{"id":92,"date":"2018-06-27T19:05:16","date_gmt":"2018-06-27T23:05:16","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/5-2-proofreading-for-grammar\/"},"modified":"2023-12-19T20:58:49","modified_gmt":"2023-12-20T01:58:49","slug":"5-2-proofreading-for-grammar","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/5-2-proofreading-for-grammar\/","title":{"raw":"5.2: Proofreading for Grammar","rendered":"5.2: Proofreading for Grammar"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n1. Identify and correct sentence errors such as comma splices, run-ons, and fragments.\r\n\r\n2. Identify and correct grammatical errors such as subject-verb and pronoun-antecedent disagreement, as well as faulty parallelism.\r\n\r\n3. Identify and correct syntax errors such as misplaced modifiers.\r\n\r\n4. Plan, write, revise, and edit short documents and messages that are organized, complete, and tailored to specific audiences.\r\n<ol>\r\n \t<li style=\"list-style-type: none\">\r\n<ol type=\"i\">\r\n \t<li>Apply proper use of sentence structure, grammar, and punctuation.<\/li>\r\n \t<li>Use a systematic approach to edit, revise, and proofread.<\/li>\r\n \t<li>Edit and proofread documents to eliminate errors.<\/li>\r\n \t<li>Revise documents to improve clarity, correctness, and coherence.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\nGrammar organizes the relationships between words in a sentence, especially between the doer and action, so that the reader can understand in detail who\u2019s doing what. When you botch those connections with grammar errors, however, you risk confusing the reader. Severe errors force the reader to interpret what you meant. If the reader then acts on an interpretation different from the meaning you intended, major consequences can ensue, including expensive damage control. You can avoid being a liability and embarrassing yourself by following some simple rules for how to structure your sentences grammatically. By following these rules habitually, especially when you apply them at the proofreading stage, not only will your writing be clearer to the reader and better organized, but your thought process may become more organized as well.\r\n<ul>\r\n \t<li><a href=\"#521\">5.2.1: Sentence Errors<\/a><\/li>\r\n \t<li><a href=\"#522\">5.2.2: Grammar Errors<\/a><\/li>\r\n<\/ul>\r\n<h1><a id=\"521\"><\/a><a id=\"#521\"><\/a>5.2.1: Sentence Errors<\/h1>\r\nReaders who find comma splices, fragments, and run-on sentences lose confidence in the writer\u2019s command of language and thus the quality of their work. Such giveaways suggest that the writer doesn\u2019t know much about sentence structure and punctuation. This is especially bad coming from native English speakers in their 20s or older because it says that they still don\u2019t understand the basics of their own written language even after decades of using it. It\u2019s important to know what to look for, then, when proofreading your draft for sentence errors.\r\n<ul>\r\n \t<li><a href=\"#521-1\">5.2.1.1: Comma Splices<\/a><\/li>\r\n \t<li><a href=\"#521-2\">5.2.1.2: Run-on Sentences<\/a><\/li>\r\n \t<li><a href=\"#521-3\">5.2.1.3: Sentence Fragments<\/a><\/li>\r\n<\/ul>\r\n<h2><a id=\"521-1\"><\/a><a id=\"#521-1\"><\/a>1. Comma Splices<\/h2>\r\nA comma splice is simply two independent clauses separated by only a comma. Perhaps the error comes from writers thinking that, because the two clauses say closely related things, they need something a little \u201clighter\u201d than a period to separate them. While separating them with a comma is certainly possible, doing so with a comma alone shows that the writer doesn\u2019t fully understand what a sentence is and what commas do.\r\n\r\n<img class=\"alignleft size-large wp-image-91\" src=\"https:\/\/pressbooks.library.torontomu.ca\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-1024x146.png\" alt=\"The sale begins on Saturday comma let's get there right at 9am.\" width=\"1024\" height=\"146\" \/>\r\n\r\n<strong>Figure 5.2.1.1:<\/strong> A comma splice is a comma separating two independent clauses\r\n\r\nSpotting a comma splice requires being able to identify an independent clause\u2014i.e. the combination of a subject and predicate (noun + verb) that can stand on its own as a sentence (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above). In the Figure 5.2.1.1 example above, the first independent clause\u2019s subject is \u201cThe sale\u201d and its predicate is \u201cbegins on Saturday\u201d (sale + begins), so it can stand on its own as a sentence if it ended with a period. The second is an imperative clause (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t431\">Table 4.3.1<\/a> for more on imperatives) with the main verb being \u201clet,\u201d so it too can stand on its own as a sentence. When proofreading, be on the lookout for commas that have independent clauses on either side\u2014that is, clauses that can stand on their own as sentences.\r\n\r\nFixing a comma splice is as easy as swapping out the comma for the correct punctuation or adding a conjunction, depending on the relationship you want to express between the two clauses. Altogether, you have four options in correcting a comma splice\u2014two that replace the comma with other punctuation and two that leave it as-is but add a conjunction:\r\n<ul>\r\n \t<li>Replace the comma with a <strong>period<\/strong> to turn the two independent clauses into two sentences if each is a distinct enough complete thought. Don\u2019t forget to capitalize the letter that followed the comma. Correcting the comma splice in the Figure 5.2.1.1 example would look as follows:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday. <strong>L<\/strong>et\u2019s get there at 9am.<\/em><\/p>\r\n\r\n<ul>\r\n \t<li>Replace the comma with a <strong>semicolon<\/strong> to form a compound sentence if the two independent clauses are related enough to be in the same sentence:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday<strong>;<\/strong> let\u2019s get there at 9am.<\/em><\/p>\r\nIf the writer wanted something a little lighter than a period to separate the two clauses, then a semicolon fits the bill.\r\n<ul>\r\n \t<li>Add a <strong>coordinating conjunction<\/strong> (e.g., and, but, so; see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t432a\">Table 4.3.2a<\/a> for all seven of them) to form a compound sentence if it clarifies the relationship between the independent clauses:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday, <strong>so<\/strong> let\u2019s get there at 9am.<\/em><\/p>\r\nNote that if you see three or more independent clauses with commas between them and an and or or before the last one, then it\u2019s a perfectly correct (albeit probably too long) compound sentence that combines whole clauses rather than just nouns or verbs. See the final example given in <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.1f7o1he\">Comma Rule 4<\/a> below for a sentence organized into a list of clauses.\r\n<ul>\r\n \t<li>Add a <strong>subordinating conjunction<\/strong> (e.g., when, if, though, etc.; see <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.1x0gk37\">Table 4.3.2a<\/a> for more) to form a complex sentence (see <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.4h042r0\">Table 4.3.2b<\/a> for more on complex sentences):<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em><strong>When<\/strong> the sale begins on Saturday, let\u2019s get there at 9am.<\/em><\/p>\r\nThough each of the above comma-splice fixes is grammatically correct, the last two are best because adding a conjunction clarifies the relationship between the ideas expressed in the two clauses.\r\n\r\nA common comma splice error involves \u201chowever\u201d following a comma that separates two independent clauses. Consider the following sentence that are grammatically equivalent:\r\n<p style=\"padding-left: 30px\"><em>The company raised its rates<strong>, however,<\/strong> we were granted an exemption.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><em>= The company raised its rates<strong>, however<\/strong> we were granted an exemption.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><em>= The company raised its rates<strong>,<\/strong> we were granted an exemption.<\/em><\/p>\r\nSeeing that you have independent clauses on either side of the comma preceding \u201chowever\u201d is easier if you imagine the sentence without both \u201chowever\u201d and the comma following it, as in the third example sentence above. Fixing the error is as easy as replacing the comma preceding \u201chowever\u201d with a semicolon and ensuring that a comma follows \u201chowever,\u201d which is a conjunctive adverb (see <a href=\"#\">Comma Rule 2<\/a> below):\r\n<p style=\"padding-left: 30px\"><em>The company raised its rates<strong>; however,<\/strong> we were granted an exemption.<\/em><\/p>\r\nThis is somewhat tricky because \u201chowever\u201d can be surrounded by commas if it\u2019s used as an interjection between the subject and predicate (see <a href=\"#\">Comma Rule 3<\/a> below) or between clauses in a complex sentence:\r\n<p style=\"padding-left: 30px\"><em>This particular company<strong>, however,<\/strong> had been delaying raising its rates for years.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><em>With the company raising its rates<strong>, however,<\/strong> we had to apply for an exemption.<\/em><\/p>\r\nBecause you see the first clause beginning with \u201cWith\u201d in the second example, you know that it\u2019s a dependent clause that will end with a comma followed by the main clause. It\u2019s thus possible to add \u201chowever\u201d where the comma separates the subordinate from the main clause.\r\n\r\nWhen proofreading, be on the lookout for \u201chowever\u201d surrounded by commas. If the clauses on either side can stand on their own as sentences, fix the comma splice easily by replacing the first comma with a semicolon. If one of the clauses before or after is a subordinate clause and the other a main clause, however, then you\u2019re safe (as in this sentence). For more on comma splices, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">Run-On Sentences and Comma Splices<\/a> and the <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf\">Repairing Run-On Sentences<\/a> exercises (Darling, 2014a)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/\">Comma Splices<\/a> (Wells &amp; Brizee, 2009)<\/li>\r\n \t<li><a href=\"http:\/\/www.uc.utoronto.ca\/comma-splices\">Fixing Comma Splices<\/a> (Plotnick, 2003)<\/li>\r\n<\/ul>\r\n<h2><a id=\"521-2\"><\/a><a id=\"#521-2\"><\/a>2. Run-on Sentences<\/h2>\r\nWhereas a comma splice places the wrong punctuation between independent clauses, a run-on (a.k.a. fused) sentence simply omits punctuation between them. Perhaps this comes from the second clause following the first so closely in the writer\u2019s free-flowing stream of consciousness that they don\u2019t think any punctuation is necessary between them. While it may be clear to the writer where one idea-clause ends and the other begins, that division isn\u2019t so clear to the reader. The absence of punctuation will cause them to trip up, and they\u2019re forced to mentally insert the proper punctuation to make sense of it, which is frustrating.\r\n\r\nSpotting a run-on is easy if it\u2019s just commas missing before coordinating conjunctions. If you string together the last couple of sentences concluding the above paragraph, for instance, and use conjunctions to separate the four clauses without accompanying commas, you\u2019ll get a cumbersome run-on:\r\n<p style=\"padding-left: 30px\"><em>That division isn\u2019t so clear to the reader <strong>and<\/strong> the absence of punctuation will cause them to trip up <strong>and<\/strong> they\u2019re forced to mentally insert the proper punctuation to make sense of it <strong>and<\/strong> that\u2019s frustrating.<\/em><\/p>\r\n\u201cRun-on\u201d is a good description for sentences like this because they seem like they can just go on forever like a toddler tacking on clause after clause using coordinating conjunctions (\u2026 and \u2026 and \u2026 and \u2026). Though the above sentence would be perfectly correct if commas preceded \u201cand\u201d and \u201cso,\u201d adding further clauses would just exhaust the reader\u2019s patience, commas or no commas. A run-on is not necessarily the same as a long sentence, then, as you can see with the perfectly correct 239-word sentence in Algonquin College\u2019s <em>Guide to Grammar and Writing<\/em> page on run-ons <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">(Darling, 2014)<\/a>. Such a long sentence can become convoluted, however, especially for audiences who may struggle with English such as ESL learners.\r\n\r\nSometimes spotting a run-on is just a matter of tripping over its nonsense. Say you\u2019re reading your draft and then come across the following sentence:\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive the station is too far away to get there on foot.<\/em><\/p>\r\nYou\u2019re doing just fine reading this sentence up until the word \u201cis\u201d since, the way things were going, you probably expected a vehicle to follow the article \u201cthe.\u201d Assuming \u201cdrive\u201d is being used as a <a href=\"http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm\">transitive verb<\/a> (Simmons, 2007) that takes an object, \u201cstation wagon\u201d would make sense. When you see \u201cis\u201d instead of \u201cwagon,\u201d however, you might go back and see if the writer forgot to put \u201cto\u201d before \u201cstation\u201d to make \u201cdrive to the station.\u201d That doesn\u2019t make sense either, however, given what follows. Finally, you realize that you\u2019re really dealing with two distinct independent clauses starting with a short one, and that some punctuation is missing after \u201cdrive.\u201d The sentence is like a chain with a broken link.\r\n\r\nOnce you\u2019ve found that missing link, fixing a run-on is just a simple matter of adding the correct punctuation and perhaps a conjunction, depending on the relationship between the clauses. Indeed, the options for fixing a run-on are identical to those for fixing a comma splice. Following the same menu of options as those presented above, you would be correct doing any of the following:\r\n<ul>\r\n \t<li>Add a <strong>period<\/strong> between the clauses (after \u201cdrive\u201d) and capitalize \u201cthe\u201d to form two sentences:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>. T<\/strong>he station is too far away to get there on foot.<\/em><\/p>\r\n\r\n<ul>\r\n \t<li>Add a <strong>semicolon<\/strong> between the clauses to form a compound sentence:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>;<\/strong> the station is too far away to get there on foot.<\/em><\/p>\r\nThis is the easiest, quickest fix of them all.\r\n<ul>\r\n \t<li>Add a comma and <strong>coordinating conjunction<\/strong> to form a compound sentence:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>, for<\/strong> the station is too far away to get there on foot.<\/em><\/p>\r\n\r\n<ul>\r\n \t<li>Add a <strong>subordinating conjunction<\/strong> to form a complex sentence:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive <strong>because<\/strong> the station is too far away to get there on foot.<\/em><\/p>\r\nAgain, though each of the above run-on fixes is grammatically correct, only the last one best clarifies the relationship between the ideas expressed in the two clauses. For more on run-on sentences, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">Run-On Sentences and Comma Splices<\/a> (Darling, 2014a)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">Fragments and Run-Ons<\/a> (Wells &amp; Brizee, 2013)<\/li>\r\n \t<li><a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">Grammar: Run-On Sentences and Sentence Fragments<\/a> (Walden University, 2016)<\/li>\r\n<\/ul>\r\n<h2><a id=\"521-3\"><\/a><a id=\"#521-3\"><\/a>3. Sentence Fragments<\/h2>\r\nA sentence fragment is one that\u2019s incomplete usually because either the main-clause subject, predicate, or both are missing. The most common sentence fragment is the latter, where a subordinate clause poses as a sentence on its own, usually with its main clause being the preceding or following sentence. If the final example in \u00a75.2.1.2 above were a fragment, it would look like the following:\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<span style=\"color: #993300\">. <strong>Because<\/strong> the station is too far away to get there on foot.