{"id":12505,"date":"2026-06-02T02:54:44","date_gmt":"2026-06-02T02:54:44","guid":{"rendered":"https:\/\/researcher.life\/blog\/?p=12505"},"modified":"2026-05-26T02:59:54","modified_gmt":"2026-05-26T02:59:54","slug":"grammar-mistakes-that-lead-to-desk-rejection","status":"publish","type":"post","link":"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/","title":{"rendered":"Common Grammar Mistakes That Lead to Journal Article Rejection"},"content":{"rendered":"<p>Your research is groundbreaking. Your methodology is sound. Your findings could advance your entire field. Yet your manuscript arrives back rejected, often for reasons that have nothing to do with the quality of your science, like language, formatting, etc. What can be your <a href=\"https:\/\/www.editage.com\/services\/desk-rejection-shield\">desk rejection shield<\/a>?<\/p>\n<p>This guide covers the 12 most common grammar errors in academic publishing, why they occur, and how to fix them before submission. Whether English is your first language or your third, these patterns repeat across disciplines and institutions worldwide.<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_68 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title \" >Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Subject-Verb_Agreement_with_Complex_Noun_Phrases\" title=\"Subject-Verb Agreement with Complex Noun Phrases\">Subject-Verb Agreement with Complex Noun Phrases<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Tense_Inconsistency_Across_Sections\" title=\"Tense Inconsistency Across Sections\">Tense Inconsistency Across Sections<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Standard_academic_tense_conventions\" title=\"Standard academic tense conventions:\">Standard academic tense conventions:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Dangling_Modifiers_in_the_Methods_Section\" title=\"Dangling Modifiers in the Methods Section\">Dangling Modifiers in the Methods Section<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#More_examples\" title=\"More examples:\">More examples:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_a_dangling_modifier\" title=\"How to fix a dangling modifier\">How to fix a dangling modifier<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Comma_Splices\" title=\"Comma Splices\">Comma Splices<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-2\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Three_ways_to_fix_comma_splices\" title=\"Three ways to fix comma splices:\">Three ways to fix comma splices:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Article_Misuse_A_The_Or_Nothing\" title=\"Article Misuse (A, The, Or Nothing)\">Article Misuse (A, The, Or Nothing)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-3\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-4\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Basic_article_rules\" title=\"Basic article rules:\">Basic article rules:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_article_errors_in_your_paper\" title=\"How to fix article errors in your paper\">How to fix article errors in your paper<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Misplaced_%E2%80%9COnly%E2%80%9D\" title=\"Misplaced &#8220;Only&#8221;\">Misplaced &#8220;Only&#8221;<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-5\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#More_examples-2\" title=\"More examples:\">More examples:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_incorrect_placement_of_%E2%80%9Conly%E2%80%9D\" title=\"How to fix incorrect placement of \u201conly\u201d\">How to fix incorrect placement of \u201conly\u201d<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Parallel_Structure_Failures\" title=\"Parallel Structure Failures\">Parallel Structure Failures<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-6\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#More_examples-3\" title=\"More examples:\">More examples:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_parallel_structure_failures\" title=\"How to fix parallel structure failures\">How to fix parallel structure failures<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Passive_Voice_Overuse\" title=\"Passive Voice Overuse\">Passive Voice Overuse<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-7\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_overuse_of_the_passive_voice\" title=\"How to fix overuse of the passive voice\">How to fix overuse of the passive voice<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Noun_String_Pile-Ups\" title=\"Noun String Pile-Ups\">Noun String Pile-Ups<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-28\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Example-8\" title=\"Example\">Example<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-29\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Common_noun_strings_in_academic_papers\" title=\"Common