ENGLISH LANGUAGE IV

USE OF ENGLISH SERIES

KEY TO ERROR DETECTION

AND CORRECTION
REVISED 2014 EDITION
SERIES PROJECT COORDINATOR AND EDITOR:

María Marcela González de Gatti

AUTHORS:
María Marcela González de Gatti
Natalia Dalla Costa
Yamina Gava
Gustavo Kofman
María Victoria Sánchez

2014

WITH NEW EXERCISES AND

KEY
ADDITIONAL STRATEGY
TRAINING RESOURCES

1
FACULTAD DE LENGUAS (UNC)
 INDEX

DIAGNOSTIC TEST …………………………...…………………… 5

EDUCATIONAL CHALLENGES IN TODAY’S WORLD……………. 6

MEDIA STUDIES: PARADOXES OF THE AGE OF

INFORMATION …………………………………………………. .35

THE ROLE OF ARTISTIC EXPRESSION IN (POST-)

CONTEMPORARYSOCIETY…………………………………..…59

ETHICAL ISSUES …………………………………………..……. 82

2
DIAGNOSTIC TEST

Language of Persuasion (Corrections in bold)

The goal of most media messages is to persuade the audience to believe or do

something. Hollywood movies use expensive special effects to make us believe that what
we are seing is real. News stories use several techniques – such as direct quotation of
identified sources – to make us believe that the story is accurate.

The media messages most concerned with persuading us are found in advertising, public
relations and advocacy. Commercial advertising tries to persuade us to buy a product or
service. Public relations (PR) "sells" us a positive image of a corporation, government or
organization. Politicians and advocacy groups (groups that support a particular belief,
point of view, policy, or action) try to persuade us to vote for or support them, using ads,
speeches, newsletters, websites, and other means.

These "persuaders" use a variety of techniques to grab our attention, to establish

credibility and trust, to stimulate desire for the product or policy, and to motivate us to act
(buy, vote, give money, etc.)

We call these techniques the "language of persuasion.” They’re not new; Aristotle wrote
about persuasion techniques more than 2000 years ago, and they have been used by
speakers, writers, and media makers for even longer than that.

Learning the language of persuasion (no definite article) is an important media literacy
skill. Once you know how media messages try to persuade you to believe or do something,
you will be better able to make your own decisions.

Advertising is the easiest starting point: most ads are relatively simple in structure, easily
available, and in their original format. Media literacy beginners are encouraged to learn the
language of persuasion by examining ads. Keep in mind that many media messages, such
as television commercials, use several techniques simultaneously. Others selectively
employ one or two.

Political rhetoric – whether used by politicians, government officials, lobbyists, or activists -

is more difficult to analyze, not only because it involves more emotional issues, but also

3
because it is more likely to be seen in bits and fragments, often filtered or edited by others.
Identifying the persuasion techniques in public discourse is important because (comma
splice) the consequences of that discourse are significant – war and peace, justice and
injustice, freedom and oppression, and the future of our planet. Learning the language of
persuasion can help us sort out complex emotional arguments, define the key issues, and
make up our own minds about the problems facing us.

Basic persuasion techniques

1. Association. This persuasion technique tries to link a product, service, or idea with
something already liked or desired by the target audience, such as fun, pleasure, beauty,
security, intimacy, success, wealth, etc. The media message does not make explicit claims
that you will get these things; the association is implied. Association can be a very powerful
technique. A good ad can create a strong emotional response and then associate that
feeling with a brand (family = Coke, victory = Nike). This process is known as emotional
transfer. Several of the persuasion techniques below, like Beautiful people, Warm & fuzzy,
Symbols and Nostalgia, are specific types of association.

2. Bandwagon. Many ads show lots of people using the product, implying that "everyone
is doing it" (or at least, "all the cool people are doing it"). No one likes to be left out or left
behind, and these ads urge us to "jump on the bandwagon.” Politicians use the same
technique when they say, "The American people want..." How do they know?

