Unit 7: Grammar

Students often believe their poor writing skills are due to “bad grammar.” But what does that really mean? Let’s take a step back and ask: What is grammar?

Givón, a renowned linguist, offered a clear definition in his book English Grammar: A Function-Based Introduction (1993), which still holds true today:

Grammar is not just a system of empty rules, it is a means to an end, an instrument for constructing concise coherent communication. In grammar as in music, good expression rides on good form. Figuratively and literally, grammar like musical form must make sense (Givón, 1993).

In short, Givón(1993) views grammar not as a rigid set of arbitrary rules, but as a functional tool for achieving clarity and coherence in communication. He likens grammar to music: to be express yourself appropriately, structure and form matter. Just like music needs structure to sound good, writing needs grammar to make sense and feel right.  While learners may have many reasons for learning grammar, grammar remains an essential component when the goal is effective communication.

“Life is made of a series of choices.”

You may have come across this familiar phrase in many inspirational quotes. This phrase becomes especially relevant when applied to grammar. Once we realize why grammar matters, it becomes clear that effective writing depends on making informed grammatical decisions. The passage below is excerpted from the concluding paragraph of a discussion on changes in fashion rental platforms during the COVID-19 pandemic. Some blanks require correct grammartical choices to form meaningful statements. This section demonstrates how to revise grammatical issues in the paragraph using two key resources: the Corpus of Contemporary American English (COCA), a popular tool among graduate students, and Grammar Speaks published by AWEC.

Examples 1–3 will illustrate how to revise grammar using COCA (Corpus of Contemporary American English), a regularly updated corpus built on real-world language use. Unlike fomulaic textbook-style sentences, COCA provides authentic examples that aligns with practical language needs. Examples 4–6 will demonstrate how to use Grammar Speaks to reinforce grammatical knowledge and concepts. This book approaches grammar from an academic writing perspective and helps readers gradually a solid understanding of grammar for effective writing.

Note: Red text (Examples 1–3) uses COCA examples; blue text (Examples 4–6) features examples from Grammar Speaks.

 

Taking a step back, the case of fashion rental platforms 1. [V.] an opportunity to reflect on how platform capitalism may differ in the post‐ COVID‐era. COVID‐19 2. [disrupts, has disrupting, has disrupted,    disrupting] the consumption practices at the heart of the emergence of a new segment of the fashion industry and a new form of value creation. Similar 3. [in, at, on, to] other segments of the platform economy, there is a need to question the valuations of certain rental platforms, the pandemic’s disproportional impact on female entrepreneurs, and largely untested sustainability claims. Thus, we would argue that fashion rental platforms, and many of the tensions inherent in this sector, exemplify platform capitalism. The COVID‐19 pandemic has magnified longstanding issues in the fashion industry, surrounding value (in that only the strongest and here the platform with the most capital will survive), precarious work (which 4. might    disadvantage entrepreneurs and 5. females, who are dominating the    fashion industry), and sustainability (6. even though consumers may consider more environmentally friendly options, a lack of accessibility, and potential concerns in regards to hygiene and viral transmission 4. may make these rental platforms “non‐alternatives”).

 

1. The opening sentence in the paragraph primarily describes the case of fashion rental platforms [ 1.__] as an opportunity to examine platform capitalism in the post-pandemic era. The blank appears between the subject “the case” and the object “an opportunity”, indicating that a verb is required. Using COCA, we first enter [v*] opportunity and click “Find matching strings” to view common verb collocation results. Among the results, “provide” aligns best with the intended meaning (see Figure 1).

Figure 1

Given that the subject “the case of fashion rental platforms” is third-person singular, the correct verb form is “provides” (see the Appendix Subject-Verb Agreement in Grammar Speaks).