noun strings in academic papers:\">Common noun strings in academic papers:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-30\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_it_a_noun_string\" title=\"How to fix it a noun string\">How to fix it a noun string<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-31\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Who_vs_Which_vs_That\" title=\"Who vs. Which vs. That\">Who vs. Which vs. That<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-32\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#How_to_fix_misuse_of_which_vs_that_vs_who\" title=\"How to fix misuse of which vs that vs who\">How to fix misuse of which vs that vs who<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-33\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Commonly_Confused_Words_and_Phrases_in_Academic_Writing\" title=\"Commonly Confused Words and Phrases in Academic Writing\">Commonly Confused Words and Phrases in Academic Writing<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-34\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Common_Redundancies_and_Wordiness_in_Research_Papers\" title=\"Common Redundancies and Wordiness in Research Papers\">Common Redundancies and Wordiness in Research Papers<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-35\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#Quick_Reference_How_to_Catch_These_Errors_Before_Submission\" title=\"Quick Reference: How to Catch These Errors Before Submission\">Quick Reference: How to Catch These Errors Before Submission<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-36\" href=\"https:\/\/researcher.life\/blog\/article\/grammar-mistakes-that-lead-to-desk-rejection\/#About_Professional_Editing_Consider_Your_Audience_and_Timeline\" title=\"About Professional Editing: Consider Your Audience and Timeline\">About Professional Editing: Consider Your Audience and Timeline<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Subject-Verb_Agreement_with_Complex_Noun_Phrases\"><\/span>Subject-Verb Agreement with Complex Noun Phrases<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>This is the single most common grammar error in academic writing. When a noun phrase sits between the subject and verb, your brain gets confused about which word is doing the action.<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;The interaction between cortisol levels and inflammatory markers were statistically significant.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;The interaction between cortisol levels and inflammatory markers was statistically significant.&#8221;<\/p>\n<p>The subject is &#8220;interaction&#8221; (singular). The plural nouns stacked between the subject and verb trick your brain into using &#8220;were.&#8221; This error appears in nearly half of all research manuscripts.<\/p>\n<p><strong>Why it happens:<\/strong> Academic writing requires complex noun phrases. You&#8217;re naturally drawn to pack information between the subject and the verb. The plural nouns that sit in between create cognitive interference\u2014they feel like they should take a plural verb, even when they don&#8217;t.<\/p>\n<p><strong>How to fix it:<\/strong> Identify the true subject (the main agent performing the action), then match the verb to that subject alone. Read the sentence aloud, emphasizing just the subject and verb while skipping everything in between: &#8220;The interaction was statistically significant.&#8221;<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Tense_Inconsistency_Across_Sections\"><\/span>Tense Inconsistency Across Sections<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Your introduction uses present tense to discuss established knowledge. Your methods use past tense. Your results use past tense. Your discussion switches between past and present. That&#8217;s actually correct if it&#8217;s intentional. The problem is unintentional tense shifts within a single section.<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;We collected samples from 15 sites. Each sample is processed within 24 hours and stored at -80\u00b0C.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;We collected samples from 15 sites. Each sample was processed within 24 hours and stored at -80\u00b0C.&#8221;<\/p>\n<p>The shift from past to present within the same methods paragraph is jarring to readers and signals carelessness to reviewers.