الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

الإثنين مارس 04, 2013 11:31 pm

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems
الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

The following links deal
with the twenty most common problems that I have found in grading student
papers. Students will laugh if I mention these problems in class, but almost
every student paper will include at least one of these problems — and I’ve seen
more than a few papers and exams that make over half of these
mistakes

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems Images?q=tbn:ANd9GcTFeXP1gi6_5FE-1j-XPn-VAnoD5phK0Jcp7MDBPG3fe-6gY9qc

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems Images?q=tbn:ANd9GcTFeXP1gi6_5FE-1j-XPn-VAnoD5phK0Jcp7MDBPG3fe-6gY9qc

It’s”
versus “Its .1. “”

(consistently the #1
problem in student papers)

It’s: A contraction, meaning
“it is” (as in “It’s time for dinner”)
Its: A possessive (as in “The
dog was wagging its tail”)
See also The UVic Writer’s Guide
See also Jack Lynch’s Grammar and Style Guide

2. “To,”
“Too,” and “Two“

(usually a close
second behind it’s-its)

To: Basic multi-purpose
function word (as in “My goal is to die a
millionaire”)
Too: Adjective, meaning
“very” or “excessively” (as in “The Tigers were too
inexperienced to challenge the Yankees for the pennant”)
Two: The number between one
and three (as in “Two losses to open a football season is
two too many”)
See also The UVic Writer’s Guide

3. “Who’s” versus “Whose“

Who’s: A contraction, meaning
“who is” (as in “Who’s coming to dinner?”)
Whose: A possessive (as in
“Whose dinner is this?”)
See also The UVic Writer’s Guide

4. “Affect” versus “Effect“

Affect (verb): “To influence”
(as in “President Clinton hoped to affect the outcome of the
Russian elections”)
Effect (verb): “To bring
about” (as in “President Clinton hoped to effect a change in
Russian policies”)
Effect (noun): “Consequence”,
“result” (as in “Every cause should have at least one
effect“)
Affect (noun): Feeling,
affection; the conscious subjective aspect of an emotion considered apart from
bodily changes (pronounced AF-fect; this is probably NOT the word that you mean
to use in international relations)
See also The UVic Writer’s Guide
See also Jack Lynch’s Grammar and Style Guide

5. “There,” “Their,” and “They’re“

There: Refers to location (as
in “that dog over there“)
Their: A possessive (as in
“They’re going to bring their new car”)
They’re: A contraction,
meaning “they are” (as in “They’re on their
way”)
See also The UVic Writer’s Guide

6. “Accept” versus “Except“

Accept: A verb, indicating
one’s consent or approval (as in “The president accepted his
counterpart’s proposal to submit their dispute to
arbitration”)
Except: A preposition,
conjunction, or verb, indicating exclusion or objection (as in “Every country
except the United States agreed to accept the conference’s
recommendations”)
See also the UVic Writer’s Guide

7. “Have”
versus “Of“

The correct phrases are “could
have,” “should have,” and “would
have” — not “could of,” “should of,” or “would of.”

8.
“Principle” versus “Principal“

Principle: A noun, meaning “a
fundamental law, doctrine, or assumption” or “a rule or code of conduct” (as in
“My principles prevented me from cheating on that final
exam”)
Principal: An adjective,
meaning “most important, consequential, or influential” (as in “The
principal problem facing Bolivia’s economy is the country’s
lack of a seaport”)
See also The UVic Writer’s Guide

9. “Dominate” versus “Dominant“

Dominate: A verb (as in
“Mexico’s soccer team is going to dominate the next World Cup
competition”)
Dominant:An adjective (as in
“The United States was the dominant economic actor after World
War II”)

10. “Lead” versus “Led“

Lead (pronounced “led”): A
metallic element (as in “Superman’s X-ray vision can not penetrate
lead-lined walls”)
Lead (pronounced “leed”):
Verb, meaning “to guide” or “to direct” (as in “In the business world you must
lead, follow, or get out of the way”)
Led: The past form of the
verb “to lead” (as in “He led the llama to
pasture”)

11. “Populous” versus “Populace“

Populous: An adjective,
meaning “densely populated” (as in “A country’s capital is not necessarily its
most populous city”)
Populace: A noun, referring
to a set of people living in a certain area (as in “The entire
populace was affected by the radioactive
fallout”)

