Error Correction for Improved Academic Writing in English

National University of Science and Technology (Zimbabwe) NuSpace Institutional Repository

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Library and Information Science Publications

2014

Error Correction for Improved Academic Writing in English: Worksheets for lecturers and guidelines for students Shaw, D. Communication & Language Competencies Centre Shaw D. (2014). Error Correction for Improved Academic Writing in English: Worksheets for lecturers and guidelines for students. Communication & Language Competencies Centre. http://ir.nust.ac.zw/xmlui/handle/123456789/398 This article was downloaded from NUST Institutional repository, and is made available under the terms and conditions as set out in the Institutional Repository Policy.

Downloaded from NuSpace Institutional Repository, NUST, Zimbabwe 

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION FOR IMPROVED ACADEMIC WRITING IN ENGLISH

Worksheets for lecturers and guidelines for students

DREW SHAW

1 Error Correction for Improved Academic Writing in English  ©  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION FOR IMPROVED ACADEMIC WRITING IN ENGLISH

Worksheets for lecturers and guidelines for students

DREW SHAW

1 Error Correction for Improved Academic Writing in English  ©  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

Error Correction for Improved Academic Academic Writing in English Worksheets for lecturers and guidelines for students

Drew Shaw ISBN: 978-0-7974-9462-6 EAN: 9780797494626 Copyright © 2014 Drew Shaw First volume published 2014 Also available as ebook: ISBN: 978-0-7974-9463-3 EAN: 9780797494633

Communication & Language Competencies Centre National University of Science and Technology Technology PO Box AC 939, Ascot, Bulawayo, Zimbabwe www.nust.ac.zw

2 Error Correction for Improved Academic Writing in English  ©  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

CONTENTS - INTRODUCTORY NOTE FOR LECTURERS - TOP TEN WRITING ERRORS - ERROR CORRECTION EXERCISES - Worksheet 1: Fossilised Errors, Email Etiquette & Formal Letters - Model Answers 1 - Worksheet 2: Expressions & Prepositional Problems - Model Answers 2 - Worksheet 3: Faulty Expressions - Model Answers 3 - Worksheet 4: Countable versus Uncountable Nouns - Model Answers 4 - Worksheet 5: Incorrect Wording & Pronunciation-related Errors - Model Answers 5 - Worksheet 6: Spelling Errors - Model Answers 6 - Worksheet 7: Identifying Grammar, Spelling & Other Errors - Model Answers 7 - Worksheet 8: More Errors in Essays - Model Answers 8 - Worksheet 9: Subject-Verb, Run-ons, Articles & Citation Blunders - Model Answers 9 - Worksheet 10: Part IV Dissertation Errors - Model Answers 10 - Worksheet 11: Part IV Dissertation Errors - Model Answers 11

3 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

INTRODUCTORY NOTE FOR LECTURERS Error correction exercises can dramatically improve academic writing abilities. Identifying errors is a crucial first step. Thereafter, one can develop an ability to edit one’s own work. The following is the result of a project conducted by Dr Drew Shaw who lectures in communication skills and English for academic purposes. A range of errors were gathered from student essays, dissertations and examination scripts in the Faculty of Communication and Information Science at the National University of Science and Technology (NUST). Lecturers are invited to view these worksheets and select exercises for their students - as and when this fits with their teaching schedules. No specialist knowledge in English studies is required. Simply photocopy and distribute the quiz (perhaps as an extra in-class exercise or for homework); allow students time to complete; then distribute the model answers and explanations; ask students to check their scores, identify their weaknesses, then encourage them to improve on these. These are ‘suggested’ answers because others might also be possible. If in doubt, ask the Communication and Language Competencies Centre or a native-English speaker with an academic background. Also refer students to online sites for further exercises and explanations. We recommend OWL (the Online Writing Lab from Purdue University) amongst others. https://owl.english.purdue.edu/ http://writing.wisc.edu/Handbook/CommonErrors.html http://www.grammarbook.com

http://www.grammar-worksheets.com http://grammar.ccc.commnet.edu/grammar/quiz_list.htm http://bcs.bedfordstmartins.com/exercisecentral/QuizHome.aspx?CourseId=42 http://www.writingcentre.uottawa.ca/