 

2. Example 2 requires identifying the appropriate verb tense. Since the sentence describes an action (disrupting consumption patterns) that began in the past and continues to have effects to this day, and the subject “COVID-19” is a third-person singular noun, the suitable choice is the present perfect tense in third-person singular form (see Unit 3 “Tense” in Grammar Speaks). We can double-check the correct form by entering has [disrupt] in COCA, and clicking “Find matching strings” to view the search results, which confirm that the correct form here is “has disrupted” (see Figure 2).

Figure 2

 

3. Example 3 requires determining the correct prepositional collocation that follows the adjective similar. Type “similar” in the COCA search page and click “Find matching strings”. On the results page, check the highlighted box for similar to view the results (see Figure 3). As shown in the data, similar is commonly used in three patterns:
   ● similar (used when two things resemble each other, e.g., A and B are similar)
   ● similar to (used for analogies or comparisons, e.g., A is similar to B)
   ● similar in (used when comparing specific features or aspects, e.g., A and B are similar in size)
   Given the context where the writer compares the state of the fashion rental platform market (A) to “other segments of the platform economy” (B), the appropriate choice is similar to (see Figure 4).

Figure 3

 

Figure 4

 

The previous examples have shown how to apply the COCA effectively to check and confirm grammar choices. However, relying solely on COCA is like repeatedly repainting a leaky wall with waterproof coating. It offers a temporary fix but failes to address the underlying issue. In other words, learners must form a solid understanding of grammar to truly improve grammar in academic writing.  Choosing a grammar guide specifically designed for academic contexts is essential in this process.

Grammar Speaks, developed by our center, uses thematic units and pragmatic approaches to clarify common grammar issues relevant to academic writing. In the next section, we analyze another excerpt from the same journal article to demonstrate how this book can enhance grammar understanding in academic writing.

 

The COVID‐19 pandemic has magnified longstanding issues in the fashion industry, surrounding value (in that only the strongest and here the platform with the most capital will survive), precarious work (which 4. might    disadvantage entrepreneurs and 5. females, who are dominating the    fashion industry), and sustainability (6. even though consumers may consider more environmentally friendly options, a lack of accessibility, and potential concerns in regards to hygiene and viral transmission 4. may make these rental platforms “non‐alternatives”).

 

4. Example 4 involves the use of modal verbs, which express varying degrees of modality, including possibility, necessity, ability, and tendency. Their primary function is to convey the writer’s stance or tone. In the phrase “which might disadvantage entrepreneurs and females,” the use of might reflects a hedged assertion, a cautious tone that acknowledges the potential impact of precarious work without making a definitive claim. Similarly, in the concluding sentence “potential concerns in regards to hygiene and viral transmission may make these rental platforms ‘non‐alternatives’”, the modal may is used to express possibility rather than certainty, again indicating a tentative stance. (See Unit 4 “Modals” in Grammar Speaks.)
5. The clause “females, who are dominating the fashion industry” is an example of a non-restrictive adjective clause, whic adds supplementary information about the antecedent females. Since no single adjective can adequately convey this idea, the writer uses an adjective clause to further elaborate (See Unit 8 “Adjective Clauses” in Grammar Speaks).
6. The coherence between sentences and paragraphs is often enhanced through semantic connectors (linking or transition words), such as coordinating conjunctions, subordinating conjunctions, and conjunctive adverbs. These devices are essential in establishing logical flow and unity in academic writing. Take this sentence as example. “even though consumers may consider more environmentally friendly options, a lack of accessibility, and potential concerns in regards to hygiene and viral transmission may make these rental platforms “non‐alternatives”. The use of even though aims to signal a contrast and present an unexpected outcome that may differ from the reader’s assumption. (See Unit 9, “Semantic Connectors” in Grammar Speaks.)

 

Effectively using language corpora enables writers to resolve many grammar-related decisions in real-time while writing, whereas reading grammar guidebooks specifically designed for academic purposes can help learners develop a more solid and structured understanding of grammatical rules. This unit uses COCA and Grammar Speaks as primary tools to analyze a journal article regarding the fashion rental economy in the post-COVID era and provides examples of how to apply grammar accurately in writing. The goal is to help English learners understand that grammar is not a collection of arbitrary rules, but a necessary structure that supports effective communication.