3. Beautiful people. Beautiful people uses good-looking models (who may also be
celebrities) to attract our attention. This technique is extremely common in ads, which may
also imply (but never promise!) that we will look like the models if we use the product.

4. Bribery. This technique tries to persuade us to buy a product by promising to give us

something else, like a discount, a rebate, a coupon, or a "free gift.” Sales, special offers,
contests, and sweepstakes are all forms of bribery. Unfortunately, we do not get really
something for free -- part of the sales price covers the cost of the bribe.

5. Celebrities. We tend to pay attention to famous people. That’s why they are famous!
Ads often use celebrities to grab our attention. By appearing in an ad, celebrities implicitly
endorse a product; sometimes the endorsement is explicit. Many people know that
companies pay celebrities a lot of money to appear in their ads (Nike’s huge contracts with

4
leading athletes, for example, are well known); however, this type of testimonial still seems
to be effective.

6. Experts (A type of Testimonial). We rely on experts to advise us about things that we

do not know ourselves. Scientists, doctors, professors and other professionals often appear
in ads and advocacy messages, lending their credibility to the product, service, or idea
being sold.

7. Explicit claims. Something is "explicit" if it is directly, fully, and/or clearly expressed or

demonstrated. For example, some ads state the price of a product, the main ingredients,
where it was made, or the number of items in the package – these are explicit claims. So
are specific, measurable promises about quality, effectiveness, or reliance, like “Works in
only five minutes!” Explicit claims can be proven true or false through close examination or
testing, and if they’re false, the advertiser can get in trouble. It can be surprising to learn
how few ads make explicit claims. Most of them try to persuade us in ways that cannot be
proved or disproved.

8. Fear. This is the opposite of the Association technique. It uses something disliked or
feared by the intended audience (like bad breath, failure, high taxes or terrorism) to
promote a "solution.” Ads use fear to sell us products that claim to prevent or fix the
problem. Politicians and advocacy groups stoke our fears to get elected or to gain support
(no definite article).

9. Humor. Many ads use humor (no definite article) because it grabs our attention and it
is a powerful persuasion technique. When we laugh, we feel good. Advertisers make us
laugh and then show us their product or logo because they are trying to connect that
good feeling to their product. They hope that when we see their product in a store, we will
subtly re-experience that good feeling and select their product. Advocacy messages (and
news) rarely use humor because it can undermine their credibility; an exception is political
satire.

10. Intensity. The language of ads is full of intensifiers, including superlatives (greatest,
best, most, fastest, lowest prices), comparatives (more, better than, improved, increased,
fewer calories), hyperbole (amazing, incredible, forever), exaggeration, and many other
ways to hype the product.

Source: Extracted from http://medialiteracyproject.org/language-persuasion

5
 EDUCATIONAL
CHALLENGES IN
TODAY’S WORLD

ERROR DETECTION AND CORRECTION: The following text

contains 11 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 1 N C or X SUBSTITUTIONS

A technical skill is one which can be taught 1 C
in the same way across NUMBER of contexts 2 X a number
without involving an INDIVIDUAL basic FEELINGS 3 XX Individual’s - Comma
after AN
INDIVIDUAL’S BASIC
FEELINGS
beliefs or motives in any significant way. 4 C
A technical skill, then, can be learned 5 C
in the same manner REGARDLESS whether 6 X regardless of
one is a fair-minded or compassionate individual 7 C
OR one has foundational knowledge 8 X or whether one
in any particular SCHOOL’S subject. 9 X school subject
Critical and creative thinking 10 C
are not this type of SKILLS. 11 X skill
RATHER developing these thinking abilities 12 X Comma after RATHER
INVOLVE will or desire on the part of the thinker 13 X involves
to go beyond what is given 14 C

6
and to make an attempt to understand the self 15 C
and question the motives of others. 16 C
Such A thinking is 17 X No “a”
highly dependent OF human purpose. 18 X on

Source: Text adapted from Klenz, S. (1987). Creative and critical thinking as common essential
learnings for Saskatchewan schools. Saskatchewan: Saskatchewan Department of Education.