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Standard_academic_tense_conventions\"><\/span>Standard academic tense conventions:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Past tense: Methods, Results, specific observations (&#8220;We collected&#8230; We found&#8230;&#8221;)<\/li>\n<li>Present tense: Established facts, your interpretations (&#8220;These results suggest&#8230; This indicates&#8230;&#8221;)<\/li>\n<li>Present perfect: Literature review (&#8220;Researchers have shown&#8230;&#8221;)<\/li>\n<\/ul>\n<p><strong>Why it happens:<\/strong> When you write your methods section in one session and return to edit it days later with a different tense in your head, tense shifts creep in. Fatigue and context-switching cause these errors.<\/p>\n<p><strong>How to fix it:<\/strong> Write each section in one sitting when possible. Before submission, do a specific tense check where you read through looking only for verb tenses. Many writers miss tense errors when reading for overall meaning.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Dangling_Modifiers_in_the_Methods_Section\"><\/span>Dangling Modifiers in the Methods Section<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Methods sections are breeding grounds for dangling modifiers. Every researcher writes them. Almost nobody notices until a reviewer flags it.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;Using a mixed-methods approach, the data were analyzed in three phases.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;Using a mixed-methods approach, we analyzed the data in three phases.&#8221;<\/p>\n<p>The data didn&#8217;t use a mixed-methods approach\u2014you did. The modifier &#8220;using a mixed-methods approach&#8221; needs to attach to the person doing the action, not the thing being acted upon.<\/p>\n<p>Dangling modifiers are particularly common in academic writing because researchers often begin sentences with methodology descriptors: &#8220;Using regression analysis&#8230;&#8221;, &#8220;Following the protocol&#8230;&#8221;, &#8220;After data collection&#8230;&#8221;. The subject that follows these phrases must actually perform the action described.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"More_examples\"><\/span>More examples:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;Following ethical approval, the survey was distributed to participants.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;Following ethical approval, we distributed the survey to participants.&#8221;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Incorrect:<\/strong> &#8220;After reviewing the literature, the methodology was refined.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;After reviewing the literature, we refined the methodology.&#8221;<\/p>\n<p>&nbsp;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_a_dangling_modifier\"><\/span>How to fix a dangling modifier<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>After every introductory phrase that describes an action or condition, ensure the subject of the sentence is the agent performing that action. Ask yourself: &#8220;Who\/what is actually doing this thing?&#8221;<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Comma_Splices\"><\/span>Comma Splices<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A comma splice joins two independent clauses with only a comma\u2014no coordinating conjunction, no semicolon, no period.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-2\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;The sample size was limited, this affects the generalizability of the findings.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;The sample size was limited; this affects the generalizability of the findings.&#8221;<\/p>\n<p><strong>Also correct:<\/strong> &#8220;The sample size was limited. This affects the generalizability of the findings.&#8221;<\/p>\n<p>Two independent clauses are sentences that could stand alone. When you join them with only a comma, you&#8217;ve created a comma splice\u2014a technical run-on sentence.<\/p>\n<p><strong>Why it happens:<\/strong> Complex ideas feel like they belong in the same sentence. Scientists want to show relationships between ideas, so they instinctively use commas. The comma feels like it should work because the ideas are closely related. It doesn&#8217;t.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Three_ways_to_fix_comma_splices\"><\/span>Three ways to fix comma splices:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Replace the comma with a semicolon (shows close relationship between ideas): &#8220;The results suggest improved outcomes; however, the effect size remained modest.&#8221;<\/li>\n<li>Replace the comma with a period (treats them as separate statements): &#8220;The results suggest improved outcomes. However, the effect size remained modest.&#8221;<\/li>\n<li>Add a coordinating conjunction after the comma (and, but, or, nor, for, yet, so): &#8220;The results suggest improved outcomes, but the effect size remained modest.