<\/span><\/em><\/p>\r\nRecall from <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> that a complex sentence combines a main (a.k.a. independent) clause with a subordinate (a.k.a. dependent) clause, and the cue for the latter is that it begins with a subordinating conjunction (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t432a\">Table 4.3.2a<\/a> for several examples). In the above case, the coordinating conjunction \u201cbecause\u201d makes the clause subordinate, which must join with a main clause in the same sentence to be complete.\r\n\r\nThe fix is simply to join the fragment subordinate clause with its main clause nearby so that they\u2019re in the same sentence. You can do this in one of two ways, either of which is perfectly correct:\r\n<ul>\r\n \t<li>Delete the period between the sentences and make the subordinating conjunction lowercase if the subordinate clause follows the main clause:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to driv<strong>e b<\/strong>ecause the station is too far away to get there on foot.<\/em><\/p>\r\n\r\n<ul>\r\n \t<li>Move the subordinate clause so that it precedes the main clause, separate the two with a comma, and make the first letter of the main clause lowercase:<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\"><em><strong>B<\/strong>ecause the station is too far away to get there on foot<strong>, w<\/strong>e\u2019ll have to drive.<\/em><\/p>\r\nThe same applies to sentences that begin with any of the seven coordinating conjunctions. These are technically fragments but can be easily fixed either by joining them with the previous sentence to make a compound. You could also change the conjunction to something else such as a conjunctive adverb like \u201cHowever\u201d for \u201cbut\u201d or \u201cAlso\u201d for \u201cand\u201d followed by a comma:\r\n<table style=\"width: 100%;border-collapse: collapse\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot. <span style=\"color: #993300\"><strong>But<\/strong> we\u2019ll drive.<\/span><\/em><\/td>\r\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot<strong>, but<\/strong> we\u2019ll drive.<\/em><\/td>\r\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot. <strong>However,<\/strong> we\u2019ll drive.<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nYou may also encounter fragments that are just noun phrases, verb phrases, prepositional phrases, and so on. Of course, we speak often in fragments rather than full sentences, so if we\u2019re writing informally, such fragments are perfectly acceptable. Even in some formal documents, such as r\u00e9sum\u00e9s, fragments are expected in certain locations such as the Objective statement (an infinitive phrase) and profile paragraph (noun phrases) in the Qualifications Summary (see <a href=\"#\">\u00a78.2<\/a> below).\r\n\r\nIf we\u2019re writing formally, however, these fragmentary phrases are variations on the error of leaving sentences incomplete. The easy fix is always to re-unite them with a proper sentence or to make them into one by adding parts.\r\n<table style=\"width: 100%;border-collapse: collapse\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 50%\"><em>We thank you for choosing our company. <span style=\"color: #993300\"><strong>As well as<\/strong> the impressive initiative you\u2019ve taken.<\/span><\/em><\/td>\r\n<td style=\"width: 50%\"><em>We thank you for choosing our company <span style=\"color: #000080\"><strong>and<\/strong> are impressed by the<\/span> initiative you\u2019ve taken.<\/em>\r\n<em>We thank you for choosing our company. <span style=\"color: #000080\"><strong>You\u2019ve shown<\/strong> impressive initiative<\/span>.<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe beauty of the English language is that there\u2019s and endless number of ways to say something and still be grammatically correct as long as you know what makes a proper sentence. If you don\u2019t, reviewing <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above till you can spot the main subject noun and verb in any sentence, as well as tell if they\u2019re missing. For more on fragments, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">Sentence Fragments<\/a> (Darling, 2014b)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">Fragments and Run-Ons<\/a> (Wells &amp; Brizee, 2013)<\/li>\r\n \t<li><a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">Grammar: Run-On Sentences and Sentence Fragments<\/a> (Walden University, 2016)<\/li>\r\n<\/ul>\r\nFor exercises in spotting and fixing comma splices, run-ons, and fragments, see the digital activities at the bottom of the Guide to Grammar and Writing pages linked above (Darling, <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">2014a<\/a> &amp; <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">2014b<\/a>), as well as <a href=\"https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5\">Exercise: Run-ons, Comma Splices, and Fused Sentences<\/a> (Purdue OWL, 2009).\r\n<h1><a id=\"522\"><\/a><a id=\"522\"><\/a><a id=\"#522\"><\/a>5.2.2: Grammar Errors<\/h1>\r\nLet\u2019s focus on some of the most common grammar errors in college and professional writing:\r\n<ul>\r\n \t<li><a href=\"#sva1\">5.2.2.1: Subject-verb disagreement<\/a><\/li>\r\n \t<li><a href=\"#sva2\">5.2.2.2: Pronoun-antecedent disagreement<\/a><\/li>\r\n \t<li><a href=\"#sva3\">5.2.2.3: Faulty parallelism<\/a><\/li>\r\n \t<li><a href=\"#sva4\">5.2.2.4: Dangling and Misplaced Modifiers<\/a><\/li>\r\n<\/ul>\r\n<h2><a id=\"522-1\"><\/a>1. Subject-verb Disagreement<\/h2>\r\nPerhaps the most common grammatical error is subject-verb disagreement, which is when you pair a singular subject noun with a plural verb (usually ending without an s) instead of a singular one (usually ending with an s), or vice versa. Spotting such <strong>disagreements of number<\/strong> requires being able to identify the subject noun and main verb of every sentence and hence knowledge of sentence structure (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above). The search for the main subject noun and verb is complicated by the fact that many other nouns and verbs in various phrase types can crowd into a sentence. The following subject-verb agreement (abbreviated \u201cSubj-v Agr.\u201d) rules help you know what to look for.\r\n<h3>Quick Rules<\/h3>\r\nClick on the rules below to see further explanations, examples, advice on what to look for when proofreading, and demonstrations of how to correct common subject-verb disagreement errors associated with each one.\r\n\r\n<a href=\"#sva11\">Subj-v Agr Rule 1.1:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>Singular subjects take singular verbs.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em>The <strong>first<\/strong> of many cuts <strong>is<\/strong> going to be the deepest.<\/em><\/p>\r\n<a href=\"#sva12\">Subj-v Agr Rule 1.2:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>The indefinite pronouns <em>each, either, neither<\/em>, and those ending with <em>-body<\/em> or <em>-one<\/em> take a singular verb.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em>If <strong>each<\/strong> of you <strong>chooses<\/strong> wisely, <strong>someone<\/strong> <strong>is<\/strong> going to win the prize, but <strong>everybody wins<\/strong> because <strong>neither<\/strong> really <strong>loses<\/strong>.<\/em><\/p>\r\n<a href=\"#sva13\">Subj-v Agr Rule 1.3:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>Collective nouns and some irregular nouns with plural endings are singular and take a singular verb.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em>The <strong>band is<\/strong>n\u2019t going on stage until the <strong>news<\/strong> about the stage lighting <strong>is<\/strong> more positive.<\/em><\/p>\r\n<a href=\"#sva2\">Subj-v Agr Rule 2:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>Plural noun, compound noun, and plural indefinite pronoun subjects take plural verbs.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em>The <strong>rights<\/strong> of the majority usually <strong>trump<\/strong> those of minority groups, except when money <strong>and<\/strong> politics <strong>conspire<\/strong>, and <strong>both<\/strong> usually <strong>do<\/strong>.<\/em><\/p>\r\n<a href=\"#sva3\">Subj-v Agr Rule 3:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>Compound subjects joined by <em>or<\/em> or <em>nor<\/em> take verbs that agree in number with the nouns closest to them.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em>Neither your <strong>lawyers nor<\/strong> the justice <strong>system is<\/strong> going to be able to adequately punish this type of crime.<\/em><\/p>\r\n<a href=\"#sva4\">Subj-v Agr Rule 4:<\/a>\r\n<p style=\"padding-left: 30px\"><strong>The verb in clauses beginning with <em>there<\/em> or <em>here<\/em> agrees with the subject noun following the verb.<\/strong><\/p>\r\n<p style=\"padding-left: 30px\"><em><strong>There are<\/strong> two <strong>types<\/strong> of people in the world, and <strong>here comes one<\/strong> of them now.<\/em><\/p>\r\n\r\n<h2>Extended Explanations<\/h2>\r\n<h3><a id=\"sva11\"><\/a>Subj-v Agr. Rule 1.1: Singular subjects take singular verbs.<\/h3>\r\nWhen the subject of the sentence\u2014the doer of the action\u2014is a singular subject (i.e. one doer), the verb (the action it performs) is always singular. Watch out, though: this rule holds even if phrases modifying the subject or intervening parenthetical elements are plural. You just have to be able to tell that those phrases and parenthetical elements aren\u2019t the main subject and therefore don\u2019t count when determining the number of the verb.\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Our<strong> investment is<\/strong> paying off nicely.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201cinvestment\u201d takes the singular verb \u201cis,\u201d which is the third-person singular form of the verb to be.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>source<\/strong> of all our network errors <strong>disappears<\/strong> whenever you do a system restart.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201csource\u201d takes the singular main verb \u201cdisappears\u201d; the plural noun \u201cerrors\u201d immediately before the verb is just the last word in a prepositional phrase (\u201cof . . .\u201d) modifying the subject.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Stalling<\/strong> for time to think of better responses <strong>does<\/strong>n\u2019t work in a job interview.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201cstalling,\u201d a gerund (action noun) takes the singular main verb \u201cdoes\u201d; the plural noun \u201cresponses\u201d immediately before the verb is just the last word in a prepositional phrase (\u201cof . . .\u201d) embedded in an infinitive phrase (\u201cto think . . .\u201d) embedded in another prepositional phrase (\u201cfor . . .\u201d).<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>singer-songwriter<\/strong>, along with new additions to her five-piece backup band, <strong>arrives<\/strong> at the press conference at 1:30pm.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Despite the parenthetical addition of other actors, the grammatical subject (\u201csinger-songwriter\u201d) is still singular and takes a singular verb.<\/p>\r\n\r\n<h3>How This Helps the Reader<\/h3>\r\nFollowing this rule helps the reader connect the doer of the action with main action itself, especially when a variety of phrases, including nouns of different number, intervene between the subject noun and main verb.\r\n<h3>What to Look for When Proofreading<\/h3>\r\nLook for subject nouns (the main doers of the action) and the main verbs that the subject noun takes, then ensure that both are singular. Look out especially for verbs that are wrongly plural in form because the nouns immediately preceding them are plural despite the fact that they are only part of phrases modifying the main subject noun.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The best<strong> vodka<\/strong> in the opinion of all the experts at international competitions <span style=\"color: #993300\"><strong>are<\/strong><\/span> surprisingly the bottom-shelf Alberta Pure.<\/em><\/p>\r\n\r\n<h4>The fix:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The best <strong>vodka<\/strong> in the opinion of all the experts at international competitions <span style=\"color: #000080\"><strong>is<\/strong><\/span> surprisingly the bottom-shelf Alberta Pure.<\/em><\/p>\r\n\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The lucky <strong>winner<\/strong>, as well as three of their best friends, <span style=\"color: #993300\"><strong>are<\/strong><\/span> going on an all-expenses-paid trip to beautiful Cornwall, Ontario!<\/em><\/p>\r\n\r\n<h4>The fix:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The lucky <strong>winner<\/strong>, as well as three of their best friends, <span style=\"color: #000080\">is<\/span> going on an all-expenses-paid trip to beautiful Cornwall, Ontario!<\/em><\/p>\r\nIn the first incorrect example sentence above, the proximity of the plural nouns \u201cexperts\u201d and \u201ccompetitions\u201d to the main verb (form of <em>to be<\/em>) probably made the writer think that the verb had to be plural, too. The true subject noun of the sentence, however, is \u201cvodka,\u201d which is singular and therefore takes the singular verb \u201cis\u201d no matter what comes between them. In the second incorrect sentence, the grammatical subject is the singular \u201cwinner,\u201d so the main verb should be the singular \u201cis,\u201d not the plural \u201care.\u201d A parenthetical interjection between the subject and the verb, even if it appears to pluralize the subject with \u201cas well as,\u201d \u201calong with,\u201d \u201cplus,\u201d or the like, technically doesn\u2019t make a compound subject (see <a href=\"#sva2\">Subj-v Agr. Rule 2<\/a> below for more on compounds).\r\n<h3><a id=\"sva12\"><\/a>Subj-v Agr. Rule 1.2:\u00a0 The indefinite pronouns each, either, neither, and those ending with -body or -one take a singular verb.<\/h3>\r\nWhen the subject noun of the sentence is the indefinite pronoun <em>either, neither, each, anybody, everybody, nobody, somebody, anyone, everyone, someone, no one<\/em>, or <em>none<\/em> (see Table <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-4-forming-effective-paragraphs\/#442a\">4.4.2a<\/a> above on pronouns), it is singular and takes a singular verb.\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Each has<\/strong> enough personal finance know-how to handle her own taxes.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cEach\u201d can be thought of the singular \u201cEach one\u201d and therefore takes a singular verb In this case the verb is \u201chas\u201d rather than the plural \u201chave\u201d that would be appropriate if the subject were \u201cAll of them.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Either is<\/strong> fine.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cEither\u201d can be thought of the singular \u201cEither one,\u201d despite implying a pair of options, and therefore takes a singular verb\u2014in this case \u201cis.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>\u201cPerhaps <strong>none is<\/strong> more vulnerable than James, a soft-spoken 19-year-old who is quick to flash a smile that would melt ice\u201d <a href=\"http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures\">(Chianello, 2014, \u00b624)<\/a>.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cnone\u201d in this case can be thought of the singular \u201cno one\u201d because the topic of the sentence concerns a single person. The pronoun therefore takes a singular verb\u2014in this case \u201cis\u201d rather than the plural \u201care.\u201d<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Exception: <\/strong><em>None<\/em> can sometimes be a plural indefinite pronoun depending on what comes later in the sentence.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>\u201c<strong>None are<\/strong> more hopelessly enslaved than those who falsely believe they are free\u201d <a href=\"https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe\">(Goethe, 1809, p. 397)<\/a>.