ERROR DETECTION AND CORRECTION: The following text

contains 17 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 2 N C or X SUBSTITUTIONS

Perhaps A most important aspect in developing 1 X the
a climate conducive FOR critical and creative thinking 2 X to
is to increase STUDENT’S will or motivation 3 X students’
to behave reflectively. 4 C
While there are many ways to learn and to KNOW 5 X Comma after
KNOW
the knowledge retained by students is 6 C
that knowledge which they find relevant FOR their daily lives 7 X to
or which can be integrated into BIGGER systems of knowledge. 8 X larger
This does not mean that learning should always be easy 9 C
or that all knowledge should have immediate RELEVANT. 10 X relevance
It ALSO is not intended to imply that memorization and drill 11 X It is also
are necessarily inappropriate or meaningless activities. 12 C
INSTEAD; the suggestion is that students will 13 X Comma instead of
semicolon
voluntarily exercise their own willpower 14 C
and persevere ON difficult learning tasks 15 X in/with/at
if they NOTICE the learning task as personally meaningful. 16 X regard/
perceive/
experience
For EDUCATORS, this means PORTRAY knowledge as 17 X portraying
valuable in itself and, 18 X No comma
as a means FOR important human ends. 19 X to

7
Thus, the knowledge which students encounter in schools 20
must not be presented solely as isolated 21 C
or discrete elements, 22 C
but rather, it should be explored 23 C
as parts of meaningful HOLES. 24 X wholes
Knowledge must be examined 25 C
ON terms of its relationship to other knowledge 26 X in
and to STUDENTS experiences and understandings. 27 X students’
experiences
Teaching which encourages students to reflect upon 28 C
and build these relationships 29 C
SUPPORT critical and creative thinking. 30 X supports

Source: Text adapted from Klenz, S. (1987). Creative and critical thinking as common essential
learnings for Saskatchewan schools. Saskatchewan: Saskatchewan Department of Education.

ERROR DETECTION AND CORRECTION: The following text

contains 22 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 3 N C or X SUBSTITUTIONS

Access to education, AND rather the lack of it, 1 X or
is one of the greatest barriers to sustainability. 2 C
According to Lester BROWN 3 X Comma after BROWN
director of the Earth Policy Institute, 4 C
115 million children do not ASSIST school 5 X attend
and 800 million adults are illiterate 6 C
– in a world WERE ACCES to information 7 XX where – access
is key to success, 8 C
WETHER one is a subsistence farmer or a factory worker. 9 X whether
To be illiterate and SCHOOLED is to be EXCLUDED 10 XX unschooled –
excluded from
the possibility FOR a better future. 11 X of
If we want a safe and sustainable world, 12 C
we need to provide everyone 13 C
OF the mental tools YOU need to BEST their condition. 14 XXX with – they – better

8
As Nobel Prize-winning economist Amartya Sen warns, 15 C
―illiteracy and innumeracy are a greater threat to 16 C
humanity AS terrorism‖ (Brown 2006). 17 X than
This networked age has ENABLE new tools 18 X enabled
that are revolutionizing teaching and learning, 19 C
tearing UP the walls of libraries and academies, 20 X down
and democratizing access to knowledge in PRECEDENTED 21 X unprecedented
ways.
Innovations such as cheap laptops for children 22 C
and vans outfitted with on-demand book printers 23 C
are bridging the last mile of the digital divide 24 C
in villages across the Global South. 25 C
Online communities are DOING 26 X making
the off-line work of teachers and literacy practitioners EASIER 27 X Comma after EASIER
allowing them to share course materials and lesson plans. 28 C
And the open-source movement is providing 29 C
distance-learning tools that 30 C
ENABLED autodidacts anywhere IN earth 31 XX enable – on
to DO the same classes 32 X take
– from Latin to Laser Holography – 33 C
as students ON elite Western universities. 34 X in/at

Source: Text adapted from Utne, L. (2006). Education and literacy. In A. Steffen (Ed.). World
changing: a user’s guide for the 21st century, New York: Abrams.

