Tag Archives: spelling


Homophones are words that sound the same even though they’re spelt differently and mean different things. Getting them right can be tricky, but it’s worth it in the end.

The reason why homophones are important is not just to do with the general need to spell correctly. Many people think getting them wrong is a ‘worse’ mistake than simply mis-spelling a word because it means that you don’t really know what you’re doing. Anyone can make a spelling mistake, but using completely the wrong word somehow seems a lot worse. That may not sound fair, but that’s just how a lot of people think, so it’s worth learning the common homophones so you don’t get caught out.

Here’s a list of the main ones:

a lot/allotmuch/distribute
ad/addnotice/put together
ads/adds/adzenotices/puts together/type of axe
ail/aletrouble (verb)/beer
air/heiratmospheric gas/inheritor
aisle/isle/I’llcorridor/island/I will
all ready/alreadyeverything set/by a certain time
all together/altogethereveryone in the same place/absolutely
all/awltotally/piercing tool
allowed/aloudpermitted/out loud
alter/altarchange/church table
ant/auntinsect/parent’s sister or brother’s wife
arc/arkpart of circle/Biblical boat
aural/oralto do with hearing/to do with mouths
away/aweighoff/up (eg anchors aweigh)
ay/aye/eye/Iyes/yes/organ of sight/1st person
bail/balescoop water out/jump out
bait/batefood on hook/hold (eg bated breath)
bare/bearnaked/tolerate or grizzly
base/bassfoundation/low note
be/beeexist/flying insect
beach/beechsandy area/type of tree
beau/bowmale admirer/bend down or front
bell/bellemusical instrument/pretty girl
berth/birthsleeping place/arrival of baby
bite/bytenibble/unit of data
blew/blueforced air/colour
bloc/blockgroup of countries/cuboid
boar/borewild pig/boring person
board/boredflat object/weary
bough/bowbranch/bend down or front of ship
boy/buoymale child/floating marker
brake/breakslow down/shatter
breach/breechgap/part of gun
bread/bredfood made with yeast/brought up
bridle/bridalleather strap/to do with brides
broach/broochopen (a question)/piece of jewellery
browse/browslook through/hair above the eyes
but/buttalthough/water tank
buy/by/byepurchase/by means of/goodbye
cache/cashhidden hoard/notes and coins
cannon/canongun/collection of artistic works
canvas/canvasssail fabric/ask questions of
capital/capitolupper case or city/government building
carat/carrot/caret/karatweight/vegetable/arrow/share of gold
cast/castethrown/social class
cede/seedgive up/reproductive unit
ceiling/sealingroof/making watertight
cell/sellpart of body/exchange for money
cellar/sellerbasement/person selling
censor/sensorban (film etc)/measurement device
cent/scent/sentUS penny/perfume/dispatched
cents/scentsUS pennies/perfumes
cereal/serialbreakfast dish/TV show
cession/sessiongiving up/period of course
chased/chastepursued/like a virgin
cheap/cheepinexpensive/bird sound
chilly/chillicold/hot food
choir/quiregroup of singers/unit of paper
chord/cordgroup of notes/string
chute/shootdisposal passage/take shot at goal
coarse/courserough/track or route
colonel/kernelarmy rank/stone in fruit
complement/complimentgo well with/say something nice
coo/coupsound of dove/revolution
core/corpscentre/army unit
council/counselgoverning body/advice
cue/queuesnooker tool/line of people waiting
currant/currentdried fruit/electric flow
cymbal/symbolmusical instrument/icon
dam/damnriver barrier/damnation
days/daze24-hour periods/confuse
dear/deerexpensive/type of mammal
defused/diffusedmade safe/circulated
desert/dessertsandy zone/pudding
dew/do/duewater on grass/finish/owed
die/dyeexpire/colour (verb)
discreet/discretenot talkative/separate
doe/dough/dohfemale dear/unbaked bread/oh, no
draft/draughtpractise writing/on tap (eg beer)
dual/duelin two parts/fight with swords etc
