Name: English10-Module 10
Uploaded: 2022-04-08
Duration: 10 min 12 s
Description: . . WE CRAFT YOUR FUTURE THE PAULINIAN WAY!. St. Paul Scbool, 4ßarotac J2UtbO, Jnt. Gomez•St., Barotac Nuevo, Iloilo.

. . WE CRAFT YOUR FUTURE THE PAULINIAN WAY!. St. Paul Scbool, 4ßarotac J2UtbO, Jnt. Gomez•St., Barotac Nuevo, Iloilo. 

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St. Paul Scbool, 4ßarotac J2UtbO, Jnt.
Gomez•St., Barotac Nuevo, Iloilo

Identifying and Correcting Common Errors in Grammar

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Grade Level Standards 
The learner demonstrates communicative competence through his/her understanding of 
literature and other text types for a deeper appreciation of World Literature, including 
Philippine Literature. 
 
Most Essential Learning Competency (MELC) 
Correct some common grammar mistakes. 
  
Intended Learning Outcomes (ILOs) 
I can recognize some common grammar mistakes. 
I can correct some common grammar mistakes. 
 
Life Performance Outcome (LPO) 
Credible, Responsive COMMUNICATOR and TEAM PLAYER

As a Christ-centered Paulinian, I am a credible, responsive communicator and 
team player, building harmonious community through active collaboration.

Consistently seek feedback from informed, credible individuals on the accuracy, clarity, 
authenticity, and tone of their communications and practice revising and restating them 
until they are well received.

Grammar is not just about preventing 
errors. It gives strength to every 
language. It is 
essential 
to learn

grammar to become a good writer and 
speaker. There is an argument that 
adequate grammar knowledge does not 
automatically make you a better writer, 
but it will help you become a more 
productive writer.  
 
This module was conceived as a 
response to the quality of writing 
activities that you have submitted in the 
previous weeks. Studying your outputs 
makes your teachers think that there is 
a great need to review the basic

grammar rules so that in the future you will be able to convey your thoughts and 
knowledge to your listeners or readers in an effective and acceptable manner.  
 
“Your grammar is a reflection of your image. Good or bad, you have made an 
impression. And like all impressions, you are in total control.” - Jeffrey Gitomer

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Activity 1: Which aspect or component of grammar do you find yourself

most deficient? Answer in bullet form. 
______________________________________________________________________ 
______________________________________________________________________ 
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1. Fragments 
In order for a group of words to be considered a

complete sentence, it must contain a subject, a complete verb, and a

complete or independent thought. If the group of words is missing just one of the three, 
it is considered a fragment. It is not based upon how short the group of words is. For 
instance, I quit is considered a sentence even though it is only two words because it has 
the three required components. 
 
Examples of Fragments: 
She been to the city before. (This group of words is missing a complete verb. The word 
"been" needs a helping verb.)  
 
But did not remember it since she was two at the time. (This group of words is missing a 
subject. The reader does not know who is performing the action in the sentence.) 
 
Although these sentences are all related to each other referring to the same person and 
trip, each group of words must provide its own subject, complete verb, and complete 
thought.  
 
When she goes back. She will take a tour of the city as well. (The first group of words is 
missing a complete thought. It has a subject—she—a complete verb—goes—but the words 
cannot stand on their own as a complete thought. They need to be joined to the group of 
words after them in order to finish their thought.) 
 
Correcting Fragments  
To correct fragments, you basically have two options. First, you can join the group of 
words to the sentence before or after it. Second, you can give the group of words whatever 
it is missing.  
 
For instance, let us look at the example fragments above. Since the first group of words 
is missing the helping verb, you can give it the helping verb to fix it. She has been to the 
city before.  
 
Since the second group of words is missing a subject, you can give it a subject to fix it. 
But she did not remember it since she was two at the time.  
 
Since the first group of words in the last fragment example is missing a complete thought, 
you can join it to the sentence after it and add a comma to fix it. When she goes back, 
she will take a tour of the city as well.

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When you are writing, you have to make sure you join sentences together in the right 
way. Otherwise, you may have a run-on or comma splice. Some students believe that 
they have a run-on because a group of words is so long, but a run-on is not determined 
by the length. For instance, look at this group.

Although I wanted to go to the beach on Saturday to take in the sun and spend precious 
time with my family after being on a business trip out of town for the past month.

The group of words above is very long, but believe it or not, it is not a run-on but a 
fragment. A run-on occurs when you join two complete sentences together as if they are 
one without the proper punctuation or conjunction. On the other hand, a comma splice 
occurs when you join two complete sentences together with only a comma, but a comma 
is not strong enough by itself to do that. Run-ons and comma splices are basically the 
same mistake. The only difference between the two is a comma as demonstrated in the 
examples below.