Let’s now shift our focus to Chinese grammar. Undoubtedly, Chinese has its own grammaticl structures and rules. For native speakers, however, grammar is often internalized as implicit or unconcious knowledge through natural use and is rarely taught explicitly. Why, then, should native speakers study Chinese grammar? It allows us to use words more precisely, construct clearer and more meaningful sentences, and ultimately enhance clarity and expression in communication.

Chinese Grammatical Features

To better understand Chinese grammar, it is helpful to first consider how grammar functions in other languages. English grammar, for example, is known for its strict morphological inflections: nouns reflec case distinctions (e.g., subject, possessive, object), gender (masculine, feminine, gender-neutral or nonsexual) and number (singular or plural), while verbs inflect according to person ( “I,” “you,” “he/she,” etc.) and tense (present, past, future). Chinese grammar, on the other hand, does not rely on such morphological changes, and its grammatical structure is notably flexible. However, this flexibility does not mean grammar plays a less important role. In academic contexts, particularly those involving explanation, argumentation, or speculation, following consistent grammatical conventions is essential for conveying information clearly, effectively, and precisely.

Common Grammatical Errors in Chinese

While Chinese grammar offers a certain degree of flexibility, careful attention to detail is still required in academic writing to avoid grammatical errors. These errors often arise from violations of grammatical conventions. Therefore, accurate grammatical awareness must be developed through ongoing observation, comparison, and reflection based on how others use the language appropriately. The following examples illustrate several common grammatical problems found in Chinese writing: missing subjects (Examples 1~3), improper word collocations (Examples 4~6), missing logical markers (Examples 7~9), improper word order (Examples 10~12), and incomplete predicate structures (Examples 13~15).

Missing Subjects

A well-structured sentence relies on a clear and complete subject-predicate structure to effectively convey the writer’s intended message. The subject introduces the main focus or topic, while the predicate elaborates on or explains the subject’s action or state. This highlights the importance of establishing a clear subject–predicate connection. While not all Chinese sentences require an explicit subject, especially in short sentences, the absence of a clearly defined subject in longer or more complex sentences can lead to confusion or misinterpretation. Importantly, subject omission does not always mean a physically missing subject; it can also refer to sentences where the subject is vague or multiple semantic agents appear within the same sentence. In such cases, the subject should be restated to ensure clarity and avoid amb. Let’s take a look at Example 1:

【例1】 「訓練師楊琇琄表示，很多國家都有檢疫犬協勤，主要在國際機場、港口、快遞貨物 倉儲，及國際郵件處理中心，執行旅客行李偵測檢查，找出可能夾帶的農畜違禁品，協助檢疫人員執行檢疫把關任務，防堵國外的動植物、病蟲害進入台灣，偶爾也會讓檢疫犬隻配合防檢局相關活動宣導。」（＜強過偵測儀器!國門防堵有害病毒入侵 要成為護國 神犬沒那麼簡單＞蘋果新聞網社會版，2022/6/27）

This news article from Apple Daily (June 27, 2022) outlines the role of detector dogs in assisting Taiwan’s quarantine inspections by identifying smuggled agricultural goods and preventing the spread of plant and animal diseases. Note that the final phrase「偶爾也會讓檢疫犬隻配合…」shifts from active voice to passive, introducing an unclear subject. While the preceding sentences focuses on the dogs as the grammatical subject performing actions, this shift implies an agent (possibly trainers or officers) without explicitly naming one. To enhance clarity and coherence, the final sentence can be revised as:

