sentences….avoid them.
o Make sure your quotes have lead ins and follow ups. Do not just DUMP them there.
o Check for sentence fragments—read each sentence starting from the end of the paper.
o If your paper is written in MLA, APA, or CMS style, check the formatting of all elements.
Proofreading is the final (and quickest) stage. You are simply looking for any formatting,
grammar, or spelling issues you might have missed.
o Have you given your paper an original and meaningful title—not just a restatement of the assignment or a simple
description?
o Look for YOUR common grammar and spelling errors and review the list of commonly confused words.
o Read the paper backwards—word by word—to spot spelling errors.
o Look at formatting requirements again and make sure you have adhered to all.
o Ask someone to read your paper to spot any remaining errors.
Your work is never done only due.
Real writing happens in revision. Don’t put your pen down and say you’re done when you finish the
first draft. Revise. Revise. Revise.
Drafting Revising Editing Proof -reading
TRY THIS
Find a few abstractions in
your paper. Replace
these words or phrases
with longer phrases or
sentences that are rich in
sensory images.
TRY THIS
Find a few general, but
important, nouns in your
paper and revise them to
a more specific noun.
TRY THIS
Highlight all the “be”
verbs in your paper. Pick
a few where more details
are necessary and simply
change the sentence to
include better verbs.
Writing the Details How many times has your teacher said you need more detail in
your writing? What does this mean? How does one do this? Three
simple techniques will help you create more detail in your writing
through the use of
1. USE MORE CONCRETE LANGUAGE Abstractions = ideas or concepts that have no connection to the senses:
love, joy, pain, boredom, all –isms, good, evil, ugly, pretty, freedom…
Concrete noun = objects or events that are available to the senses:
desk, car, apple, puppy, clock, river, lavender, paper, constitution...
2. USE MORE SPECIFIC LANGUAGE When the context is important, use specific, narrow details.
General = groups Specific = individual
Car Toyota Corolla
Dog Poodle
Textbook Statistics 101
Soft drinks Coca-Cola
3. CHANGE YOUR “BE” VERBS
“Be” verbs are lazy. “Be” verbs rush to get the sentence out and do
not add anything to the subject other than its state of “being.”
STRONG verbs indicate an action; they portray a mood and tone;
they reveal character. But mostly, they produce strong writing.
be is am are were was been being
STRONG VERBS & NOUNS
Abstraction: The main character is depressed.
Concrete: Every day James sat down in the emptiest part of the bus and stared, bleary-
eyed and thoughtless, out the window. He’d only shuffle off when the driver would tell him it
was the third time past his stop.