This resource is designed for English Language Learners (ELLs) who require assistance in a particular academic skill. Each handout provides brief explanations related to different core skills (reading, writing, listening, and/or speaking), and it offers some simple examples of mistakes and how these might be corrected.
While these handouts are designed primarily for ELL students, anyone seeking to improve their writing may find these documents useful. Check out the links at the end of the handout for more resources.
Why is spelling important?
Correct spelling helps you produce accurate English. Writing is an essential part of your academic success at the university level. You need to learn how to use accurate spelling to communicate your ideas.
Seven strategies to improve your spelling
1. Write down the words you often spell in a wrong way
Note down your regularly misspelled words. Pay close attention to them to avoid making the same mistakes when you spell them next time.
2. Look up words in the dictionary
A good way is to look up the words you are not very sure of in the dictionary and check their spelling forms before you begin to write.
3. Pick either British English or American English and be consistent.
Both British spelling and American spelling are used in Canada. Be aware of the differences between the British spelling and the American spelling. Pick one of them and be consistent.
Seven general examples of word endings with British and American English
| British Ending | American Ending | Example |
| -our | -or | Flavour vs. Flavor |
| -se | -ze | Realise vs. Realize |
| -tre | -ter | Theatre vs. Theater |
| -logue | -log | Dialogue vs. Dialog |
| -gramme | -gram | Programme vs. Program |
| -que | -ck | Cheque vs. Check |
| -se | -ce | License vs. Licence |
There are also many other examples of how British and American spelling differ.
4. Distinguish homonyms
Definition
Homonyms are words that sound alike but have different spellings and meanings. They can be very tricky, but if you are aware of them, you can use the correct words.
Here is a list of common homonyms to be aware of:
- affect vs. effect
- affluent vs. effluent
- cast vs. caste
- finish vs. furnish
- piece vs. peace
- policy vs. police
- rational vs. rationale
- sheer vs. shear
- steel vs. steal
5. Be careful with prefixes and suffixes that sound alike
Definition
A prefix is a group of letters placed before the root of a word. For example, the word “unhappy” consists of the prefix “un-” (which means “not”) combined with the root word “happy”; the word “unhappy” means “not happy.”
Definition
A suffix is a group of letters placed after the root of a word. For example, the word “flavorless” consists of the root word “flavor” combined with the suffix “-less” (which means “without”); the word “flavorless” means “having no flavor.”
Some prefixes and suffixes make very similar sounds but have different spellings. Here are five pairs of prefixes and suffixes that are often mixed up.
| Examples | |
|---|---|
| em- vs. en- | embody, embark, empower, embrace encamp, encase, enable, enlarge |
| im- vs. in- | improper, impure, impolite, impartial incapable, incoherent, incomparable, inevitable |
| -er vs. -or | worker, reader, teacher, settler doctor, assessor, professor, inventor |
| -able vs. -ible | knowledgeable, suitable, accountable, disposable impossible, incredible, horrible, responsible |
| -tion vs. -sion | domination, innovation, fiction, formation dimension, session, intension, pension |
6. Chunk words based on their syllables
Definition
A syllable is a part of a word that contains a single vowel sound, pronounced as a unit. For example, “book” has one syllable and “reading” has two syllables (read-ing).
It will be easier to memorize the words and improve your spelling by chunking the words based on their syllables. For example:
- in-flu-en-tial or path-o-lo-gic-al
- de-fend-er or con-di-tion-al
- out-pour-ing or hy-per-ten-sion
- o-ver-look or su-prem-acy
7. Follow the three general spelling rules and their exceptions
I. Drop the last silent “e”
a. Drop the last silent “e” when a suffix starting with a vowel is added to a word with a silent “e” at the end.
like --› likable
come --› coming
b. Keep the last silent “e” when a suffix starting with a consonant is added to a word.
definite --› definitely
c. Keep the last “e” when a suffix is added to a word ending in -ee, -ce, or -ge.
flee --› fleeing
notice --› noticeable
outrage --› outrageous
II. Change “y” to “i”
a. Change “y” to “i” when a suffix is added to a word that ends in -y preceded by a consonant.
apply --› applies
angry --› angrily
b. Keep “y” if the last “y” is preceded by a vowel.
obey --› obeyed
c. Keep “y” if the suffix -ing is added
try --› trying
III. Double the last consonant
a. Double the last consonant when a suffix is added to a word ending in a single consonant preceded by a single vowel.
get --› getting
b. Double the last consonant when the word has only one syllable or has the last syllable stressed.
fit --› fitted
refer --› referred
c. Do not double the last consonant if it is preceded by another consonant.
relent --› relenting
d. Do not double the last consonant if it is preceded by more than one vowel.
fail --› failed
e. Do not double the last consonant if the word has more than one syllable and the last syllable is not stressed.
profit --› profited
f. Do not double the last consonant if a suffix starting with a vowel is added and adding the suffix changes the stress of the syllable.
prefer --› preference
g. Do not double the last consonant when adding a suffix that starts with a consonant.
equip --› equipment
Practice Exercises
1. Fill in the blank with either -ible or -able.
The food is ined____ or indigest____.
2. Fill in the blank with either -ible or -able.
Last night's movie about the invis____ man was so incred____ that it was laugh____.
3. Fill in the blank with either em- or en-.
The teacher ____ abled his students to creatively design the project by ____powering them.
4. Fill in the blank with either im- or in-.
Any ____proper or ____polite behavior is ____tolerable.
5. Fill in the blank with either -er or -or.
The teach____ respects her former profess____.
6. Fill in the blank with either -tion or -sion.
In the fic ____, the retiree lives on her pen____.
7. Fill in the blank with either affect or effect.
Wars _______________ everybody, and their destructive _______________ last for generations.
8. Fill in the blank with either rational or rationale.
There is no _______________ explanation for the _______________ behind his behavior.
9. Fill in the blank with either affluent or effluent.
The chemical _______________ is poisoning the river flowing through the _______________ neighborhood.
10. Fill in the blank with either finish or furnish.
They plan to _______________ the renovation to their apartment this month and will _______________ it next month.
Answers
1. The food is inedible or indigestible.
2. Last night's movie about the invisible man was so incredible that it was laughable.
3. The teacher enabled his students to creatively design the project by empowering them.
4. Any improper or impolite behavior is intolerable.
5. The teacher respects his former professor.
6. In the fiction, the retiree lives on her pension.
7. Wars affect everybody, and their destructive effects last for generations.
8. There is no rational explanation for the rationale behind his behavior.
9. The chemical effluent is poisoning the river flowing through the affluent neighborhood.
10. They plan to finish the renovation to their apartment this month and will furnish it next month.