「偶爾也會配合防檢局相關活動宣導。」

【例2】 「餐廳服務生主要負責外場工作，需要接受客人點菜、為客人上菜、倒水、結帳等。指揮服務生進入內場幫忙也是工作之一。」

This example describes the duties of restaurant servers, but an unclear shift in agency in the final sentence creates ambiguity: 「指揮服務生進入內場幫忙也是工作之一。」. While the first two sentences clearly refers to 餐廳服務生 (restaurant servers) as the main subject of action, the last sentence implies a different (unstated) subject – someone who instructs the servers. To maintain subject consistency, the sentence should clarify the subject’s role:

「接受指揮進入內場幫忙也是服務生的工作之一。」
Alternatively, if the intended subject is someone else (e.g., a manager), it can be rewritten as:

「指揮服務生進入內場幫忙是餐廳經理的工作之一。」

【例3】 「警方圍捕通緝犯，嫌犯不下車員警掏槍喝令嫌犯倒車暴衝，撞上民宅圍牆水泥塊碎裂掉滿地，這時駕駛還不肯就範他往前再往後想找路鑽，三名員警狂奔追捕，朝嫌犯車輛輪胎開了2槍，嫌犯又往前衝，猛烈撞上電桿，前方被警車堵住他無處可逃乖乖投降。」（＜一直撞 拒捕撞偵防車！槍砲犯輪中2槍撞電桿落網＞TVBS新聞網社會版，2022/7/9。）

This excerpt from a TVBS News reported (July 9, 2022) describes a suspect resisting arrest and attempting to escape, prompting officers to fire at the vehicle. In this example, the sentence「嫌犯不下車員警掏槍喝令嫌犯倒車暴衝」is problematic due to a missing subject. Without a clearly defined subject, the phrasing misleadingly suggests that the police ordered the suspect to reverse and accelerate aggressively, which contradicts the context. In reality, the suspect’s action was a defiant response to the police’s command to exit the vehicle. Here is a clearer version that makes the subject and sequence of actions easy to follow:
「嫌犯不下車，員警掏槍喝令嫌犯下車，嫌犯卻倒車暴衝。」

Improper Word Collocations

        Appropriate word collocations reinforce sentence clarity. The connection between subject and predicate often depends on familiar word pairings. When words are used in unconventional ways, they may confuse the reader or distort the intended message. Let’s examine a few examples below.

【例4】 「發動機車前，她穿起一頂全罩式安全帽。」 “Before starting the motorbike, she put on a full-face helmet.”

Here, the verb 「穿」 (to wear) doesn’t work with helmets because 「穿」 is usually used for clothes. Helmets should be 「戴」 (put on). The sentence should be revised to:

「發動機車前，她戴上一頂全罩式安全帽。」

【例5】 「我的手正無聊的的滑著手機。」 “My hand was scrolling on the phone out of boredom.”

 In this example, the one who is feeling bored and scrolling on the phone is clearly “I,” (我) not “my hand” (我的手). Unless the writer is intentionally personifying the hand with autonomous thought and action, the subject should be revised for clarity. A more accurate sentence would be:
「我正無聊的用手滑著手機。」or simply: 「我正無聊的用手滑著手機。」

【例6】 「書法作為一種書寫工具已經逐漸式微了。」 “Calligraphy, as a writing tool, has gradually declined.”

 This sentence illustrates a mismatch collocation between the subject and predicate. Calligraphy (書法) is an art form, not a writing tool. The phrase 「書寫工具」(“writing tool”) would more accurately describe a writing brush or calligraphy brush (毛筆), not the art of calligraphy itself. A more appropriate word pairing would be:「書法作為一種書寫藝術已經逐漸式微了。」or「毛筆作為一種書寫工具已經逐漸式微了。」

Missing Logical Markers

A complete sentence typically consists of one or more clauses that together form a coherent description of events or ideas. However, to meet word limits or maintain conciseness, writers may condense multiple ideas without clear transitions, which can result in the loss of key information or the misrepresentation of intended meaning. When connective markers are missing, the logical flow between statements or paragraphs may break down. Let’s examine the following examples for clarification.