ERROR DETECTION AND CORRECTION: The following text

contains 17 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 4 N C or X SUBSTITUTIONS

SINCE the history of education, 1 X In
the most striking phenomenon is that LEARNING SCHOOLS, 2 X schools of learning
which at one epoch are alive with a ferment of genius, 3 C
in a succeeding generation EXHIBITS merely pedantry and 4 X exhibit
routine. The reason is that they are overladen 5 C

9
FOR inert ideas. 6 X with
Education with inert ideas is not only useless: 7 C
it is, above all things, HARMFULL 8 X harmful
- The corruption of the best is the worst of all. 9 C
EXEPT at rare intervals of intellectual ferment, 10 X Except
education in the past has been 11 C
radically infected ON inert ideas. 12 X with
That is the REASONS why uneducated clever WOMEN 13 XX reason – Comma after
WOMEN
who have seen much of the WORLD 14 X Comma after WORLD
are in THE middle life so much the most 15 X No “the”
cultured part of the community. 16 C
They have been SAVED 17 X saved from
this horrible burden of inert ideas. 18 C
Every INTELLECTUALLY revolution which has ever 19 X intellectual
STIR humanity into greatness 20 X stirred
HAVE been a passionate protest FOR inert ideas. 21 XX has – against
Then, alas, with pathetic ignorance of human psychology, 22 C
it has PROCEDED by some educational scheme 23 X proceeded
to bind humanity afresh 24 C
with inert ideas of its own fashioning. 25 C

Source: Text adapted from Whitehead, A. N. (1916). Presidential address to the Mathematical
Association of England. Retrieved May 2, 2011 from
http://www.anthonyflood.com/whiteheadeducation.htm

ERROR DETECTION AND CORRECTION: The following text

contains 18 mistakes in syntax, word choice, and/or punctuation.
Enter a C in the second column, next to each line which does not
contain any mistakes. Mark with an X each sentence which contains
at least one mistake. Circle the mistakes you detect and provide the
suitable correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 5 N C or X SUBSTITUTIONS

MULTICULTURE education is at least three things: 1 X Multicultural
an idea or CONCEPT an educational reform movement, 2 X Comma after
CONCEPT
and a process. 3 C
MULTICULTURE education INCORPORATE 4 XX multicultural –

10
 incorporates
the idea that all students 5 C
- REGARDLESS their GENRE, social class, and 6 XX regardless of –
gender
ethnic, racial, or cultural CHARACTERISTIC- 7 X characteristics
should have an equal opportunity to learn in school. 8 C
OTHER important idea in MULTICULTURE education 9 XX another –
multicultural
is that some STUDENT, because of these CHARACTERISTICS 10 XX students –
Comma after
CHARACTERISTICS
HAD a better chance to learn in schools 11 X have
as they are currently structured 12 C
than do students who belong to other groups 13 C
or who have different cultural characteristics. 14 C
(…) 15 C
Educational equality, like liberty and justice, 16 C
is an ideal WITH which human beings work 17 X towards
but never fully ATAIN. 18 X attain
Racism, sexism, and discrimination 19 C
ON people with disabilities 20 X against
will exist to some extent no matter how hard 21 C
we work to eliminate these problems. 22 C
When PREJUDISE and discrimination 23 X prejudice
are reduced toward one GROUP 24 X Comma after GROUP
they are usually directed toward 25 C
OTHER group or they take new forms. 26 X another

Source: Text adapted from Banks, J. A. and McGee, C. A. (2009). Multicultural education: Issues
and perspectives. Hoboken, New Jersey: John Wiley and Sons

ERROR DETECTION AND CORRECTION: The following text

contains 30 mistakes in syntax, word choice, and/or punctuation.
Enter a C in the second column, next to each line which does not
contain any mistakes. Mark with an X each sentence which contains
at least one mistake. Circle the mistakes you detect and provide the
suitable correction in the column under the heading “Substitutions”:

