Index
This help page is divided into the following categories:
- Introduction
- Complete List of All Grammar Error Categories
- Nomenclature of Error Types
- Example Text With Identified Errors
Introduction
Students may be asked to identify, or may be curious about, the precise name that is associated with a grammar error in a text. This article lists many of the errors in grammar that second language teachers encounter as they grade student texts.
Below, is a list of these error types. Clicking on an error type will take you to an example of a typical error made by students under that category.
Conversely, students can read a sample text and learn the name of the error by hovering their cursor above the error. Clicking on the error will take students to recommended readings.
Complete List of All Grammar Error Categories
Students may wish to consult the extremely detailed List of Grammar Error Types & Categories that has been compiled if they wish to identify the names of the types of errors that they made in their texts.
Nomenclature of Error Types
Here are the grammar error types that appear in the sample text that follows:
| Error Types Starting With "A-L" | Error Types Starting With "M-Z" |
| Academic Format (contractions) [1] | |
| Article (faulty usage) [1] | |
| Article (missing) [1] | Partitive formulation was anticipated, but not present [1] |
| Capitalization (titles) [1] | Phrasal Verbs (faulty / missing) [1] |
| Countable Nouns [1] | Prepositions (non-standard / faulty) [1] |
| False Cognates (faux amis) [1] | Punctuation (titles) [1] |
| Gerund (expected, but missing) [1] | |
| Spelling [1] | |
Example Text
Identifying grammar errors by categories improves student writing.
by Quinn Taylor
Today, the direction of language departments at many colleges still believe that grammar is the cornerstone of language acquisition. Professors at University of California maintain that write helps to improve grammar. People that go at language conferences will have heard this first hand. In fact, it's possible to do a research on this topic and discover that this line of thinking has been around for over a century. Writing alone can not be the only process that leads to improved grammar. Encouraging students to identify their own errors, by category, improves the quality of grammar in their texts.
Active, versus passive, behavioral activity occurs when students are asked to identify their own errors. In the first place, students focus their attention more on a "forced" task than passive absorption of someone else's declaration of their errors. One evidence suggests that "student comprehension of their mistakes increases by over 23% when active identification strategies are employed after writing a text" (Sharpe). In other words, student will learn less if they must listen a teacher tell them what the correct word(s) should have been in essays. Instead, they should simply know that a mistake is present for those same words and figure out the problem on their own.
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