【例7】 現在的社會比起古代已經進步很多了，但有些東西，即使過了千年，我們依舊還在使用；看過三過演義的都知道，諸葛亮上通天文，下知地理，既能排兵佈陣，而且深謀遠慮；他不僅是位傑出的政治家、軍事家，還是一位發明家；其中有一項發明，至今交警還在使用，令人讚嘆！（<諸葛亮有項發明！救下蜀國10萬大軍>三立新聞網新奇版，2022/7/9）

In this passage, the paragraph opens with a statement about modern society’s significant progress compared to ancient times but immediately shifts to the idea that some historical inventions are still in use today  (「有些東西，即使過了千年，我們依舊還在使用」) without a clear logical transition. The absence of transitional or logical markers weakens the contrast between modern progress and the enduring values of past inventions. Given the context, it is evident that the author’s intended meaning is to highlight how certain inventions remain practical and relevant despite the passage of time. To clarify this connection and maintain coherence, the sentence can be revised by adding appropriate logical connectors such as「儘管……但……」 (although…yet…) and 「即便…依舊…」 (even if…still…), which emphasize the contrast and enhance clarity:

「儘管現在的社會比起古代已經進步很多，但有些東西／發明，即便過了千年，我們依舊還在使用。」

【例8】 花蓮縣秀林鄉有3名年輕男子，相約到三棧南溪游泳，其中一名18歲的卓姓少年，自稱水性不錯，單獨游到水潭深處，不料卻消失在水中，朋友擔心發生意外，立刻報警，但適逢溪水暴漲，水濁度僅僅一公尺，救難人員花了2個多小時，才找到人但也無力回天。 （<花蓮少溺水亡，逢溪水暴漲救援困難>2022/7/8，民視新聞網社會版。）

 This FTV News article (July 8, 2022) describes a tragic drowning accident in Hualien, where rescue efforts were hindered by rising creek waters and poor visibility. However, the phrase 「水濁度僅僅一公尺」(“water turbidity was only one meter”) is unclear in meaning. What the author likely meant was that the rapidly rising creek water became highly turbid, which reduced the visibility to only one meter, thus explaining why it took rescuers nearly two hours to locate the missing young man. Without explicitly stating this cause-and-effect relationship, the sentence becomes ambiguous. To enhance clarity, the sentence could be revised using appropriate logical connectors:

• 「但適逢溪水暴漲，水質混濁『導致』水中能見度僅僅一公尺」
• 「但適逢溪水暴漲『且』水質混濁，水中能見度僅僅一公尺」。

【例9】 原本兄弟也有鎖定其他人選，不過鄭浩均就是剛好其他人被先選走，助總說：「對他印象就是曲球好像蠻大的，要看他的影片，應該是他穿國外球衣的影片，球團這邊評價是蠻不錯的。」（<鄭浩均、徐基麟即戰力？助總：希望>NOWNEWS今日新聞，2022/7/11。）

A July 11, 2022 report from NOWNEWS explains how Cheng Hao-Chun was chosen by The Brothers only after their original candidates were taken by other teams, a detail that the second  sentence fails to clearly convey:「不過鄭浩均就是剛好其他人被先選走」. The original phrasing lacks clarity in showing the causal link between other players being picked first and Cheng’s eventual selection. As a result, readers may find it difficult to follow the intended logic. To enhance clarity and coherence, the sentence can be revised to explicitly state this reasoning using appropriate transitional markers:

「原本兄弟也有鎖定其他人選，不過最後選擇鄭浩鈞是因為剛好其他人先被選走」。

Improper Word Order

Proper word order, whether involving verbs, nouns, adjectives, or other parts of speech, is essential for expressing ideas clearly and precisely. Although Chinese allows more flexibility in word order compared to other languages, there are still conventional principles to follow. Writers often place the most important information at the end of a sentence for emphasis. If the word order does not match the writer’s intended message, it may hinder effective communication. The following are examples that illustrate issues caused by improper word order.

