Identifying Sentence Errors Exercises

What this kind of exercise asks you to do

In an error-identification exercise, a sentence is split into labelled parts, usually marked (A), (B), (C) and (D). One part may contain a grammar mistake, and you choose which one. Some sets add an option for “no error”, because a sentence is sometimes correct as written.

This is different from correcting a whole sentence, where you also have to write the fix. Here the skill is noticing. You only have to find the problem, but finding it requires you to know what each part should look like.

Some standardised tests and school grammar workbooks use this format, though the details vary, so check the instructions of the specific test you are preparing for.

A scanning checklist

Read the full sentence first, because an error often depends on a word somewhere else. Then check these points in order:

1. Subject and verb. Find the real subject. Phrases such as of the students or with the manager do not change whether the subject is singular or plural.
2. Tense and time words. Does the verb form fit words such as yesterday, since, by the time, or the if clause?
3. Pronouns. Is the pronoun a subject (I, he, she, we, they) or an object (me, him, her, us, them) in this position?
4. Comparisons. Is there one comparative marker (taller, not more taller)? Is an adverb used where one is needed (more fluently)?
5. Word forms after a preposition or verb. Interested in learning, not in learn.
6. Parallel structure. Items in a list should have the same grammatical form.
7. If nothing is wrong, consider the “no error” option before inventing a problem.

Practice set: find the part with the error

Each letter labels the words that come just before it. For each sentence, choose the letter of the part that contains the mistake. If the sentence is correct, choose E (no error).

1. Each of the students (A) have submitted (B) an essay (C) before the deadline. (D) (E) No error
2. The committee announced (A) that its decision (B) were (C) final. (D) (E) No error
3. She is (A) interested in (B) learn (C) new languages. (D) (E) No error
4. Neither the teacher (A) nor the students (B) was (C) aware of the change. (D) (E) No error
5. If I (A) would have (B) more time, I (C) would travel (D) more. (E) No error
6. The number of (A) applicants (B) have increased (C) this year. (D) (E) No error
7. He speaks (A) English more fluent (B) than (C) his brother. (D) (E) No error
8. Although she (A) was tired, (B) she finished (C) the project on time. (D) (E) No error
9. The news (A) are (B) surprising (C) to everyone. (D) (E) No error
10. Between you and (A) I, (B) the plan (C) seems risky. (D) (E) No error

Answers and explanations

1. B. Each is singular, so the verb is has submitted, even though the students is plural.
2. C. The subject of the clause its decision were final is decision, which is singular, so the verb should be was.
3. C. After the preposition in, use the -ing form: interested in learning.
4. C. With neither…nor, the verb usually agrees with the subject closest to it. Students is plural, so the verb is were.
5. B. In a second-conditional sentence, the if clause uses the past simple: If I had more time, I would travel more. Would does not go in the if clause.
6. C. The number of applicants takes a singular verb, because the subject is number: has increased. By contrast, a number of applicants takes a plural verb.
7. B. An adverb is needed to describe how he speaks: more fluently.
8. E. The sentence is correct. Although introduces a dependent clause, followed by a comma and the main clause.
9. B. News is uncountable and takes a singular verb: The news is surprising.
10. B. After the preposition between, standard English uses the object form: between you and me. This is the form usually expected in careful writing and in exams, although between you and I is common in speech.

Mistakes learners make on these questions

• Stopping at the first suspicious word. Check every labelled part, not just the first one that looks odd.
• Trusting the word nearest the verb. In item 1, students is right beside have, but the subject is each.
• Picking a part because it sounds unusual. Rare or formal wording is not an error. Only grammar that breaks a rule counts.
• Forgetting the no-error option. Item 8 is correct; over-correcting is a real risk when you have been practising error-hunting for a while.
• Not reading the whole sentence. The error in item 5 only appears when you connect the two clauses.

Turning errors into a study list

After you check the answers, write down the rule you missed and one extra example of your own. If you often miss agreement questions, practise them in a group. If you often miss word-form errors, review infinitives and gerunds or -ing and -ed adjectives. When you are ready to produce fixes as well as find them, move to the sentence correction exercises.