earn/urn/ern or ernemake money/vase/type of bird
ewe/you/yewfemale sheep/2nd person/type of tree
faint/feintlose consciousness/fake attack
faun/fawnrural god/beige or young deer
faze/phase disturb/stage
feat/feetachievement/plural of foot
find/finedseek/told to pay money
fir/furtype of tree/animal hide
flair/flaretalent/bullet making bright light
flea/fleetype of insect/run away
flew/flu/fluepast tense of fly/influenza/chimney
flocks/phloxherds/type of plant
flour/floweringredient for bread/plant
for/four/foreto the benefit of/4/in front
friar/fryer monk/pan
gait/gateway of walking/door outside
gene/jeanDNA unit/trousers
gild/guildcover in gold/organisation
gilt/guiltcovered in gold/having done wrong
gored/gourdholed/fruit or water container
gorilla/guerrillatype of ape/freedom fighter
grease/Greecelubrication/a country
groan/grownmoan/past tense of grow
guessed/guestpast tense of guess/invitee
hair/harestrands growing on head/rabbit
hangar/hangerstorage for aircraft/hook in wardrobe
hay/heydried grass/oy
heal/heel/he’llmake well/back of foot/he will
hear/herelisten/in this place
heard/herdpast tense of hear/group of animals
heed/he’dpay attention to/he would or he had
hertz/hurtsfrequency unit/causes pain
hew/hue/Hughcut/colour/a name
higher/hiremore raised/rent
him/hymna pronoun/religious song
hoard/hordecollection/mass of people
hoarse/horserough (of voices)/an animal
hoes/hosegarden tools/tube
hold/holedkeep or carry/past tense of hole
holey/holy/whollywith holes/sacred/completely
hour/our60 minutes/a pronoun
humorous/humerusfunny/arm bone
idle/idollazy/religious statue
illicit/elicitillegal/draw out
it’s/itsit is/belonging to it
jam/jambfruit spread/door frame
kernel/colonelcore/army rank
knead/kneed/needmix dough/hit with knee/require
knight/nightwarrior/dark time
knit/nitfit together/egg of louse
knot/nottied rope/negative
know/no/Nohbe aware of/negative/type of drama
knows/noseis aware of/facial feature
laid/ladepast tense of lay/load ship
lain/lanepast participle of lay/alley
lay/leiplace/flower necklace
leach/leechleak/blood-sucking worm
lead/ledheavy metal/past tense of lead
leak/leekdrop out/vegetable
leased/leastpast tense of lease/superlative of less
lee/leashadow of wind/meadow
lessen/lessonmake less/teaching session
liar/lyreperson who lies/musical instrument
license/licencepermit (verb)/permission
lie/lyefalsehood/alkali solution
links/lynxconnections/wild cat
load/lodeput into/vein of metal in ground
locks/loxsecures/smoked salmon (American)
loot/lutemoney/musical instrument
made/maidcreated/young woman
main/mane/Mainechief/hair/state in USA
manner/manorway/lord’s house
marshal/martialarmy rank/to do with war
massed/mastbrought together/upright post on ship
maybe/may beperhaps/might be
meat/meet/metetype of food/get together/distribute
metal/mettleshiny material/spirit
might/mitemay/tiny spider
mince/mintsground beef/plural of mint
mind/minedbrain/dug up
miner/minor/mynahdigger/junior/type of bird
missed/mistpast tense of miss/fog
moan/mowngroan/past participle of mow
mode/mowedway/past tense of mow
muscle/musselpart of body/sea creature
mustard/musteredspicy dressing/broughted together
naval/navelto do with the navy/belly button
nay/neighno (dated)/sound of horse
none/nunnot one/female monk
oar/or/oreblade/alternatively/metal source
oh/owe/oah/have a debt of/oh (poetic)
pain/paneache/window panel
pair/pare/pearcouple/shave/type of fruit
palate/palette/palletpart of mouth/artist’s tray/platform
passed/pastpast tense of pass/in the past
patience/patientstolerance/people in hospital
pause/pawsbreak/animal hands and feet
peak/peek/piquesummit/look quickly/annoyance
peal/peelsound of bells/take skin off
pearl/purlprecious stone/knitting stitch
pedal/peddlefoot lever/sell
peer/pierlook carefully/jetty
per/purrfor each/sound of a cat
