Sixty Words or Phrases Commonly Misused by ESL/EFL Students Preparing for Universities
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This book is intended for classroom or individual study for students who need to clean up their grammar at the word level in preparation for university-level academic writing. It presents 60 words or phrases that are frequently problematic for advanced non-native students of English, exposing the errors, explaining them, and providing examples of correct usage. The most important points are summarized as tips, and students have the opportunity to write their own sentences with the expressions.
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Sixty Words or Phrases Commonly Misused by ESL/EFL Students Preparing for Universities - Kenneth Cranker
Sixty Words or Phrases Commonly Misused by ESL/EFL Students Preparing for Universities
Copyright © 2014 by Wayzgoose Press
All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permission of the copyright owner. Dramatic works contained within this volume are intended only as reading material, and their inclusion does not imply the granting of performance licenses, which must be arranged through the author.
Text by Kenneth Cranker.
Edited by Dorothy E. Zemach. Cover design by DJ Rogers.
Published in the United States by Wayzgoose Press.
Sixty Words and Phrases
Commonly Misused by
ESL/EFL Students
Preparing for Universities
––––––––
_____________________________
––––––––
Kenneth Cranker
_____________________________
––––––––
WAYZGLOGO-WO-TAGTable of Contents
To the Teacher
To the Student
1. According to
2. Acknowledge
3. Against
4. Agree
5. Almost/most
6. Analyze/analysis
7. Aspect
8. At first/first
9. Aware
10. Back
11. Based on
12. Cause
13. Character/characteristic
14. Choose
15. Compared/comparing
16. Consider
17. Consist of
18. Contact
19. Dead/died
20. Decide
21. Decline
22. Discuss
23. Due to
24. Environment
25. Even/even if/even though
26. Health/healthy
27. Image
28. Impact
29. Influence
30. Instead of
31. It is hard/easy
32. Lead
33. Lack
34. Lose
35. Need/require
36. No matter
37. Obese
38. Occur
39. One of the
40. Oppose
41. Pay attention to
42. Percent/Percentage
43. Present
44. Proud
45. Reason
46. Relax
47. Research
48. Safe/safety
49. Same/similar
50. Search
51. Stress
52. Success
53. The key to
54. Through/throughout
55. Trustworthy
56. Use
57. Whereas
58. Whether
59. While/during
60. Worthy/worthwhile
To the Teacher
––––––––
The material in this book was not designed to be a course in and of itself; it was designed to supplement courseware that reviews sentence-level grammar primarily for students who may be conditionally admitted to English-speaking universities, but whose grammar is insufficiently developed to matriculate. It was necessitated by the fact that at high levels of proficiency, because of the vocabulary required, grammatical issues tend to be as much related to word usage as they are to sentence structure. The collection of words/phrases in this book is derived from countless observations of erroneous word-level usage in student writings.
The number of phrases included in this work, sixty, is chosen for study at a rate of two per day over six weeks of classes. That rate allows it to adequately supplement but not dominate a course for general grammar review. It also prevents overload and enables students to digest and internalize the concepts and usage.
Each page includes a word/phrase with its part(s) of speech indicated, some italicized examples of erroneous usage, some italicized examples of correct usage, a brief summary (in a nutshell
) of the concepts involved, and a space for the creation of sentences using the featured expressions in specified ways. The erroneous usage is included for students to first identify whether they themselves make those sorts of errors, and then to analyze, discover what is wrong, and possibly discuss why it is incorrect (using language to describe the grammatical difficulty). This languaging
can be extremely useful for internalizing grammatical concepts. Only after students have inductively reasoned through the erroneous usage should they examine the correct sentences and see how they exemplify proper usage. Then they should try to construct a summary themselves before checking the in a nutshell
section.