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Chapter 5
Improving your writing:
grammar and self-editing
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5-1
Learning objectives
On completion of this chapter students will know
how to:
 identify ways to improve writing independently
 develop a strategic approach to editing written
work
 understand the basic features of specific
grammatical constructions.
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5-2
Grammatical constructions
addressed in this chapter
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Subject verb agreement
Parallel construction
Verb tense
Article use
The apostrophe
Word form
Passive tenses
Gerunds and infinitives
So, neither and nor
Still and yet
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5-3
Be proactive about learning
how to write well
 Students who adopt an independent and
proactive approach to their language
development are likely to make better progress
than those who simply hope the problem of
language will disappear.
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5-4
How can you improve your
English language skills?
 Investigate any language support services your
university offers, whether as workshops or online.
In some universities you can make appointments
with trained staff to discuss your written work.
 Invest some money in a self-study grammar book
with answers. Ask university staff for advice on
useful texts.
 Approach your university librarian for suggestions
on how they can help you to improve your
language and the resources and services they
offer.
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5-5
Activity 1
 Write down the resources available in your
university that can help you to improve your
English language.
 Discuss the options you have tried and
recommend some to other students.
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5-6
Common grammatical errors
 Errors are easy to overlook, particularly when
working within tight deadlines.
 Not all errors are detected by computer
grammar checkers so edit your work after you
have used the software.
Remember: Poor grammar may change your
meaning or make your ideas difficult to
understand.
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5-7
Sentence structure
 There are two kinds of common error in writing
sentences:
– incomplete sentences
– ‘run-on’ (or run-together) sentences.
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5-8
Complete sentences
A complete sentence must contain a subject and a
predicate. (The rest of the sentence must contain a
verb.)
Example
Our business partners will arrive tomorrow
Subject
Predicate
The verb
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Complete sentences (cont.)
 In formal writing you must use complete
sentences.
 A group of words without a subject or predicate
is NOT a sentence. For example:
– And arrived later.
No subject
– He feeling very happy. Incomplete verb
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Activity 2
 Complete activity 2 on pp 98–99 of your
textbook.
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5-11
Complete sentences (cont.)
 A complete sentence is also called an
independent clause.
 A clause may be independent (able to stand
alone—a sentence) or dependent (cannot
stand alone—is not a complete sentence).
 A clause is a group of words with a subject and
a verb.
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5-12
Run-together sentences
 If two independent clauses are written together
– with no punctuation
– with merely a comma
– without a joining word
they are called a run-together sentence.
Examples
– She is a good manager all the staff like him
– She is a good manager, all the staff like him
(Both are run-together sentences and therefore
incorrect.)
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Using conjunctions to fix runtogether sentences
1. Using coordinating conjunctions:
– with a comma and one of the following words: for,
and, nor, but, or, yet, so.
Example
– She is a good manager, and all the staff like her.
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Using conjunctions to fix runtogether sentences (cont.)
2. Using correlative conjunctions:
– use: both…and, not only…but also, either…or
Example
– Not only is she a good manager but also all the
staff like her.
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5-15
Using conjunctions to fix runtogether sentences (cont.)
3. Using a semicolon (;) and a conjunctive
adverb plus a comma (,):
– common conjunctive adverbs: finally, then,
consequently
Example
– She is a good manager; consequently, all the staff
like her.
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5-16
Using conjunctions to fix runtogether sentences (cont.)
4. Using a subordinating conjunction:
– one sentence is less important than the other
Example
– All the staff like her because she is a good
manager.
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5-17
Using conjunctions to fix runtogether sentences (cont.)
5. Join the sentences with a relative pronoun
such as who, which or that:
– She is a good manager she initiated new business
practices. (Run-on sentence)
– She is a good manager who initiated new business
practices. (Correct sentence)
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5-18
Activity 3
 Complete activity 3 on pp 99–100 of your
textbook.
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5-19
Subject/verb agreement
 A singular subject must have a singular verb.