BACKGROUND OF THE CENTRE AND PROGRAMME A Needs Analysis for Language, Communication and Other Competencies at NUST was conducted by Dr D Shaw and Mr S Tizora in 2012. This document (available electronically via the NUST library) ascertained a broad-based need for English language support. The programme develops resources and conducts workshops and courses to raise academic writing standards and improve other essential communication skills. 4 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

TOP TEN WRITING ERRORS 1. Subject-verb agreement  Remember the number of the subject determines the number of the verb. - E.g. She believes no-one - including relatives and close friends - have the right to oppose her marriage plans. INCORRECT - She believes no-one - including relatives and close friends - has the right to object to her marriage plans. CORRECT - E.g. The details about the challenges they faced during the same period using open-ended questions was included. INCORRECT - The details about the challenges they faced during the same period using openended questions were included. CORRECT (The subject, ‘details’, is plural and the auxiliary verb ‘were’ needs to ‘agree’ with it) Correct or Incorrect? 1. One of the men was guilty. 2. A range of goods were available. 3. All along the road lie traces of oil slick.

2. Comma splices and run-on sentences Join independent clauses with appropriate punctuation or conjunctions. A comma will not do the job on its own (and becomes known as a comma splice if used arbitrarily). Alternatively, separate fragmented phrases into distinct sentences. A run-on sentence is where nothing is used to join different clauses. - E.g. The weather is wet, hence students are now wearing raincoats. INCORRECT (comma splice) - The weather is wet: hence, students are now wearing raincoats. CORRECT - The weather is wet and hence students are now wearing raincoats. CORRECT - We waited for the bus for two hours it did not come. INCORRECT (run-on) - We waited for the bus for two hours and it did not come. CORRECT 5 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

3. Sentence fragments Make sure every sentence has a subject and verb in it. - E.g. Measurements of central tendency which answer the question of what are the categories or numerical values that represent the bulk of data in the best way, for example the mean was used. THIS IS NOT A PROPER SENTENCE! 4. Dangling participials Think hard about what is being said and who or what the subject of the sentence is. E.g. By observing any smoker who is out of cigarettes... a)  it is easy to realise how addictive they can be. INCORRECT CORRECT b) one easily realises how addictive nicotine is. - Using open-ended questions, the questions also sought to find what students thought about the courses they learnt from before and after the industrial attachment. INCORRECT - Using open-ended questions, the survey also sought to find what students thought about the courses they learnt from before and after the industrial attachment. CORRECT 5. Over-use of commas and under-use of parentheses and even dashes. Parentheses can be used effectively to add a quick explanation or elaboration. They can help the reader to follow you more easily, particularly in some of your long sentences. When using parentheses, remember the punctuation remains the same as it would do if there were no parenthetical statement added. - E.g. I went to his house yesterday (my third attempt to see him), but he had left town. 6. Mis-use of Countable and Uncountable Nouns - E.g. May I ask for your advices? INCORRECT (uncountable noun) - May I ask for your advice? CORRECT (uncountable noun) 6 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

- May I ask for your suggestions? CORRECT (countable noun) - E.g. Our researches showed a broad need for communication competencies. INCORRECT (uncountable noun) - Our research showed a broad need for communication competencies. CORRECT (uncountable noun)

7. Problems with hyphens Use hyphens when forming compound adjectives which come before the noun. - E.g. chocolate-flavoured milk OR the well-known author Do not use a hyphen when the compound adjective comes after the noun described. - E.g. The milk was chocolate flavoured. Or. The author was well known. - E.g. ...open ended questions... INCORRECT CORRECT - ...open-ended questions...

8. Incorrect use of ‘Conclusively’, ‘To add on’, ‘Overally’ (not a word!), and ‘To a greater extent’ - E.g. Conclusively, the findings confirm the initial hypothesis.... INCORRECT - In conclusion, the findings confirm the initial hypothesis. CORRECT - To conclude, the findings confirm the initial hypothesis. CORRECT - To add on, there are other significant factors to consider. INCORRECT - Additionally, there are other significant factors to consider. CORRECT - To add to this, there are other significant factors to consider. CORRECT - Overally, the results show a trend. INCORRECT - Overall, the results show a trend. CORRECT - Generally, the results show a trend. CORRECT - In general, the results show a trend. CORRECT 7 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

- To a greater extent, the results confirm this trend. INCORRECT - To a great extent, the results confirm this trend. CORRECT

9. Repetition and tautology. Try to avoid use of the same word twice or more within the same sentence, or even within the same paragraph. - E.g. ‘Descriptive comparison aims at describing...’