11
 PASSAGE FOR ANALYSIS 6 N C or X SUBSTITUTIONS
A new book has tackled the old debate of the role of art in 1 C
schools. When two researchers published a study a few 2 C
years ago concluding that arts classes do not improve 3 C
students‘ overall academic performance, the backlash was 4 C
BITTERLY. Some scholars argued that the study‘s authors, 5 X bitter
Ellen Winner and Lois Hetland of Project Zero — an arts- 6 C
education program at the Harvard Graduate School of Education 7 C
— had failed MENTIONING some beneficial effects of arts 8 X to mention
classes that their research had revealed. Others cited findings 9 C
that ACHIEVED the opposite conclusion, indicating that students 10 X reached
who take high-quality arts classes indeed do better in other 11 C
courses. Some even accused the authors ON devaluing arts 12 X of
education and the arts in general. 13 C
But Ms. Winner, Ms. Hetland and two other collaborators are 14 C
pushing back. In a new book READY out this month, they argue 15 X due
forcefully for the benefits of arts education, while still 16 C
defending their thesis. 17 C
In their view, art education should be championed for its own 18 C
STAKE, not because of a wishful sentiment that classes in 19 X sake
painting, dance and music improve pupils‘ math and reading 20 C
skills and standardized test scores. This has SPARKLED HOT 21 XX sparked – heated
debate once again. ―We feel we need to change the 22 C
conversation about the arts in this country,‖ said Ms. Winner. 23 C
―These instrumental arguments are going to doom the arts FOR 24 X to
failure.‖ In her new study, Ms. Winner and THEIR 25 X her
CO-AUTHORS, OBSERVED students BEEN taught by five visual arts 26 XX No comma –
being
teachers in two high schools in Massachussetts. At EITHER 27 X both
schools, all students specialize in an art form but are enrolled 28 C
in a COMMON academic curriculum. The authors videotaped a 29 X regular/ordinary
two- to three-HOURS class of each teacher once PER month for 30 XX hour – a
one academic year. They then zeroed OUT on what they deemed 31 X in
to be crucial segments of teaching and learning, showed those 32 C
clips to the teacher after each class and interviewed them 33 C
about their intentions. 34 C
The researchers found that the visual arts classes did have 35 C
broad indirect benefits, even if they were not directly related 36 C
to QUANTIFICABLE performance in other subjects. ―Students who 37 X quantifiable
study the arts seriously are taught to be playful, to learn OF 38 X from
mistakes and to make critical judgments,‖ the authors 39 C
conclude. In a design class, for example, students are 40 C

12
encouraged to look ACROSS a viewfinder with one eye, so AS 41 XX through – so that
they LOOSE their depth perception and see the world as WHETHER 42 XX lose – as if/as
though
it were a two-dimensional picture. Ultimately, the exercise 43 C
enables students to SEIZE alternative ways of seeing. 44 X grasp
Yet some educators assert that improved critical thinking 45 C
redounds to measurable academic achievement, ALSO. 46 X too
A study by James S. Catterall, a professor of education at the 47 C
University of California, Los Angeles, found that students who 48 C
had more involvement in the arts in school and after school 49 C
scored better on standardized tests. 50 C
He CONTENTS that Ms. Winner‘s study did not reflect the full 51 X contends
results of her research, which he said showed many positive 52 C
benefits from arts classes. But Ms. Winner said the three 53 C
statistically significant benefits that she found were IRRELATED 54 X unrelated
to grades or test results. When students who take art also 55 C
generally do PROPERLY in school, Ms. Winner and her co- 56 X well
researchers say, this may be because ACADEMICAL strong 57 X academically
schools tend to have strong arts programs, or because families 58 C
who value academic achievement also value achievement in 59 C
the arts. Art classes are often the first thing to be jettisoned 60 C
from a crowded curriculum. As a result, Ms. Winner said, 61 C
it is understandable that some arts advocates hew to the 62 C
academic argument to keep the arts in the curriculum. ―The 63 C
arts are totally THREATEN in our schools,‖ she said. ―Arts 64 X threatened
advocates don‘t even think about whether they‘re accurate — 65 C
they latch onto these claims.‖ 66 C

