Grammar is a structure problem, not just a sound test
Reading a sentence aloud can reveal awkwardness, but it does not explain every error. Find the subject, verb and clause boundaries before changing punctuation. Then check whether references and word order express the intended meaning.
ATI’s English and Language Usage outline covers conventions, language choices and writing/vocabulary skills. This page concentrates on sentence structure and clarity. Spelling, word parts, vocabulary and the rest of the writing process also belong in your preparation; this is not a complete English-section course.
Source: ATI TEAS Version 7 outline, English E.1–E.3.
Every example below was written for CARE as an ungraded explanation. The revised sentence is deliberately visible. These are not official ATI items, and the goal is to explain an edit rather than memorize a sentence.
1. Find complete thoughts before choosing punctuation
An independent clause can stand as a sentence. A dependent clause cannot stand alone in the same way. In the examples here, adding a word such as “although” makes the reader expect another clause to complete the relationship.
Fragment: finish the relationship
Draft: Although the library opened early.
Revision: Although the library opened early, the study room stayed locked.
The draft begins a contrast but stops before supplying the main clause. The revision states what happened despite the early opening. Another valid revision is “The library opened early,” but that removes the contrast. Choose an edit that preserves the intended meaning.
Comma splice: connect two independent clauses
Draft: The workshop was full, Maya joined the waiting list.
Revision: The workshop was full, so Maya joined the waiting list.
Both original clauses can stand alone; a comma alone does not join them correctly here. A period or semicolon also works. The added “so” makes the cause-and-result relationship explicit; punctuation and meaning both matter.
2. Match the verb to the subject, not the nearest noun
Ignore an interrupting phrase while checking agreement
Draft: The folder of application forms are on the desk.
Revision: The folder of application forms is on the desk.
The head of the subject is singular “folder.” The plural noun inside “of application forms” does not control this verb. Temporarily remove that phrase: “The folder is on the desk.” Put the phrase back once the relationship is clear.
Distinguish a singular each from a plural group
“Each of the applicants has a checklist” uses a singular verb with “each.” “The applicants have checklists” uses a plural subject and verb. The sentences can describe a similar situation while using different grammatical structures.
Do not choose solely by whichever noun happens to sit next to the verb. Identify the subject of the particular clause you are editing; a second clause may have a different subject.
Source: Purdue OWL, Subject/Verb Agreement.
3. Make it clear who or what a phrase refers to
Ambiguous pronoun: name the intended person
Draft: Lena told Priya that she needed the revised schedule.
If Lena needs it: Lena told Priya, “I need the revised schedule.”
If Priya needs it: Lena told Priya, “You need the revised schedule.”
The original grammar does not tell us which person “she” means. Neither revision is automatically the correct one without knowing the intended meaning. Clarity sometimes requires recovering that meaning before editing.
Dangling modifier: attach the action to its actor
Draft: After checking the timetable, the bus stop was easy for Omar to find.
Revision: After checking the timetable, Omar easily found the bus stop.
The opening phrase describes the person doing the checking. The revision puts that person in the subject position rather than making the stop appear to do the action.
Source: Purdue OWL, Sentence Clarity.
Source: Purdue OWL, Dangling Modifiers.
4. Keep equivalent list items in equivalent forms
Parallel list: use matching verb forms
Draft: Before the workshop, participants should read the notice, printing the map, and they should charge their laptops.
Revision: Before the workshop, participants should read the notice, print the map, and charge their laptops.
The three actions now share “should” and use matching verb forms. The revision is easier to follow because the reader does not have to rebuild the sentence pattern at each item.
Parallelism is not a ban on every repeated word or a demand that every sentence be the same length. Apply it to elements that perform the same role in the structure: items in a list, paired comparisons or coordinated clauses.
Source: Purdue OWL, Parallel Structure.
5. Distinguish possession, contraction and a simple plural
Three forms, three meanings
“The student’s notes” identifies notes belonging to one student. “The students’ notes” identifies notes belonging to multiple students. “The students took notes” uses an ordinary plural, so “students” needs no apostrophe.
For “it’s,” test whether “it is” or “it has” fits. “It’s time to leave” expands to “It is time to leave.” In “The library changed its hours,” “its” is possessive and has no apostrophe. The expansion test would fail there.
First decide the intended relationship, then place punctuation. Adding an apostrophe simply because a word ends in “s” creates a new error rather than fixing one.
6. Revise a paragraph without adding information
Sentence-level correctness is only part of writing clearly. A paragraph must also connect ideas in an order a reader can follow. Consider this fictional notice:
Original CARE paragraph revision
Draft: We have a room change. The workshop is Tuesday. Lots of people registered. Room 204 is where it will be. The starting time is still 10 a.m.
Revision: Tuesday’s workshop will move to Room 204. Many people registered. The starting time remains 10 a.m.
The revision puts the event and room change together and keeps the unchanged time explicit. It does not claim that registration increased or caused the move; the original notice does not establish either fact. It does not invent a new building, a registration deadline or an instruction to arrive early. Clear writing preserves the facts as it improves the order.
Ask what the audience must do with the paragraph. In a logistical notice, identify the event, change and any important unchanged detail. In an argument, check how a reason supports the claim. A more formal word is not automatically a better choice if it makes the sentence less precise.
The reading guide’s purpose-and-context discussion approaches this from the reader’s side. Here, you use the same attention to meaning to improve the writing.
Use one deliberate editing pass at a time
- Boundaries: mark where each independent clause begins and ends.
- Agreement: pair each subject with its verb.
- Reference: identify the noun or actor for each pronoun and modifying phrase.
- Structure: compare the grammatical forms of items that serve the same role.
- Meaning: confirm that punctuation and revision have not changed the facts.
For each correction, write the rule in your own words and create a different sentence using it. If you can fix only the memorized example, return to the structure. If a sentence allows two intended meanings, state that ambiguity instead of pretending the editor can infer the missing intent.
Continue with free TEAS English practice, where existing questions are graded after submission. Record the specific rule behind each error, then use the study-plan worksheet to schedule another review.
Choose your next step
- Reading comprehension — Explain a reading conclusion with specific passage evidence.
- TEAS study plan — Organize preparation time across subjects, practice and review.
- TEAS vs HESI A2 — Determine which admissions exam and required sections apply to your programs.
- Try CARE’s free TEAS sample or explore TEAS preparation options.
CARE is independent of ATI and Elsevier. These original lessons and worked examples are educational resources, not official exam questions or predictions of an exam result.