【例10】 「這位經驗豐富的謹慎細心的企業家的兒子，處事明達，有乃父之風。」

The main idea of this example is to highlight how the entrepreneur’s son inherits his father’s qualities: sound judgment and reliability in managing business. However, it is unclear whether the adjectives 「經驗豐富的」(experienced) and 「謹慎細心的」 (meticulous) refer to the father (the entrepreneur) or the son. It’s important to note that the sentence not only introduces the entrepreneur’s son but also aims to emphasize his qualities. Therefore, to match the intended emphasis and improve readability, the sentence can be revised in one of the following ways:

• 「這位企業家經驗豐富、謹慎細心，其子處事明達，有乃父之風。」(highlighting the father’s qualities passed down to the son); or,
• 「這位企業家的兒子經驗豐富、謹慎細心、處事明達，有乃父之風。」(placing emphasis on the son’s personal attributes)

Both revisions place the focus in the latter part of the sentence.

【例11】 「他是優秀的得過很多獎項的一位運動員。」

In this example, the placement of the quantifier 「一位” (“a/an”」is problematic because it interrupts the natural flow and creates confusion. To improve clarity and reflect the writer’s focus, the sentence can be revised in either of the following ways:

• 「他是一位優秀的、得過很多獎項的運動員。」(emphasis on excellence)
• 「他是一位得過很多獎項的、優秀的運動員。」(emphasis on award record)

By placing 「一位” (“a/an”」upfront, the sentence becomes more grammatically correct and semantically coherent. The order of the descriptive phrases 「優秀的」and「得過很多獎項的」depends on which attribute the writer wishes to emphasize more: his excellence or his award record.

【例12】 「小朋友失手將燈罩中的白色杯狀的其中一個打破了。」

The sentence is ambiguous due to the confusing order of multiple modifiers. It is unclear whether the child broke one of several white, cup-shaped lampshades or the only white, cup-shaped one among several lampshades due to the order multiple modifiers. To improve the clarity, the sentence should be reordered more logically:

• 「小朋友失手將幾個白色杯狀的燈罩中的其中一個打破了」(to emphasize one of several white, cup-shaped lampshades)
• 「小朋友失手將其中一個白色杯狀的燈罩打破了。」(to emphasize the only white, cup-shaped one among several lampshades)

Incomplete Predicate Structures

As discussed in the section on Missing Subjects, the predicate, which follows the subject, serves to elaborate on or describe the subject. A complete predicate plays a central role in expressing the core action or effectively supporting the subject noun. However, when a predicate is incomplete, due to the omission of key elements such as verbs, nouns, or adjectives, it can obscure the intended meaning and hinder effective communication.

【例13】 「捷運載客量高，而且比其他交通工具更準時抵達目的地的優點。」

In this example, an appropriate predicate verb must be added to form a grammatically complete sentence and fully convey the intended meaning.

• 「捷運載客量高，而且具有比其他交通工具更準時抵達目的地的優點。」(By adding the verb 「具有」 (“has” or “possesses”), the second clause becomes grammatically complete.

Or,

• 「捷運載客量高，而且比其他交通工具更準時抵達目的地的優點。」(By removing the phrase「的優點」, the sentence becomes a complete comparative clause.)

【例14】 「該路口的交通號誌經常出現技術問題，比其他的次數還多。」

In this example, the referent「其他的」 (“other”) in the predicate clause lacks an explicit antecedent, making the sentence unclear and confusing. Based on the context, the author is likely refering 「其他的」 (“other”) to the technical issues of traffic signals at other intersections. To improve clarity, the sentence can be revised as follows:

• 『該路口的交通號誌經常出現問題，比其他路口的交通號誌（出現問題的次數）還多』(The traffic signal at this intersection often experiences technical problems, more frequently than those at other intersections.)