Thomas wants to buy a new car his dream is a BMW.

It will remain a dream he is still an unemployed student in high school.

Thomas wants to buy a new car, his dream is a BMW.

It will remain a dream, he is still an unemployed student in high school.

You have several options for correcting run-
ons and comma splices: period, coordination, 
subordination, semicolon, and conjunctive 
adverb. Either method of correction can be 
used; no rule exists that says you have to use 
one 
method 
over 
another 
in 
certain

situations. However, in order to keep your 
writing interesting, you should use a variety 
of these methods in your essay.

Period: Separate the run-on or comma splice into two sentences with a period.

Thomas wants to buy a new car. His dream is a BMW.

Coordination: Join the two sentences together with a comma and a coordinating 
conjunction, such as for, and, nor, but, or, yet, and so, known as the fan boys. Each word 
has a meaning; therefore, it is important that you choose the word that correctly indicates 
the relationship between the two sentences.

It will remain a dream, for he is still an unemployed student in high school.

Semicolon: Join the two sentences together with only a semicolon.

Thomas wants to buy a new car; his dream is a BMW.

Comma Splice:
I am sleepy, I have to go to work.
bug
I am sleepy,
I have to go to work.

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Verbs must agree with their subjects. This rule 
mainly relates to present tense verbs. You only 
have to worry about two verbs in the past tense 
when you think about subject-verb agreement: 
was and were. The simplest way to understand 
this rule is to keep in mind that third person 
singular subjects have verbs with a –s on the end 
of them; all other subjects do not.

Commas are used basically in six situations: after introductory elements, around 
nonessential interrupters, between items in a series, before a coordinating conjunction, 
with quotation marks, and with everyday material. If one of these reasons do not apply 
for your sentence, you probably do not need one. The saying goes "When in doubt, leave 
it out."

Comma with Introductory Elements: Add a comma after an introductory element in a 
sentence.

When Carmen stays up late, she is unable to get up the next morning.

Because we want to go to Walt Disney World next year, we will start saving our money.

While Sharon was packing to move out of her house, she found old family pictures.

Commas with Nonessential Interrupters: Commas should be used when information 
that interrupts the flow of the sentence is not important in helping the reader understand 
the meaning of the sentence. In other words, the meaning will be the same even without 
the interrupting phrase. However, the writer should not use commas if the meaning will 
become unclear.

Nonessential Information—Commas Needed  
 
Dr. Martin Luther King, Jr., who delivered the famous “I Have a Dream” speech, was a 
major leader in the Civil Rights Movement. 
 
Coretta Scott King, who was his wife, was a symbol of strength and grace after the 
assassination of her husband.  
 
The Martin Luther King, Jr. monument, which officially opened in 2011, reminds us of his 
struggle for equality for all human beings.  
 
Essential Information—Commas Not Needed  
 
The waiter who works the evening shift will be off for six weeks because he has to have 
surgery on his wrist.  
 
The neighbor that just moved in last week brought us homemade cookies today.  
 
The little boy that plays with Tommy asked if he can come over for a sleepover one day.

Sub •ect-Verb Rules.
For most verbs, add when
the Subject iS S 'ngu',ar
: reads many book S.
Vhen the Subject iS plural, do NOT
add • S• to the verb
EX: All grade papers.

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Note: With the first set of sentences that use commas, if you remove the 
words within the commas, the meaning would still be clear. The reader 
will still know to whom the writer is referring. However, with the second 
set of sentences, if you remove the words who works the evening shift, 
for example, the reader would not know exactly which waiter to whom 
the writer is referring. Also, it is a rule that you cannot use a comma 
before the word that, but you should use a comma before the word which. 
 
Commas between Items in a Series: Place commas between items that are a part of 
a list in a sentence.  
 
Casey, Rachel, and I are best friends.  
 
After I left work, went to the store, and cooked dinner, I was able to meet Casey and 
Rachel at the mall. 
 
They helped me to pick out a sweater, pants, and shoes to wear for my date on Friday.  
 
Note: From time to time, you may have items in a series within items in a series. When 
that is the case, you must use semicolons to separate the primary items in a series from 
the secondary items in a series. We love to eat French fries with bacon, cheese, and 
chives; bar-b-cue ribs; and ice cream with whipped cream, nuts, and a cherry on top. 
 
Comma before Coordinating Conjunctions: Place a comma between two complete 
sentences joined by and, but, for, or, nor, so, or yet.  
 