pi/pie3.14/dish topped with pastry
plain/planeunexciting/2D object
pleas/pleaserequests (noun)/if it pleases you
plum/plumbtype of fruit/measure water depth
pole/pollrod/election or survey
pore/pourconcentrate on/flow
pray/preytalk to God/victim
presence/presentsbeing somewhere/gifts
prince/printsson of monarch/printed photographs
principal/principlemain/rule of conduct
profit/prophetmoney made/religious seer
rack/wrackwire tray/shipwreck
rain/reign/reinwater from clouds/rule/control strap
raise/rays/razelift/plural of ray/destroy
rap/wraphit/pack up (eg a present)
rapped/rapt/wrappedpast tense of rap/spellbound/past tense of wrap
read/redpast tense of read/scarlet
read/reedstudy/type of plant
real/reelgenuine/cylinder for fishing line etc
reek/wreaksmell bad/cause
rest/wrestrelax/wrench away
retch/wretchvomit/poor soul
review/revuelook over/stage performance
right/rite/writecorrect/ritual/form Leopardtters
ring/wringsound of bell/squeeze out water
road/rode/rowedstreet/past tense of ride/past tense of row
roe/rowfemale deer/use oars
role/rollpart in play/type of bread
root/routepart of plant/roads to take
rose/rowstype of flower/tiers
rote/wroterepetition/past tense of write
rough/ruffcoarse/Elizabethan collar
rung/wrungpast tense of ring/squeezed water out
rye/wrycereal plant/mocking
sail/salecanvas propulsion/selling
scene/seensituation/past tense of see
scull/skullrow alone/head of skeleton
sea/seeocean/be aware of
seam/seemsewn connection/appear
seas/sees/seizeoceans/is aware of/grab
serf/surfagricultural worker/waves
sew/so/sowconnect with thread/thus/plant
shoe/shoofootwear/chase away
side/sighededge/past tense of sigh
sighs/sizebreathes out/dimensions
sleight/slightdeceptive skill/faint
soared/swordpast tense of soar/bladed weapon
some/suma few/total
son/sunmale child/star in the sky
staid/stayedunadventurous/past tense of stay
stair/starestep/look hard
stake/steakwooden post/joint of meat
stationary/stationerymotionless/writing materials
steal/steelrun off with/metal compound
step/steppestair/European plains
stile/stylefence steps/manner
straight/straitnot bending/narrow strip of water
suite/sweethotel rooms/sugary
summary/summerybrief account/to do with summer
surge/sergerush/type of cloth
tail/taleback end/story
taught/tautpast tense of teach/tight
tea/teemeal/golf ball holder
team/teemgroup of players/swarm
tern/turntype of bird/go round a corner
their/there/they’rebelonging to them/in that direction/they are
theirs/there’sthe one belonging to them/there is
threw/throughpast tense of throw/in and out of
thrown/thronepast participle of throw/royal chair
thyme/timetype of herb/progress of days or years
tic/tickhabit/mark (if correct)
tide/tiedflow of water/past tense of tie
to/too/twotowards/as well/2
toad/towedfrog/past tense of tow
toe/towpart of foot/pull
told/tolledpast tense of tell/rang
trussed/trustbound (with rope)/belief
vale/veilvalley/lace face covering (for brides etc)
vial/viletest tube/evil
wade/weighedwalk in water/past tense of weigh
wail/whalehowl/type of ocean mammal
waist/wastemiddle of body/use carelessly
wait/weightdelay or stay/mass
waive/wavegive up/breaker
ware/wear/wherepottery/put on clothes/which place
way/weigh/wheymanner/measure weight/part of milk
ways/weighsmanners/measures weight
we/weepronoun/urination or little
weak/weekfeeble/seven days
weather/whetherclimatic conditions/if
we’d/weedwe would or we had/unwanted plant
we’ll/wheelwe will or we shall/round component
we’ve/weavewe have/make cloth
while/wileas/ruse or cunning plan
whine/winewhimper/alcoholic grape drink
who’s/whosewho is or who has/of whom the
wood/wouldtree material/conditional marker
yoke/yolkpart of plough/yellow part of egg
yore/your/you’reformer times/belonging to you/you are
you’ll/Yuleyou will or you shall/Christmas