10. Problematic citation & referencing Is it (McNabb, 2004, p. 124) or (McNabb 2004: 124)? Consistency is the key. Choose one system or the other and stick to it throughout the whole document. Introduce your citations as simply as possible. ‘States’ or ‘notes’ will nearly always work. - E.g. As Jones (2005: 89) postulates, there were twenty-four case studies on this subject. INCORRECT - As Jones (2005:89) states, there were twenty-four case studies on this subject. CORRECT - Sibanda (1999) denotes that questionnaires do not necessarily capture the required information. INCORRECT - Sibanda (1999) notes that questionnaires do not necessarily capture the required information. CORRECT - Du Plooy coined that ‘a literature review is essential.’ INCORRECT - Du Plooy stated that ‘a literature review is essential.’ CORRECT

See William Strunk Jr and EB White (1979) The Elements of Style  (New York: MacMillan Publishing) for elaborations on some of the above examples.

8 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 1 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

FOSSILISED ERRORS These are old mistakes (which we see very frequently), possibly never picked up at high schools and therefore not recognised by many students as errors. 1.To add on, a student who can manage time can manage anything. 2.Overally, we can conclude that timetables are vital. 3.Conclusively, email communication has brought about a rapid transformation of life. 4.To a more extent, gestures are aimed at stressing points. 5.Moreso, you should create a calendar to assist with your time management. 6.It is to a greater extent that nonverbal communication is a significant factor in the workplace.

EMAIL ETIQUETTE & FORMAL LETTERS 7. Greetings Prof! 8.Hie Prof Zuma! 9.How are you? 10.I need to work with reputable people, as you are. 11.I hope my message will be considered and get a favourable reply. 12.I will be looking forward for your reply. 13. I would be glad to hear from you soon. 14.Yours faithfull, 15.Bye!

9 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 1 1. Additionally, a student who can manage time can manage anything. [‘To add,..’ is also possible but not ‘To add on...’ You ‘add on’ things like sales tax or VAT but you say ‘additionally’ to make another point.] 2. Overall, we can conclude that timetables are vital. [Overally is not a word!] 3. In conclusion, email communication has brought about a rapid transformation of life. [‘To conclude’ or ‘To sum up’ are also options for your final paragraph. ‘Conclusively’ means absolutely and without a doubt, and is not appropriate.] 4. To a large extent, gestures are aimed at stressing points. [‘To a great extent’ is also possible but NOT ‘to a more extent’ please!] 5. Moreover, you should create a calendar to assist with your time management. [Moreso is not a word! The person could be thinking of the comparative expression ‘even more so’ but that is not appropriate here.] 6. It is to a great extent that nonverbal communication is a significant factor in the work place. [Do not use ‘greater’ or ‘lesser’ unless you can say (usually in the same sentence) greater or lesser than what exactly?] EMAIL ETIQUETTE & FORMAL LETTERS 7. Dear Professor Zuma [Unless you know the person well, use the standard formal Dear, followed by title and name.] 8. Dear Professor Zuma [Hie, Hi or Hello are too informal in this context.] 9. I hope you are well OR I hope this finds you well. [Avoid being casual and chatty unless you know the person very well and are on an equal footing.] 10. I would be honoured to work with a reputable person such as yourself. [Watch the register in a formal email/letter. [‘as you are’ is NOT correct; use ‘such as you’ or ‘such as yourself’.] 11. I look forward to your reply. [This standard phrase works every time. Don’t try to complicate it: it is polite, formal and always appropriate.] 12. I look forward to your reply. [‘Looking forward’ is informal and ‘for’ is the wrong preposition.] 13.I look forward to your reply. [Again, keep it short, simple and formal.] 14. Yours faithfully, [Remember the y!]. 15. Best wishes, [Bye! is too informal. ‘Regards,’ or ‘Kind regards,’ are also appropriate for formal/ semi-formal emails.] 10 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 2 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

