Common Essay Mistakes & How to Avoid Them (Guide)

Introduction to Common Essay Mistakes

Great essays aren’t only about bright ideas. If you've been working through the Writing Skills pages, you'll know that great essays rely on clarity, structure, and accurate grammar.

Addressing common essay mistakes will raise your marks fast if you’re preparing for school, university or IELTS.

In this lesson prepared by Learn English Weekly, we'll show you the most frequent essay writing errors, what causes them, and simple fixes you can apply today. Let's get going :)

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How to use this guide

Skim the list of mistakes.
Identify the two or three you make most often.
Apply the Fix Fast steps to your next draft.
Use the checklist at the end before you submit.

1) Weak or missing thesis statement

Problem: The introduction describes the topic but never states a clear position.
Why it happens: Fear of being “wrong”; overlong background.
Fix fast: End the introduction with one sentence that answers the question directly.

Model:
This essay argues that cities should prioritise buses and cycles because they reduce congestion, improve air quality, and widen access.

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2) Paragraphs without a clear topic sentence

Problem: Ideas wander; the reader can’t tell what the paragraph is for.
Fix fast: Start each paragraph with a topic sentence (Point), then add evidence (Illustration) and analysis (Explanation). This is the PIE method.

Model:
Firstly, subsidised fares increase ridership among low-income groups. (Point)
For example… (Illustration)
This suggests… (Explanation)

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3) Overusing linking words (or using the wrong ones)

Problem: Every sentence begins with Moreover or Therefore; however is used for result; commas are missing.
Fix fast: Choose one linker per idea, match it to the logic (add/contrast/result/example), and punctuate correctly.

Contrast: however, by contrast, whereas
Result: therefore, consequently, thus
Example: for example, for instance, in particular

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4) Generalisations without evidence

Problem: Statements like “Everyone knows…” or “Studies prove…” without support.
Fix fast: Add a specific example, statistic, policy, date, place, or a short, plausible mini-study (According to a 2023 city report…). Then explain why it matters.

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5) Sentence fragments and run-ons

Problem:

Fragment: Because public transport is cheaper. (No main clause.)
Run-on/comma splice: Public transport is cheaper, therefore people use it more. (Punctuation error.)

Fix fast:

Ensure each sentence has a subject + finite verb.
For run-ons, add a full stop or semicolon:
Public transport is cheaper. Therefore, people use it more.
Public transport is cheaper; therefore, people use it more.

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6) Misusing “which/that”, “who/whom”, and relative clauses

Problem: Confusing defining vs non-defining clauses.
Fix fast:

Defining (essential): no commas; usually that in modern British usage.
Non-defining (extra info): commas; use which.
The policy that cut fares succeeded. (which policy?)
The policy, which cut fares, succeeded. (extra detail)

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7) Subject–verb disagreement

Problem: The results shows… / Data is…
Fix fast:

Singular subject → singular verb (result shows).
Plural subject → plural verb (results show).
In academic English, data is often treated as plural (data show), but consistency matters more—pick one approach and keep it.

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8) Wordy, vague, or chatty style

Problem: Filler (very, really, quite), clichés, or spoken tone.
Fix fast: Replace filler with precise verbs/nouns and cut padding.

really important → crucial / significant
a lot of people → many residents / a large proportion of commuters
things/stuff → factors / items / issues

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9) Misusing punctuation (commas, colons, semicolons)

Fast rules:

Use a comma after a sentence-initial linker: However, …
Use a colon to introduce an explanation/list: The scheme had two aims: affordability and access.
Use a semicolon to link two closely related independent clauses: Fares fell; ridership rose.

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10) Quotation/evidence dropped without analysis

Problem: Quote appears, then the paragraph moves on.
Fix fast: After every quote or figure, add a because/this shows/this suggests sentence that interprets it for your reader.

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11) Over- or under-hedging

Problem: Either absolute claims (“prove”, “always”) or excessive uncertainty (“might possibly perhaps”).
Fix fast: Use measured hedging: may, tends to, appears to, is likely to, to some extent—and reserve strong verbs (demonstrates, indicates) for solid evidence.

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12) Inconsistent tense and person

Problem: Shifts from past to present without reason; switching between we/you/one.
Fix fast:

Use present for general arguments and facts.
Use past for specific studies or historical events.
Prefer third-person academic style.

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13) Poor concluding paragraph

Problem: Repeats the introduction, adds new evidence, or ends abruptly.
Fix fast: Restate the thesis in new words, summarise 2–3 key reasons, add a clear implication/recommendation.

Error	Why it Happens	Fix Fast
No thesis	Fear of uncertainty → vague introduction	End your introduction with a one-sentence position
Paragraph drift	No clear topic sentence guiding ideas	Start paragraphs with the main point (Point → Evidence → Explanation)
Wrong linker	Choosing connectives by guess, not logic	Match linker to add / contrast / result / example
Evidence dump	Quoting without explanation	Follow evidence with: This suggests that…
Run-ons	Too many ideas in one sentence	Break with full stop / semicolon / colon

Error: No thesis

Why: Vague introduction

Fix: End intro with your clear position

Error: Paragraph drift

Why: No topic sentence

Fix: Use Point → Evidence → Explanation

Error: Wrong linker

Why: Guessing instead of matching logic

Fix: Add / contrast / result / example

Error: Evidence dump

Why: Quoting without analysis

Fix: Add “This suggests that…” explanation

Error: Run-ons

Why: Too many ideas in one line

Fix: Break with . ; or :

A quick editing checklist

One clear thesis in the introduction
Every body paragraph starts with a topic sentence
Evidence is specific and explained
Linkers are accurate and not overused
Sentences are complete; punctuation is correct
Conclusion reframes the thesis + implication/recommendation

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Conclusion

Fixing common essay mistakes will instantly improve clarity, cohesion, and credibility. Focus on a strong thesis, clear paragraphs, precise linkers, and concise academic style.

Next, explore more grammar guides to polish sentence structure and punctuation.

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Glossary

Thesis (noun) — your main claim or position.
Topic sentence (noun) — a sentence that states a paragraph’s main idea.
Cohesion (noun) — how sentences and paragraphs connect.
Hedging (noun) — cautious language that softens claims.
Run-on sentence (noun) — two sentences joined without correct punctuation.
Comma splice (noun) — two sentences joined by a comma alone.
Semicolon (noun) — punctuation (;) linking two related sentences.
Reference word (noun) — words like this/these/such linking back to earlier ideas.
Concession (noun) — acknowledging an opposing view.
Recommendation (noun) — an advised course of action.

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Practise What You Learned

Q1 (MCQ): Which best fixes a run-on?
A) Add and
B) Add a comma
C) Add a full stop or semicolon
D) Delete a word

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Q2 (True/False): A thesis should be implied rather than stated.
Answer:

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Q3 (Short answer): What are the three parts of the PIE paragraph method?
Answer:

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Q4 (MCQ): Which linker is best for contrast?
A) therefore B) however C) for instance D) moreover

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Q5 (Short answer): Rewrite to avoid the fragment: Because public transport is cheaper.
Answer:

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(Correct answers are below.)

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Answers:

Q1: C) Add a full stop or semicolon

Q2: False — state it clearly.

Q3: Point, Illustration (evidence), Explanation (analysis).

Q4: B) however

Q5: Public transport is cheaper, so more people use it.

Common Essay Mistakes and How to Avoid Them