Spelling rules

The problem with the English is that we’ve invaded (and been invaded by) so many countries that our language has ended up with a mish-mash of spelling rules.

Keep calm and check your spelling







English is among the easiest languages to learn but among the most difficult to master. One of the problems is spelling. We have so many loan words from so many different languages that we’ve been left with a huge number of spelling rules – and all of them have exceptions! Contrast that with Spanish, for example, where what you see is generally what you get. The problem for students of English, then, is that it’s very difficult to find shortcuts to improve your spelling, and an awful lot of words just have to be learned off-by-heart. Considering that there are over a million words in English, that’s a big ask!

There are lists of spelling rules out there (including a good one at www.dyslexia.org), but I thought I’d put down what I think are the most useful ones.

  1. I before E except after C when the sound is /ee/.
    This is the most famous rule of English spelling, but there are still exceptions! Hence, we write achieve with -ie- in the middle but also ceiling, with -ei- in the middle, as the /ee/ sound comes after the letter c. The most common exceptions are weird and seize.
  2. If you want to know whether to double the consonant, ask yourself if the word is like dinner or diner.
    One of the most common problems in spelling is knowing when to double a consonant. A simple rule that helps with a lot of words is to ask yourself whether the word is more like dinner or diner. Diner has a long vowel sound before a consonant and then another vowel (ie vowel-consonant-vowel, or VCV). Words with this long vowel sound only need one consonant before the second vowel, eg  shinerfiver and whiner. However, dinner has a short first vowel and needs two consonants to ‘protect’ it (ie vowel-consonant-consonant-vowel, or VCCV). If the word is like dinner, you need to double the consonant, eg winnerbitter or glimmer. Just bear in mind that this rule doesn’t work with words that start with a prefix (or a group of letters added to the front of a word), so it’s disappoint and not dissapoint.
  3. If the word has more than one syllable and has the stress on the first syllable, don’t double any final consonant.
    This rule sounds a bit complicated, but it’s still very useful – particularly if it helps you spot your teacher making a mistake! We generally double the final consonant when we add a suffix starting with a vowel, such as -ing, but this rule means we shouldn’t do that as long as a) the word has more than one syllable and b) the stress is on the first syllable, eg focusing and targeted, but progressing and regretting. The main exceptions to this are words ending in -l and -y, hence barrelling and disobeying.
  4. When adding a suffix starting with a consonant, you don’t need to change the root word unless it ends in -y. This is among the easiest and most useful rules. There are loads of words ending in suffixes like -less-ment or -ness, but spelling them should be easy as long as you know how to spell the root word, eg shoe becomes shoelesscontain becomes containment and green becomes greenness. However, words ending in -y need the y changing to an i, so happy becomes happiness.
  5. When adding a suffix starting with a vowel to a word ending in a silent -e, the must be dropped unless it softens a or a g.
    An at the end of a word is often called a ‘Magic E’, as it lengthens the vowel before the final consonant, eg fat becomes fate. However, that job is done by the vowel at the start of the suffix when it is added to the word, so it needs to be dropped, eg race becomes racing and code becomes coded. The main exceptions come when the word ends with a soft or g, which need to be followed by an -e, an -i or a -y to sound like /j/ and /s/ rather than /g/ and /k/. If the suffix doesn’t begin with an e- or an i-, we still need the to make sure the word sounds right, eg managing  is fine without the -e, as the in -ing keeps the soft, but manageable needs to keep the -e to avoid a hard /g/ sound that wouldn’t sound right.
  6. The only word ending in -full is full!
    There are lots of words ending in what sounds like -full, but the only one that has two ls at the end is full. All the other words – and there are thankfully no exceptions! – end in -ful, eg skilfulbeautiful and wonderful.


Remember the iceberg!

Remember the iceberg!

What, that tiny thing…?