EXPRESSIONS & PREPOSITIONAL PROBLEMS 1. Time management allows you to meet up with deadlines. 2. I would like you to help me come out with ideas. 3.The student should keep in touch with the pace of the lecturer. 4.I don’t have an answer on my finger tips. 5.A person should be confident on what they are doing. 6. You need to know what to search on. 7. They are certain on what they are saying. 8.You can have speaker anxiety at the first time, even speaking at church. 9. You must look to the audience. 10. At the same note, we should also be aware of nonverbal communication. 11.Self disclosure can rebuild up some relationships.

11 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 2 Only certain collocations work with these. 1. Time management allows you to meet deadlines. [You meet up with friends for coffee or tea. You don’t meet up with a deadline!] 2. I would like you to help me come up with ideas. [You come up with ideas, not out with them.] 3. The student should keep pace with the lecturer. [You keep in touch with your friends. You keep pace with another runner - or your lecturer in this case!] 4. I don’t have an answer at my finger tips. [‘At’ is the correct preposition here. There is another expression: ‘It’s on the tip of my tongue!’ which may have been confused.] 5. A person should be confident in what they are doing. [‘In’ is the correct preposition. Alternatively, you can be ‘good at’ what you do.] 6. You need to know what to search for. [‘For’ is the only correct preposition here.] 7. They are certain about what they are saying. [‘About’ is the correct preposition here.] 8. You can have speaker anxiety for the first time, even speaking at church. [‘For’ is the correct preposition here.] 9. You must look at the audience. [‘At’ is the correct preposition here.] 10. At the same time, we should also be aware of nonverbal communication. [You might have been thinking of other expressions, ‘On that note...’ or ‘By the same token...’ Be careful not to mix them up.] 11.Self-disclosure can rebuild some relationships. [You build relationships. You do not build them up.]

12 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 3 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

FAULTY EXPRESSIONS 1. These and other advantages would be discussed in this essay. 2.I had noticed you had a doctrine in Records Management. 3.I request your input on how bestly I can implement the programme. 4.An information literate student must be able to define the extend of the needed information. 5.All work and no play makes someone dull. 6.You should know the content of the speech by head. 7.This will help you boast your confidence. 8.It straightly goes to the person whom it is addressed to. 9.I will be travelling to Durban in the next coming month. 10.Fully preparation helps prevent speaker anxiety. 11.Email is very cheaper than snail mail. 12.Sometimes he plunges off topic, beating by the bush. 13.With effective time management one can beat deadlocks. 14.Time management makes one to overcome her challenges. 15.Questionnaires should have both open-ended and close-ended questions. 16.Sign language is a non verbal code used by the deaf and dump in Zimbabwe.

13 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 3 1. These and other advantages will be discussed in this essay. [Use ‘will’ to state a clear purpose.] 2. I noticed you had a doctorate in Records Management. [Use the past simple (I noticed), not the past perfect (I had noticed). A doctrine is a set of beliefs or a stated principle - not to be confused with a PhD qualification!] 3. I request your input on how best I can implement the programme. [Best, never ‘bestly’ please!] 4. An information literate student must be able to define the extent of the needed information. [Extent is the noun form needed here.] 5. All work and no play makes Jack a dull boy. [Try to get the idiom precisely right for maximum effect.] 6. You should know the content of your speech by heart. [You learn something by heart or ‘off by heart’, not by head.] 7. This will help you boost your confidence. [‘Boast’ means to show off and is the wrong word here.] 8. It goes straight to the person whom it is addressed to. [Or ‘It goes directly to....’ This is a different construction to ‘Walk straightly!’ which you may say to a child zig-zagging down the street.] 9. I will be travelling to Durban in the next month. [Or, ‘I will be travelling to Durban in the coming month.’ NOT ‘next coming’ which is redundant. 10.Full preparation helps prevent speaker anxiety. [Or, ‘Being fully prepared helps prevent speaker anxiety.’ Choose one formation or the other.] 11.Email is much cheaper than snail mail. [Very cannot be used with a comparative adjective. You can say,‘Email is very cheap’ but NOT ‘Email is very cheaper.’] 12.Sometimes he goes off topic, beating about the bush. [You can’t plunge off topic. You plunge off a cliff or into a swimming pool. You beat ‘about’ or ‘around’ the bush, meaning you avoid talking about what is important. You cannot beat ‘by’ the bush.] 13.With effective time management one can beat deadlines. [A deadlock is an evenly matched contest with equal scores - perhaps a football match.] 14.Time management helps one overcome her challenges. [It is clumsy to say ‘makes one to’] 15.Questionnaires should have both open-ended and closed questions. 14 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 4 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