Or,

• 『該路口的交通號誌經常出現技術問題，（出問題的）次數超過其他路口的交通號誌。』(The traffic signal at this intersection often experiences technical problems with a higher number of incidents than traffic signals at other intersections.)

【例15】 「看到商場美食街四處逃竄的老鼠，用餐的客人不禁露出那種表情。」

The main issue with this sentence lies in the vague use of the phrase 「那種表情」 (“that kind of expression”), which leaves readers uncertain about the customers’ reaction or reponse. To improve clarity and convey the intended meaning more effectively, the sentence would benefit from using more precise vocabulary such as 「驚訝」(surprised), or 「嫌惡」(disgusted), to describe the customer’s reaction toward the incident.

Chinese grammar is broad and complex; however, due to the limited space, this unit only touches on a few key points. Other important issues, such as punctuation and collocations, are addressed in separate units. An increasing number of books and online resources on Chinese grammar are now available in both Chinese and English. Whether for beginners or native speakers, learning Chinese grammar can significantly enhance writing communication.

 

1.Chinese Writing Websites and Reference Books

 

1. Chinese Grammar Wiki
   https://resources.allsetlearning.com/chinese/grammar/Main_Page
   The Chinese Grammar Wiki organizes grammar topics by proficiency levels, allowing learners to select specific vocabulary and sentence structures based on their needs. It offers precise definitions, clear explanations of grammatical structures, and numerous real-life examples, especially useful for non-native speakers of Chinese.
2. Modern Chinese Grammar
   https://chiculture.org.hk/tc/china-five-thousand-years/2069
   Published by the Hong Kong China Culture Research Institute, this grammar guide explains different types of sentence structures, definitions, and usage with examples. It offers practical support for improving Chinese grammar skills.
3. The Centre for Teaching Chinese as a Foreign Language (CTCFL) at the University of Oxford – Grammar Exercises
   Originally created by the University of Oxford’s CTCFL, this grammar resource includes practical explanations, examples,, exercises and common mistakes to help non-native Chinese learners better understand the application of Chinese grammar rules.
4. Hacking Chinese
   https://www.hackingchinese.com/asking-the-experts-how-to-learn-chinese-grammar/Hacking Chinese offers a learner-oriented approach to studying Chinese by demystifying effective study skills. The page under the “Language Ability” section brings together insights and tools on grammar, tone, writing styles, and more to support learners in developing stronger understanding of Chinese grammar.
5. HSK Grammar Exercises
   http://www.chinese-grammar.com/HSK Grammar Exercises is a site designed for non-native Chinese learners preparing for the HSK exam. It provides step-by-step grammar lessons and real-life example sentences to reinforce grammatical understanding.
6. Grammar Basics for Academic Writing: Nine Lessons
   Written by Professor Liu Cheng-Hui of National Tsing Hua University, this guide introduces key grammar concepts, including punctuation, sentence formation and logic to help readers strengthen their command of Chinese grammar for academic writing.
7. Basic Chinese Grammar
   https://ltl-xian.com/basic-chinese-grammar/This online beginner-level grammar learning platform offers clear explanations, bilingual sentence examples, and tutorial videos. It features practical content relevant to everyday life and language use, such as “How to Order Coffee in Chinese” and “How to Say Body Parts in Chinese.” These materials are useful for improving listening, speaking, and reading skills.
8. Chinese Writing Test (CWT)
   https://www.cwt.org.tw/CWTFrontEnd/SelfTest.aspx
   The Chinese Writing Test, also known as CWT, is a standardized assessment developed by the Chinese Language Proficiency Testing Center of the Computer Skills Foundation (Taiwan). Targeting native speakers, this platform offers self-assessment tools and downloadable practice tests including grammar exercises for learners to practice independently.
9. Revised Edition of Chinese Punctuation Manual (Ministry of Education)
   https://language.moe.gov.tw/001/upload/files/site_content/m0001/hau/c2.htmOffered by Taiwan’s Ministry of Education, this site provides official rules, formats, usage instructions, and examples to help users apply punctuation accurately in Chinese writing.
10. Chinese Grammar
    This comprehensive guide to Chinese grammar covers parts of speech and punctuation usage in detail, accompanied by illustrative examples. It is a valuable reference for learners aiming to gain a deeper understanding of Chinese grammar.
11. Grammar Basics for Academic Writing: 36 Lessons
    Divided into three parts: skills, concepts, and application, this book answer common grammar questions through clear definitions, and annotated writing samples, making grammar more approachable and practical.
12. Modern Chinese Grammar
    Written in simplified Chinese, this book covers all aspects of modern Chinese grammar, from basic parts of speech to compound sentences and word order. It also includes tips for identifying and correcting grammatical errors. With detailed explanations and a wide range of examples, it is ideal for learners seeking in-depth understanding.
13. Step-by-Step Writing: Logic, Critical Thinking, and Writing Skills in the Micro-Writing Era
    ● Chapter 2: The Fundamentals of Writing
    The Role of Punctuation in Stylistic Expression
    ● Chapter 4: Micro Revision of Writing
    Let’s Spot the Errors
    Lesson 8 in Chapter 2 guides reaers on how to effectively use punctuation to express tone, and most importanly, how to use a period accurately. Lesson 17 from Chapter 4 focuses on revising sample essays, highlighting both strengths and areas for improvement. Both lessons help learners refine their grammar and writing accuracy.
14. From Words to Structure: A Structural Guide to Academic Writing
    ● Chapter 5: Words, Sentences, Paragraphs and Essays
    ● Chapter 6: Common Writing Problems
    Chapter 5 details sentence structure conventions, writing logic and the use of punctuation for linking clauses, while Chapter 6 addresses common grammar challenges with practical solutions. Both chapters are helpful for improving grammar skills in Chinese writing.