&#8221;<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Article_Misuse_A_The_Or_Nothing\"><\/span>Article Misuse (A, The, Or Nothing)<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Article errors disproportionately affect non-native English speakers, but native speakers struggle with this in technical writing too. English articles follow patterns, but exceptions exist to nearly every pattern.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-3\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;The results suggest that climate change affects the biodiversity.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;The results suggest that climate change affects biodiversity.&#8221; (Use no article when discussing a concept in general)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-4\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;We used questionnaire to measure attitudes.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;We used a questionnaire to measure attitudes.&#8221; (Use &#8220;a&#8221; before a countable noun in singular form when you mean &#8220;one unspecified example&#8221;)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;In the study by Smith et al., participants completed task.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;In the study by Smith et al., participants completed the task.&#8221; (Use &#8220;the&#8221; when referring to a specific, previously mentioned task)<\/p>\n<p>Article rules in English are genuinely difficult. There are patterns, but also exceptions. When articles are wrong, your writing sounds non-native to native speakers, even if your ideas are sophisticated.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Basic_article_rules\"><\/span>Basic article rules:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Use &#8220;the&#8221; when referring to a specific, previously mentioned noun<\/li>\n<li>Use &#8220;a\/an&#8221; before singular countable nouns when you mean &#8220;one example of something&#8221;<\/li>\n<li>Use no article before plural nouns used in a general sense<\/li>\n<li>Use no article before uncountable nouns used in a general sense<\/li>\n<li>Use &#8220;the&#8221; before unique nouns (the sun, the Earth, the methodology)<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_article_errors_in_your_paper\"><\/span>How to fix article errors in your paper<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>If English isn&#8217;t your first language, having an English editing service like <a href=\"https:\/\/www.editage.com\/\">Editage<\/a> review your manuscript specifically for articles is worth the investment. Native speakers often can&#8217;t explain article usage; we just know what sounds right. Professional editors can systematize the corrections.<\/p>\n<p>&nbsp;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Misplaced_%E2%80%9COnly%E2%80%9D\"><\/span>Misplaced &#8220;Only&#8221;<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The word &#8220;only&#8221; should go directly before the word or phrase it modifies. In conversation, nobody cares. In academic writing, precision matters, and reviewers notice.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-5\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;We only tested three conditions.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;We tested only three conditions.&#8221;<\/p>\n<p>The first sentence implies you did nothing else except test conditions (which is misleading). The second sentence clearly states you tested exactly three conditions.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"More_examples-2\"><\/span>More examples:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;The study only involved 50 participants.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;The study involved only 50 participants.&#8221;<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;We can only speculate about mechanisms.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;We can speculate only about mechanisms.&#8221;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_incorrect_placement_of_%E2%80%9Conly%E2%80%9D\"><\/span>How to fix incorrect placement of \u201conly\u201d<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Place &#8220;only&#8221; immediately before the word it modifies. This is a proofreading catch; it requires focused attention to word placement rather than overall meaning.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Parallel_Structure_Failures\"><\/span>Parallel Structure Failures<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>When you list items, they need to follow the same grammatical structure. This error shows up constantly in research aims, objectives, and conclusions.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-6\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;The study aims to identify risk factors, measuring their prevalence, and to propose interventions.