To pass Common Entrance, you have to be a scuba diver. Only a small part of any iceberg is visible above the waves, and only a small part of any answer to a question is visible in the text. To discover the rest, you have to ‘dive in’ deeper and deeper…

When I tutor Common Entrance candidates at either 11+ or 13+, I explain how to approach the two main types of question in the entrance exam: the reading comprehension and the composition.

Most 11+ papers last an hour or an hour and a quarter, and the marks are equally divided between the comprehension and the composition. That means half an hour or so for the comprehension. The 13+ exam is a little different and may involve two papers, one covering a prose comprehension and the other a poetry comprehension and a story. Whatever the format, it’s very important to read the instructions on the front cover. They will tell you exactly what you have to do and – crucially – how much time to spend on each section.

When it comes to doing a comprehension, I recommend a five-step process that involves reading the passage, reading the questions, reading the passage again, answering the questions and then checking your work. Reading the text may take five minutes or so, reading the questions a minute or two, re-reading the text another five minutes and checking your work another five minutes after that, which leaves only 15-20 minutes to answer the questions. If there are 25 marks available, that means around 30-45 seconds per mark. The number of marks available for each individual question will tell you how much time you have in total, eg two minutes for a four-mark question.

  1. Read the passage (5 mins).
    The text is usually taken from a short story, a novel or a poem. Whatever it is, the most important thing to do is to make sure you understand it and remember the main points. Rather than reading it as fast as you can – just to get it over and done with – you should go as slowly as you would if you were reading it out loud and make sure you understand everything. Re-read any bits where you get stuck and ask yourself the W questions as you go along: who, what, where, when, why and how? It may help to repeat  the story or the message to yourself – just to make sure everything makes sense.

  2. Read the questions (1 min).
    Once you’ve read the passage, it’s time to read the questions. Again, understanding and memorising them are more important than sheer speed. When you re-read the text, you’ll need to look out for answers to all the questions, and you won’t be able to do that if you can’t remember what they were! If it helps to jog your memory or draw your eye to the most important bits, you can underline key words and phrases in the questions or in the text itself, eg if you have to give the meaning of the word ‘annihilate’ in line 25.

  3. Read the passage again (5 mins).
    Some people suggest only reading the passage once, but the danger of doing that is that you’re not so familiar with it, which means you can’t answer so many questions off the top of your head and often have to hunt through the text for the answer. What that means is that you effectively end up reading most of the passage three or four times just looking for the bit you need! Reading the text twice is probably a good compromise between speed and memorability, and it also gives you the chance to underline or mark the answers to any of the questions that you happen to spot as you go through.

  4. Answer the questions (15-30 mins, depending on the length of the exam).
    This is obviously the main task, but there are a few things to remember:

    Answer each question in the same way.
    Try to be consistent in the way you answer the questions, and make sure you do all the things you need to do:
    a) Read the question carefully.
    b) Read it again (and again!) if you don’t understand it.
    c) Check the mark scheme to work out how many points and pieces of evidence you need.
    d) Scan the text to find the answer, underlining any words you might need.
    e) Write down the answer.
    f) Read it through to make sure you’ve actually answered the question correctly and you haven’t made any silly mistakes.Read the question carefully. You’ll never get the right answer to the wrong question, so make sure you understand exactly what you need to do. If that means reading it two or three times, it’s time well spent.

    Make sure you answer the question. I often see pupils writing down facts that are true but don’t actually answer the question. If you’re being asked how Jack feels after losing his dog, It’s no use saying that he cries. That’s not a feeling. It’s a bit like writing “2 + 2 = 4”: yes, that may be true, but it’s completely irrelevant!

    Use the mark scheme as a guide.
    Most exam papers will let you know how many marks are awarded for each question, so it’s worthwhile bearing that in mind when you’re writing your answers. There’s no point spending ten minutes on a question that’s only worth one mark, and it would be daft to write only one sentence for a question worth ten marks. If it helps, you can always work out how much time you have for each question. For example, if you have 15 minutes to answer questions worth 30 marks, you’ll have 30 seconds for each mark, which means two minutes for a four-mark question.

