Analysis+of+Common+Error

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Analysis of Comm0n Err0r   Nur Dalila a.k.a Dila  Sharanya  Pugunesvari a.k.a Pugu  Vithya



Objective of this page : To help you find a better way to overcome some of the common errors that always occur in English. this page will also provide the information that you need on the confusing words in English. Below are some of the examples of the errors :

= = = Do You Make These 7 Mistakes When You Write? = = = = = = 1. Loose vs. Lose =

This one drives a lot of people crazy, including me. In fact, it’s so prevalent among bloggers that I once feared I was missing something, and somehow “loose” was a proper substitute for “lose” in some other English-speaking countries. Here’s a hint: it’s not.

If your pants are too //loose//, you might //lose// your pants.

===One of the most common causes of grammatical pain is the choice between “me” and “I.” Too often people use “I” when they should use “me,” because since “I” sounds stilted and proper, it must be right, right? Nope.=== =The easy way to get this one right is to simply remove the other person from the sentence and then do what sounds correct. You would never say “Give I a call,” so you also wouldn’t say “Give Chris and I a call.” Don’t be afraid of //me//.= =And whatever you do, don’t punt and say “myself” because you’re not sure whether “me” or “I” is the correct choice. “Myself” is only proper in two contexts, both of which are demonstrated below.=

Many consider Chris a punk, but I myself tolerate him. Which brings me to ask myself, why?

3. Different than vs. Different from
= This one slips under the radar a lot, and I’ll bet I’ve screwed it up countless times. It boils down to the fact that things are logically different //from// one another, and using the word “than” after different is a grammatical blunder. = = This vase is different //from// the one I have, but I think mine is better //than// this one. =

Basically, you use an apostrophe in two cases:[[image:http://imgtn4.ask.com/ts?t=6544370950930150175&pid=23296&ppid=6 align="right"]]
= = If still in doubt, leave the apostrophe out. It causes more reader confusion to insert an apostrophe where it doesn’t belong than it does to omit one. Plus, you can always plead the typo defense if you leave an apostrophe out, but you look unavoidably dumb when you stick one where it doesn’t belong.
 * For contractions (don’t for //do not//)
 * To show possession (//Frank’s blog// means the blog belongs to Frank)

5. Parallelism
Back when I talked about [|bullet points], one of the tips involved keeping each bullet item in parallel by beginning with the same part of speech. For example, each item might similarly begin with a verb like so: When writing a list of items in paragraph form, this is even more crucial, and failing to stay in parallel can result in confusion for readers and scorn from English majors. Check out this non-parallel list in a sentence:
 * deliver…
 * prompt…
 * cause…
 * drive…

Over the weekend, Kevin bought a new MacBook Pro online, two software programs, and arranged for free shipping.

Do you see the problem? If not, break the list into bullet points and it becomes clear:

Over the weekend, Kevin:
 * Bought a new MacBook Pro online
 * Two software programs
 * Arranged for free shipping

Stick the word “ordered” in front of “two software programs” and you’re in parallel. Your readers will subconsciously thank you, and the Grammar Nazis won’t slam you.

6. i.e. vs. e.g.[[image:http://imgtn2.ask.com/ts?t=11202631122276896537&pid=23152&ppid=11 align="right"]]
The Latin phrase //id est// means “that is,” so i.e. is a way of saying “in other words.” It’s designed to make something clearer by providing a definition or saying it in a more common way.

Copyblogger has jumped the shark, i.e., gone downhill in quality, because Brian has broken most of his [|New Year’s resolutions].

The Latin phrase //exempli gratia// means “for example”, so e.g. is used before giving specific examples that support your assertion.

Copyblogger has jumped the shark because Brian has broken most of his New Year’s resolutions, e.g., promising not to say “[|Web 2.0],” “[|linkbait],” or “jumped the shark” on the blog in 2007.

7. Could of, Would of, Should of[[image:http://imgtn3.ask.com/ts?t=2087998631474135472&pid=23072&ppid=11 align="right"]]
Please don’t do this:

I should //of// gone to the baseball game, and I could //of//, if Billy would //of// done his job.