Source: Text adapted from: Pogrebin, R. (2007). Book tackles old debate: Role of art in
schools. Retrieved May 13, 2011, from
http://query.nytimes.com/gst/fullpage.html?res=9E06E6DC1538F937A3575BC0A9619C8B63

ERROR DETECTION AND CORRECTION: The following text

contains 20 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

13
 PASSAGE FOR ANALYSIS 7 N C or X SUBSTITUTIONS
Teachers with a high level of moral professionalism have a 1 C
deep obligation to help students learn. According to Wynne 2 C
(1995), teachers with that sense of obligation demonstrate 3 C
their moral professionalism by coming to work ON good time; 4 X in
being well informed about their STUDENT-MATTER; planning 5 X subject matter
classes with care; updating instructional PRACTISES; 6 X practices
cooperating with parents of OVERACHIEVING students; 7 X underachieving
cooperating with COLLEGES and observing school policies; 8 X colleagues
criticizing DISATISFACTORY school policies and proposing 9 X unsatisfactory
constructive improvement. THROUGH codes of ethics may not 10 X Though
have played a significant role in teacher preparation programs 11 C
in the past, teachers‘ professional ethical dispositions must 12 C
now be addressed as part of the National Council for 13 C
Accreditation of Teacher Education accreditation process. Called 14 C
the Four-COMPONENTS Model of Moral Maturity, the program 15 X component
assumes that moral behaviors are built on a series of 16 C
component processes. Each component is clearly defined, and 17 C
educational goals, teaching strategies and assessment 18 C
methods can be DRIVED from those definitions. 19 X derived
The components are: moral sensitivity, the awareness of how 20 C
our actions affect other people; moral judgment, intuitions 21 C
about what is fair and moral; moral motivation, a prioritization 22 C
of moral values over personal values, SPECIALLY in 23 X especially
professional
settings, and EVENTUALLY moral character, which requires 24 X finally
individuals to act on their moral convictions. Training 25 C
strategies which lend themselves to ENHANCE moral 26 X enhancing
sensitivity
may include role-playing EXERSICES to sensitize pre-service 27 X exercises
teachers to professional dilemmas and related strategies to 28 C
make professionals aware that their actions affect others. In 29 C
addition, moral judgment training strategies might include the 30 C
direct teaching of CRITERION for making professional moral 31 X criteria
judgments. For this component, reference should be made to 32 C
the specific descriptions of prescribed actions found in 33 C
professional codes of ethics. Moral motivation training might 34 C
include the study of professional moral exemplars and moral 35 C
character training might include strategies for problem solving 36 C
and conflict resolution AMONG children and adults. 37 X between
Issues related to the moral and professional ethical education 38 C

14
of teachers are the focus for several BOOK-LONG treatments. 39 X book-length
It
would seem that this is developing into an area of greater 40 C
interest to the profession. 41 C
THERE appears that moral and ethical issues are becoming 42 X It
part of teacher education programs. Philosophical 43 C
writings and psychological research exist to provide guidance, 44 C
and exemplary university training PROGRAMS, PROVIDE 45 X No comma
beginning models of practice. OVERWHELMEDLY, deans and 46 X Overwhelmingly
administrators of teacher education programs agree that core 47 C
values can and should be taught in our schools. It's now ON to 48 X up
the profession to ensure broader and deeper implementation. 49 C

Source: Text adapted from Benninga, J. (2003). Moral and ethical issues in teacher education.
Retrieved April 20, 2011, from http://www.ericdigests.org/2004-4/moral.htm

ERROR DETECTION AND CORRECTION: The following text

contains 21 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 8 N C or X SUBSTITUTIONS