12. “Where” versus “Were“

Where: Refers to a place or
location (as in “Where do you think you are
going?”)
Were: A past form of the verb
“to be” (as in “they were going to the
store”)

13. “Than” versus “Then“

Than: Used to compare (as in
“I would rather receive an A than a B”)
Then: Refers to time /
chronology (as in “He answered first one question, then
another”) or consequences (as in “if both countries are democracies,
then they will solve their problems short of
war”)
See also The UVic Writer’s Guide

14. “Do”
versus “Due“

Do: A verb, meaning “to bring
to pass,” “to carry out,” or “to accomplish” (as in “What are you trying to
do?”)
Due: Similar to “attributable
to” or “because of” (as in “John’s low grade on the test was
due to his failure to study”) — also “something that is owed”
(as in a debt or a right)

15. “Lose” versus “Loose“

Lose: A verb, meaning the
opposite of win (as in “It is most painful to lose to a hated
rival”)
Loose: An adjective, meaning
“not securely attached” (as in “The hinge was coming
loose“)
See also The UVic Writer’s Guide

16. “That,” “Which,” and “Who“

That: A defining, or
restrictive, pronoun. “That” is used to indicate which object is being
discussed, and should not follow a comma (as in “The car that
is parked in the garage is red”)
Which: A nondefining, or
nonrestrictive, pronoun. “Which” adds some new detail about a specific object
that has already been mentioned, and should follow a comma (as in “My new car,
which is red, is parked in the garage”)
Who: A personal pronoun.
“Who” should be used in place of “that” or “which” in discussing a person (as in
“The student who did the most work got an A for the course” or
“Bob, who did more work than his classmates, got an A for the
course”)
See also The UVic Writer’s Guide
See also Jack Lynch’s Grammar and Style Guide

17. “e.g.,” “i.e.,” “etc.,” and “et
al.”

e.g.: “For example,” from the
Latin “exempli gratia” (as in “Research on the evolution of interstate
rivalry (e.g., Hensel 1996)…”). See also Jack Lynch’s Grammar and Style Guide
i.e.: “That is,” from the
Latin “id est” (as in “The goal of this web page –
i.e., improving your writing skills –
is…”)
etc.: “And so forth” / “and
others of the same kind,” from the Latin “et cetera.” See also the
UVIC Writer’s Guide
et al.: “And others,” from
the Latin “et alii” [masc.], “et aliae” [fem.], or “et
alia” [neutral] (as in “Singer, et al., found an important
difference between the 19th and 20th centuries”).

18. “Now,” “Know,” and “No“

Now: Refers to the present
time (as in “What we need now is a good
rainstorm”)
Know: A verb, reflecting
recognition or understanding (as in “I know everything there is
to know about this subject”)
No: The opposite of yes (as
in “No, you can’t eat that last
cookie!”)

19. “Border” versus “Boarder“

Border: In international
relations, the line on a map that separates two or more geographic
units.
Boarder: “One who boards,”
such as someone who is paying for meals and lodging or someone whose job
involves going aboard seagoing vessels.
So the correct international relations term is
“border,” as in the “Canadian border.” A
“Canadian boarder” refers to someone from the Great White North who is renting a
room, rather than a line on a map separating Canada from Minnesota or New
York.

20. “Block” versus “Bloc“

Bloc: In international relations, a combination of
individuals, groups, or countries united by treaty or sharing a common
purpose.
So the correct
international relations term is “bloc,” as in the “Western
bloc” and “Soviet bloc” in the Cold War. A
“Soviet block” would be a small cube of wood with a hammer and sickle or
pictures of Lenin (making for a very unusual child’s toy

السبت أبريل 06, 2013 11:30 pm

الله يعطيكى العافية

الأربعاء أبريل 17, 2013 2:46 am

مشكورررررررررررررررررررررة

الأحد أبريل 28, 2013 7:55 pm

It is a highly effective topic

thanks

الجمعة مايو 13, 2016 10:42 pm

thank you

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems

رد: الاخطاء العشرون الاكثر شيوعا في كتابة اللغة الانجليزية Top Twenty Specific Problems