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cnone\u201d can be thought of as \u201cno people,\u201d consistent in number with the later pronoun \u201cthose,\u201d and thus a plural pronoun that takes a plural verb\u2014in this case \u201care,\u201d not \u201cis.\u201d<\/p>\r\n\r\n<h4>How This Helps the Reader<\/h4>\r\nFollowing this rule helps the reader see that the \u201cone\u201d or \u201cbody\u201d suffix in each of these indefinite pronouns is singular, even if the word applies to many people, and therefore takes a singular verb form.\r\n<h4>What to Look for When Proofreading<\/h4>\r\nLook for any indefinite pronouns ending with <em>-one<\/em> or <em>-body<\/em> taking a plural main verb and change the verb to the singular form.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Everybody<\/strong> here <span style=\"color: #993300\"><strong>share<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> Everybody<\/strong> here <span style=\"color: #000080\"><strong>shares<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> All<\/strong> here <span style=\"color: #000080\"><strong>share<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\r\n\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Each<\/strong> of you <span style=\"color: #993300\"><strong>send<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix: <\/strong><em><strong>Each<\/strong> of you <span style=\"color: #000080\"><strong>sends<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> All<\/strong> of you <span style=\"color: #000080\"><strong>send<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\r\nHere, the \u201cevery\u201d part of the word <em>everybody<\/em> in the first incorrect sentence and the fact that the second address a group suggest to the confused writer that a plurality of actors is at play, thus requiring the plural verbs \u201cshare\u201d and \u201csend.\u201d Wrong! The \u201cbody\u201d part of the word is the operative one; being singular, it takes a singular verb\u2014\u201cshares\u201d in this case\u2014and \u201cEach\u201d is short for \u201cEach one.\u201d Another fix in each case is to make the subject the plural \u201cAll\u201d and keep the verbs plural.\r\n<h3><a id=\"sva13\"><\/a>Subj-v Agr. Rule 1.3:\u00a0\u00a0\u00a0 Collective nouns and some irregular nouns with plural endings are singular and take a singular verb.<\/h3>\r\nCollective nouns such as \u201cgroup\u201d are grammatically singular and thus take a singular verb despite meaning several people or things. The following are common collective nouns:\r\n<table style=\"width: 100%;border-collapse: collapse\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 33.33%\">army\r\naudience\r\nband\r\nboard\r\nbundle\r\ncabinet\r\nclass\r\ncommittee\r\ncompany\r\ncorporation\r\ncouncil\r\ncrew<\/td>\r\n<td style=\"width: 33.33%\">department\r\nfaculty\r\nfamily\r\nfirm\r\ngang\r\ngroup\r\njury\r\nmajority\r\nmembership\r\nminority\r\nnavy\r\npack<\/td>\r\n<td style=\"width: 33.33%\">party\r\nplethora\r\npublic\r\noffice\r\nschool\r\nsenate\r\nsociety\r\ntask force\r\nteam\r\ntribe\r\ntroupe<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe same is true of any company name that ends in s or has a compound name (e.g. Food Basics, Long &amp; McQuade), as well as any compound of inanimate objects treated as a singular entity (e.g., meat and potatoes is considered one dish; see <a href=\"#sva2\">Subj-v Agr. Rule 2<\/a> below for more on compounds). Likewise, some special-case words that look like plurals because they end with s instead take singular pronouns and verbs, especially names for games and disciplines or areas of study, as well as dollar amounts, distances, and amounts of time:\r\n<table style=\"width: 100%;border-collapse: collapse\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 33.33%\">acoustics\r\nbilliards\r\ncards\r\ncivics\r\ncrossroads\r\ndarts\r\n# dollars<\/td>\r\n<td style=\"width: 33.33%\">dominoes\r\neconomics\r\nethics\r\ngymnastics\r\n# hours\r\n# metres\r\nlinguistics<\/td>\r\n<td style=\"width: 33.33%\">mathematics\r\nmeasles\r\nmumps\r\nnews\r\nphysics\r\nrabies\r\nshambles<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nNote that most of these words will be plural if used other than meaning disciplines, fields of study, games, or number of units. For instance, when you\u2019re playing darts, you would use the plural verb in \u201cThree darts <strong>remain<\/strong>\u201d to refer to three individual darts in your hand but use a singular verb when saying \u201cDarts <strong>is<\/strong> a way of life\u201d because you\u2019re now using \u201cdarts\u201d in the sense of the game rather than the object.\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>committee demands<\/strong> action on the latest media blunder.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The collective noun \u201ccommittee\u201d is singular, despite being comprised of several people, and therefore takes the singular verb \u201cdemands,\u201d not the plural \u201cdemand.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>A demolition <strong>crew<\/strong> of three sledgehammer-wielding heavies is levelling the house as we speak.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The collective noun \u201ccrew\u201d is singular despite being followed by a prepositional phrase detailing how many people are in the crew. Despite also the plural noun \u201cheavies\u201d preceding the main verb, the singular \u201cis\u201d is the correct verb rather than the plural \u201care.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Food Basics has<\/strong> a deal on for ice cream right now, and <strong>Dolce &amp; Gabbana<\/strong> <strong>has<\/strong> some fresh new styles coming this season.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject nouns seem plural because one ends with s and the other compounds two names, being a single corporate entity in each case makes them singular and take the singular verb \u201chas\u201d rather than the plural \u201chave.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Oh look, <strong>green eggs and ham is<\/strong> on the menu.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it is a compound of a plural and singular noun, it is considered one singular dish and therefore takes the singular verb \u201cis\u201d rather than the plural \u201care.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>news is<\/strong> so depressing today.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it ends with <em>s<\/em>, \u201cnews\u201d is a singular noun taking the singular verb \u201cis,\u201d not the plural \u201care.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Ethics isn\u2019t<\/strong> an optional field of study for business professionals.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it ends with s and the singular \u201cethic\u201d is also a legitimate word, it acts in this case as a singular entity because it is a field of study and therefore takes the singular verb \u201cis.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Five dollars<\/strong> donated to the right charities is all that\u2019s needed to save a life.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it contains more than one dollar, it acts as a singular entity and thus takes the singular verb \u201cis\u201d regardless of the noun \u201ccharities\u201d that comes before it in a prepositional phrase.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Ten kilometres<\/strong><\/em> is too far to walk because those <em><strong>ten kilometres are<\/strong><\/em> going to make us late.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The first \u201cTen kilometers\u201d is a grammatically singular subject because the distance as a whole is meant. The second instance refers to each individual kilometer together with the others, however, so it is grammatically plural, taking the plural pronoun \u201cthose\u201d and verb \u201care.\u201d<\/p>\r\n\r\n<h4>How This Helps the Reader<\/h4>\r\nFollowing this rule helps the reader connect the singular grammatical subject performing a single action in concert as one entity with the main verb, especially when phrases of different number come between them.\r\n<h4>What to Look for When Proofreading<\/h4>\r\nLook for count nouns, as well as special-case nouns that look plural but are actually singular, such as games and areas of study, like those identified above. Ensure that the main verb following them is singular rather than plural.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>A <strong>pack<\/strong> of lies averaging around twenty per day <span style=\"color: #993300\"><strong>are<\/strong><\/span> winning over a confused and angry swath of the electorate.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>A <strong>pack<\/strong> of lies averaging around twenty per day <span style=\"color: #000080\"><strong>is<\/strong><\/span> winning over a confused and angry swath of the electorate.<\/em><\/p>\r\n\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>acoustics<\/strong> in here <strong>are<\/strong> so bad that it makes me want to study <strong>acoustics<\/strong>, which <span style=\"color: #993300\"><strong>are<\/strong><\/span> all about how sounds behave in certain environments.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>The <strong>acoustics<\/strong> in here <strong>are<\/strong> so bad that it makes me want to study <strong>acoustics<\/strong>, which <span style=\"color: #000080\"><strong>is<\/strong><\/span> all about how sounds behave in certain environments.<\/em><\/p>\r\nIn the first incorrect sentence above, the collective noun \u201cpack\u201d is grammatically singular and must therefore take the singular verb \u201cis,\u201d not the plural verb \u201care\u201d), despite it being comprised of a plurality of things (\u201clies\u201d) identified in the prepositional phrase following it. In the second incorrect sentence, we see two different types of the word \u201cacoustics.\u201d One type means \u201csound quality,\u201d acts as a plural grammatical subject, and therefore takes the plural verb \u201care.\u201d The other, meaning the study of how sounds interact with the environment, takes the singular verb \u201cis,\u201d not the plural verb \u201care.\u201d\r\n<h3><a id=\"sva2\"><\/a>Subj-v Agr. Rule 2: Plural noun, compound noun, and plural indefinite pronoun subjects take plural verbs.<\/h3>\r\nWhen the subject of the sentence is plural or contains two or more nouns or pronouns joined by and to make a compound subject, the verb describing the action they perform together is always plural regardless of whether the nouns are singular or plural. The verb is plural even if the compounded subject noun closest to the verb is singular. Other word types that take plural pronouns and verbs include:\r\n<ul>\r\n \t<li>The indefinite pronouns <em>both<\/em>, <em>few<\/em>, <em>many<\/em>, <em>several<\/em>, and <em>others<\/em><\/li>\r\n \t<li>Some items that seem singular because they are assembled into one unit, such as <em>binoculars<\/em>, <em>glasses<\/em>, <em>jeans<\/em>, <em>pants<\/em>, <em>scissors<\/em>, <em>shears<\/em>, and <em>shorts<\/em><\/li>\r\n \t<li>Sport teams with singular names, such as the Colorado Avalanche and Tampa Bay Lightning<\/li>\r\n \t<li>Bands of musicians with singular-sounding names such as the Tragically Hip and Arcade Fire<\/li>\r\n<\/ul>\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Self-driving <strong>cars are<\/strong> going to revolutionize more than just the auto industry.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201ccars\u201d takes the plural main verb \u201care.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Goodness, <strong>we have<\/strong> our work cut out for us.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject pronoun \u201cwe\u201d takes the plural main verb \u201chave\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>All the network <strong>systems<\/strong> and the <strong>mainframe<\/strong> we\u2019ve been updating <strong>are<\/strong> going to have to be liquidated now.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The compound subject with the plural noun \u201csystems\u201d and singular noun \u201cmainframe\u201d takes the plural main verb \u201care.\u201d All the other verbs are part of embedded phrases that don\u2019t affect the verb number.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>A <strong>few<\/strong> of them <strong>say<\/strong> they can\u2019t go, but <strong>several are<\/strong> still going.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural indefinite pronouns \u201cfew\u201d and \u201cseveral\u201d take the plural verbs \u201csay\u201d and \u201care\u201d respectively.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>These <strong>pants do<\/strong>n\u2019t fit, these <strong>scissors do<\/strong>n\u2019t cut, and these <strong>shears are<\/strong> kaput.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though each of these subject nouns sells as one item, they are considered pairs grammatically and therefore take plural verbs such as \u201cdon\u2019t\u201d instead of the singular \u201cdoesn\u2019t.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>The <strong>Tragically Hip<\/strong> are playing their final concert in Kingston where they played their first show 32 years earlier.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> As a five-piece band of musicians, the Tragically Hip are a grammatically plural noun despite having a singular-sounding name, and therefore take the plural verb \u201care.\u201d<\/p>\r\n\r\n<h4>How This Helps the Reader<\/h4>\r\nFollowing this rule helps the reader connect the doer of the action with the main action itself, especially when a variety of phrases, including nouns of different numbers, intervene between the subject noun and main verb.\r\n<h4>What to Look for When Proofreading<\/h4>\r\nLook for subject nouns (the main doers of the action) and the main verbs that the subject noun takes, then ensure that both are plural. Look out especially for compound subjects with a singular noun close to the verb tricking you into making the main verb singular.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Most major <strong>auto manufacturers<\/strong> and, of course, <strong>Tesla <span style=\"color: #993300\">is<\/span><\/strong> leading the way towards self-driving cars via a switch to all-electric drivetrains.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:\u00a0<\/strong><em>Most major auto <strong>manufacturers and<\/strong>, of course, <strong>Tesla <span style=\"color: #000080\">are<\/span><\/strong> leading the way towards self-driving cars via a switch to all-electric drivetrain<\/em>s.<\/p>\r\n\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>I can respect their musicianship, but <strong>Rush<\/strong> just<span style=\"color: #993300\"> <strong>annoys<\/strong> <\/span>me, or maybe it\u2019s just Geddy Lee\u2019s voice.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>I can respect their musicianship, but <strong>Rush<\/strong> just <span style=\"color: #000080\"><strong>annoy<\/strong><\/span> me, or maybe it\u2019s just Geddy Lee\u2019s voice.<\/em><\/p>\r\nIn the first incorrect example above, the proximity of the singular noun \u201cTesla\u201d to the main verb probably made the confused writer think that the verb had to be the singular \u201cis,\u201d too. The subject is in fact a compound, however: \u201cmanufacturers and . . . Tesla.\u201d Changing the main verb to a plural form easily fixes the subject-verb disagreement of number.\r\n\r\nIn the second incorrect example, the band Rush seems like it should be a singular noun and take the singular verb \u201cannoys\u201d because the word rush is singular; as a trio of musicians, however, the band is grammatically plural and takes the plural verb \u201cannoy.\u201d Notice, when we use the noun \u201cband\u201d in front of \u201cRush\u201d so that \u201cband\u201d is grammatically the subject noun, however, we use a singular verb following <a href=\"#sva13\">Subj-v Agr. Rule 1.3<\/a> above.\r\n<h3><a id=\"sva3\"><\/a>Subj-v Agr. Rule 3: Compound subjects joined by or or nor take verbs that agree in number with the nouns closest to them.<\/h3>\r\nWhen the subject of the sentence is a compound joined by the coordinating conjunction <em>or<\/em> or <em>nor<\/em>, the number (singular or plural) of the verb is determined by the subject noun that comes immediately before it.