This is correct:

I should //have// gone to the baseball game, and could //have//, if Billy //had// done his job.

Why do people make this mistake? They //could’ve//, //should’ve//, //would’ve// been correct, except that the ending of those contractions is slurred when spoken. This creates something similar to a homophone, i.e., a word that is pronounced the same as another word but differs in meaning, e.g., **of**, which results in the common grammatical mistake of substituting //of// for //have//. Ain’t this been fun?



= = = = It may be inconceivable for //you// to misuse a word, but a quick look around the web reveals plenty of people doing it. And it’s all too easy when we hear or see others use words incorrectly and parrot them without knowing it’s wrong. We know by now that great copy and content often purposefully break the rules of grammar. It’s only when you break the rules by [|mistake] that you [|look dumb]. So let’s take a look at 27 commonly misused words. Some are common mistakes that can cost you when trying to keep a reader’s attention. Others are more obscure and just interesting to know.

1. Adverse / Averse
//Adverse// means unfavorable. //Averse// means reluctant.

2. Afterwards
//Afterwards// is wrong in American English. It’s //afterward//.

3. Complement / Compliment
I see this one all the time. //Complement// is something that adds to or supplements something else. //Compliment// is something nice someone says about you.

4. Criteria
//Criteria// is plural, and the singular form is //criterion//. If someone tells you they have only one criteria, you can quickly interject and offer that it be they get a clue.

5. Farther / Further
//Farther// is talking about a physical distance. “How much farther is Disney World, Daddy?” //Further// is talking about an extension of time or degree. “Take your business further by reading Copyblogger.”

6. Fewer / Less
If you can count it, use //fewer//. If you can’t, use //less//. “James has less incentive to do what I say.” “Tony has fewer subscribers since he stopped blogging.”

7. Historic / Historical
//Historic// means an important event. //Historical// means something that happened in the past.

8. Hopefully
This word is used incorrectly so much (including by me) it may be too late. But let’s make you smarter anyway. The old school rule is you use //hopefully// only if you’re describing the way someone spoke, appeared, or acted.
 * **Smart**: I hope she says yes.
 * **Wrong**: Hopefully, she says yes.
 * **Wrong**: Hopefully, the weather will be good.**Smart**: It is hoped that the weather cooperates.
 * **Smart**: She eyed the engagement ring hopefully.

9. Imply / Infer
//Imply// means to suggest indirectly (you’re sending a subtle message). To //infer// is to come to a conclusion based on information (you’re interpreting a message).

10. Insure / Ensure
//Insure// is correct only when you call up Geico or State Farm for coverage. //Ensure// means to guarantee, and that’s most often what you’re trying to say, right?

11. Irregardless
//Irregardless// is not a word. Use //regardless// or //irrespective//.

12. Literally
“I’m literally starving to death.” No, odds are, you’re not. //Literally// means //exactly// what you say is accurate, no metaphors or analogies. Everything else is //figurative// (relative, a figure of speech).

13. Premier / Premiere
//Premier// is the first and best in status or importance, or a prime minister. //Premiere// is the opening night of //Star Wars 8: George Wants More Money//.

14. Principal / Principle
//Principal// when used as a noun means the top dog; as an adjective, it means the most important of any set. //Principle// is a noun meaning a fundamental truth, a law, a rule that always applies, or a code of conduct.

15. Towards
//Towards// is wrong in American English. It’s //toward//. I went 41 years not being sure about this one.

16. Unique
Unique means (literally) one of a kind. Saying something is //very// or //truly// unique is wacked. It’s either a purple cow or it isn’t.

17. Who / Whom
This one is a lost cause, but let’s go down swinging. The way to deal with the //who// versus //whom// quandary is a simple substitution method. First, a refresher on subjects and objects. Subjects do the action: “He/she/we like(s) to rock the house.” Objects receive the action: “The rock star sneered at him/her/us.” Use //who// for subjects and //whom// for objects. //Subjects//: //Objects//: Truth is, //whom// just doesn’t sound right in many situations where it’s correct, especially in the US. You now know the rule… feel free to break it. //For example:// //"I always **accept** good advice."// //For example:// //"I teach every day **except** Sunday(s)."// ||
 * Who wrote this blog post?
 * Who is speaking at the conference?
 * Who is going to clean up this mess?
 * Whom are you going to write about?
 * Whom did he blame for the Google Slap?
 * Whom did he bait for the links?
 * ~ accept vs except || **//Accept//** is a verb, which means to agree to take something.
 * //Except//** is a preposition or conjunction, which means not including.