 Plural subjects must have a plural verb.
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5-20
Subject/verb agreement (cont.)
Example
Susan and Anna are excellent colleagues.
The verb ‘to be’ must
be plural too.
Susan and Anna are two people
so the subjects are plural.
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5-21
Subject/verb agreement (cont.)
Example
The verb ‘to be’ must take
the singular form ‘is’.
The university is quite new compared to others
in the state.
The university is a
singular subject
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Singular words take singular
verbs
 ‘one’ words: anyone, someone, everyone, one,
no one
 ‘body’ words: anybody, everybody, somebody
 ‘thing’ words: anything, everything, something,
nothing
 each, either, neither
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Singular words take singular
verbs (cont.)
 Examples
– Someone needs to oversee the changes.
– Everybody is happy with the changes.
– Everything has been agreed.
– Each manager has granted approval.
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Other singular subjects
Uncountable nouns
A single gerund or
gerund phrase
The rice is exported.
Understanding the
problem is difficult for
him.
An amount of time,
money or weight; plural
forms are considered as
single concepts
Six months is not a long
time to write a proposal.
Five thousand dollars is a
lot of money.
Over 5 kilos costs more.
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5-25
Group words
 The following ‘group’ words take a singular
verb if you are thinking of the group as a
whole, but they take a plural verb if you are
thinking of the individuals in the group:
– audience, band, class, family, kind, committee,
crowd, dozen, flock, group, heap, herd, jury, lot,
number, none, public, team
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Group words (cont.)
 Examples
– The jury are still arguing. (individuals in the group)
– The team is on the field. (group)
– The team are suiting up. (individuals in the group)
– My family is behind me. (group)
– The jury is ready. (group)
– My family are all scattered. (individuals in the group)
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Group words (cont.)
 Subject/verb agreement may be confusing if
these words are separated by others.
Example
– The colour on the walls matches the company logo.
 Identify the verb in the sentence (‘matches’)
and then ask what is being matched (‘The
colour of the walls’).
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Parallel construction
 When using one sentence to express two
ideas, both ideas should have the same type of
construction.
 You will also need to use the same
construction when there are two sentences that
are joined with conjunctions such as ‘and’ and
‘but’.
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Parallel construction (cont.)

Which one of these sentences is correct?
Why?
(a) Enrolling in a course that is assessed on
coursework is preferable to take one with a final
exam.
(b) Enrolling in a course that is assessed on
coursework is preferable to taking one with a final
exam.
 The second example is correct. Both ideas in
the sentence have matching verb forms. They
both end in ‘ing’.
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5-30
Use parallel construction in
verb phrases (dot points)
 Example
Management aims to:
– introduce new safety measures
– coordinate focus groups
– establish a social club
– investigate ideas from other companies.
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5-31
Use parallel construction in
verb phrases (dot points) (cont.)
 Each dot point begins with the verb in the
same form.
 Note that the verb after the dot point is not
capitalised because it continues the stem
sentence. It does not begin a new one.
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Use parallel construction in
verb phrases (dot points) (cont.)
 Rewrite using parallel construction:
With regards to safety, management aims to:
– to have the building officially inspected by a fire
safety officer
– that we should provide three more fire extinguishers
on each floor of the building
– instruct the students in fire drill evacuation
procedures
– always insist that the ‘No Smoking’ rules are
observed
– the lockers which cover the fire stair must be
removed
– there should be clearly marked ‘Exit’ signs in the
corridors.
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Verb tense
 Indicates the time that action occurs
 Six verb tenses
 Two groups
– simple
– perfect
which occur in progressive /continuous (ing form)
and non-progressive/continuous forms
 You can use the term progressive or
continuous. In this presentation ‘continuous’
will be used.