COUNTABLE VERSUS UNCOUNTABLE NOUNS 1.Researches are valuable to any academic institution. 2.Make a thorough research of the subject. 3.I request assistance in a research. 4.A student should make a thorough research. 5.During my researches I realised you are the right person to supervise me. 6.I made a research in the field of graphic designing. 7.I would like help with the equipments. 8.My grandmother’s house is full of old furnitures. 9.Thank you for your advices. 10.My uncle has so many moneys: I can’t believe it! 11.I asked him to pass me the salts. 12.I’m looking for as many suggestion as possible.

15 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 4 COUNTABLE VERSUS UNCOUNTABLE NOUNS 1. Research is valuable to any academic institution. [Research is an uncountable noun so it is ALWAYS singular.] 2. Do some thorough research on the subject. [You do research; you do NOT make research.] 3. I request assistance for some research. [Research is uncountable: you do some research, a lot of research, a little bit of research, etc.] 4. A student should do thorough research. [As above.] 5. During my research I realised you were the right person to supervise me. [As above.] 6. I did research in the field of graphic designing. [As above.] 7. I would like help with the equipment. [Equipment is uncountable.] 8. My grandmother’s house is full of old furniture. [Furniture is uncountable.] 9. Thank you for your advice. [Advice is uncountable.] 10.My uncle has so much money: I can’t believe it! [Money is an uncountable noun.] 11.I asked him to pass me the salt. [Salt is an uncountable noun.] 12.I’m looking for as many suggestions as possible. [Suggestion is a countable noun.]

16 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 5 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

INCORRECT WORDING 1. You should summarise all what have been said. 2. Deep breathing is adviced for extreme speaker anxiety. 3.Have confidents in yourself. 4.Having enough information helps one to be confidence. 5.Speaker anxiety can be overcomed in many ways.

PRONUNCIATION-RELATED ERRORS 6.They should be time for study and exercise. 7.An email cannot easily be tempered with. 8. If you are very stressed you need to come down! 9.I had you are an expert in that field. 10.Good speaking skills are required for church summons. 11.Speakers are encouraged to have poses here and there in their speeches. 12.Many people turn to go blank when suddenly asked questions. 13. When studying you should avoid destructions! 14.Some may miss interprets the use of this communication.

17 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 5 1. You should summarise everything that has been said. [NOT ‘what have’.] 2. Deep breathing is advised for extreme speaker anxiety. [Advice is the noun. Advise is the verb.] 3. Have confidence in yourself. [Confidence - noun. Confident - adjective.] 4. Having enough information helps one to be confident. [As above.] 5. Speaker anxiety can be overcome in many ways. [Overcomed is not a word. To overcome is the infinitive verb, used in the simple present. It is irregular; therefore ‘Overcame’ is used in the simple past. Overcome is applicable passive construction as above] 6. There should be time for study and exercise. [Don’t mix up there and they!] 7. Email cannot easily be tampered with. [‘Tamper with’ means to interfere with inappropriately. Temper means to neutralise or counterbalance. E.g. Idealism can be tempered with realism.] 8. If you are very stressed you need to calm down. [‘Come down’ means to stop being ‘high’ on drugs!] 9. I heard you are an expert in that field. [Another pronunciation-related error.] 10.Good speaking skills are required for church sermons. [A summons is an order to appear in court!] 11.Speakers are encouraged to have pauses here and there in their speeches. [Poses are affected gestures, e.g. for a photograph!] 12. Many people tend to go blank when suddenly asked questions. [‘Tend’ may sound like ‘turn’ in rapid speech. ‘Turn to go blank’ is wrong.] 13.When studying you should avoid distractions. [Distractions: e.g. watching TV or taking phone calls. Destructions are catastrophic damages!] 14.Some may misinterpret the use of this communication. [All one word.]