//For example:// //"I need someone to give me some **advice**."// //For example:// //"I **advise** everybody to be nice to their teacher."//
 * ~ advice vs advise || **//Advice//** is a noun, which means an opinion that someone offers you about what you should do or how you should act in a particular situation.
 * //Advise//** is a verb, which means to give information and suggest types of action.
 * !**Often in English the noun form ends in ...//ice// and the verb form ends in ...//ise//. ||

To affect something or someone. //For example: The noise outside **affected** my performance.// To have an effect on something or someone //For example: His smile had a strange **effect** on me.// //For example//: //The drug has many adverse side **effects**.// || //For example:// //"He likes living **alone**."// //"I think we're **alone** now."// = //There are just the two of us here.// //**Lonely**// is an adjective which means you are unhappy because you are not with other people. //For example:// //"The house feels **lonely** now that all the children have left home."// !Note - Just because you're alone, doesn't mean you're lonely. ||
 * ~ affect vs effect || **//Affect//** and //**effect**// are two words that are commonly confused.
 * affect** is usually a verb (action) - **effect** is usually a noun (thing)
 * Hint**: If it's something you're going to do, use "affect." If it's something you've already done, use "effect."
 * Meaning**: to influence, act upon, or change something or someone.
 * !Note**: effect is followed by the preposition //on// and preceded by an article (//an//, //the//)
 * Meaning**: to have an impact on something or someone.
 * !**Effect can also mean "the end result".
 * ~ alone / lonely || //**Alone**//, can be used as an adjective or adverb. Either use means without other people or on your own.

a part || **//Apart//** (adv) separated by distance or time. //For example: I always feel so lonely when we're apart.// //For example: They made me feel like I was a part of the family.// ||
 * ~ apart vs
 * //A part//** (noun) a piece of something that forms the whole of something.


 * ~ beside vs besides

|| **beside** is a preposition of place that means at the side of or next to. //For example: The house was beside the Thames.// //For example: Besides water, we carried some fruit.// //= "In addition to water, we carried some fruit."// || //For example: She was so **bored** that she fell asleep.// //For example: The lesson was so **boring** that she fell asleep.// **!Note** Most verbs which express emotions, such as //to bore//, may use either the present or the past participle as an adjective, but the meaning of the participles is often different. ||
 * besides** is an adverb or preposition. It means in addition to or also.
 * ~ bored vs boring || **bored** is an adjective that describes when someone feels tired and unhappy because something is not interesting or because they have nothing to do.
 * boring** is an adjective that means something is not interesting or exciting.

Banks //lend// money. Libraries //lend// books. //For example//: //"My mother lent me some money, and I must pay her back soon."// To borrow: You can //borrow// money from a bank to buy a house or a car. You can //borrow// books for up to 4 weeks from libraries in England. //For example//: //"I borrowed some money off my mother, and I must pay her back soon."// //For example: "I bought a newspaper at the newsagents.// " //For example: "She brought her homework to the lesson."//
 * ~ borrow vs lend || To lend:
 * Meaning**: to hand out usually for a certain length of time.
 * Meaning**: to take with permission usually for a certain length of time.
 * !** For a happy life - Never a borrower nor a lender be. ||
 * ~ bought vs brought || **//bought//** past tense of the verb **to buy**
 * //brought//** past tense of the verb **to bring**
 * !**There is an 'r' in brought and an 'r' in bring = they belong together. ||