2. English Writing Websites and Reference Books

 

1. AWEC Writing Resources: Grammar Online Tutorial Video
   https://reurl.cc/EnLygaBased on Grammar Speaks published by NTU Press, AWEC has produced a series of tutorial video lessons that explain key grammar concepts and provide practice-based explanations. Unlike general grammar guides, Grammar Speaks focuses on structures and rules commonly used in academic writing, making it an essential resource for both student and scholars.
2. Corpus of Contemporary American English, COCA
   https://www.english-corpora.org/coca/COCA, the Corpus of Contemporary American English, is a widely used resourse that offers authentic English examples with clear references and genres, making it a preferred online tool among many graduate students.
3. Grammar Bytes
   https://chompchomp.com/menu.htmGrammar Bytes includes handouts, powerpoint slides, and interactive exercises, best known for its fun visuals, sound effects and instant feedback after each activity. All resources are free for non-commercial use.
4. Grammar Girl
   https://www.quickanddirtytips.com/grammar-girlGrammar Girl, created by Mignon Fogarty, who was once nominated for the Podcasting Hall of Fame, offers witty and memorable grammar lessons through blog and podcast formats.
5. org
   https://www.englishgrammar.org/EnglishGrammar.org offers online grammar resources, including handouts and instructional videoes. Materials are organized by grammar rules, writing guides, and exercises. The website is frequently updated with new exercises and handouts to reflect the latest learning needs.

References

1. 邱崇賢（2015）。《文法會說話》。臺灣：國立臺灣大學出版中心。
2. Brydges, T., Heinze, L., Retamal, M., & Henninger, C. E. (2021). Platforms and the pandemic: A case study of fashion rental platforms during COVID‐19. The Geographical Journal, 187(1), 57-63.
3. Givón, T. (1993). English grammar: A function-based introduction (Vol. 2). John Benjamins Publishing.