&#8221;<\/p>\n<p>The three items are in different grammatical forms:<\/p>\n<ul>\n<li>&#8220;to identify&#8221; (infinitive)<\/li>\n<li>&#8220;measuring&#8221; (gerund)<\/li>\n<li>&#8220;to propose&#8221; (infinitive)<\/li>\n<\/ul>\n<p><strong>Correct:<\/strong> &#8220;The study aims to identify risk factors, measure their prevalence, and propose interventions.&#8221;<\/p>\n<p>All three items are now infinitives.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"More_examples-3\"><\/span>More examples:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Incorrect:<\/strong> &#8220;Participants were asked to complete surveys, answer interviews, and participating in focus groups.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;Participants were asked to complete surveys, answer interviews, and participate in focus groups.&#8221;<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;The benefits of this approach include reduced costs, improving efficiency, and better patient outcomes.&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;The benefits of this approach include reduced costs, improved efficiency, and better patient outcomes.&#8221;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_parallel_structure_failures\"><\/span>How to fix parallel structure failures<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Whenever you create a list of three or more items in a sentence, check that they all follow the same grammatical pattern. Write them out in parallel form before you begin the sentence.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Passive_Voice_Overuse\"><\/span>Passive Voice Overuse<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Using the passive voice isn&#8217;t grammatically wrong. But too much of it makes your writing dense, ambiguous, and hard to follow.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-7\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Overused (passive):<\/strong> &#8220;It was found that the treatment was associated with improved outcomes when the protocol was followed as prescribed.&#8221;<\/p>\n<p><strong>Better (active):<\/strong> &#8220;We found that the treatment improved outcomes when participants followed the prescribed protocol.&#8221;<\/p>\n<p>The passive version uses 21 words. The active version uses 15 words and is more direct. More importantly, readers immediately know who is doing the action.<\/p>\n<p>Most modern style guides now recommend active voice for clarity. The APA Publication Manual explicitly encourages it.<\/p>\n<p><strong>Alt text<\/strong><\/p>\n<p><strong>A section from the APA style guide saying:<br \/>\nBoth the active and the passive voice are permitted in APA Style. However, writers often overuse the passive voice.<\/strong><\/p>\n<ul>\n<li><strong>Use the active voice as much as possible to create direct, clear, and concise sentences, especially when you are writing about the actions of people.<\/strong><\/li>\n<li><strong>Use the passive voice when it is more important to focus on the recipient of an action than on who performed the action, such as when describing an experimental setup.<\/strong><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>The passive voice common in academic writing: &#8220;It was observed that&#8230;&#8221; &#8220;It is believed that&#8230;&#8221; &#8220;It was determined that&#8230;&#8221; &#8220;The results were analyzed&#8230;&#8221; &#8220;The samples were processed&#8230;&#8221;<\/p>\n<p>Rewrite to active voice: &#8220;We observed that&#8230;&#8221; &#8220;We believe that&#8230;&#8221; &#8220;We determined that&#8230;&#8221; &#8220;We analyzed the results&#8230;&#8221; &#8220;We processed the samples&#8230;&#8221;<\/p>\n<p><strong>When the passive voice is acceptable:<\/strong> When the agent (the person doing the action) is unknown or irrelevant. Example: &#8220;The compound was synthesized in 1987.&#8221; (We don&#8217;t know who synthesized it, and it doesn&#8217;t matter.)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_overuse_of_the_passive_voice\"><\/span>How to fix overuse of the passive voice<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Do a text search for passive constructions (look for &#8220;was,&#8221; &#8220;were,&#8221; &#8220;is,&#8221; &#8220;are&#8221; followed by past tense verbs). Rewrite these sentences with the agent as the subject.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Noun_String_Pile-Ups\"><\/span>Noun String Pile-Ups<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Academic writing produces monstrous noun strings. &#8220;Patient health outcome measurement improvement strategy&#8221;: six nouns in a row with no prepositions or verbs to clarify relationships!<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example-8\"><\/span>Example<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Problematic: &#8220;The patient health outcome measurement improvement strategy implementation protocol required modification.