\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>Either the <strong>players or<\/strong> the <strong>coach is<\/strong> going to take the fall for the loss.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though this is a compound subject comprised of the plural \u201cplayers\u201d and singular \u201ccoach,\u201d the main verb is the singular \u201cis\u201d because \u201cor\u201d joins the two subject nouns and the one closest to the verb, \u201ccoach,\u201d is singular.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>When neither the project <strong>lead nor dozens<\/strong> of engineers <strong>dare<\/strong> to doubt the safety of the launch, you have all the makings of a Challenger-like disaster.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject pronoun \u201cdozens,\u201d as the second part of the compound subject including the singular \u201clead,\u201d takes the plural main verb \u201cdare\u201d because it is closer.<\/p>\r\n\r\n<h4>How This Helps the Reader<\/h4>\r\nFollowing this rule helps the reader see the two compounded subject nouns as separate actors performing the verb action independently of one another rather than together.\r\n<h4>What to Look for When Proofreading<\/h4>\r\nLook for plural verbs that disagree in number with singular subject nouns closest to them when the subject nouns are joined by <em>or<\/em> or <em>nor<\/em>.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>A rock <strong>or<\/strong> a hard <strong>place<span style=\"color: #993300\"> are<\/span><\/strong> your only choice in this situation.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong> <em>A rock <strong>or<\/strong> a hard <strong>place <span style=\"color: #000080\">is<\/span><\/strong> your only choice in this situation.<\/em><\/p>\r\nIn the incorrect example above, the compounding of the two singular nouns likely made the confused writer think that the verb should be plural as it is when and compounds subject nouns. When <em>or<\/em> or <em>nor<\/em> compounds subject, however, the verb must agree with whatever subject noun comes immediately before it.\r\n<h3><a id=\"sva4\"><\/a>Subj-v Agr. Rule 4: The verb in clauses beginning with <em>there<\/em> or <em>here<\/em> agrees with the subject noun following the verb.<\/h3>\r\nWhen a sentence or clause begins with the pronoun <em>there<\/em> or <em>here<\/em>, the subject noun follows the verb and therefore determines whether the verb should be singular or plural. In other words, what comes before the verb usually determines whether the verb is singular or plural, but in this case, what comes after the verb does that. In such expletive constructions, as they\u2019re called, <em>here<\/em> or <em>there<\/em> are not actually subjects.\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>There appears<\/strong> to be a mighty <strong>storm<\/strong> approaching on the horizon.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cstorm\u201d following the verb takes the singular verb \u201cappears.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Here is<\/strong> a <strong>pencil<\/strong> and <strong>here are<\/strong> some <strong>forms<\/strong> you need to fill out.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cpencil\u201d following the main verb takes the singular verb \u201cis\u201d in the first clause. The plural subject noun \u201cforms\u201d in the second clause takes the plural verb \u201care.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>There happen<\/strong> to be six <strong>conditions<\/strong> on which the growth of our business depends.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201cconditions\u201d following the verb takes the plural verb \u201chappen\u201d rather than the singular \u201chappens.\u201d<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>There is nothing<\/strong> to the allegations of wrongdoing.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cnothing\u201d following the verb takes the singular verb \u201cis\u201d regardless of the plural noun \u201callegations\u201d in the prepositional phrase modifying the subject noun.<\/p>\r\n\r\n<h4>Correct:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>There are<\/strong> too many <strong>applications<\/strong> to sort through in the given timeframe.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201capplications\u201d following the verb takes the plural verb \u201care.\u201d<\/p>\r\n\r\n<h4>How This Helps the Reader<\/h4>\r\nIn sentences beginning with the pronoun <em>there<\/em>, following this rule cues the reader towards the number of the subject noun before it appears.\r\n<h4>What to Look for When Proofreading<\/h4>\r\nLook for sentences or clauses beginning with <em>there<\/em> and ensure that the verb agrees with the noun that follows it. The verb isn\u2019t necessarily singular just because <em>there<\/em> comes before the verb (where the subject is usually located) and seems like a singular pronoun.\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em>I can\u2019t believe <strong>there<\/strong> just <span style=\"color: #993300\"><strong>happens<\/strong><\/span> to be two <strong>tickets<\/strong> to the show you wanted to see in my pocket here.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em> I can\u2019t believe <strong>there<\/strong> just <span style=\"color: #000080\"><strong>happen<\/strong><\/span> to be two <strong>tickets<\/strong> to the show you wanted to see in my pocket here.<\/em><\/p>\r\n\r\n<h4>Incorrect:<\/h4>\r\n<p style=\"padding-left: 30px\"><em><strong>Here <span style=\"color: #993300\">is<\/span><\/strong> a <strong>bar graph and pie chart<\/strong> you can extrapolate results from.<\/em><\/p>\r\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em><strong>Here <span style=\"color: #000080\">are<\/span><\/strong> a <strong>bar graph and pie chart<\/strong> you can extrapolate results from.<\/em><\/p>\r\nIn the first incorrect sentence above, the pronoun \u201cthere\u201d is not the subject noun of the relative clause following \u201cthat\u201d; the plural noun \u201ctickets\u201d is the subject and therefore takes the plural verb \u201chappen\u201d rather than the singular \u201chappens.\u201d In the second incorrect sentence, the grammatical subject is the compound noun \u201cbar graph and pie chart\u201d following \u201cHere,\u201d so the main verb must be the plural \u201care,\u201d not the singular \u201cis.\u201d\r\n\r\nFor more on subject-verb agreement and how to correct disagreement, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/\">Making Subjects and Verbs Agree<\/a> (Paiz, Berry, &amp; Brizee, 2018)<\/li>\r\n \t<li><a href=\"https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm\">Self Teaching Unit: Subject-Verb Agreement<\/a> (Benner, 2000), including exercises<\/li>\r\n<\/ul>\r\nFor more exercises, see <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8\">Subject-Verb Agreement I<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj\">II<\/a> (Darling, 2014c).\r\n<h2><a id=\"522-2\"><\/a>2. Pronoun Errors<\/h2>\r\nFor more on pronoun-antecedent disagreements of number (e.g., <em>Everybody has an opinion on this, but <strong><span style=\"color: #993300\">they<\/span> <\/strong>are all wrong<\/em>), ambiguous pronouns (e.g., <em>The plane crashed in the field, but somehow <strong><span style=\"color: #993300\">it<\/span><\/strong> ended up unscathed\u2014was the plane or field left unscathed?<\/em>), and pronoun case errors (e.g., <em>Rob and <span style=\"color: #993300\"><strong>me<\/strong><\/span> are going to the bank\u2014would you say \u201cme is going to the bank\u201d?<\/em>), see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/\">Using Pronouns Clearly<\/a> (Berry et al., 2013)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/\">Pronoun Case<\/a> (Berry et al., 2010)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/\">Gendered Pronouns &amp; Singular \u201cThey\u201d<\/a> (Berry et al., 2017)<\/li>\r\n<\/ul>\r\nFor self-check exercises on correct use of pronouns, see <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex\">Pronouns \u2013 Exercises<\/a> (Darling, 2014d).\r\n<h2><a id=\"522-3\"><\/a>3. Faulty Parallelism<\/h2>\r\nFor more on parallelism, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/\">Parallel Structure<\/a> (Driscoll, 2018a)<\/li>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/\">Parallel Structure in Professional Writing<\/a> (Driscoll, 2018b)<\/li>\r\n \t<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213\">Parallel Structure<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR\">Parallelism I<\/a> exercise (Darling, 2014e)<\/li>\r\n<\/ul>\r\n<h2><a id=\"522-4\"><\/a>4. Dangling and Misplaced Modifiers<\/h2>\r\nFor more on dangling modifiers, see the following resources:\r\n<ul>\r\n \t<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/\">Dangling Modifiers and How to Correct Them<\/a> (Berry &amp; Stolley, 2013)<\/li>\r\n \t<li><a href=\"http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm\">The Dangling Modifier<\/a> and <a href=\"http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm\">The Misplaced Modifier<\/a> (Simmons, 2011)<\/li>\r\n \t<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380\">Modifier Placement<\/a> and the <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv\">Modifier Placement I<\/a> exercises (Darling, 2014f)<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaways<\/h3>\r\nWriting sentences free of common grammar errors such as comma splices and subject-verb disagreement not only helps you avoid confusing the reader and embarrassing yourself, but also helps keep your own thinking organized.\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Exercises<\/h3>\r\n<ol>\r\n \t<li>Go through the above sections and follow the links to self-check exercises at the end of each section to confirm your mastery of the grammar rules.<\/li>\r\n \t<li>Take any writing assignment you\u2019ve previously submitted for another course, ideally one that you did some time ago, perhaps even in high school. Scan for the sentence and grammar errors covered in this section now that you know what to look for. How often do such errors appear? Correct them following the suggestions given above.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"textbox shaded\">\r\n<h2>References<\/h2>\r\n<p class=\"hangingindent\">Benner, M. L. (2000). Self teaching unit: Subject-verb agreement. Retrieved from <a href=\"https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm\">https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm<\/a><\/p>\r\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2010, April 17). Pronoun case. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/<\/a><\/p>\r\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2013, February 21). Using pronouns clearly. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/<\/a><\/p>\r\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2017, November 2). Gendered pronouns &amp; singular \u201cthey.\u201d <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/<\/a><\/p>\r\n<p class=\"hangingindent\">Berry, C., &amp; Stolley, K. (2013, January 7). Dangling modifiers and how to correct them. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/<\/a><\/p>\r\n<p class=\"hangingindent\">Chianello, J. (2014, November 29). Giving youth futures. <em>The Ottawa Citizen<\/em>. Retrieved from <a href=\"http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures\">http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014a). Run-on sentences and comma splices and Repairing run-on sentences. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014b). Sentence fragments. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014c). Subject-verb agreement I and II. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014d). Pronouns - Exercises. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014e). Parallel structure and Parallelism I. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR<\/a><\/p>\r\n<p class=\"hangingindent\">Darling, C. (2014f). Modifier placement and Modifier placement I. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv<\/a><\/p>\r\n<p class=\"hangingindent\">Driscoll, D. L. (2018a, March 28). Parallel structure. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/<\/a><\/p>\r\n<p class=\"hangingindent\">Driscoll, D. L. (2018b, March 23). Parallel structure in professional writing. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/<\/a><\/p>\r\n<p class=\"hangingindent\">Goethe, J. W. v. (1809, trans. 1982). <em>Die wahlverwandtschaften, Hamburger ausgabe [Elective affinities, Hamburg edition]<\/em>. Munich: DTV Verlag. Retrieved from <a href=\"https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe\">https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe<\/a><\/p>\r\n<p class=\"hangingindent\">Paiz, J. M., Berry, C., &amp; Brizee, A. (2018, February 21). Making subjects and verbs agree. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/<\/a><\/p>\r\n<p class=\"hangingindent\">Plotnick, J. (2003, August 13). Fixing comma splices. <em>University of Toronto<\/em>. Retrieved from <a href=\"http:\/\/www.uc.utoronto.ca\/comma-splices\">http:\/\/www.uc.utoronto.ca\/comma-splices<\/a><\/p>\r\n<p class=\"hangingindent\">Purdue OWL. (2009, October 31). Exercise: Run-ons, comma splices, and fused sentences. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5\">https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5<\/a><\/p>\r\n<p class=\"hangingindent\">Shankbone 33. (2011, September 28). Day 12 Occupy Wall Street September 28 2011 Shankbone 33. Retrieved from <a href=\"https:\/\/commons.wikimedia.org\/w\/index.php?curid=16761555\">https:\/\/commons.wikimedia.org\/w\/index.php?curid=16761555<\/a><\/p>\r\n<p class=\"hangingindent\">Simmons, R. L. (2007, November 24). The transitive verb. Grammar Bytes! Retrieved from <a href=\"http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm\">http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm<\/a><\/p>\r\n<p class=\"hangingindent\">Simmons, R. L. (2011, September 4). The dangling modifier and The misplaced modifier. <em>Grammar Bytes!<\/em> Retrieved from <a href=\"http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm\">http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm<\/a> and <a href=\"http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm\">http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm<\/a><\/p>\r\n<p class=\"hangingindent\">Walden University. (2016, April 2). Grammar: Run-on sentences and sentence fragments. <em>Writing Centre<\/em>. Retrieved from <a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences<\/a><\/p>\r\n<p class=\"hangingindent\">Wells, J. M., &amp; Brizee, A. (2009, August 7). Comma splices. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/\">https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/<\/a><\/p>\r\n<p class=\"hangingindent\">Wells, J. M., &amp; Brizee, A. (2013, March 22). Fragments and run-ons. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/<\/a><\/p>\r\n\r\n<\/div>\r\n<div><\/div>\r\n&nbsp;","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<p>1. Identify and correct sentence errors such as comma splices, run-ons, and fragments.<\/p>\n<p>2. Identify and correct grammatical errors such as subject-verb and pronoun-antecedent disagreement, as well as faulty parallelism.<\/p>\n<p>3. Identify and correct syntax errors such as misplaced modifiers.<\/p>\n<p>4. Plan, write, revise, and edit short documents and messages that are organized, complete, and tailored to specific audiences.<\/p>\n<ol>\n<li style=\"list-style-type: none\">\n<ol type=\"i\">\n<li>Apply proper use of sentence structure, grammar, and punctuation.<\/li>\n<li>Use a systematic approach to edit, revise, and proofread.<\/li>\n<li>Edit and proofread documents to eliminate errors.<\/li>\n<li>Revise documents to improve clarity, correctness, and coherence.