18 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

SPELLING ERRORS WORKSHEET 6 1. calender 2. carreer, carrier 3. writting 4. tittle 5. cheep food 6. It is cold at night, especial in winter. 7. goverment 8. practize 9. resipiant 10.dectating 11.accomodate 12.panctuality 13.irregardless 14.He has a stummer. 15.speach 16.echoe 17.panicing 18.pannick 19.convinient 20.amoung 21.argumantitive 22.varify 23.To some up,.. 24.accomodation 25.acheive 26.foriegn 27.occuppation 28.necesary 29.resourses 30.succesful 31.disapear 32.aplicable 33.hypothisis 34.critisism 35.devided 19 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ANSWERS 6 1. calendar 2. career 3. writing 4. title 5. cheap food 6. It is cold at night, especially in winter. 7. government 8. practice (noun); practise (verb) 9. recipient 10.dictating 11.accommodate 12.punctuality 13.regardless 14.He has a stammer. 15.speech 16.echo 17.panicking 18.panic 19.convenient 20.among 21.argumentative 22.verify 23.To sum up,... 24.accommodation 25.achieve 26.foreign 27.occupation 28.necessary 29.resources 30.successful 31.disappear 32.applicable 33.hypothesis 34.criticism 35.divided

TIP: Use the computer spellcheck or the dictionary.com App on your cell phone.

20 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 7 1. 2. 3. 4. 5.

Moreso, I want to gain knowledge of information systems. The upcoming generation will find itself in a totally technological world. To add on, I also came to university for the networking and socialising. I have always had a passion to writing. It allows me to have the first hand experience to my desired course and programme. 6. program or programme? realise or realize? 7. Records are importance. 8. To be directed and given new knowledge and ideas. 9. I hope to add a useful contribution. 10.I can express myself more better through writting. 11.Many companies do not realise the duties of an archivist, hence there is no proper records keeping. 12.I would like to help individuals on the maintenance of their records. 13.As an archivist, they are certain goals I want to archive. 14.I wish to stop corruption that happens through tempering with vital records. 15.Automated libraries does not require manual labour. 16.Three quarters of the students is against a fee increase. 17.Most is electronic or digitalised, therefore we need more training. 18.This computer does not make sense to me, it came without a manual. 19.The film begins at 10.00 make sure you are there before 10.15. 20.Conclusively, this essay has shown communication skills are vital.

IDENTIFYING GRAMMAR AND SPELLING ERRORS IN THE ABOVE: 21.Give examples of run-on sentences and comma splices and say how they can be corrected? 22.Give an example of subject-verb disagreement. 23.Give examples of British versus American spelling. 24.Give examples of using the incorrect prepositions. 25.Give examples of incorrect word usage. 21 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 7 1. 2. 3. 4. 5. 6. 7. 8.