&#8221;<\/p>\n<p>Clearer: &#8220;The protocol for implementing a strategy to improve how we measure patient health outcomes required modification.&#8221;<\/p>\n<p>Longer? Yes. But actually comprehensible.<\/p>\n<p>These noun strings don&#8217;t just slow readers down. Reviewers don&#8217;t always flag them explicitly, but they contribute to the general sense that a paper is &#8220;hard to read&#8221; or &#8220;poorly written.&#8221;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Common_noun_strings_in_academic_papers\"><\/span>Common noun strings in academic papers:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>&#8220;Patient symptom severity assessment procedure&#8221;<\/li>\n<li>&#8220;Research methodology validity evaluation framework&#8221;<\/li>\n<li>&#8220;Data collection processing analysis workflow&#8221;<\/li>\n<li>&#8220;Intervention outcome measurement validation system&#8221;<\/li>\n<\/ul>\n<p>To break them up, add prepositions and verbs:<\/p>\n<ul>\n<li>&#8220;The procedure for assessing patient symptom severity&#8221;<\/li>\n<li>&#8220;A framework for evaluating the validity of research methodology&#8221;<\/li>\n<li>&#8220;The workflow for collecting, processing, and analyzing data&#8221;<\/li>\n<li>&#8220;A system for validating intervention outcome measurements&#8221;<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_it_a_noun_string\"><\/span>How to fix it a noun string<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>When you write a noun string longer than three nouns, stop and rewrite it with prepositions and verbs that clarify relationships.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Who_vs_Which_vs_That\"><\/span>Who vs. Which vs. That<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Three different rules, and most researchers use them interchangeably. Reviewers notice.<\/p>\n<p>&#8220;Who&#8221; = for people<\/p>\n<p><strong>Incorrect:<\/strong> &#8220;Participants that completed the survey&#8230;&#8221;<\/p>\n<p><strong>Correct:<\/strong> &#8220;Participants who completed the survey&#8230;&#8221;<\/p>\n<p>&#8220;That&#8221; is used for restrictive clauses (essential information where the clause defines or restricts the noun)<\/p>\n<p>Example: &#8220;The method that we used&#8230;&#8221; (The clause &#8220;that we used&#8221; is essential; it tells us which method)<\/p>\n<p>&#8220;Which&#8221; is used for non-restrictive clauses (extra information, set off by commas) Example: &#8220;The method, which we developed in 2023, proved effective.&#8221;<\/p>\n<p>(The clause &#8220;which we developed in 2023&#8221; adds extra detail but isn&#8217;t essential to identify the method)<\/p>\n<p>The difference matters:<\/p>\n<p>&#8220;The participants who completed the survey received compensation.&#8221; (This means that <em>Some participants completed the survey; those who did received money. Others didn&#8217;t complete it and didn&#8217;t receive compensation.<\/em>)<\/p>\n<p>&#8220;The participants, who completed the survey, received compensation.&#8221; (This means that <em>All participants completed the survey, and all received compensation. The information about the survey is extra detail.<\/em>)<\/p>\n<p>Common error in academic writing: &#8220;The methodology which we employed&#8230;&#8221; (should be &#8220;that we employed&#8221; or drop the relative pronoun entirely: &#8220;The methodology we employed&#8230;&#8221;)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_to_fix_misuse_of_which_vs_that_vs_who\"><\/span>How to fix misuse of which vs that vs who<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Remember that &#8220;who&#8221; is for people. For things, ask yourself: Is this information essential to understanding which thing I mean? If yes, use &#8220;that&#8221; (or drop the relative pronoun). If it&#8217;s extra detail, use &#8220;which&#8221; with commas.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Commonly_Confused_Words_and_Phrases_in_Academic_Writing\"><\/span>Commonly Confused Words and Phrases in Academic Writing<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<table>\n<thead>\n<tr>\n<td><strong>Confused Pair<\/strong><\/td>\n<td><strong>Correct Usage<\/strong><\/td>\n<td><strong>Example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>A number of vs. The number of<\/td>\n<td>&#8220;A number of&#8221; takes plural verb (multiple things).<\/p>\n<p>&#8220;The number of&#8221; takes singular verb (specific count).<\/td>\n<td><strong>CORRECT:<\/strong> &#8220;A number of studies have shown&#8230;&#8221; \/ &#8220;The number of participants was 50.&#8221;<\/p>\n<p><strong>INCORRECT:<\/strong> &#8220;A number of studies has shown&#8230;&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Affect vs. Effect<\/td>\n<td>&#8220;Affect&#8221; = verb (to influence). &#8220;Effect&#8221; = noun (result).<\/td>\n<td>&#8220;Heat waves affect crop yields, and the effect is significant.