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/div>\n<p>Grammar organizes the relationships between words in a sentence, especially between the doer and action, so that the reader can understand in detail who\u2019s doing what. When you botch those connections with grammar errors, however, you risk confusing the reader. Severe errors force the reader to interpret what you meant. If the reader then acts on an interpretation different from the meaning you intended, major consequences can ensue, including expensive damage control. You can avoid being a liability and embarrassing yourself by following some simple rules for how to structure your sentences grammatically. By following these rules habitually, especially when you apply them at the proofreading stage, not only will your writing be clearer to the reader and better organized, but your thought process may become more organized as well.<\/p>\n<ul>\n<li><a href=\"#521\">5.2.1: Sentence Errors<\/a><\/li>\n<li><a href=\"#522\">5.2.2: Grammar Errors<\/a><\/li>\n<\/ul>\n<h1><a id=\"521\"><\/a><a id=\"#521\"><\/a>5.2.1: Sentence Errors<\/h1>\n<p>Readers who find comma splices, fragments, and run-on sentences lose confidence in the writer\u2019s command of language and thus the quality of their work. Such giveaways suggest that the writer doesn\u2019t know much about sentence structure and punctuation. This is especially bad coming from native English speakers in their 20s or older because it says that they still don\u2019t understand the basics of their own written language even after decades of using it. It\u2019s important to know what to look for, then, when proofreading your draft for sentence errors.<\/p>\n<ul>\n<li><a href=\"#521-1\">5.2.1.1: Comma Splices<\/a><\/li>\n<li><a href=\"#521-2\">5.2.1.2: Run-on Sentences<\/a><\/li>\n<li><a href=\"#521-3\">5.2.1.3: Sentence Fragments<\/a><\/li>\n<\/ul>\n<h2><a id=\"521-1\"><\/a><a id=\"#521-1\"><\/a>1. Comma Splices<\/h2>\n<p>A comma splice is simply two independent clauses separated by only a comma. Perhaps the error comes from writers thinking that, because the two clauses say closely related things, they need something a little \u201clighter\u201d than a period to separate them. While separating them with a comma is certainly possible, doing so with a comma alone shows that the writer doesn\u2019t fully understand what a sentence is and what commas do.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-large wp-image-91\" src=\"https:\/\/pressbooks.library.torontomu.ca\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-1024x146.png\" alt=\"The sale begins on Saturday comma let's get there right at 9am.\" width=\"1024\" height=\"146\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-1024x146.png 1024w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-300x43.png 300w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-768x109.png 768w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-65x9.png 65w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-225x32.png 225w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice-350x50.png 350w, https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-content\/uploads\/sites\/404\/2018\/06\/comma-splice.png 1207w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<p><strong>Figure 5.2.1.1:<\/strong> A comma splice is a comma separating two independent clauses<\/p>\n<p>Spotting a comma splice requires being able to identify an independent clause\u2014i.e. the combination of a subject and predicate (noun + verb) that can stand on its own as a sentence (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above). In the Figure 5.2.1.1 example above, the first independent clause\u2019s subject is \u201cThe sale\u201d and its predicate is \u201cbegins on Saturday\u201d (sale + begins), so it can stand on its own as a sentence if it ended with a period. The second is an imperative clause (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t431\">Table 4.3.1<\/a> for more on imperatives) with the main verb being \u201clet,\u201d so it too can stand on its own as a sentence. When proofreading, be on the lookout for commas that have independent clauses on either side\u2014that is, clauses that can stand on their own as sentences.<\/p>\n<p>Fixing a comma splice is as easy as swapping out the comma for the correct punctuation or adding a conjunction, depending on the relationship you want to express between the two clauses. Altogether, you have four options in correcting a comma splice\u2014two that replace the comma with other punctuation and two that leave it as-is but add a conjunction:<\/p>\n<ul>\n<li>Replace the comma with a <strong>period<\/strong> to turn the two independent clauses into two sentences if each is a distinct enough complete thought. Don\u2019t forget to capitalize the letter that followed the comma. Correcting the comma splice in the Figure 5.2.1.1 example would look as follows:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday. <strong>L<\/strong>et\u2019s get there at 9am.<\/em><\/p>\n<ul>\n<li>Replace the comma with a <strong>semicolon<\/strong> to form a compound sentence if the two independent clauses are related enough to be in the same sentence:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday<strong>;<\/strong> let\u2019s get there at 9am.<\/em><\/p>\n<p>If the writer wanted something a little lighter than a period to separate the two clauses, then a semicolon fits the bill.<\/p>\n<ul>\n<li>Add a <strong>coordinating conjunction<\/strong> (e.g., and, but, so; see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t432a\">Table 4.3.2a<\/a> for all seven of them) to form a compound sentence if it clarifies the relationship between the independent clauses:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>The sale begins on Saturday, <strong>so<\/strong> let\u2019s get there at 9am.<\/em><\/p>\n<p>Note that if you see three or more independent clauses with commas between them and an and or or before the last one, then it\u2019s a perfectly correct (albeit probably too long) compound sentence that combines whole clauses rather than just nouns or verbs. See the final example given in <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.1f7o1he\">Comma Rule 4<\/a> below for a sentence organized into a list of clauses.<\/p>\n<ul>\n<li>Add a <strong>subordinating conjunction<\/strong> (e.g., when, if, though, etc.; see <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.1x0gk37\">Table 4.3.2a<\/a> for more) to form a complex sentence (see <a href=\"https:\/\/docs.google.com\/document\/d\/1tZd7VID_IpqtnwpEoVXaPQ5nhumogkk9xm33XLUaL9I\/edit#heading=h.4h042r0\">Table 4.3.2b<\/a> for more on complex sentences):<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em><strong>When<\/strong> the sale begins on Saturday, let\u2019s get there at 9am.<\/em><\/p>\n<p>Though each of the above comma-splice fixes is grammatically correct, the last two are best because adding a conjunction clarifies the relationship between the ideas expressed in the two clauses.<\/p>\n<p>A common comma splice error involves \u201chowever\u201d following a comma that separates two independent clauses. Consider the following sentence that are grammatically equivalent:<\/p>\n<p style=\"padding-left: 30px\"><em>The company raised its rates<strong>, however,<\/strong> we were granted an exemption.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>= The company raised its rates<strong>, however<\/strong> we were granted an exemption.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>= The company raised its rates<strong>,<\/strong> we were granted an exemption.<\/em><\/p>\n<p>Seeing that you have independent clauses on either side of the comma preceding \u201chowever\u201d is easier if you imagine the sentence without both \u201chowever\u201d and the comma following it, as in the third example sentence above. Fixing the error is as easy as replacing the comma preceding \u201chowever\u201d with a semicolon and ensuring that a comma follows \u201chowever,\u201d which is a conjunctive adverb (see <a href=\"#\">Comma Rule 2<\/a> below):<\/p>\n<p style=\"padding-left: 30px\"><em>The company raised its rates<strong>; however,<\/strong> we were granted an exemption.<\/em><\/p>\n<p>This is somewhat tricky because \u201chowever\u201d can be surrounded by commas if it\u2019s used as an interjection between the subject and predicate (see <a href=\"#\">Comma Rule 3<\/a> below) or between clauses in a complex sentence:<\/p>\n<p style=\"padding-left: 30px\"><em>This particular company<strong>, however,<\/strong> had been delaying raising its rates for years.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>With the company raising its rates<strong>, however,<\/strong> we had to apply for an exemption.<\/em><\/p>\n<p>Because you see the first clause beginning with \u201cWith\u201d in the second example, you know that it\u2019s a dependent clause that will end with a comma followed by the main clause. It\u2019s thus possible to add \u201chowever\u201d where the comma separates the subordinate from the main clause.<\/p>\n<p>When proofreading, be on the lookout for \u201chowever\u201d surrounded by commas. If the clauses on either side can stand on their own as sentences, fix the comma splice easily by replacing the first comma with a semicolon. If one of the clauses before or after is a subordinate clause and the other a main clause, however, then you\u2019re safe (as in this sentence). For more on comma splices, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">Run-On Sentences and Comma Splices<\/a> and the <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf\">Repairing Run-On Sentences<\/a> exercises (Darling, 2014a)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/\">Comma Splices<\/a> (Wells &amp; Brizee, 2009)<\/li>\n<li><a href=\"http:\/\/www.uc.utoronto.ca\/comma-splices\">Fixing Comma Splices<\/a> (Plotnick, 2003)<\/li>\n<\/ul>\n<h2><a id=\"521-2\"><\/a><a id=\"#521-2\"><\/a>2. Run-on Sentences<\/h2>\n<p>Whereas a comma splice places the wrong punctuation between independent clauses, a run-on (a.k.a. fused) sentence simply omits punctuation between them. Perhaps this comes from the second clause following the first so closely in the writer\u2019s free-flowing stream of consciousness that they don\u2019t think any punctuation is necessary between them. While it may be clear to the writer where one idea-clause ends and the other begins, that division isn\u2019t so clear to the reader. The absence of punctuation will cause them to trip up, and they\u2019re forced to mentally insert the proper punctuation to make sense of it, which is frustrating.<\/p>\n<p>Spotting a run-on is easy if it\u2019s just commas missing before coordinating conjunctions. If you string together the last couple of sentences concluding the above paragraph, for instance, and use conjunctions to separate the four clauses without accompanying commas, you\u2019ll get a cumbersome run-on:<\/p>\n<p style=\"padding-left: 30px\"><em>That division isn\u2019t so clear to the reader <strong>and<\/strong> the absence of punctuation will cause them to trip up <strong>and<\/strong> they\u2019re forced to mentally insert the proper punctuation to make sense of it <strong>and<\/strong> that\u2019s frustrating.<\/em><\/p>\n<p>\u201cRun-on\u201d is a good description for sentences like this because they seem like they can just go on forever like a toddler tacking on clause after clause using coordinating conjunctions (\u2026 and \u2026 and \u2026 and \u2026). Though the above sentence would be perfectly correct if commas preceded \u201cand\u201d and \u201cso,\u201d adding further clauses would just exhaust the reader\u2019s patience, commas or no commas. A run-on is not necessarily the same as a long sentence, then, as you can see with the perfectly correct 239-word sentence in Algonquin College\u2019s <em>Guide to Grammar and Writing<\/em> page on run-ons <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">(Darling, 2014)<\/a>. Such a long sentence can become convoluted, however, especially for audiences who may struggle with English such as ESL learners.<\/p>\n<p>Sometimes spotting a run-on is just a matter of tripping over its nonsense. Say you\u2019re reading your draft and then come across the following sentence:<\/p>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive the station is too far away to get there on foot.<\/em><\/p>\n<p>You\u2019re doing just fine reading this sentence up until the word \u201cis\u201d since, the way things were going, you probably expected a vehicle to follow the article \u201cthe.\u201d Assuming \u201cdrive\u201d is being used as a <a href=\"http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm\">transitive verb<\/a> (Simmons, 2007) that takes an object, \u201cstation wagon\u201d would make sense. When you see \u201cis\u201d instead of \u201cwagon,\u201d however, you might go back and see if the writer forgot to put \u201cto\u201d before \u201cstation\u201d to make \u201cdrive to the station.\u201d That doesn\u2019t make sense either, however, given what follows. Finally, you realize that you\u2019re really dealing with two distinct independent clauses starting with a short one, and that some punctuation is missing after \u201cdrive.\u201d The sentence is like a chain with a broken link.<\/p>\n<p>Once you\u2019ve found that missing link, fixing a run-on is just a simple matter of adding the correct punctuation and perhaps a conjunction, depending on the relationship between the clauses. Indeed, the options for fixing a run-on are identical to those for fixing a comma splice. Following the same menu of options as those presented above, you would be correct doing any of the following:<\/p>\n<ul>\n<li>Add a <strong>period<\/strong> between the clauses (after \u201cdrive\u201d) and capitalize \u201cthe\u201d to form two sentences:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>. T<\/strong>he station is too far away to get there on foot.<\/em><\/p>\n<ul>\n<li>Add a <strong>semicolon<\/strong> between the clauses to form a compound sentence:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>;<\/strong> the station is too far away to get there on foot.<\/em><\/p>\n<p>This is the easiest, quickest fix of them all.<\/p>\n<ul>\n<li>Add a comma and <strong>coordinating conjunction<\/strong> to form a compound sentence:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<strong>, for<\/strong> the station is too far away to get there on foot.<\/em><\/p>\n<ul>\n<li>Add a <strong>subordinating conjunction<\/strong> to form a complex sentence:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive <strong>because<\/strong> the station is too far away to get there on foot.<\/em><\/p>\n<p>Again, though each of the above run-on fixes is grammatically correct, only the last one best clarifies the relationship between the ideas expressed in the two clauses. For more on run-on sentences, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">Run-On Sentences and Comma Splices<\/a> (Darling, 2014a)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">Fragments and Run-Ons<\/a> (Wells &amp; Brizee, 2013)<\/li>\n<li><a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">Grammar: Run-On Sentences and Sentence Fragments<\/a> (Walden University, 2016)<\/li>\n<\/ul>\n<h2><a id=\"521-3\"><\/a><a id=\"#521-3\"><\/a>3. Sentence Fragments<\/h2>\n<p>A sentence fragment is one that\u2019s incomplete usually because either the main-clause subject, predicate, or both are missing. The most common sentence fragment is the latter, where a subordinate clause poses as a sentence on its own, usually with its main clause being the preceding or following sentence. If the final example in \u00a75.2.1.2 above were a fragment, it would look like the following:<\/p>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to drive<span style=\"color: #993300\">. <strong>Because<\/strong> the station is too far away to get there on foot.<\/span><\/em><\/p>\n<p>Recall from <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> that a complex sentence combines a main (a.k.a. independent) clause with a subordinate (a.k.a. dependent) clause, and the cue for the latter is that it begins with a subordinating conjunction (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#t432a\">Table 4.3.2a<\/a> for several examples). In the above case, the coordinating conjunction \u201cbecause\u201d makes the clause subordinate, which must join with a main clause in the same sentence to be complete.<\/p>\n<p>The fix is simply to join the fragment subordinate clause with its main clause nearby so that they\u2019re in the same sentence. You can do this in one of two ways, either of which is perfectly correct:<\/p>\n<ul>\n<li>Delete the period between the sentences and make the subordinating conjunction lowercase if the subordinate clause follows the main clause:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em>We\u2019ll have to driv<strong>e b<\/strong>ecause the station is too far away to get there on foot.