I want to go to bed, but I have so much work to do.  
 
Lynda has her master’s degree, yet she wants to go back to school to get her doctorate.  
 
Francine has to get up early, for she has to follow a detour due to the freeway closure. 
 
Comma with Quotation Marks: Separate direct quotes from other parts of a sentence 
with a comma.  
 
“I would like to go with you,” Christie explained, “but I already promised Tom that I would 
go to prom with him.”  
 
“Laura can help you with your homework,” Mom said.  
 
Walter yelled, “Watch out for that car!” 
 
5. Apostrophe

In academic writing, you should 
only use an apostrophe to show 
possession. It is not used to make a 
word plural or at the end of a verb. 
The apostrophe is before the –s 
when the noun is singular or when 
it is plural but does not end with –s, 
such as women's and children's. It 
goes after the –s when the noun is 
plural and ends with a –s, for 
example, girls', boys', and classes'.

APOSTROPHES
IN PLURALS
No apostrophe in regular plurals.
'r Philippine's
yes•s and no's
employees
v' Phi lippines
yeses and
, six's and sixes and sevens
Use if needed to clarify meaning.
There are two in
Mind yout p's and q's
Sometimes a matter ot style.
as and 3s or2•s and Ys
phos or PhD's
dos and don'ts ordo's and don'ts

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Correct  
Addison's bike was left in the rain last night.  
The boy's toy truck is inside the toy chest.  
The students' book bags were placed in the hall while they played outside. 
The women's restroom is closed while the janitor cleans it.  
 
Incorrect  
The girl's are in the kitchen with their grandmother making cookies.  
The car run's out of gas since the gauge is broken.

1. Avoid Contractions  
Contractions occur when you combine two words into one with the help of 
an apostrophe.

I + am =I’m          Do + not=don’t          Will + not=won’t  
 
Contractions are considered informal writing, which is not appropriate for formal writing 
that is required in college courses. 
 
2.Avoid Second Person  
Second person is considered the pronouns you and your. These words address the 
reader directly, which you should not do in formal writing unless you are writing a 
process paragraph or essay.  
 
3.Avoid I Feel/Think/Believe  
You do not need to include the expressions I feel, I think, or I believe in your essay. 
Since it is your essay, it is understood that the ideas in your essay are your feelings, 
thoughts, and beliefs.  
 
4.Avoid There is/There are/There was/There were  
The expressions there is, there are, there was, and there were are wordy and cause a 
sentence not to have as much power behind it. Compare these two examples. 
 
Incorrect  
There is a house on fire down the street.  
There are lots of rules in English.  
 
Correct  
A house is on fire down the street.  
English has a lot of rules. 
 
5.Be Concise  
If you can use two words instead of five to express an idea, you should use the former. 
Being wordy can be confusing to your reader, and it is often better to get to the point as 
quickly as possible.  
 
Wordy  
Due to the fact that she missed the bus, she was late to work.  
In today’s day and age, young people must become more politically active.

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Concise  
Because she missed the bus, she was late to work.  
Today, young people must become more politically active.

Write a five-paragraph essay describing your life 10 or 15 
years from now. Limit the number of sentences per paragraph 
to just five. Make sure that you include in your body 
paragraphs your dreams for yourself, for your family, and for 
the society that you live in. Bear in mind the structure of an 
essay and make sure that you free your output with 
grammatical errors especially the ones discussed in this 
module. Happy writing!

Sources 
 
Websites 
Discussion:  
Importance of Grammar in Writing 
https://buycollegeessay.org/blog/importance-of-grammar-in-writing/ 
 
A Brief Writing and Grammar Guide 
https://www.wcccd.edu/dept/pdf/AF/A%20Brief%20Writing%20and%20Grammar%20G
uide--Faculty%20Network.pdf 
 
Cover Image: https://www.time4writing.com/newsletter/Time4Writing_10-24-2011.html 
 
Introduction Image: https://genlish.com/learn-english/learn-english/importance-of-
grammar/ 
 
Comma Splice Image (Firm Up): https://quizlet.com/269559714/grammar-fragments-
run-ons-dangling-modifiers-parallel-structure-comma-splices-flash-cards/ 
 
Subject-Verb Agreement Image: https://en.islcollective.com/english-esl-
powerpoints/grammar/subject-verb-agreement/subject-verb-agreement/113134 
 
Comma Image: https://www.theschoolrun.com/what-comma 
 
Apostrophe Image: https://editorsmanual.com/articles/apostrophes-in-plurals/

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