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Continuous tenses
Continuous tenses
Perfect continuous
tenses
present
continuous
I am studying present
perfect
continuous
I have been
studying
past
continuous
I was
studying
past perfect
continuous
I had been
studying
future
continuous
I will be
studying
future
perfect
continuous
I will have
been
studying
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Non-continuous tenses
Simple tenses
present I study
past
I studied
future
I will study
Perfect tenses
present
I have
perfect
studied
past
I had studied
perfect
future
I will have
perfect
studied
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Non-continuous tenses
 The following tenses are not normally used in
the present continuous tense (Murphy 2004):
– like
– love
– hate
– want
– need
– prefer.
 Can you think of any others?
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Activity 4
 Complete activity 5 on p. 104 of your textbook.
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5-38
Present tense
 A present simple tense verb expresses action
that is habitual, permanent or a general truth. It
may also be used to express a scheduled
future action.
Example
– He works late every night.
– Water boils at 100 degrees centigrade.
– His plane leaves tonight at ten.
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Present tense (cont.)
 Present continuous tense verbs are used to
indicate temporary actions happening now and
actions in the present time or future.
Example
– John is presenting his idea to the board. (present or
future)
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Present perfect tense
 The present perfect links past and present
time, and indicates repeated actions that have
happened very recently.
 It is constructed using the verb ‘to have’ with
the past participle.
Examples
– She has lost her keys (and is looking for them now).
– She has written this twice.
– They have bought a new house (recently).
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Present perfect continuous
tense (cont.)
 The present perfect continuous tense is used
to emphasise that an action started in the past
is still happening or to indicate how long
something has been happening.
Examples
– We have been working all day (and we are still
working now).
– I have been studying English for five years.
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5-42
Past simple tense
 Past simple tense indicates action that began
and ended in the past.
 Add ‘ed’ with regular verbs: learn/learned.
 Change the root word with irregular verbs:
teach/taught.
 It may also indicate habitual actions in the past:
‘We watched cartoons when we were young.’
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Past continuous tense
 This tense is used for actions in progress in the
past when another action occurred, or for
actions in progress at a specific time in the
past.
Examples
– We were writing the report when the manager
arrived.
– He was studying at 5 pm. (It is now 10 pm.)
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5-44
Past perfect tense
 The past perfect is used for actions that
happened in the past prior to another event in
the past.
Example
– We had just finished the work when the manager
arrived.
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Past perfect continuous tense
 This tense is used to emphasise the duration of
an action in progress prior to another past
action or to indicate the length of time of a prior
past action.
Example
– The meeting had been going for an hour by the time
I arrived.
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5-46
Simple future tense
 This tense is used to give predictions that are
usual or to make another offer or promise.
Examples
– The bus will come around seven o’clock.
– I will help you with your report.
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Future continuous tense
 This tense is used to express an activity that
will be happening at a specific future time.
Example
– She will be working on Saturday.
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Future perfect tense
 The future perfect is used to indicate an event
that will have happened before another time in
the future.
Example
The staff will have discussed this before you arrive
tomorrow.
X_______________X_____________________
_X_______
Now
You arrive
The staff discusses
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Future perfect continuous tense
 This tense is used to emphasise the duration of
an activity at a specific future time.
Example
By the end of the month Brian will have been working
here for thirty years.
__X______________________X_________X__
__
1976
March 2006
April 2006
Brian started working
Now
Next month
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Activity 5
 Complete activity 6 on p. 106 of your textbook.
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5-51
Articles
 ‘The’, ‘An’ and ‘A’ are all articles.
 ‘The’ is known as a definite article.
 ‘An’ and ‘A’ are called ‘indefinite articles’.
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‘The’ is used when…
thinking of something
specific
She took the job she
was offered. (Referring
to a particular job.)
something is unique
whether individually or as a
group
referring to an abstract
concept
The moon circles the
earth.
The idea that Australian
culture is the result of
British traditions does
not take into account
the influence of Asia.
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‘The’ is used when… (cont.)
proper nouns are
used
the Amazon, the
United States of
America, the Sahara
pluralised names are
used
the Netherlands, the
Bahamas
public institutions are
mentioned
the Art Gallery
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‘The’ is used when… (cont.)
referring to newspapers
the South China News,
the Australian
placed before a singular The Tasmanian devil is
noun representing a class facing extinction.
of animals or things
The washing machine
saved hours of work and
changed the lives of
those working at home.
nouns are followed by ‘of’ The leader of the gang.