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Comprise vs. Compose<\/td>\n<td>&#8220;Comprise&#8221; = to consist of (the whole comprises the parts). &#8220;Compose&#8221; = to make up (parts compose the whole).<\/td>\n<td><strong>CORRECT:<\/strong> &#8220;The study comprises three phases.&#8221; \/ &#8220;Three phases compose the study.&#8221; <strong>INCORRECT:<\/strong> &#8220;Three phases comprise the study.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Data vs. Datum<\/td>\n<td>&#8220;Data&#8221; can be plural (multiple observations) or mass noun (bulk information). &#8220;Datum&#8221; is singular.<\/td>\n<td>Modern usage: &#8220;The data shows&#8230;&#8221; or &#8220;The data show&#8230;&#8221; (both acceptable; \u201cdatum\u201d is more common in computer science).<\/td>\n<\/tr>\n<tr>\n<td>Different from vs. Different than<\/td>\n<td>In formal academic writing, use &#8220;different from.&#8221; &#8220;Different than&#8221; is considered colloquial.<\/td>\n<td><strong>CORRECT:<\/strong> &#8220;Our findings are different from previous studies.&#8221; NOT: &#8220;Different than previous studies.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Further vs. Farther<\/td>\n<td>&#8220;Further&#8221; = abstract distance (more, additional).<\/p>\n<p>&#8220;Farther&#8221; = physical distance.<\/td>\n<td>&#8220;We will discuss this further.&#8221; \/ &#8220;The site is farther away than expected.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>I.e. vs. E.g.<\/td>\n<td>&#8220;I.e.&#8221; = that is (clarification, restates). &#8220;E.g.&#8221; = for example (provides examples).<\/td>\n<td>&#8220;We studied three chronic conditions (i.e., diabetes, hypertension, and obesity)&#8221; vs. &#8220;We studied chronic conditions (e.g., diabetes and hypertension).&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Imply vs. Infer<\/td>\n<td>&#8220;Imply&#8221; = speaker\/author suggests something. &#8220;Infer&#8221; = listener\/reader draws conclusion.<\/td>\n<td>&#8220;The results imply that treatment is effective.&#8221; \/ &#8220;We infer from the data that treatment is effective.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Less vs. Fewer<\/td>\n<td>&#8220;Less&#8221; = uncountable\/abstract amounts. &#8220;Fewer&#8221; = countable items.<\/td>\n<td>&#8220;Fewer participants attended (count).&#8221; \/ &#8220;Less time was available (abstract).&#8221;<\/td>\n<\/tr>\n<tr>\n<td>May vs. Might<\/td>\n<td>&#8220;May&#8221; = possible, permission, present. &#8220;Might&#8221; = unlikely, past.<\/td>\n<td>&#8220;Results may indicate&#8230;&#8221; (possible). \/ &#8220;Results might have indicated&#8230;&#8221; (past, hypothetical).<\/td>\n<\/tr>\n<tr>\n<td>More than vs. Over<\/td>\n<td>&#8220;More than&#8221; = literal quantity. &#8220;Over&#8221; = spatial position or figurative excess.<\/td>\n<td>&#8220;More than 100 participants.&#8221; \/ &#8220;The cost went over budget.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Past vs. Passed<\/td>\n<td>&#8220;Past&#8221; = time that has occurred, or beyond. &#8220;Passed&#8221; = verb, went by\/succeeded.<\/td>\n<td>&#8220;Based on past research&#8230;&#8221; \/ &#8220;Three years have passed.&#8221; \/ &#8220;The proposal passed review.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>That vs. Which<\/td>\n<td>&#8220;That&#8221; = restrictive (essential information). &#8220;Which&#8221; = non-restrictive (extra information, with commas).<\/td>\n<td>&#8220;Results that showed significance&#8230;&#8221; vs. &#8220;Results, which showed significance, &#8230;&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Their vs. There vs. They&#8217;re<\/td>\n<td>&#8220;Their&#8221; = possessive. &#8220;There&#8221; = location. &#8220;They&#8217;re&#8221; = they are (contraction).<\/td>\n<td>&#8220;Their findings&#8230; there was an error&#8230; they&#8217;re correct.&#8221;<\/td>\n<\/tr>\n<tr>\n<td>Whose vs. Who&#8217;s<\/td>\n<td>&#8220;Whose&#8221; = possessive. &#8220;Who&#8217;s&#8221; = who is (contraction).<\/td>\n<td>&#8220;Participants whose baseline scores&#8230;&#8221; \/ &#8220;Who&#8217;s responsible?