    Follow any instructions to the letter
    . All these hints and tips are useful, but they are only general rules. Occasionally, examiners will let you off the hook and tell you that you don’t need to use full sentences, eg for the meanings of words. Just be sure to abide by what they say. If you’re told to answer a question ‘in your own words’, that means you can’t use any of the words in the text (except ‘filler’ words such as ‘the’ and ‘of’ or words that don’t have any obvious alternative, eg ‘lightship’ or the names of the characters). You need to show that you understand what’s written in the text, and you’ll actually be marked down for using quotations, even though that’s what’s usually needed.

    Refer to the text.
    I know the point of reading the text twice is to try and remember it, but you can’t possibly expect to remember the answers to all the questions and all the quotations to back them up! The answer is always in the text, so don’t be afraid to spend a few seconds going back over it to make sure you get the answer right and are able to support it with the right evidence.

    Use full sentences. Even if a question is as simple as ‘What is Jack’s dog’s name?’, the answer should be ‘His name is Rover’ rather than just ‘Rover’. The only time you don’t need to use a full sentence is either if it’s the meaning of a word or if the question gives you special permission.

    Make sure any definitions you’re asked for fit exactly in the context. Words have different meanings, so you must check to see whether you have the right meaning and the right part of speech, eg ‘catch’ can be a verb meaning to fall ill or a noun meaning a fish! Nouns also vary in number, and verbs vary in tense and person, so it’s easy to lose marks by putting down ‘destroy’ rather than ‘destroys’, for example.

    Use PEE (Point, Evidence, Explanation) for longer answers. This is a good way of structuring your answers. The ‘point’ should be a short sentence answering the question as briefly as possible. The ‘evidence’ should be a quotation or another reference to the text. Finally, the ‘explanation’ should make it clear how the evidence backs up your argument.

    Answer ‘how’ questions by talking about the language. Comprehensions often start with a simple one-mark question such as ‘In what country is this passage set?’ This is a ‘what?’ question, a question about content, about facts. However, there is another kind of question, the ‘how?’ question, which is all about language. Suppose you’re asked, ‘How does the writer explain how Jack feels after losing his dog?’ What do you have to do? What you definitely shouldn’t do is just describe how he feels. The question is not ‘What are Jack’s feelings?’ You’re not being asked for facts but for an analysis of the techniques the author uses. If it helps, you can keep a mental checklist and look for each technique in the passage:
    a) Poetic devices. How has the author used metaphors, similes, personification or sentence structure?
    b) Parts of speech. What can you say about the kind of adjectives, verbs or adverbs used in the passage?
    c) The Three Ds. Has the writer used Drama, Description or Dialogue to achieve a particular effect?
    However you tackle these questions, the important thing to remember is that they’re generally going to be about language, not content.

    Use the right tense. Most of the time, you should use the ‘eternal present’ to talk about the text, but the most important thing is to use the same tense as the question. Sometimes, passages are about historical events, so the past is more appropriate. For example, if the text comes from The Diary of Anne Frank, it wouldn’t make sense to talk about the Second World War as if it were still going on!

    Don’t repeat the whole question in your answer. 
    In primary school, teachers often tell their pupils to do this to make sure they’ve understood the question, but it takes too long when you’re older. I’ve seen children spend a whole minute carefully copying down most of the question before they’ve even thought about the answer! The best approach is probably to imagine what the whole answer would look like and then simply start writing from the word after ‘because’, eg Jack was crying when he made the long walk home from school on Friday because…’His dog had just died, and he missed him very much.’ You need to use a full sentence, so you can’t start with the word ‘because’ (or another conjunction like ‘so’). The best place to start is usually with a pronoun. Whatever the question talks about, turn it into a pronoun and start with that.

    Answer all parts of the question. Examiners will sometimes try to catch you out by ‘hiding’ two questions in one. You should pay particular attention to these questions, eg ‘How do you think Jack feels about losing his dog, and how do you think you would feel if you lost your favourite pet?’ It would be easy to answer the first part of the question and then forget about the rest, so be careful!