Moreover, I want to gain knowledge of information systems. This generation (or the next) will find itself in a totally technological Additionally, I also came to university for the networking and socialising. I have always had a passion for writing. It allows me to have first hand experience of my desired course and programme. program and realize (American). programme and realise (British) Records are important. We need to be directed and given new knowledge and ideas. [Create a proper sentence with a subject and verb.] 9. I hope to make a useful contribution. 10.I can express myself better through writing. 11.Many companies do not realise the duties of an archivist, and hence there is no proper record keeping. 12.I would like to help individuals with the maintenance of their records. 13.As an archivist, there are certain goals I want to achieve. 14.I wish to stop corruption that happens through tampering with vital records. 15. Automated libraries do not require manual labour. 16.Three quarters of the students are against a fee increase. 17.Most [of the facilities] are electronic or digitalised and therefore we do not need more training. 18.This computer does not make sense to me and it came without a manual. 19.The film begins at 10.00 so make sure you are there before 10.15 (at the latest because that is when the adverts finish and the actual film starts). 20.In conclusion, this essay has shown communication skills are vital. IDENTIFYING GRAMMAR & SPELLING ERRORS 21.Example of run on sentence - 19. You can create two separate sentences or join the independent clauses with a conjunction (e.g. so). Comma splices: 18, 17, 11. You can put a full stop instead of a comma to create two different sentences, you can replace the comma with a colon if the two independent clauses are directly related, or you can add a conjunction to join the independent clauses (as we have done above). 22.Examples are 15 & 16. 23.Example is 6 24.Example of incorrect prepositions: 4, 5, 12, 16. Possibly 17 as well, depending on what specifically the writer was referring to. For further online support see for example https://owl.english.purdue.edu 22 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION: WORKSHEET 8 MORE ERRORS IN ESSAYS 1. A researcher is able to get all subjects on the screen than going from a book to a book. 2. There is a noticeable proliferation of internet cafes especial in urban areas which is likely to take over books because it is cheep than to buy a book. 3. This enables the user to have enough time of using the book for research. 4. More than 50% of Zimbabweans own mobile phones. Moreso the number is expected to rise. 5. Conclusively, the internet is likely to make books redundant in the next twenty years. 6. Listening attentively will help one in the evaluation of the massage. 7. To add on, listening in communication reduces cases of misunderstanding. 8. Nancy Poster (2006) states that researches show most communication is nonverbal. 9. To add on, books unlike the internet do not need power to function. 10.This makes books even more cheaper. 11.There are most parts of Zimbabwe where there is no internet access. 12.With the Internet information is under the finger tips. 13.They are also other important aspects of communication, which are writing and speaking skills. 14.Information can be stored for a long time without problems such as tear and wear. 15.Information can be retrieved from a book without using electric. 16.It shades light on this issue. 17.In conclusion, the internet will not make books redundant to a lesser extent because some countries are underprivileged in terms of the new technology. However to a greater extent the books will be dominated by the internet especially in the most developed countries. 18. Overally, generic skills were considered to be the most important.

23 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 8 1. A researcher is able to access all subjects on the computer screen rather than going from book to book. 2. There is a noticeable proliferation of internet cafes especially in urban areas, which means the internet is likely to take over from books because it will be cheaper. 3. This enables the user to have enough time to use the book for research. 4. More than 50% of Zimbabweans own mobile phones. Moreover, the number is expected to rise. 5. In conclusion, the internet is likely to make books redundant in the next twenty years. 6. Listening attentively will help one in the evaluation of the message. 7. Additionally, listening in communication reduces cases of misunderstanding. 8. Nancy Poster (2006) states that research shows most communication is nonverbal. 9. Additionally, books unlike the internet do not need power to function. 10.This makes books even cheaper. 11.Most parts of Zimbabwe have no internet access. 12.With the Internet information is at your fingertips. 13.There are also other important aspects of communication, which are writing and speaking skills. 14.Information can be stored for a long time without problems such as wear and tear. 15.Information can be retrieved from a book without using electricity. 16.It sheds light on this issue. 17.In conclusion, the internet will not make books redundant because some countries are underprivileged in terms of the new technology. Nevertheless, books will be dominated by the internet especially in the most developed countries. 18.Overall, generic skills were considered to be the most important.

24 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

ERROR CORRECTION WORKSHEET 9 Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

SUBJECT - VERB ERRORS 1. I would recommend this book to be read essentially by everyone and this include teenagers, youths, old aged people, businesspeople, medical doctors, psychologists, church leaders, psychiatrists, marriage counsellors and others. 2. Craig Dounellan (2001), further elaborate that alcohol causes infertility. 3. Intensive listening skills are important because they helps the student to understand the subject. RUN-ON SENTENCES AND COMMA SPLICES 4. People can misinterpret silence they conclude without asking the reason for the other person’s silence. AWKWARD ARTICLES 5. It is important for one to manage the time in academic studies. 6. Speaker anxiety is when one is not free to speak in the public. CITING BLUNDERS 7. Jones (1999) also denotes that nonverbal communication nearly always accompanies verbal forms. 8. As Sibanda (2009) postulates, ‘Research teams must first gather samples.’