//For example:// //"The colours blue and green **complemen****t** each other perfectly."// //For example:// //"It was the nicest **compliment** anyone had ever paid me."// Tip! Having problems with your spelling? Try these mnemonics:- If it compl//**e**//ments something it compl//**e**//tes it. (With an e.) //**I**// like compl//**i**//ments. (With an i.) || //For example:// //"The local council has decided not to allocate any more funds for the project."// //For example:// //"She counsels the long-term unemployed on how to get a job."// //For example:// //"I should have listened to my father's counsel, and saved some money instead of spending it all."// || //!Note - you need to have passed your driving test in order to take a test drive.// ||
 * ~ complement (v) vs compliment (n) || **//Complement//** is a verb, which means to make something seem better or more attractive when combined.
 * //Compliment//** is a noun, which means a remark that expresses approval, admiration or respect.
 * ~ council vs counsel || //**Council**// is a group noun. It refers to a group of people elected or chosen to make decisions or give advice on a particular subject, to represent a particular group of people, or to run a particular organization.
 * //Counsel//** can be a verb, which means to give advice, especially on social or personal problems.
 * //Counsel//** can also be a noun, which means advice.
 * ~ driving test vs test drive || **//A driving test//** (also known as a driving exam) is a procedure designed to test a person's ability to drive a motor vehicle.
 * //A test drive//** is when you drive an automobile to assess it, usually before buying it.

//For example: Jarp is expanding his vocabulary on the forum, but Hermine's hips are expanding as well.// //For example: She is expending a lot of effort to help her students.// || //For example:// //"He was arrested for supplying heroin, a class A drug."// //For example:// //"[|Grace Darling] is one of England's best known heroines."// || //For example:// //"A lot of students in the UK get too much homework."// //**Housework**// (noun) - refers to domestic household chores such as cleaning and cooking. //For example: "I never seem to have enough time to do the housework. There's always something that needs dusting or polishing."// ||
 * ~ expand vs expend || **Expand** is a transitive or intransitive verb. It means to increase in size, number or importance, or to make something increase.
 * Expend** is a transitive verb. It means to use or spend something (especially time, effort or money).
 * ~ heroin vs heroine || **//Heroin//** is a noun, it is a powerful illegal drug, obtained from morphine and is extremely addictive.
 * //Heroine//** is a female person who is admired for having done something very brave or having achieved something great. The male equivalent is hero.
 * ~ homework vs housework || **//Homework//** (noun) - refers to tasks assigned to students by teachers to be completed mostly outside of class, and derives its name from the fact that most students do the majority of such work at home.

//For example: The Mississippi is the principal river of the United States//. //**Principal**// as a noun can mean the head teacher in a school or college: //For example: The teacher sent the unruly student to see the principal.// //**Principal**// as a noun can also mean the original amount of a debt on which interest is calculated //For example: She lives off the interest and tries to keep the principal intact.// //**Principle**// is a noun which means a basic idea, standard of behaviour or rule that explains or controls how something happens or works: //For example: The country works on the principle that all citizens have equal rights.// || //For example: "The car was **stationary**."// //For example: "It is the secretary's job to order the **stationery**?"//
 * ~ principal vs principle || //**Principal**// as an adjective means first in order of importance:
 * ~ stationary vs stationery || **//Stationary//** means standing still or not moving
 * //Stationery//** means the items needed for writing, such as paper, pens, pencils and envelopes.
 * !**'e' is for envelopes 'a' is for automobiles. ||

//For example:-// //She is the one **who** built that funny English website.// In questions //**who**// is used when asking which person or people did something, or when asking what someone's name is. In fact in informal writing and speech //**who**// is used most of the time. //For example:-// //"**Who** is that girl over there?"// //"**Who** let the dogs out?" "She asked me if I knew **who** had got the job."// //**Whom**// //is// used in formal writing as the object of a verb or preposition. //For example:-// //"He took out a photo of his son, **whom** he adores." "There were 500 passengers, of **whom** 121 drowned."// //**!Note**// - Whom is rarely used in questions. For example: "To whom do you wish to speak?" (This sounds very old-fashioned and stilted.) ! If in doubt, try the “he or him” test:- Try rewriting the sentence using “he or him ”. //For example:// //"He took out a photo of his son, **whom** he adores." - "He adores he" should 'feel"'wrong.// //So it must be "He adores **him**."// If you're still not sure, go with //**who**//, 99.9% of the time you'll be right. ||
 * ~ who vs whom || //**Who**// is used as the subject of a verb. Basically anytime "I", "she" or "he" 'feels' right, //**who**// can be used.