<\/em><\/p>\n<ul>\n<li>Move the subordinate clause so that it precedes the main clause, separate the two with a comma, and make the first letter of the main clause lowercase:<\/li>\n<\/ul>\n<p style=\"padding-left: 30px\"><em><strong>B<\/strong>ecause the station is too far away to get there on foot<strong>, w<\/strong>e\u2019ll have to drive.<\/em><\/p>\n<p>The same applies to sentences that begin with any of the seven coordinating conjunctions. These are technically fragments but can be easily fixed either by joining them with the previous sentence to make a compound. You could also change the conjunction to something else such as a conjunctive adverb like \u201cHowever\u201d for \u201cbut\u201d or \u201cAlso\u201d for \u201cand\u201d followed by a comma:<\/p>\n<table style=\"width: 100%;border-collapse: collapse\">\n<tbody>\n<tr>\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot. <span style=\"color: #993300\"><strong>But<\/strong> we\u2019ll drive.<\/span><\/em><\/td>\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot<strong>, but<\/strong> we\u2019ll drive.<\/em><\/td>\n<td style=\"width: 33.33%\"><em>The station is too far away to get there on foot. <strong>However,<\/strong> we\u2019ll drive.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>You may also encounter fragments that are just noun phrases, verb phrases, prepositional phrases, and so on. Of course, we speak often in fragments rather than full sentences, so if we\u2019re writing informally, such fragments are perfectly acceptable. Even in some formal documents, such as r\u00e9sum\u00e9s, fragments are expected in certain locations such as the Objective statement (an infinitive phrase) and profile paragraph (noun phrases) in the Qualifications Summary (see <a href=\"#\">\u00a78.2<\/a> below).<\/p>\n<p>If we\u2019re writing formally, however, these fragmentary phrases are variations on the error of leaving sentences incomplete. The easy fix is always to re-unite them with a proper sentence or to make them into one by adding parts.<\/p>\n<table style=\"width: 100%;border-collapse: collapse\">\n<tbody>\n<tr>\n<td style=\"width: 50%\"><em>We thank you for choosing our company. <span style=\"color: #993300\"><strong>As well as<\/strong> the impressive initiative you\u2019ve taken.<\/span><\/em><\/td>\n<td style=\"width: 50%\"><em>We thank you for choosing our company <span style=\"color: #000080\"><strong>and<\/strong> are impressed by the<\/span> initiative you\u2019ve taken.<\/em><br \/>\n<em>We thank you for choosing our company. <span style=\"color: #000080\"><strong>You\u2019ve shown<\/strong> impressive initiative<\/span>.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The beauty of the English language is that there\u2019s and endless number of ways to say something and still be grammatically correct as long as you know what makes a proper sentence. If you don\u2019t, reviewing <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above till you can spot the main subject noun and verb in any sentence, as well as tell if they\u2019re missing. For more on fragments, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">Sentence Fragments<\/a> (Darling, 2014b)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">Fragments and Run-Ons<\/a> (Wells &amp; Brizee, 2013)<\/li>\n<li><a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">Grammar: Run-On Sentences and Sentence Fragments<\/a> (Walden University, 2016)<\/li>\n<\/ul>\n<p>For exercises in spotting and fixing comma splices, run-ons, and fragments, see the digital activities at the bottom of the Guide to Grammar and Writing pages linked above (Darling, <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">2014a<\/a> &amp; <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">2014b<\/a>), as well as <a href=\"https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5\">Exercise: Run-ons, Comma Splices, and Fused Sentences<\/a> (Purdue OWL, 2009).<\/p>\n<h1><a id=\"522\"><\/a><a><\/a><a id=\"#522\"><\/a>5.2.2: Grammar Errors<\/h1>\n<p>Let\u2019s focus on some of the most common grammar errors in college and professional writing:<\/p>\n<ul>\n<li><a href=\"#sva1\">5.2.2.1: Subject-verb disagreement<\/a><\/li>\n<li><a href=\"#sva2\">5.2.2.2: Pronoun-antecedent disagreement<\/a><\/li>\n<li><a href=\"#sva3\">5.2.2.3: Faulty parallelism<\/a><\/li>\n<li><a href=\"#sva4\">5.2.2.4: Dangling and Misplaced Modifiers<\/a><\/li>\n<\/ul>\n<h2><a id=\"522-1\"><\/a>1. Subject-verb Disagreement<\/h2>\n<p>Perhaps the most common grammatical error is subject-verb disagreement, which is when you pair a singular subject noun with a plural verb (usually ending without an s) instead of a singular one (usually ending with an s), or vice versa. Spotting such <strong>disagreements of number<\/strong> requires being able to identify the subject noun and main verb of every sentence and hence knowledge of sentence structure (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#431\">\u00a74.3.1<\/a> and <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences\/#432\">\u00a74.3.2<\/a> above). The search for the main subject noun and verb is complicated by the fact that many other nouns and verbs in various phrase types can crowd into a sentence. The following subject-verb agreement (abbreviated \u201cSubj-v Agr.\u201d) rules help you know what to look for.<\/p>\n<h3>Quick Rules<\/h3>\n<p>Click on the rules below to see further explanations, examples, advice on what to look for when proofreading, and demonstrations of how to correct common subject-verb disagreement errors associated with each one.<\/p>\n<p><a href=\"#sva11\">Subj-v Agr Rule 1.1:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>Singular subjects take singular verbs.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em>The <strong>first<\/strong> of many cuts <strong>is<\/strong> going to be the deepest.<\/em><\/p>\n<p><a href=\"#sva12\">Subj-v Agr Rule 1.2:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>The indefinite pronouns <em>each, either, neither<\/em>, and those ending with <em>-body<\/em> or <em>-one<\/em> take a singular verb.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em>If <strong>each<\/strong> of you <strong>chooses<\/strong> wisely, <strong>someone<\/strong> <strong>is<\/strong> going to win the prize, but <strong>everybody wins<\/strong> because <strong>neither<\/strong> really <strong>loses<\/strong>.<\/em><\/p>\n<p><a href=\"#sva13\">Subj-v Agr Rule 1.3:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>Collective nouns and some irregular nouns with plural endings are singular and take a singular verb.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em>The <strong>band is<\/strong>n\u2019t going on stage until the <strong>news<\/strong> about the stage lighting <strong>is<\/strong> more positive.<\/em><\/p>\n<p><a href=\"#sva2\">Subj-v Agr Rule 2:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>Plural noun, compound noun, and plural indefinite pronoun subjects take plural verbs.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em>The <strong>rights<\/strong> of the majority usually <strong>trump<\/strong> those of minority groups, except when money <strong>and<\/strong> politics <strong>conspire<\/strong>, and <strong>both<\/strong> usually <strong>do<\/strong>.<\/em><\/p>\n<p><a href=\"#sva3\">Subj-v Agr Rule 3:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>Compound subjects joined by <em>or<\/em> or <em>nor<\/em> take verbs that agree in number with the nouns closest to them.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em>Neither your <strong>lawyers nor<\/strong> the justice <strong>system is<\/strong> going to be able to adequately punish this type of crime.<\/em><\/p>\n<p><a href=\"#sva4\">Subj-v Agr Rule 4:<\/a><\/p>\n<p style=\"padding-left: 30px\"><strong>The verb in clauses beginning with <em>there<\/em> or <em>here<\/em> agrees with the subject noun following the verb.<\/strong><\/p>\n<p style=\"padding-left: 30px\"><em><strong>There are<\/strong> two <strong>types<\/strong> of people in the world, and <strong>here comes one<\/strong> of them now.<\/em><\/p>\n<h2>Extended Explanations<\/h2>\n<h3><a id=\"sva11\"><\/a>Subj-v Agr. Rule 1.1: Singular subjects take singular verbs.<\/h3>\n<p>When the subject of the sentence\u2014the doer of the action\u2014is a singular subject (i.e. one doer), the verb (the action it performs) is always singular. Watch out, though: this rule holds even if phrases modifying the subject or intervening parenthetical elements are plural. You just have to be able to tell that those phrases and parenthetical elements aren\u2019t the main subject and therefore don\u2019t count when determining the number of the verb.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>Our<strong> investment is<\/strong> paying off nicely.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201cinvestment\u201d takes the singular verb \u201cis,\u201d which is the third-person singular form of the verb to be.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>source<\/strong> of all our network errors <strong>disappears<\/strong> whenever you do a system restart.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201csource\u201d takes the singular main verb \u201cdisappears\u201d; the plural noun \u201cerrors\u201d immediately before the verb is just the last word in a prepositional phrase (\u201cof . . .\u201d) modifying the subject.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Stalling<\/strong> for time to think of better responses <strong>does<\/strong>n\u2019t work in a job interview.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject \u201cstalling,\u201d a gerund (action noun) takes the singular main verb \u201cdoes\u201d; the plural noun \u201cresponses\u201d immediately before the verb is just the last word in a prepositional phrase (\u201cof . . .\u201d) embedded in an infinitive phrase (\u201cto think . . .\u201d) embedded in another prepositional phrase (\u201cfor . . .\u201d).<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>singer-songwriter<\/strong>, along with new additions to her five-piece backup band, <strong>arrives<\/strong> at the press conference at 1:30pm.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Despite the parenthetical addition of other actors, the grammatical subject (\u201csinger-songwriter\u201d) is still singular and takes a singular verb.<\/p>\n<h3>How This Helps the Reader<\/h3>\n<p>Following this rule helps the reader connect the doer of the action with main action itself, especially when a variety of phrases, including nouns of different number, intervene between the subject noun and main verb.<\/p>\n<h3>What to Look for When Proofreading<\/h3>\n<p>Look for subject nouns (the main doers of the action) and the main verbs that the subject noun takes, then ensure that both are singular. Look out especially for verbs that are wrongly plural in form because the nouns immediately preceding them are plural despite the fact that they are only part of phrases modifying the main subject noun.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>The best<strong> vodka<\/strong> in the opinion of all the experts at international competitions <span style=\"color: #993300\"><strong>are<\/strong><\/span> surprisingly the bottom-shelf Alberta Pure.<\/em><\/p>\n<h4>The fix:<\/h4>\n<p style=\"padding-left: 30px\"><em>The best <strong>vodka<\/strong> in the opinion of all the experts at international competitions <span style=\"color: #000080\"><strong>is<\/strong><\/span> surprisingly the bottom-shelf Alberta Pure.<\/em><\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>The lucky <strong>winner<\/strong>, as well as three of their best friends, <span style=\"color: #993300\"><strong>are<\/strong><\/span> going on an all-expenses-paid trip to beautiful Cornwall, Ontario!<\/em><\/p>\n<h4>The fix:<\/h4>\n<p style=\"padding-left: 30px\"><em>The lucky <strong>winner<\/strong>, as well as three of their best friends, <span style=\"color: #000080\">is<\/span> going on an all-expenses-paid trip to beautiful Cornwall, Ontario!<\/em><\/p>\n<p>In the first incorrect example sentence above, the proximity of the plural nouns \u201cexperts\u201d and \u201ccompetitions\u201d to the main verb (form of <em>to be<\/em>) probably made the writer think that the verb had to be plural, too. The true subject noun of the sentence, however, is \u201cvodka,\u201d which is singular and therefore takes the singular verb \u201cis\u201d no matter what comes between them. In the second incorrect sentence, the grammatical subject is the singular \u201cwinner,\u201d so the main verb should be the singular \u201cis,\u201d not the plural \u201care.\u201d A parenthetical interjection between the subject and the verb, even if it appears to pluralize the subject with \u201cas well as,\u201d \u201calong with,\u201d \u201cplus,\u201d or the like, technically doesn\u2019t make a compound subject (see <a href=\"#sva2\">Subj-v Agr. Rule 2<\/a> below for more on compounds).<\/p>\n<h3><a id=\"sva12\"><\/a>Subj-v Agr. Rule 1.2:\u00a0 The indefinite pronouns each, either, neither, and those ending with -body or -one take a singular verb.<\/h3>\n<p>When the subject noun of the sentence is the indefinite pronoun <em>either, neither, each, anybody, everybody, nobody, somebody, anyone, everyone, someone, no one<\/em>, or <em>none<\/em> (see Table <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-4-forming-effective-paragraphs\/#442a\">4.4.2a<\/a> above on pronouns), it is singular and takes a singular verb.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Each has<\/strong> enough personal finance know-how to handle her own taxes.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cEach\u201d can be thought of the singular \u201cEach one\u201d and therefore takes a singular verb In this case the verb is \u201chas\u201d rather than the plural \u201chave\u201d that would be appropriate if the subject were \u201cAll of them.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Either is<\/strong> fine.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cEither\u201d can be thought of the singular \u201cEither one,\u201d despite implying a pair of options, and therefore takes a singular verb\u2014in this case \u201cis.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>\u201cPerhaps <strong>none is<\/strong> more vulnerable than James, a soft-spoken 19-year-old who is quick to flash a smile that would melt ice\u201d <a href=\"http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures\">(Chianello, 2014, \u00b624)<\/a>.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cnone\u201d in this case can be thought of the singular \u201cno one\u201d because the topic of the sentence concerns a single person. The pronoun therefore takes a singular verb\u2014in this case \u201cis\u201d rather than the plural \u201care.\u201d<\/p>\n<p style=\"padding-left: 30px\"><strong>Exception: <\/strong><em>None<\/em> can sometimes be a plural indefinite pronoun depending on what comes later in the sentence.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>\u201c<strong>None are<\/strong> more hopelessly enslaved than those who falsely believe they are free\u201d <a href=\"https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe\">(Goethe, 1809, p. 397)<\/a>.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The subject pronoun \u201cnone\u201d can be thought of as \u201cno people,\u201d consistent in number with the later pronoun \u201cthose,\u201d and thus a plural pronoun that takes a plural verb\u2014in this case \u201care,\u201d not \u201cis.\u201d<\/p>\n<h4>How This Helps the Reader<\/h4>\n<p>Following this rule helps the reader see that the \u201cone\u201d or \u201cbody\u201d suffix in each of these indefinite pronouns is singular, even if the word applies to many people, and therefore takes a singular verb form.<\/p>\n<h4>What to Look for When Proofreading<\/h4>\n<p>Look for any indefinite pronouns ending with <em>-one<\/em> or <em>-body<\/em> taking a plural main verb and change the verb to the singular form.