&#8221;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Common_Redundancies_and_Wordiness_in_Research_Papers\"><\/span>Common Redundancies and Wordiness in Research Papers<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Academic writers often include phrases that add nothing to meaning:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-12507 size-medium\" src=\"https:\/\/blog.researcher.life\/wp-content\/uploads\/2026\/06\/Redundancies-and-wordiness-1-300x183.jpg\" alt=\"How to write concisely (tips from Editage) Redundant: &quot;Revert back&quot; \u2192 Use: &quot;Revert&quot; Redundant: &quot;Current trend&quot; \u2192 Use: &quot;Trend&quot; \u00a0Redundant: &quot;Actual facts&quot; \u2192 Use: &quot;Facts&quot; Redundant: &quot;Adequate number of&quot; \u2192 Use: &quot;Enough&quot; Redundant: &quot;Due to the fact that&quot; \u2192 Use: &quot;Because&quot; Redundant: &quot;It is interesting to note that&quot; \u2192 Use: &quot;Notably&quot; or just remove Redundant: &quot;Very unique&quot; \u2192 Use: &quot;Unique&quot; (it's already absolute) Redundant: &quot;Most optimal&quot; \u2192 Use: &quot;Optimal&quot; (it already means most) Redundant: &quot;Completely eliminate&quot; \u2192 Use: &quot;Eliminate&quot;\" width=\"300\" height=\"183\" srcset=\"https:\/\/blog.researcher.life\/wp-content\/uploads\/2026\/06\/Redundancies-and-wordiness-1-300x183.jpg 300w, https:\/\/blog.researcher.life\/wp-content\/uploads\/2026\/06\/Redundancies-and-wordiness-1-768x470.jpg 768w, https:\/\/blog.researcher.life\/wp-content\/uploads\/2026\/06\/Redundancies-and-wordiness-1.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p>These phrases feel formal but actually make your writing weaker. Every word should earn its place in the sentence.<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Quick_Reference_How_to_Catch_These_Errors_Before_Submission\"><\/span>Quick Reference: How to Catch These Errors Before Submission<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li>Strategy 1: Read your manuscript aloud, slowly. Your ears catch errors your eyes miss. Comma splices, misplaced words, and tense shifts become obvious when you hear them.<\/li>\n<li>Strategy 2: Read backwards through one section at a time, focusing only on grammar and punctuation, not meaning. Your brain can&#8217;t focus on both simultaneously.<\/li>\n<li>Strategy 3: Use a <a href=\"https:\/\/paperpal.com\/tools\/grammar-checker\">grammar checker tool<\/a> as a first pass. Tools catch 70-80% of errors automatically, though they occasionally make false suggestions. Review each suggestion.<\/li>\n<li>Strategy 4: Have someone else read it. A fresh set of eyes catches errors you&#8217;ve become blind to after months of revision. This is where an editing service like Editage can be of immense help.<\/li>\n<li>Strategy 5: Use checklist editing. Before you submit, create a personalized checklist of the five errors you make most frequently, then search your manuscript specifically for those patterns.<\/li>\n<li>For non-native English speakers: Have a professional English editing service review your manuscript before journal submission. The investment in professional editing often pays for itself through faster acceptance and fewer revision rounds. Services like Editage specialize in academic manuscript editing and understand journal submission requirements across disciplines. They catch not just grammar errors but also clarity issues and disciplinary conventions that improve acceptance rates.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"About_Professional_Editing_Consider_Your_Audience_and_Timeline\"><\/span>About Professional Editing: Consider Your Audience and Timeline<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>If you&#8217;re submitting to a top-tier journal in your field, the stakes are highest. A single desk rejection due to language quality is a setback. If English isn&#8217;t your first language, or if you&#8217;re unsure about your manuscript&#8217;s clarity, professional editing through services like Editage can be transformative. These services provide manuscript editing tailored to journal requirements, disciplinary conventions, and target impact factors. The cost is modest compared to the value of avoiding desk rejection and revision rounds.<\/p>\n<p>Even native English speakers benefit from a second set of expert eyes on complex academic writing. After you&#8217;ve written and revised, you&#8217;re too close to catch the remaining errors. Professional editors have the distance and training to catch what you&#8217;ll miss.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Your research is groundbreaking. Your methodology is sound. Your findings could advance your entire field. Yet your manuscript arrives back rejected, often for reasons that<\/p>\n","protected":false},"author":62,"featured_media":12509,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_editorskit_title_hidden":false,"_editorskit_reading_time":0,"_editorskit_is_block_options_detached":false,"_editorskit_block_options_position":"{}","footnotes":""},"categories":[488],"tags":[],"class_list":["post-12505","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academic-writing"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Common Grammar Mistakes That Lead to Journal Rejection<\/title>\n<meta name=\"description\" content=\"Discover the most common grammar mistakes that lead to journal rejection and learn how to improve manuscript quality before submission.\" \/>\n<meta name=\"robots\" content=\"index, follow, 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