//For example: "I often wander through the woods, it helps me think."// //For example: "People often wonder whether I really run this website alone ."// //For example: "The pyramids are a// wonder //to behold."// !Note - I have it on very good authority that wander and wonder are not homophones. ;) ||
 * ~ wander vs wonder || **Wander** (v) means to travel aimlessly.
 * Wonder** (v) means to consider or question some issue.
 * Wonder** (n) means the feeling aroused by something strange and surprising.


 * ~ to, too or two? || To is the most common form. When to is used before a verb it forms part of the infiinitive:-

//For example: to learn, to do, to be, to drink... "I need **to** visit the dentist."//

To is also a preposition, often used to indicate direction, which begins a prepositional phrase.

//For example: to the limit, to hell and back Example: "I need to go **to** the dentist."//

Too is an adjective meaning "extra or more than necessary" - after all it has 2 Os - 1 too many?

//For example: too much, too big, too small... "The film was **too** long."//

Too is also an adjective meaning "also"

//For example: me too "I thought it was too long, **too**."//

Two is a number.

//For example: one, two, three... "I only drank **two** pints of beer."// //More examples: We went **to** a football match. (preposition)// //We like **to** watch a good film. (infinitive)// //We ate **too** much. (meaning "excessively")// //I like baseball, **too**. (meaning "also")// //Six divided by three is **two**. (number)// //They own **two** cars. (number)//


 * !** Many other words in English which reflect the number two are spelled with tw.

//For example: twin, twice, twenty, between, tweezers, etc.// ||

//For example: "There is a shortage of **trainee** dentists in the UK."//
 * ~ trainee vs trainer || **//A trainee//** is a person who is learning and practising the skills of a particular job.
 * //A trainer//** is a person who teaches skills for a particular job, activity or sport.

//For example: "I like to think of myself as an English **trainer**, not an English teacher."// ||

vs take care of || **//Take care//** is used when saying goodbye to someone. It actually means "Take care //of yourself//." //For example: "Bye! Take care. "//
 * ~ take care
 * //Take care of//** means to look after someone or something:

//For example: "You should take care of your new car, it cost a lot of money."// ||

 A **speech error** is a speech pattern that differs from some standard pattern. Speech errors are common among children, who have yet to refine their speech, and can frequently continue into adulthood. They sometimes lead to embarrassment and betrayal of the speaker's regional or ethnic origins. However, it is also common for them to enter the popular culture as a kind of linguistic "flavoring". Speech errors may be used intentionally for humorous effect, as with Spoonerisms. Within the field of psycholinguistics, speech errors fall under the category of language production. Types of speech errors include: exchange errors, perseveration, anticipation, shift, substitution, blends, additions, and deletions. The study of speech errors contributes to the establishment/refinement of models of speech production. · Grammatical · Mispronounciation · Vocabulary · Slips of the tongue - slips can happen in many levels: 1. Syntactic level 2.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Phrasal level 3.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Lexical semantic level 4.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Morphological level 5.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Phonological level When the language production system is working correctly, it is easy to underestimate its complexity. Every now and then, however, the system slips up and produces an error, and errors in any system can have a tremendous explanatory value. They can tell us, for example, whether apparently separate functions fail separately or together, and thus whether they probably derive from one or more modular processes. With further analysis, they can also tell us which modules communicate with which other modules, what form of encoding is being passed back and forth, and how well protected the communication links are against damage or interference. In this section, we look at the commonest types of everyday speech error. But firstly, should your linguistics be a tad rusty, some vocabulary ..... (a) **Sound Errors:** These are accidental interchanges of sounds between words [ [|glossary] ]. Thus "snow flurries" might become "flow snurries". (Boomer and Laver had already claimed that //segmental// errors such as these account for about 60% of all errors.) (b) **Morpheme Errors:** These are accidental interchanges of morphemes [ [|glossary] ] between words. Thus "self-destruct instruction" might become "self-instruct destruction". (c) **Word Errors:** These are accidental transpositions of words. Thus "Writing a letter to my mother" might become "Writing a mother to my letter". Additionally, each of these three levels of error may take various forms ..... (a) **Anticipations:** Where an early output item is corrupted by an element belonging to a later one. Thus "reading list" - "leading list". (b) **Perseverations:** Where a later output item is corrupted by an element belonging to an earlier one. Thus "waking rabbits" - "waking wabbits". (c) **Deletions:** Where an output element is somehow totally lost. Thus "same state" - "same sate".
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.5pt;">__Types of speech errors__ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.5pt;">__Types of speech errors__ **
 * Everyday Speech Errors **

