Grammar 101: insider tips and tricks to instantly improve your writing (part 2)

Hannah Lawrence
A professional man sits at a desk, writing notes with a laptop open in front of him.
Reading time: 5 minutes

As a proofreader and editor, I'm often asked to explain the rules of grammar. I answered three of the most common questions in the first post of this series, and now it's time to look at another frequent query: how to use apostrophes.Where do they go? When are they needed? And when should they be left out entirely?

Apostrophes might be small but they can cause big confusion because they are used both to indicate posession and to contract words. But the good news is that there are clear, simple patterns to follow, which we'll explore, along with exceptions to watch out for.Whether you’re writing a report or just a text message, these tips will help you use apostrophes correctly and confidently.

Apostrophes with ease: posession

Apostrophes show possession: they tell us something belongs to someone or something.When we want to show possession for regular plurals (when a word needs an "s" to make it plural), the apostrophe goes at the end and no further "s" is added:

  • The teachers' association
  • The campaigners' letter
  • The dogs' dinner

Whereas, when we want to show posession for either a single noun or an irregular plural (for example, children, geese), we add an "apostrophe s":

  • Sarah's car
  • app's assessment tools
  • The children's presents
  • The geese's pond

Single names that end in an “s” get an “apostrophe s” but plural names get only an apostrophe:

  • Mrs Jones’s car
  • James's cat
  • Whole Foods’ offices
  • Starbucks' nearest store

There's one exception that's important to note: "its" and "it's". The posessive form "its" does not have an apostrophe: "it's" always means "it is".

  • The cat ate its food

Apostrophes with ease: contractions

Contracted words are the combined and shortened forms of two words, which are commonly used in everyday writing and speech to sound more natural and conversational. They're made by omitting certain letters and replacing them with an apostrophe: for example, in "don't", it replaces the missing “o” from not.

When you miss one or more letters, use an apostrophe:

  • "would not" becomes "wouldn’t"
  • "cannot" becomes "can’t"
  • "we are" becomes "we're"
  • and, as before, "it is" becomes "it's"

When not to use apostrophes

A common mistake is using apostrophes when making words plural or when refering to decades and numbers. For example:

  • The 1980s had the best music (not "The 1980's")
  • Many people retire from working in their 70s (not "their 70's")
  • I bought some apples at the store (not "apple's")
Using apostrophes: simple tips to improve your writing skills
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Test your knowledge

Now you know the basic rules of apostrophes, it's time to check your knowledge.

Which sentence is correct?:

  1. The childrens break time has finished
  2. The childrens' break time has finished
  3. The children's break time has finished

It's sentence 3. We want to show posession – break time belongs to the children – and "children" is plural so it gets an "apostrophe s".
Now try these sentences and see if you can figure out which one is right:

  1. When you're walking my dog, its important to remember it's collar.
  2. When you're walking my dog, it's important to remember its collar.
  3. When youre walking my dog, it's important to remember it's collar.

The correct answer is 2. "You're" is a contraction of "you are", "it is important" so we use "it's" and we show that the collar belongs to the dog by using "its". Finally:

  1. Luis' daughter won't go to sleep.
  2. Luis's daughter wont go to sleep.
  3. Luis's daughter won't go to sleep.

Here, the right answer is 3. "Luis" is a single name, so gets an "apostrophe s", and "will not" is shortened to "won't".

Hopefully you now feel more confident in using apostrophes in your writing. Look out for the next post in this series, where we’ll explore more common grammar mistakes and how to avoid them.

More blogs from app

  • Business people sat at a table with papers smiling together

    Improve your strategic workforce planning with English language testing

    By Samantha Ball
    Reading time: 3 minutes

    Companies constantly seek methods to optimize workforce productivity and effectiveness. A powerful approach to achieving this goal is through strategic workforce planning bolstered by English language testing. This tactic not only identifies and addresses skills gaps but also reduces attrition and strengthens your workforce for both short-term and long-term success.

  • A teacher standing in front of others with a tablet smiling

    Teachers’ FAQs about the new CASAS STEPS

    By app Languages
    Reading time: 4 minutes

    Back in July 2024, the CASAS test was updated to become the CASAS STEPS (Student Test of English Progress and Success). In our previous blog posts, we discussed some of the reasons for the change,we covered acronyms every Adult ESOL teacher should learn, and this week we are answering frequently asked questions regarding the new assessment.

    1. What is the timeline for the CASAS STEPS implementation?

    The new test has been available since 2023 and was fully implemented nationwide on July 1, 2024. The CASAS STEPS is approved by OCTAE for NRS reporting through July 2030.