25 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 9 1. I would recommend this book to be read essentially by everyone, and this includes teenagers, youths, old aged people, businesspeople, medical doctors, psychologists, church leaders, psychiatrists, marriage counsellors and others. 2. Craig Dounellan (2001) further elaborates that alcohol causes infertility. 3. Intensive listening skills are important because they help the student to understand the subject. 4. People can misinterpret silence and conclude without asking the reason for the other person’s silence. 5. It is important for one to manage time in academic studies. 6. Speaker anxiety is when one is not free to speak in public. 7. Jones (1999) also notes that nonverbal communication nearly always accompanies verbal forms. 8. As Sibanda (2009) states, ‘Research teams must first gather samples.’

26 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

WORKSHEET 10: PART IV DISSERTATION ERRORS Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

1. The organisation should understand where it is coming from, where it is going as well as its developmental aims. 2. Akotia (2009:25) noted that failure to manage records build unwanted, and disorganised records which are difficult to retrieve. 3. In many councils it has been long a challenge to provide timely access to information. 4. This has somehow tarnished municipal image in the face of residents. 5. Records are dumped making it difficult to monitor against unauthorised access and records deterioration. 6. Main focus was on the finance department. 7. Documented literature is generally few. 8. The research was carried at the municipality of Marondera. 9. The chapter emphasised on the relationship between financial management and records management. 10.Du ploy (2001:54) coined that ‘a literature review is essential in the achievement of a critical analysis of the related literature’. 11.The research findings paved way for conclusions and recommendations. 12.The whole study will be summarised showing how the problem was unfolded. 13.The findings would be analysed for recommendations.

27 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

MODEL ANSWERS 10 1. The organisation should understand where it is coming from and where it is going, as well as its developmental aims. [Avoid run-on sentences.] 2. Akotia (2009:25) noted that failure to manage records builds unwanted and disorganised records which are difficult to retrieve. [Watch for subject-verb agreement.] 3. In many councils it has long been a challenge to provide timely access to information. [Watch for correct word-order in familiar phrases.] 4. This has somehow tarnished the municipal image in the eyes of residents. [Remember to include the definite article and use correct phrases.] 5. Records are dumped, making it difficult to monitor unauthorised access and records deterioration. [You can’t monitor against something.] 6. The main focus was on the finance department. [Remember definite article.] 7. Documented literature is generally sparse. [Phrasing.] 8. The research was carried out at the municipality of Marondera. [You carry something out.] 9. The chapter emphasised the relationship between financial management and records management. [It either emphasised (verb) something or placed emphasis (noun) on something.] 10.Du ploy (2001:54) stated that ‘a literature review is essential in the achievement of a critical analysis of the related literature’. [Please stop misusing ‘coined’. It sounds ridiculous.] 11.The research findings paved the way for conclusions and recommendations. [You pave the way for something.] 12.The whole study will be summarised showing how the problem unfolded. [Watch for correct verb tense.] 13.The findings will be analysed for recommendations. [Use will to state intention]

28 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS

Communication & Language Competencies Centre Library & Information Science Department, Faculty of Communication & Information Science  National University of Science & Technology, Bulawayo, Zimbabwe

WORKSHEET 11: PART IV DISSERTATION ERRORS Improve your grammar, phrasing, expression and overall academic writing skills! With a partner or on your own, identify the following errors, correct them, then check the Model Answers sheet. For further online support, see for example: https://owl.english.purdue.edu

1. Equipments for the maintenance of financial records were limited. 2. Financial filing system was also not consistent. 3. Ngulube pointed out that NAZ is changed with the responsibility of providing a records and information service to government bodies. 4. Financial records of historical significance were not deposited to NAZ. 5. Archives accumulate and deal with under-utilised material, removing such materials from their holdings, returning them to the donor, transfer them to other archives, or destroy them. 6. Collection development and management activities are being practiced at the NAZ without recognition which means it is being done by default. 7. A policy should have mission, goals and objectives. 8. This has been considered at the NAZ but not yet implemented as yet. 9. The personnel file should be the primary source of evidence that a person actually exist. 10.Efficient personnel records management strategies will minimise the cases of litigation, orderly and efficient flow of information will enable the Ministry to perform its functions and goals more successfully. 11.Any study to be carried by a researcher is usually controlled by the surrounding literature that was done by other researchers. 12.He attributed this problem of relying on traditional services and print resources by librarians.

29 Error Correction for Improved Academic Writing in English  © 2014 Drew Shaw PHOTOCOPIABLE MATERIALS