| Check a recent assessment rubric for the error codes listed below. Click on the code in parenthesis for more help and/or explanation. |
| Error (code) |
Explanation |
Example |
Correction |
Awkward Sentence and/or unclear meaning (AWK) (U/C) |
The meaning of the sentence is difficult to determine due to a number of possible errors, such as wordiness, grammatical error or sentence structure error. |
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Read the piece aloud. Rewrite the sentence in clearer prose. Try simple sentences first, and then try connecting the sentences. See "the Basics" and "4 "Sentence Types" here |
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The ideas in the piece do not flow logically or seem disjointed. |
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Use transitions and other hooks to join ideas. |
Comma (,) |
Comma usage errors. |
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Read comma usage rules and do the practice tests here. |
Comma splice (CS) |
The joining of two independent clauses with only a comma. |
The image is very vivid, the poet uses it to represent peace. [wrong] |
The image is very vivid; it represents peace. OR The image is very vivid, and the poet uses it to represent peace.
Read comma usage rules and do the practice tests here. |
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Use fewer, more specific words for more concise writing. |
It is almost as if the way in which Macbeth doesn't listen to others and thinks he knows best leads to his downfall. [wordy] |
Macbeth's arrogance leads to his downfall. |
Explain (EXP) Underdeveloped (DEV) |
The idea, thought, concept or argument needs more explanation and/or development in the paragraph. |
n/a |
see "supporting and argument" and "writing about literature" here |
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Items in a series or elsewhere in a piece of writing must be the same part of speech. |
Shakespeare was an expert writer, businessman and at knowing what people wanted to see on stage. (writer and businessman are nouns but "knowing" is used as a verb) |
Shakespeare was an expert at writing, running a business and knowing what people wanted to see on stage. |
Fused sentence (FS) |
Two independent clauses joined without any punctuation. |
The image is vivid the poet uses it to represent peace. [wrong] |
The image is vivid; it represents peace. See "fused sentences" here |
Incomplete (INC) |
The assignment is not finished as specified. |
n/a |
See "Instructions" below |
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The assignment does not follow the instructions. |
n/a |
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Lacks Analysis (LA) |
The piece offers little to no commentary or critical thought about the subject. |
n/a |
see "supporting and argument" and "writing about literature" here |
Misplaced/dangling modifier (MM) |
Modifiers adds information to another elements in a sentence. If they are not placed in the sentence correctly, the meaning of the sentence becomes unclear or unintended. |
The speaker stands looking out the window at the trees in his kitchen. [misplaced-this sugggests tree are growing in his kitchen]
Having arrived late for class, a late slip was needed. (Dangling-the words in bold modify a person, but the person is not named. The madifier "dangles."
examples and corrections
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The speaker stands in his kitchen looking out the window at the trees.
Having arrived later for class, the student needed a late slip.
examples and corrections
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Modern Language Association (MLA) |
MLA style for citations, works cited or formatting not used correctly. |
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Organization (ORG) |
The piece needs a better system/pattern of organization for it to be clear and logical. |
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Paragraph ( ¶ ) |
Start a new paragraph here. Follow the basic format for paragraphs. |
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Plot Summary (PS) |
The piece summarizes the plot and offers little to no commentary or critical thought about the subject. |
n/a |
see "supporting and argument" and "writing about literature" here |
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Most academic writing is in 3rd person POV (no I, you, me or my) |
I think the speaker of the poem feels betrayed. You can hear the anger in his voice. [1st person] |
The speaker of the poem feels betrayed. One can hear the anger in his voice. |
Preposition Error (PREP) |
As a general rule, do not end a sentence with a preposition. |
The speaker of the poem loves the city he lives in. |
The speaker of the poem loves the city in which he lives.
[using a prep. + which will fix most sentences] |
Quotation Introduction (QI) & Quotation Integration (QINT) |
Quotations from a text cannot stand alone as a sentence(s). They MUST be given context, introduced and/or integrated into one's writing and then commented upon. |
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The sentence(s) says the same thing twice. Or, the statement is self evident. |
The poet writes about the war in his poem; therefore the poem's subject is war.
The poet uses diction to create meaning. |
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Reference (REF) |
There is material in the piece that needs to be referenced with a citation. |
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Register (REG) |
The piece uses the wrong level of formality. |
The guy in the poem got dissed by his friend. [conversational / slang] |
The speaker of the poem feels betrayed by his friend. As a rule, use the language of the discipline you are studying. Match your formality to your purpose and audience. |
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An idea, statement, word, transition or phrase is overused. |
n/a |
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Sentences joined together without punctuation. See fused sentence (FS) above. |
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Semicolon (;) |
Used incorrectly. |
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Sentence fragment (FRAG) |
Incomplete sentences are often the result of starting a sentence with a subordinating conjunction, such as although, when, etc. |
The speaker creates vivid images of the war in France. Although, he did not fight overseas. [fragment] |
Although the he did not fight over seas, the poet creates vivid images of the war in France. See "the Basics" and "4 "Sentence Types" here |
Sentence structure error (SS) |
The sentence is not constructed grammatically. |
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Unconnected (UC) |
The idea, statement, sentence, or paragraph is unconnected to the purpose of the piece of writing or does not flow logically from the idea/statements that preceede it. |
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Vague (VG) |
The statement is too general for clear, concrete meaning. |
The speaker uses metaphors to explain their thought and make the meaning clearer. |
The speaker compares her love to holding a bird in her fist. This comparison suggests that holding onto a loved one is like . . .
also see conciseness (CON)
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Write about literature in simple present tense. |
Shakespeare used recurring images of blood in Macbeth. [wrong] |
Shakespeare uses recurring images of blood in Macbeth. |
Word Choice (WC) |
Use a better, more appropriate word. |
The rainbow in the poem is a picture of peace. |
The rainbow in the poem represents peace. [use subject specific vocabulary] |
Wordy (WY) |
see conciseness (CON) above |
see conciseness (CON) above |
see conciseness (CON) above |
Wrong Word (WW) |
The word selected is used incorrectly or is the wrong meaning for the sentence. |
n/a |
n/a |