The president of our club.
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5-55
First and subsequent
references
 When referring to something in written text, use
an indefinite article (a, an).
Example
– A newspaper has an obligation to seek out and tell
the truth.
 In subsequent references, use the definite
article (the).
Example
– There are situations, however, when the
newspaper must determine whether the public’s
safety is jeopardised by knowing the truth.
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No article needed
 Several kinds of nouns never use articles:
–
–
–
–
–
–
languages (‘He speaks Chinese.’)
sports (‘I play netball.’)
seasons (‘It is cold in winter.’)
meals (‘We had breakfast.’)
diseases (‘She has cancer.’)
abstract nouns (‘We all fear death.’)
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Activity 6
 Complete activity 7 on pp 108–110 of your
textbook.
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5-58
Correct use of the apostrophe
 The apostrophe has only two functions:
1. To show when some letters have been missed
out.
 I’ll (I will), you’re (you are), shouldn’t (should not), it’s (it is),
I’d (I would).
Generally, abbreviations are not used in academic
writing, except when reporting direct speech.
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Correct use of the apostrophe
(cont.)
2. To indicate possession (ownership).
 The report’s findings
 The team’s hard work
 Dates do not need an apostrophe.
 1980s, NOT 1980’s.
 Words ending in ‘ss’ put the apostrophe
outside the last ‘s’.
 The boss’ desk
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5-60
Word form
 Words can be used in a variety of forms so
they can look similar but their endings are
different. A word may be used in a verb form,
or as a noun, adjective or adverb.
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Verb forms
 See the section on tense in Chapter 5. The
verbs below are written in the ‘infinitive’; that is,
they are written like this before being placed in
a particular tense.
to explain
to introduce
to manage
to organise
to plan
to implement
to suggest
to direct
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5-62
Nouns
 Nouns are sometimes referred to as ‘things’
but this is really a little too general as an
explanation. There are in fact four kinds of
noun in English:
– Common nouns: employee, manager, desk
– Proper nouns: Australia, Auckland, Dr Bordia, Mike
– Abstract nouns: happiness, kindness, respect, love
– Collective nouns: herd, flock, pack
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Adjectives
 Adjectives are words used to describe nouns.
Thomson & Martinet (1990, p. 33) identify six
main kinds of adjectives:
– Demonstrative: this, that, these, those
– Distributive: each, every, either, neither
– Quantitative: some, any, no, little, much
– Qualitative: intelligent, exciting, engaging,
interesting
– Interrogative: which, what, why, whose
– Possessive: my, your, his, its, our
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Adverbs
 Adverbs are used to describe verbs. According
to Thomson & Martinet (1990, p.47) there are
eight different kinds of adverbs:
– Manner: bravely, quickly, gladly
– Place: up, close, near, there
– Time: tomorrow, still, yet, later
– Frequency: regularly, usually, never, only
– Sentence: certainly, definitely, fortunately
– Degree: extremely, quite, fairly, very
– Interrogative: why? where? how?
– Relative: when, where, why?
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Exercise
The dynamic accountant quickly
became the firm’s most successful
finance manager.
 Identify any verbs, nouns, adjectives or
adverbs in this sentence.
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Exercise (solution)
The dynamic accountant quickly
became the firm’s most successful
manager.




Verb – became
Adjective – dynamic, successful, most
Adverb – quickly
Noun – firm, accountant, manager
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Activity 7
 Complete activity 8 on pp 110–111 of your
textbook.
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Passive tenses
 The passive tense is used when the writer
wishes to emphasise what was done rather
than who carried out the action. In contrast an
active tense focuses on who or what performed
an action.
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Passive tenses (cont.)