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Everybody<\/strong> here <span style=\"color: #993300\"><strong>share<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> Everybody<\/strong> here <span style=\"color: #000080\"><strong>shares<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> All<\/strong> here <span style=\"color: #000080\"><strong>share<\/strong><\/span> our opinion on quantitative easing.<\/em><\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Each<\/strong> of you <span style=\"color: #993300\"><strong>send<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix: <\/strong><em><strong>Each<\/strong> of you <span style=\"color: #000080\"><strong>sends<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em><strong> All<\/strong> of you <span style=\"color: #000080\"><strong>send<\/strong><\/span> enough carbon into the atmosphere to poison a river.<\/em><\/p>\n<p>Here, the \u201cevery\u201d part of the word <em>everybody<\/em> in the first incorrect sentence and the fact that the second address a group suggest to the confused writer that a plurality of actors is at play, thus requiring the plural verbs \u201cshare\u201d and \u201csend.\u201d Wrong! The \u201cbody\u201d part of the word is the operative one; being singular, it takes a singular verb\u2014\u201cshares\u201d in this case\u2014and \u201cEach\u201d is short for \u201cEach one.\u201d Another fix in each case is to make the subject the plural \u201cAll\u201d and keep the verbs plural.<\/p>\n<h3><a id=\"sva13\"><\/a>Subj-v Agr. Rule 1.3:\u00a0\u00a0\u00a0 Collective nouns and some irregular nouns with plural endings are singular and take a singular verb.<\/h3>\n<p>Collective nouns such as \u201cgroup\u201d are grammatically singular and thus take a singular verb despite meaning several people or things. The following are common collective nouns:<\/p>\n<table style=\"width: 100%;border-collapse: collapse\">\n<tbody>\n<tr>\n<td style=\"width: 33.33%\">army<br \/>\naudience<br \/>\nband<br \/>\nboard<br \/>\nbundle<br \/>\ncabinet<br \/>\nclass<br \/>\ncommittee<br \/>\ncompany<br \/>\ncorporation<br \/>\ncouncil<br \/>\ncrew<\/td>\n<td style=\"width: 33.33%\">department<br \/>\nfaculty<br \/>\nfamily<br \/>\nfirm<br \/>\ngang<br \/>\ngroup<br \/>\njury<br \/>\nmajority<br \/>\nmembership<br \/>\nminority<br \/>\nnavy<br \/>\npack<\/td>\n<td style=\"width: 33.33%\">party<br \/>\nplethora<br \/>\npublic<br \/>\noffice<br \/>\nschool<br \/>\nsenate<br \/>\nsociety<br \/>\ntask force<br \/>\nteam<br \/>\ntribe<br \/>\ntroupe<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The same is true of any company name that ends in s or has a compound name (e.g. Food Basics, Long &amp; McQuade), as well as any compound of inanimate objects treated as a singular entity (e.g., meat and potatoes is considered one dish; see <a href=\"#sva2\">Subj-v Agr. Rule 2<\/a> below for more on compounds). Likewise, some special-case words that look like plurals because they end with s instead take singular pronouns and verbs, especially names for games and disciplines or areas of study, as well as dollar amounts, distances, and amounts of time:<\/p>\n<table style=\"width: 100%;border-collapse: collapse\">\n<tbody>\n<tr>\n<td style=\"width: 33.33%\">acoustics<br \/>\nbilliards<br \/>\ncards<br \/>\ncivics<br \/>\ncrossroads<br \/>\ndarts<br \/>\n# dollars<\/td>\n<td style=\"width: 33.33%\">dominoes<br \/>\neconomics<br \/>\nethics<br \/>\ngymnastics<br \/>\n# hours<br \/>\n# metres<br \/>\nlinguistics<\/td>\n<td style=\"width: 33.33%\">mathematics<br \/>\nmeasles<br \/>\nmumps<br \/>\nnews<br \/>\nphysics<br \/>\nrabies<br \/>\nshambles<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Note that most of these words will be plural if used other than meaning disciplines, fields of study, games, or number of units. For instance, when you\u2019re playing darts, you would use the plural verb in \u201cThree darts <strong>remain<\/strong>\u201d to refer to three individual darts in your hand but use a singular verb when saying \u201cDarts <strong>is<\/strong> a way of life\u201d because you\u2019re now using \u201cdarts\u201d in the sense of the game rather than the object.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>committee demands<\/strong> action on the latest media blunder.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The collective noun \u201ccommittee\u201d is singular, despite being comprised of several people, and therefore takes the singular verb \u201cdemands,\u201d not the plural \u201cdemand.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>A demolition <strong>crew<\/strong> of three sledgehammer-wielding heavies is levelling the house as we speak.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The collective noun \u201ccrew\u201d is singular despite being followed by a prepositional phrase detailing how many people are in the crew. Despite also the plural noun \u201cheavies\u201d preceding the main verb, the singular \u201cis\u201d is the correct verb rather than the plural \u201care.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Food Basics has<\/strong> a deal on for ice cream right now, and <strong>Dolce &amp; Gabbana<\/strong> <strong>has<\/strong> some fresh new styles coming this season.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject nouns seem plural because one ends with s and the other compounds two names, being a single corporate entity in each case makes them singular and take the singular verb \u201chas\u201d rather than the plural \u201chave.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>Oh look, <strong>green eggs and ham is<\/strong> on the menu.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it is a compound of a plural and singular noun, it is considered one singular dish and therefore takes the singular verb \u201cis\u201d rather than the plural \u201care.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>news is<\/strong> so depressing today.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it ends with <em>s<\/em>, \u201cnews\u201d is a singular noun taking the singular verb \u201cis,\u201d not the plural \u201care.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Ethics isn\u2019t<\/strong> an optional field of study for business professionals.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it ends with s and the singular \u201cethic\u201d is also a legitimate word, it acts in this case as a singular entity because it is a field of study and therefore takes the singular verb \u201cis.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Five dollars<\/strong> donated to the right charities is all that\u2019s needed to save a life.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though the subject noun seems plural because it contains more than one dollar, it acts as a singular entity and thus takes the singular verb \u201cis\u201d regardless of the noun \u201ccharities\u201d that comes before it in a prepositional phrase.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Ten kilometres<\/strong><\/em> is too far to walk because those <em><strong>ten kilometres are<\/strong><\/em> going to make us late.<\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The first \u201cTen kilometers\u201d is a grammatically singular subject because the distance as a whole is meant. The second instance refers to each individual kilometer together with the others, however, so it is grammatically plural, taking the plural pronoun \u201cthose\u201d and verb \u201care.\u201d<\/p>\n<h4>How This Helps the Reader<\/h4>\n<p>Following this rule helps the reader connect the singular grammatical subject performing a single action in concert as one entity with the main verb, especially when phrases of different number come between them.<\/p>\n<h4>What to Look for When Proofreading<\/h4>\n<p>Look for count nouns, as well as special-case nouns that look plural but are actually singular, such as games and areas of study, like those identified above. Ensure that the main verb following them is singular rather than plural.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>A <strong>pack<\/strong> of lies averaging around twenty per day <span style=\"color: #993300\"><strong>are<\/strong><\/span> winning over a confused and angry swath of the electorate.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>A <strong>pack<\/strong> of lies averaging around twenty per day <span style=\"color: #000080\"><strong>is<\/strong><\/span> winning over a confused and angry swath of the electorate.<\/em><\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>acoustics<\/strong> in here <strong>are<\/strong> so bad that it makes me want to study <strong>acoustics<\/strong>, which <span style=\"color: #993300\"><strong>are<\/strong><\/span> all about how sounds behave in certain environments.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>The <strong>acoustics<\/strong> in here <strong>are<\/strong> so bad that it makes me want to study <strong>acoustics<\/strong>, which <span style=\"color: #000080\"><strong>is<\/strong><\/span> all about how sounds behave in certain environments.<\/em><\/p>\n<p>In the first incorrect sentence above, the collective noun \u201cpack\u201d is grammatically singular and must therefore take the singular verb \u201cis,\u201d not the plural verb \u201care\u201d), despite it being comprised of a plurality of things (\u201clies\u201d) identified in the prepositional phrase following it. In the second incorrect sentence, we see two different types of the word \u201cacoustics.\u201d One type means \u201csound quality,\u201d acts as a plural grammatical subject, and therefore takes the plural verb \u201care.\u201d The other, meaning the study of how sounds interact with the environment, takes the singular verb \u201cis,\u201d not the plural verb \u201care.\u201d<\/p>\n<h3><a id=\"sva2\"><\/a>Subj-v Agr. Rule 2: Plural noun, compound noun, and plural indefinite pronoun subjects take plural verbs.<\/h3>\n<p>When the subject of the sentence is plural or contains two or more nouns or pronouns joined by and to make a compound subject, the verb describing the action they perform together is always plural regardless of whether the nouns are singular or plural. The verb is plural even if the compounded subject noun closest to the verb is singular. Other word types that take plural pronouns and verbs include:<\/p>\n<ul>\n<li>The indefinite pronouns <em>both<\/em>, <em>few<\/em>, <em>many<\/em>, <em>several<\/em>, and <em>others<\/em><\/li>\n<li>Some items that seem singular because they are assembled into one unit, such as <em>binoculars<\/em>, <em>glasses<\/em>, <em>jeans<\/em>, <em>pants<\/em>, <em>scissors<\/em>, <em>shears<\/em>, and <em>shorts<\/em><\/li>\n<li>Sport teams with singular names, such as the Colorado Avalanche and Tampa Bay Lightning<\/li>\n<li>Bands of musicians with singular-sounding names such as the Tragically Hip and Arcade Fire<\/li>\n<\/ul>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>Self-driving <strong>cars are<\/strong> going to revolutionize more than just the auto industry.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201ccars\u201d takes the plural main verb \u201care.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>Goodness, <strong>we have<\/strong> our work cut out for us.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject pronoun \u201cwe\u201d takes the plural main verb \u201chave\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>All the network <strong>systems<\/strong> and the <strong>mainframe<\/strong> we\u2019ve been updating <strong>are<\/strong> going to have to be liquidated now.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The compound subject with the plural noun \u201csystems\u201d and singular noun \u201cmainframe\u201d takes the plural main verb \u201care.\u201d All the other verbs are part of embedded phrases that don\u2019t affect the verb number.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>A <strong>few<\/strong> of them <strong>say<\/strong> they can\u2019t go, but <strong>several are<\/strong> still going.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural indefinite pronouns \u201cfew\u201d and \u201cseveral\u201d take the plural verbs \u201csay\u201d and \u201care\u201d respectively.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>These <strong>pants do<\/strong>n\u2019t fit, these <strong>scissors do<\/strong>n\u2019t cut, and these <strong>shears are<\/strong> kaput.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though each of these subject nouns sells as one item, they are considered pairs grammatically and therefore take plural verbs such as \u201cdon\u2019t\u201d instead of the singular \u201cdoesn\u2019t.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>The <strong>Tragically Hip<\/strong> are playing their final concert in Kingston where they played their first show 32 years earlier.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> As a five-piece band of musicians, the Tragically Hip are a grammatically plural noun despite having a singular-sounding name, and therefore take the plural verb \u201care.\u201d<\/p>\n<h4>How This Helps the Reader<\/h4>\n<p>Following this rule helps the reader connect the doer of the action with the main action itself, especially when a variety of phrases, including nouns of different numbers, intervene between the subject noun and main verb.<\/p>\n<h4>What to Look for When Proofreading<\/h4>\n<p>Look for subject nouns (the main doers of the action) and the main verbs that the subject noun takes, then ensure that both are plural. Look out especially for compound subjects with a singular noun close to the verb tricking you into making the main verb singular.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>Most major <strong>auto manufacturers<\/strong> and, of course, <strong>Tesla <span style=\"color: #993300\">is<\/span><\/strong> leading the way towards self-driving cars via a switch to all-electric drivetrains.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:\u00a0<\/strong><em>Most major auto <strong>manufacturers and<\/strong>, of course, <strong>Tesla <span style=\"color: #000080\">are<\/span><\/strong> leading the way towards self-driving cars via a switch to all-electric drivetrain<\/em>s.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>I can respect their musicianship, but <strong>Rush<\/strong> just<span style=\"color: #993300\"> <strong>annoys<\/strong> <\/span>me, or maybe it\u2019s just Geddy Lee\u2019s voice.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em>I can respect their musicianship, but <strong>Rush<\/strong> just <span style=\"color: #000080\"><strong>annoy<\/strong><\/span> me, or maybe it\u2019s just Geddy Lee\u2019s voice.<\/em><\/p>\n<p>In the first incorrect example above, the proximity of the singular noun \u201cTesla\u201d to the main verb probably made the confused writer think that the verb had to be the singular \u201cis,\u201d too. The subject is in fact a compound, however: \u201cmanufacturers and . . . Tesla.\u201d Changing the main verb to a plural form easily fixes the subject-verb disagreement of number.<\/p>\n<p>In the second incorrect example, the band Rush seems like it should be a singular noun and take the singular verb \u201cannoys\u201d because the word rush is singular; as a trio of musicians, however, the band is grammatically plural and takes the plural verb \u201cannoy.\u201d Notice, when we use the noun \u201cband\u201d in front of \u201cRush\u201d so that \u201cband\u201d is grammatically the subject noun, however, we use a singular verb following <a href=\"#sva13\">Subj-v Agr. Rule 1.3<\/a> above.<\/p>\n<h3><a id=\"sva3\"><\/a>Subj-v Agr. Rule 3: Compound subjects joined by or or nor take verbs that agree in number with the nouns closest to them.<\/h3>\n<p>When the subject of the sentence is a compound joined by the coordinating conjunction <em>or<\/em> or <em>nor<\/em>, the number (singular or plural) of the verb is determined by the subject noun that comes immediately before it.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>Either the <strong>players or<\/strong> the <strong>coach is<\/strong> going to take the fall for the loss.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> Though this is a compound subject comprised of the plural \u201cplayers\u201d and singular \u201ccoach,\u201d the main verb is the singular \u201cis\u201d because \u201cor\u201d joins the two subject nouns and the one closest to the verb, \u201ccoach,\u201d is singular.