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22 guides, tagged by CEFR level.

• 'Do' vs 'Make' B1 Distinguishing between 'do' and 'make' involves identifying whether the focus is on a process or the creation of a tangible result.
• 'Get' (different meanings) B2 The verb 'get' is one of the most versatile words in English, functioning as a substitute for various verbs including receive, become, arrive, and fetch.
• 'So' and 'Neither' A2 Use 'so' and 'neither' to show that you have something in common with another person. These structures allow you to agree with positive and negative statements without repeating the entire sentence.
• 'There is/are' A1 The structures 'there is' and 'there are' indicate the existence or presence of something in a specific location. They function as introductory subjects to mention new information.
• Advanced conjunctions C1 Advanced conjunctions allow for precise logical connections between clauses, expressing nuance in contrast, limitation, and degree. These structures are essential for formal academic writing and sophisticated discourse at the C1 level.
• Coordinating conjunctions A1 Coordinating conjunctions connect words, phrases, or independent clauses of equal grammatical importance. The most common forms at A1 level are and, but, or, and so.
• Discourse markers (advanced) C1 Advanced discourse markers facilitate nuanced transitions, manage information flow, and signal specific logical relationships in formal and academic contexts.
• Discourse markers (linking words) B2 Discourse markers are words and phrases used to connect ideas, manage the flow of conversation, and indicate the logical relationship between sentences.
• Ellipsis and substitution B2 Ellipsis and substitution are cohesive devices used to avoid repetition by omitting words or replacing them with shorter alternatives.
• Ellipsis and substitution C1 Ellipsis and substitution streamline communication by omitting redundant words or replacing them with shorter functional terms. These advanced structures maintain cohesion in complex discourse while avoiding repetitive phrasing.
• Emphatic "do" B2 The emphatic 'do' uses the auxiliary verb to add stress or contrast to an affirmative statement in the present or past simple. It is commonly used to correct a misunderstanding or to express strong feelings.
• Extreme adverbs (non-gradable) C1 Non-gradable adjectives represent extreme or absolute qualities and require specific intensifying adverbs like 'absolutely' or 'completely' rather than 'very'.
• Focus particles C1 Focus particles are adverbs used to single out a specific part of a sentence as the most important or relevant information. They modify the scope of a statement by adding emphasis, exclusion, or addition to the focused element.
• Fronting for emphasis C1 Fronting involves moving a clause element that normally follows the verb to the beginning of the sentence to provide focus or contrast. This stylistic device is common in formal writing and emphatic speech to highlight specific information.
• Inversion after "so/such" C1 Inversion after 'so' and 'such' is a rhetorical device used to emphasize the degree or quality of an action or state by placing the adjective or noun phrase at the beginning of the sentence.
• Parallel structure B2 Parallel structure involves using the same grammatical form for all items in a list or series to ensure clarity and balance. It is a key component of professional and academic writing at the B2 level.
• Phrasal verbs (introduction) A2 Phrasal verbs combine a base verb with a particle to create a new meaning. These common expressions are essential for natural-sounding English in everyday situations.
• Question tags A2 Question tags are short questions added to the end of a statement to confirm information or ask for agreement. They use an auxiliary verb and a subject pronoun that matches the main sentence.
• Separable phrasal verbs B1 Phrasal verbs consist of a verb and a particle that create a new meaning. This guide explains how to position objects with separable and inseparable phrasal verbs.
• There was / There were A1 Use 'there was' and 'there were' to talk about the existence of people or things in the past. These forms function as the past tense of 'there is' and 'there are'.
• Verb + preposition A2 Certain verbs require a specific preposition to connect to an object. These combinations must be learned as fixed pairs to ensure grammatical accuracy.
• Word order with multiple adverbs B1 When using multiple adverbs in a single sentence, they typically follow a specific order: Manner, Place, and Time. This structure ensures clarity and natural flow in English sentences.