 The passive tense is constructed by using the
appropriate form of the verb ‘to be’ (e.g. is, are,
was, were, has been, had been) and adding a
past participle (e.g. studied, raised, criticised,
rewritten).
Example
It was understood that Glen resigned because of
bullying at work.
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Examples
 Passive tense
– It is recognised that participating in the knowledge
economy is important (Crossman 2005, p. 22).
 Active tense
– Both governments and businesses recognise the
importance of participating in a knowledge economy
(Crossman 2005, p. 22).
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Activities 8–10
 Complete activities 9–11 on pp 111–114 of your
textbook.
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Gerund (‘ing’) or infinitive
 A gerund is a verb that takes an ‘ing’ form on
the ending (e.g. processing, developing,
explaining).
 Compare it to the infinitive verb, which does
not refer to a tense, a person or a subject. It is
basically a verb that has had no changes made
to it and is sometimes preceded by ‘to’ (e.g. ‘to
pay’).
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Gerund (‘ing’) or infinitive (cont.)
 Some verbs are followed by a second verb in
the infinitive and others are followed by a
second verb in the gerund form.
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Gerund (‘ing’) or infinitive (cont.)
 Some examples of verbs and expressions
followed by a second verb in the gerund form
are:
finish
delay
enjoy
mind
imagine
stop
regret*
remember*
admit
deny
avoid
practise
fancy
give up
go on
keen on
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Gerund (‘ing’) or infinitive (cont.)
 Some examples of verbs and expressions
followed by a second verb in the gerund form
are:
want
intend
refuse
arrange
plan
hope
fail
afford
tend
agree
offer
decide
tend
learn
need
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Gerund (‘ing’) or infinitive (cont.)
 Some examples of sentences using a gerund
or an infinitive are:
– Gerund
 She avoided talking to her.
 Weng Fai wasn’t keen on going to management meetings.
– Infinitive
 She intended to look for another job.
 He tended to overlook his own errors.
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Activities 11 and 12
 Complete activities 12 and 13 on pp 114–115
of your textbook.
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So, neither and nor
 When expressing agreement, ‘so’ is used in
response to positive statements and ‘neither’ or
‘nor’ are used in response to negative statements.
Positive statement
‘I believe that ethical behaviour is vital to the
company’s credibility.’
Response
‘So do I’.
(If you disagreed with the speaker you would say ‘I
don’t!’ meaning I don’t agree that ethical behaviour
is always vital to a company’s credibility.)
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So, neither and nor (cont.)
Negative statement
‘I don’t think she should borrow so much from
the bank.’
Response
‘Nor do I.’
Negative statement
‘She doesn’t check all my references.’
Response
‘Neither does my lecturer.’
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So, neither and nor (cont.)
 Neither/nor are used when two negative
statements are connected.
Example
– She neither comes to class nor hands in her
assignments.
– (She doesn’t come to class and she doesn’t hand in
her assignments.)
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Activity 13
 Complete activity 14 on pp 115–116 of your
textbook.
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Still and yet
 ‘Still’ is used to indicate when an action or
situation is continuing
 It usually goes in the middle of the sentence
after the verb ‘to be’.
 ‘Still’ is more often used with the affirmative
(positive statements) or questions.
Examples
– Is he still drinking heavily?
– They are still paying bribes even though it has been
forbidden by head office.
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Still and yet (cont.)
 ‘Yet’ is used when we ask if something has or
has not happened, usually in questions or
negative sentences.
 ‘Yet’ often goes at the end of the sentence,
after the verb.
 ‘Yet’ means that something continues to be the
case up until the time of speaking.
Examples
– Has the closing date for applications closed yet?
– Alexander hasn’t applied to any universities yet.
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References
 Crossman, J. 2005, ‘Strangers and bedfellows;
The relationship between the
commercialisation of Australian universities
and international education’, HERDSA news,
vol. 25 no. 3, pp 22–26.
 Thomson, A. & Martinet, A. 1990, A practical
English grammar, 4th edn, Oxford University
Press, Oxford.
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