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Check immediate surroundings or context—are the tenses all consistent or is that an isolated one that is inconsistent with its cousins?

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Check timeframe: Is this in the past, present, future, etc.? (Note: Not foolproof; for instance, some writers may represent a past encounter in the present tense to lend their narrative a sense of immediacy and immerse their reader more experientially but good writers—the sort whose work will be used for Editing exercises—will be CONSISTENT and INTENTIONAL with this.)

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Identify the noun before the subordinating conjunction. If the noun is a person and can be referred to as "he/she", we should use "who". If the noun can be referred to as "him/her", we should use "whom". For a place, we should use "where". For time, we should use "when". For reasons, we should use "why". For objects, we should use "which" or "that". For methods, we should use "how".  For belongings and possessions, we should use "whose".

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-Look at the subject to deduce whether it is plural or singular

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- Identify the number of subject(s)/ type of pronoun used is indicative of singular or plural objects.
If the number of subjects is 1 or 0, use singular verbs.
If the number of subjects is 2, use plural verbs.

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1. Check who the subject of the sentence is and whether it corresponds with the pronoun used.
2. Check what perspective the text is from.

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1. Look at phrases or clauses before and after conjunction, then determine the relationship between them (eg reasoning, cause and consequence). Determine if the conjunction used is suitable for the scenario.

2. Look at indicators of conjunctions (especially conjunctions that consist of two or more words eg either or)

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Check where the word is placed in the sentence and check the surrounding words. For example, if the word is placed before a noun and after a determiner, it is more likely to be an adjective.

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- look at the relationship between the first clause and the second clause.
Example, cause and effect

- ensure that two independent clauses are connected with FANBOYS

- take note of conjunctions used in pairs
Example: either...or, not only... but also, neither... nor

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1. Know how to spell the word.
2. Make use of general spelling rules (e.g. i before e, except after c).
3. Associate difficult words with similar sounding words (e.g. librarian with library, libertarian with liberty).
4. Break the word up into smaller parts that make it easier to spell.
5. Say the word out loud, and gauge its spelling.

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revise commonly misspelled words
say it in sloooww moo
random tips:
1. Necessary has one coffee and two sugars (1 c, 2 s)
2. There is a rat in separate. "sep-arat-e"
3. Embarrassed makes you turn rosy red and speaking softly (2 r, 2 s)
4. Calendar has 2a, one for April and one for August

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Check the surrounding context for the words that refer to the subject. In this case, check for words referring to parking a car, or a specific car. If there is a word referring to a specific car, then it should be changed to "Where did you park THE car?".

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- check the number of subjects (whether they are plural or singular) by looking at the pronoun used (e.g. he/they)
- look at the form of the verb used (e.g. going in this case)

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- Take note of common phrasal verbs
- Make sure preposition makes sense in the context
- Read books to be more familiar with phrasal verbs (READ. READ IT ALL)

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- know the functions of the basic punctuation marks
- find out what the sentence is trying to convey before adding any punctuation marks
- try to read out the statements written (especially for commas, exclamation marks and fullstops)

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- read it out loud! most of these are phrasal verbs so if it doesn't sound correct it probably isn't.
- usually precedes a noun so take note of the noun
- read the whole sentence
- check if the sentence or phrase makes sense
- picture the object and its position (eg the book is ON top of the table because it is just lying on the table)

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'those' - there ; plural
'that' - there ; singular
'these' - here ; plural
'this' - here ; singular

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-look at for the pronunciation
- split the word into smaller parts
- remember commonly misspelled words (e.g. rhythm, exercise, manoeuvre)

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-one tip that applies to most words: if you are not sure of the correct spelling, check for the presence of two vowels side-by-side. (E.G. committee) You realise that the consonant in between the two vowels is doubled. (i.e. there are 2 "m" s in between the vowels "o" and "i", and there are two "t" s in between the vowels "i" and "e".