    Don’t waste time with words you don’t need. You never have enough time in exams, so it’s pointless trying to pad out your answers by including waffle such as ‘it says in the text that…’ or ‘the author writes that in his opinion…’ Far better to spend the time thinking a bit more about the question and coming up with another quotation or point to make.

    Use quotations. Whether or not you’re using PEE and whether or not the question asks you to ‘refer to the text’, you should generally try to back up your arguments with a short quotation or example. Just make sure you use quotation marks (or inverted commas), copy the quotation out accurately and drop the key words into a sentence of your own, eg Jack feels ‘devastated’ by the loss of his dog.
    Don’t just tag quotations on to the end of your answer or start with a quotation followed by ‘suggests…’, eg Jack is really sad, ‘devastated’ or ‘Devastated’ suggests Jack is really sad. If you really want to use ‘suggests’ or ‘shows’, it’s better to start with ‘The word…’ or ‘The fact…’, eg The word ‘devastated’ suggests Jack’s really sad or The fact Jack is ‘devastated’ suggests he’s really sad.
    If the quotation is too long, you can always miss words out by replacing them with an ellipsis (…), eg Liz went to the supermarket and bought apples…pears and bananas.
    If it needs a slight change to make sense, you can put the change in square brackets. That’s quite useful if the question is in the present tense and the story is written in the past, eg Jim ‘love[s] strawberries’ rather than Jim ‘loved strawberries’.

    Remember the iceberg! As you can see from the picture, the vast majority of an iceberg remains hidden from view, and it’s the same with the answers to questions in a reading comprehension. Don’t be satisfied by what you can see on the surface. That won’t get you full marks. Like a scuba diver, you have to dive in deeper to find the rest…!

  5. Check your work (5 mins).
    If there’s one tip that beats all the rest, it’s ‘Check your work’. However old you are and whatever the subject, you should never finish a piece of work before checking what you’ve done. However boring or annoying it is, you’ll always find at least one mistake and therefore at least one way in which you can make things better. In the case of 11+ or 13+ comprehensions, the most important thing is to test candidates’ understanding of the passage, but spelling and grammar is still important. Schools have different marking policies. Some don’t explicitly mark you down (although a rash of mistakes won’t leave a very good impression!), some create a separate pot of 10 marks for spelling and grammar to add to the overall total and some take marks off each answer directly – even if you got the content ‘right’ . Either way, it pays to make sure you’ve done your best to avoid silly mistakes. If you think you won’t have time to check, make sure you manage your time. You’ll almost certainly gain more marks in the last five minutes by correcting your work than trying to answer one more question, so it makes sense to reserve that time for checking. If you do that, there are a few simple things to look out for. You may want to make a quick checklist and tick each item off one by one.

    Correct and complete answers. 
    This is the most important thing to check, and it takes the longest. Make sure that each answer is correct (by referring back to the text if necessary) and that each part of the question has been covered. Quite a few of my students have needlessly lost marks in practice tests by forgetting to look at all the pages, so you should always check you haven’t missed out any questions.

    This is the main problem that most Common Entrance candidates face, but there are ways in which you can improve your spelling. Firstly, you can look out for any obvious mistakes and correct them. It can help to go through each answer backwards a word at a time so that you don’t just see what you expect to see. Secondly, you can check if a word appears anywhere in the text or in the question. If it does, you can simply copy it down from there. Finally, you can choose another simpler word – if you’re not quite sure how to spell a word, it’s sometimes better not to take the risk.

    Capital letters. This should be easy, but candidates often forget about checking capitals in the rush to finish. Proper nouns, sentences and abbreviations should all start with capital letters. If you know you often miss out capital letters or put them where they don’t belong, you can at least check the beginning of each answer to make sure it starts with a capital.

    Punctuation. This simply means any marks on the page other than letters and numbers, eg full-stops, commas, quotation marks, apostrophes and question marks. Commas give almost everybody problems, but you can at least check there is a full-stop at the end of every sentence.

    Other grammar. It’s always useful to read through your answers to make sure everything makes sense. It’s very easy to get distracted first time round, but it’s usually possible to spot silly mistakes like missing words when you read everything again.