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em>When neither the project <strong>lead nor dozens<\/strong> of engineers <strong>dare<\/strong> to doubt the safety of the launch, you have all the makings of a Challenger-like disaster.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject pronoun \u201cdozens,\u201d as the second part of the compound subject including the singular \u201clead,\u201d takes the plural main verb \u201cdare\u201d because it is closer.<\/p>\n<h4>How This Helps the Reader<\/h4>\n<p>Following this rule helps the reader see the two compounded subject nouns as separate actors performing the verb action independently of one another rather than together.<\/p>\n<h4>What to Look for When Proofreading<\/h4>\n<p>Look for plural verbs that disagree in number with singular subject nouns closest to them when the subject nouns are joined by <em>or<\/em> or <em>nor<\/em>.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>A rock <strong>or<\/strong> a hard <strong>place<span style=\"color: #993300\"> are<\/span><\/strong> your only choice in this situation.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong> <em>A rock <strong>or<\/strong> a hard <strong>place <span style=\"color: #000080\">is<\/span><\/strong> your only choice in this situation.<\/em><\/p>\n<p>In the incorrect example above, the compounding of the two singular nouns likely made the confused writer think that the verb should be plural as it is when and compounds subject nouns. When <em>or<\/em> or <em>nor<\/em> compounds subject, however, the verb must agree with whatever subject noun comes immediately before it.<\/p>\n<h3><a id=\"sva4\"><\/a>Subj-v Agr. Rule 4: The verb in clauses beginning with <em>there<\/em> or <em>here<\/em> agrees with the subject noun following the verb.<\/h3>\n<p>When a sentence or clause begins with the pronoun <em>there<\/em> or <em>here<\/em>, the subject noun follows the verb and therefore determines whether the verb should be singular or plural. In other words, what comes before the verb usually determines whether the verb is singular or plural, but in this case, what comes after the verb does that. In such expletive constructions, as they\u2019re called, <em>here<\/em> or <em>there<\/em> are not actually subjects.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>There appears<\/strong> to be a mighty <strong>storm<\/strong> approaching on the horizon.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cstorm\u201d following the verb takes the singular verb \u201cappears.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Here is<\/strong> a <strong>pencil<\/strong> and <strong>here are<\/strong> some <strong>forms<\/strong> you need to fill out.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cpencil\u201d following the main verb takes the singular verb \u201cis\u201d in the first clause. The plural subject noun \u201cforms\u201d in the second clause takes the plural verb \u201care.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>There happen<\/strong> to be six <strong>conditions<\/strong> on which the growth of our business depends.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201cconditions\u201d following the verb takes the plural verb \u201chappen\u201d rather than the singular \u201chappens.\u201d<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>There is nothing<\/strong> to the allegations of wrongdoing.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The singular subject noun \u201cnothing\u201d following the verb takes the singular verb \u201cis\u201d regardless of the plural noun \u201callegations\u201d in the prepositional phrase modifying the subject noun.<\/p>\n<h4>Correct:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>There are<\/strong> too many <strong>applications<\/strong> to sort through in the given timeframe.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>Why it\u2019s correct:<\/strong> The plural subject noun \u201capplications\u201d following the verb takes the plural verb \u201care.\u201d<\/p>\n<h4>How This Helps the Reader<\/h4>\n<p>In sentences beginning with the pronoun <em>there<\/em>, following this rule cues the reader towards the number of the subject noun before it appears.<\/p>\n<h4>What to Look for When Proofreading<\/h4>\n<p>Look for sentences or clauses beginning with <em>there<\/em> and ensure that the verb agrees with the noun that follows it. The verb isn\u2019t necessarily singular just because <em>there<\/em> comes before the verb (where the subject is usually located) and seems like a singular pronoun.<\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em>I can\u2019t believe <strong>there<\/strong> just <span style=\"color: #993300\"><strong>happens<\/strong><\/span> to be two <strong>tickets<\/strong> to the show you wanted to see in my pocket here.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong><em> I can\u2019t believe <strong>there<\/strong> just <span style=\"color: #000080\"><strong>happen<\/strong><\/span> to be two <strong>tickets<\/strong> to the show you wanted to see in my pocket here.<\/em><\/p>\n<h4>Incorrect:<\/h4>\n<p style=\"padding-left: 30px\"><em><strong>Here <span style=\"color: #993300\">is<\/span><\/strong> a <strong>bar graph and pie chart<\/strong> you can extrapolate results from.<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong>The fix:<\/strong>\u00a0<em><strong>Here <span style=\"color: #000080\">are<\/span><\/strong> a <strong>bar graph and pie chart<\/strong> you can extrapolate results from.<\/em><\/p>\n<p>In the first incorrect sentence above, the pronoun \u201cthere\u201d is not the subject noun of the relative clause following \u201cthat\u201d; the plural noun \u201ctickets\u201d is the subject and therefore takes the plural verb \u201chappen\u201d rather than the singular \u201chappens.\u201d In the second incorrect sentence, the grammatical subject is the compound noun \u201cbar graph and pie chart\u201d following \u201cHere,\u201d so the main verb must be the plural \u201care,\u201d not the singular \u201cis.\u201d<\/p>\n<p>For more on subject-verb agreement and how to correct disagreement, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/\">Making Subjects and Verbs Agree<\/a> (Paiz, Berry, &amp; Brizee, 2018)<\/li>\n<li><a href=\"https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm\">Self Teaching Unit: Subject-Verb Agreement<\/a> (Benner, 2000), including exercises<\/li>\n<\/ul>\n<p>For more exercises, see <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8\">Subject-Verb Agreement I<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj\">II<\/a> (Darling, 2014c).<\/p>\n<h2><a id=\"522-2\"><\/a>2. Pronoun Errors<\/h2>\n<p>For more on pronoun-antecedent disagreements of number (e.g., <em>Everybody has an opinion on this, but <strong><span style=\"color: #993300\">they<\/span> <\/strong>are all wrong<\/em>), ambiguous pronouns (e.g., <em>The plane crashed in the field, but somehow <strong><span style=\"color: #993300\">it<\/span><\/strong> ended up unscathed\u2014was the plane or field left unscathed?<\/em>), and pronoun case errors (e.g., <em>Rob and <span style=\"color: #993300\"><strong>me<\/strong><\/span> are going to the bank\u2014would you say \u201cme is going to the bank\u201d?<\/em>), see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/\">Using Pronouns Clearly<\/a> (Berry et al., 2013)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/\">Pronoun Case<\/a> (Berry et al., 2010)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/\">Gendered Pronouns &amp; Singular \u201cThey\u201d<\/a> (Berry et al., 2017)<\/li>\n<\/ul>\n<p>For self-check exercises on correct use of pronouns, see <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex\">Pronouns \u2013 Exercises<\/a> (Darling, 2014d).<\/p>\n<h2><a id=\"522-3\"><\/a>3. Faulty Parallelism<\/h2>\n<p>For more on parallelism, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/\">Parallel Structure<\/a> (Driscoll, 2018a)<\/li>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/\">Parallel Structure in Professional Writing<\/a> (Driscoll, 2018b)<\/li>\n<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213\">Parallel Structure<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR\">Parallelism I<\/a> exercise (Darling, 2014e)<\/li>\n<\/ul>\n<h2><a id=\"522-4\"><\/a>4. Dangling and Misplaced Modifiers<\/h2>\n<p>For more on dangling modifiers, see the following resources:<\/p>\n<ul>\n<li><a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/\">Dangling Modifiers and How to Correct Them<\/a> (Berry &amp; Stolley, 2013)<\/li>\n<li><a href=\"http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm\">The Dangling Modifier<\/a> and <a href=\"http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm\">The Misplaced Modifier<\/a> (Simmons, 2011)<\/li>\n<li><a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380\">Modifier Placement<\/a> and the <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv\">Modifier Placement I<\/a> exercises (Darling, 2014f)<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaways<\/h3>\n<p>Writing sentences free of common grammar errors such as comma splices and subject-verb disagreement not only helps you avoid confusing the reader and embarrassing yourself, but also helps keep your own thinking organized.<\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Exercises<\/h3>\n<ol>\n<li>Go through the above sections and follow the links to self-check exercises at the end of each section to confirm your mastery of the grammar rules.<\/li>\n<li>Take any writing assignment you\u2019ve previously submitted for another course, ideally one that you did some time ago, perhaps even in high school. Scan for the sentence and grammar errors covered in this section now that you know what to look for. How often do such errors appear? Correct them following the suggestions given above.<\/li>\n<\/ol>\n<\/div>\n<div class=\"textbox shaded\">\n<h2>References<\/h2>\n<p class=\"hangingindent\">Benner, M. L. (2000). Self teaching unit: Subject-verb agreement. Retrieved from <a href=\"https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm\">https:\/\/webapps.towson.edu\/ows\/moduleSVAGR.htm<\/a><\/p>\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2010, April 17). Pronoun case. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/02\/<\/a><\/p>\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2013, February 21). Using pronouns clearly. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/01\/<\/a><\/p>\n<p class=\"hangingindent\">Berry, C. Brizee, A., Boyle, E. C. M., Atherton, R., Geib, E., Sheble, M., &amp; Murton, H. (2017, November 2). Gendered pronouns &amp; singular \u201cthey.\u201d <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/595\/04\/<\/a><\/p>\n<p class=\"hangingindent\">Berry, C., &amp; Stolley, K. (2013, January 7). Dangling modifiers and how to correct them. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/597\/01\/<\/a><\/p>\n<p class=\"hangingindent\">Chianello, J. (2014, November 29). Giving youth futures. <em>The Ottawa Citizen<\/em>. Retrieved from <a href=\"http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures\">http:\/\/ottawacitizen.com\/news\/local-news\/giving-youth-futures<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014a). Run-on sentences and comma splices and Repairing run-on sentences. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3374<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=r3SA7E9Yf<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014b). Sentence fragments. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=596<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014c). Subject-verb agreement I and II. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=37AytmjXJ8<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=18hS2l9Byj<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014d). Pronouns &#8211; Exercises. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423#ex<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014e). Parallel structure and Parallelism I. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=4213<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=12jiBRskrR<\/a><\/p>\n<p class=\"hangingindent\">Darling, C. (2014f). Modifier placement and Modifier placement I. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3380<\/a> and <a href=\"http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv\">http:\/\/www.dactivity.com\/activity\/index.aspx?content=yKDDHtzkv<\/a><\/p>\n<p class=\"hangingindent\">Driscoll, D. L. (2018a, March 28). Parallel structure. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/623\/01\/<\/a><\/p>\n<p class=\"hangingindent\">Driscoll, D. L. (2018b, March 23). Parallel structure in professional writing. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/644\/01\/<\/a><\/p>\n<p class=\"hangingindent\">Goethe, J. W. v. (1809, trans. 1982). <em>Die wahlverwandtschaften, Hamburger ausgabe [Elective affinities, Hamburg edition]<\/em>. Munich: DTV Verlag. Retrieved from <a href=\"https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe\">https:\/\/en.wikiquote.org\/wiki\/Johann_Wolfgang_von_Goethe<\/a><\/p>\n<p class=\"hangingindent\">Paiz, J. M., Berry, C., &amp; Brizee, A. (2018, February 21). Making subjects and verbs agree. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/\">https:\/\/owl.english.purdue.edu\/owl\/resource\/599\/01\/<\/a><\/p>\n<p class=\"hangingindent\">Plotnick, J. (2003, August 13). Fixing comma splices. <em>University of Toronto<\/em>. Retrieved from <a href=\"http:\/\/www.uc.utoronto.ca\/comma-splices\">http:\/\/www.uc.utoronto.ca\/comma-splices<\/a><\/p>\n<p class=\"hangingindent\">Purdue OWL. (2009, October 31). Exercise: Run-ons, comma splices, and fused sentences. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5\">https:\/\/owl.english.purdue.edu\/exercises\/5\/26\/5<\/a><\/p>\n<p class=\"hangingindent\">Shankbone 33. (2011, September 28). Day 12 Occupy Wall Street September 28 2011 Shankbone 33. Retrieved from <a href=\"https:\/\/commons.wikimedia.org\/w\/index.php?curid=16761555\">https:\/\/commons.wikimedia.org\/w\/index.php?curid=16761555<\/a><\/p>\n<p class=\"hangingindent\">Simmons, R. L. (2007, November 24). The transitive verb. Grammar Bytes! Retrieved from <a href=\"http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm\">http:\/\/www.chompchomp.com\/terms\/transitiveverb.htm<\/a><\/p>\n<p class=\"hangingindent\">Simmons, R. L. (2011, September 4). The dangling modifier and The misplaced modifier. <em>Grammar Bytes!<\/em> Retrieved from <a href=\"http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm\">http:\/\/www.chompchomp.com\/terms\/danglingmodifier.htm<\/a> and <a href=\"http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm\">http:\/\/www.chompchomp.com\/terms\/misplacedmodifier.htm<\/a><\/p>\n<p class=\"hangingindent\">Walden University. (2016, April 2). Grammar: Run-on sentences and sentence fragments. <em>Writing Centre<\/em>. Retrieved from <a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences\">https:\/\/academicguides.waldenu.edu\/writingcenter\/grammar\/runonsentences<\/a><\/p>\n<p class=\"hangingindent\">Wells, J. M., &amp; Brizee, A. (2009, August 7). Comma splices. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/\">https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/34\/<\/a><\/p>\n<p class=\"hangingindent\">Wells, J. M., &amp; Brizee, A. (2013, March 22). Fragments and run-ons. <em>Purdue OWL<\/em>. Retrieved from <a href=\"https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/\">https:\/\/owl.english.purdue.edu\/engagement\/2\/1\/33\/<\/a><\/p>\n<\/div>\n<div><\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":2,"menu_order":2,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-92","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":86,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/92","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/92\/revisions"}],"predecessor-version":[{"id":259,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/92\/revisions\/259"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/parts\/86"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/92\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/media?parent=92"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapter-type?post=92"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/contributor?post=92"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/license?post=92"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}