Definition of speech fluency Speech fluency refers to clear oral communication devoid of speech errors. A speaker who is able to deliver a message that features a continuous flow of information at an appropriate rate, unmarred by any of the multiple speech errors, is said to possess speech fluency, an area of communication mastery. Speech fluency is the product of mental skills, such as recall of procedural and declarative knowledge, and physical motor skills involving correct functioning and use of the vocal cords, tongue, mouth, and lips to produce speech (→ Message Production).Situational factors that facilitate speech fluency include an attentive audience, an absence of distraction, the speaker being able to prepare and practice the message ahead of time, and a monologue rather than a dialogue communication format where there are fewer opportunities for interruptions and no requirement to manage turn-taking. In terms of individual difference factors, some speakers are naturally more fluent than others, whereas at the opposite end of the spectrum there are those who are burdened by anxiety with regard to communication. Nearly all speakers have the ability through training and practice to become communication masters whose speech is fluent. There are treatments available to improve speakers’ speech fluency. Treatments include physical therapy, coaching, and confidence training. An interesting subtype of sound errors is the "Spoonerism". Spoonerisms are an often amusing cluster of word-initial transposition errors, and are named after the Oxford academic, the Reverend W.A. Spooner (1844-1930), in whom the affliction - it is safe to believe - occurred naturally (at least to begin with). Here are some examples of Spooner'sisms ..... Two qualities distinguish Spoonerisms from ordinary sound errors. The first is that the sound transposition generates two proper words [unlike Dell's "flow snurries" case, for example, where the word "snurries" is a non-word], and the second is that the two new words themselves make some different sense together. However, close study of the natural history of the phenomenon raises other interesting observations. Here is an early sceptic, who clearly believed that Spooner was milking his defect for all it was worth.
 * Spoonerisms **
 * He reprimanded a student for **"fighting a liar in the quadrangle"**.
 * And another for **"hissing his mystery lecture"** and for having therefore **"tasted two worms"**
 * And he toasted Her Highness Victoria: **"Three cheers for our queer old dean!"**

__<span style="background-color: #000000; color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 150%;">​CLASSROOM ACTIVITIES

<span style="font-family: Impact,Charcoal,sans-serif; font-size: 150%;"> <span style="background-color: #000000; color: #ffb600; font-family: 'Comic Sans MS',cursive; font-size: 130%;">To overcome writing errors  __

__ **<span style="background-color: #000000; color: #ffb600; font-family: 'Comic Sans MS',cursive; font-size: 140%;">To overcome speech errors ** <span style="background-color: #000000; color: #ffb600; font-family: 'Comic Sans MS',cursive; font-size: 160%;">​ __
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">give the students more spelling exercises in classroom.make it as a competition among the students.it will be more interesting and challenging for them.
 * conduct some simple games like scrammble,word or sentence puzzle.announce the winners in the class so that it will be more challenging.
 * encourage them to read more magazines,news papers,articles,books in english.ask them to identify errors from it.
 * have oral test once in a week in classroom.
 * conduct drama competition among students in class level,school level so that they can improve their speech by talking dialogues given.
 * asking questions in class and ask them to answer the questions in proper english,if no correct it immediately.
 * give them some articles to read it out loudly in class so that they will be more confident to communicate with teachers,friends and people around them.
 * provide them some conversation dialogues and ask them to read it out in classroom.correct the pronounciation and tone of speaking.