    2. How is the STEPS series different from the previous series?

    The CASAS STEPS assessments contain more rigorous questions and provide shorter testing times. Both Reading and Listening STEPS now have five levels, measuring academic vocabulary and higher-order thinking skills contained in the ELP Standards. Note that the test form numbers have also changed, ranging from 621R-630R and 621L-630L.

    3. What is the STEPS scale score range in relation to NRS levels?

    The new test levels are A-E, with two alternate forms for each level. The STEPS levels correspond to NRS levels 1-6. Each STEPS level overlaps with two - and only two - NRS levels, so there is no chance of a level 1 (beginning ESL literacy) student accidentally testing into a level 5 (high intermediate) class.

    4. How many questions are there and how long is each test?

    Reading: Locator (15 minutes); Level A (33 items, 30 minutes); Level B (36 items, 50 minutes); Levels C-E: (36 items, 75 minutes).
    Listening: Locator (15 minutes); Level A (33 items, 28 minutes); Level B (36 items, 45 minutes); Level C (39 items, 52 minutes); Level D (39 items, 56 minutes); Level E (39 items, 38 minutes).

    5. Can we pretest with the Life and Work series while transitioning to the STEPS series?

    No, agencies cannot pretest students on the Life and Work series and post-test on the STEPS series. It is essential that pre- and post-testing always occurs within the same series to ensure test reliability and validity.

    6. What are the STEPS competency areas?

    Basic communication, consumer economics, community resources, health, employment, and government and law (new for test levels D and E).

    7. What task areas does each test contain?

    The Reading STEPS contains four task areas: 1. Forms; 2. Charts, tables, and graphs; 3. Texts, emails, articles, and narratives; 4. Signs, ads, and labels. The following ELPS skills are assessed: vocabulary, details, main idea, inference, point of view, and supporting evidence.

    The Listening STEPS contains five task areas: vocabulary, details, dialogue, main idea, and summary. The following ELPS skills are assessed: retell key details, continue conversation, identify the main topic, and summarize.

    8. How can I prepare my students for the new test?

    app offers a wide selection of educational material to prepare you and your students for the new CASAS STEPS. Our FUTURE series is completely aligned with the new test format, with lesson prep tips, notes and examples for teachers, templates, study guides, test overviews, printed and digital test practices, answer sheets, and the integrated online platform MyEnglishLab.

    What other questions do you have?

    Click here to download a printable version of the charts and tables, to browse our textbook selection, including our FUTURE Series. If your program is not yet using the series, or if you’d like tutorials and tips as a current user,click here. Follow along onand share this post with your fellow teachers and administrators.

  • A teachet stood in front of a class in front of a board, smiling at his students.

    How to assess your learners using the GSE Assessment Frameworks

    By Billie Jago
    Reading time: 4 minutes

    With language learning, assessing both the quality and the quantity of language use is crucial for accurate proficiency evaluation. While evaluating quantity (for example the number of words written or the duration of spoken production) can provide insights into a learner's fluency and engagement in a task, it doesn’t show a full picture of a learner’s language competence. For this, they would also need to be evaluated on the quality of what they produce (such as the appropriateness, accuracy and complexity of language use). The quality also considers factors such as grammatical accuracy, lexical choice, coherence and the ability to convey meaning effectively.

    In order to measure the quality of different language skills, you can use the Global Scale of English (GSE) assessment frameworks.

    Developed in collaboration with assessment experts, the GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help you assess the proficiency of your learners.

    There are two GSE Assessment Frameworks: one for adults and one for young learners.

    What are the GSE Assessment Frameworks?

    • The GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help teachers assess their learners’ proficiency of all four skills (speaking, listening, reading and writing).
    • The GSE Learning Objectives focus on the things a learner can do, while the GSE Assessment Frameworks focus on how well a learner can do these things.
    • It can help provide you with examples of what proficiencies your learners should be demonstrating.
    • It can help teachers pinpoint students' specific areas of strength and weakness more accurately, facilitating targeted instruction and personalized learning plans.
    • It can also help to motivate your learners, as their progress is evidenced and they can see a clear path for improvement.

    An example of the GSE Assessment Frameworks

    This example is from the Adult Assessment Framework for speaking.

    As you can see, there are sub-skills within speaking (andfor the other three main overarching skills – writing, listening and reading). Within speaking, these areproductionandfluency, spoken interaction, language range andaccuracy.

    The GSE range (and corresponding CEFR level) is shown at the top of each column, and there are descriptors that students should ideally demonstrate at that level.

    However, it is important to note that students may sit across different ranges, depending on the sub-skill. For example, your student may show evidence of GSE 43-50 production and fluency and spoken interaction, but they may need to improve their language range and accuracy, and therefore sit in a range of GSE 36-42 for these sub-skills.