Education has CAME a long way. No longer WE have to quit 1 XX come – no longer
do we have
our jobs, move away and live in a dorm to attain a higher 2 C
education. Learning now comes to us. Advancements in 3 C
technology have changed the way we study and online 4 C
education is now more available, more efficient, and more 5 C
valued than ever AGAIN. In the past, online certifications did 6 X before
not carry the same WEIGH as traditional education but those 7 X weight
days are over. It is now widely REGARDING by the education 8 X regarded
community that online education is an acceptable and 9 C
productive means of furthering ONE education. Classrooms 10 X one’s
are no longer the only place where students can RECIEVE career 11 X receive
training. With the prevalence of online programs skyrocketing 12 C
over the last few years, more and more students have DONE 13 X made

15
the choice to forego a traditional education in favor of online 14 C
training. However, while learning online can be the ultimate fit 15 C
for some, it is not the most appropriate choice for everyone. 16 C
Your best VET when deciding which type of schooling is right for 17 X bet
you is to weigh up your options and understand the pros and cons 18 C
of EVERY. By comparing advantages and disadvantages, 19 X each
you can decide whether a virtual classroom is the 20 C
BETTER option for you. LIKE you can see, there are advantages 21 XX best – As
and disadvantages OF both types of learning environments. 22 X to
While online education can be convenient, less expensive and 23 C
FLEXIBLE it is not always the right choice for PERSPECTIVE 24 XX Comma after
FLEXIBLE –
prospective
students. Online education loses points for the lack of 25 C
interaction with classmates and instructors. If face-to face 26 C
contact is an important aspect of your education, then online 27 C
education may not be the appropriate pick for you. Also, the 28 C
self-directed nature of online learning can be viewed as both 29 C
negative and positive depending on personality types. If you 30 C
have trouble TO MOTIVATE yourself or lack the discipline to 31 X motivating
remain committed to a course, you would probably FAIR better 32 X fare
in a classroom that enforces attendance and deadlines. For 33 C
others, however, this freedom to log into learning from 34 C
wherever, whenever is the ideal method of becoming certified 35 C
or learning new skills. A great DEAL of options for both online 36 X number
and campus education exist - some even combine the 37 C
two. Whether you're looking to start a new career or 38 C
DOWNGRADE your current skills, you can be sure there is a 39 X upgrade
school that will meet your needs. Be that as it IS, the best 40 X it may
choice for education is the option that COMPLIMENTS your 41 X complements
lifestyle and your personality. 42 C

Source: Text adapted from Great Exposure Inc. (2008). Is online education right for you?
Retrieved May 14, 2011, from http://www.distanceeducation.ca/web/distance/Article1.aspx

16
 ERROR DETECTION AND CORRECTION: The following text
contains 16 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 9 N C or X SUBSTITUTIONS

For FEWER than a decade, scholars from any number of 1 X less
disciplines, including education, linguistics, psychology, and 2 C
sociology have contributed to a new sociocultural approach 3 X to
FOR
L2 learning. Based on a socio-cultural theory proposed by 4 C
Vygotsky, this approach emphasizes building cognitive 5 C
understanding in social contexts. A Vygotskyan concept of the 6 C
relationship among mind, language, communication and culture 7 C
PUTS light on three MAYOR concepts: genetic analysis, social 8 XX sheds/casts/throws –
major
learning, and mediation. Genetic ANALYSES suggests 9 X analysis
interpretation of learning TO TAKE into account broad social, 10 X should take
cultural, and historic trends. Social learning postulates that the 11 C
ability to read and write is a social PRACTISE rather than an 12 X practice
individual skill. According to Vygotsky, "every function in the 13 C
child's cultural development appears twice: first on the social 14 C
level, and LATTER on the individual level." Vygotsky claims 15 X later
that
this development HAS place through apprenticeship 16 X takes place
learning. More ESPECIFICALLY, interactions with teachers or 17 X specifically
peers allow students to profit from their 18 X
"zone of proximal development," the distance between what 19 C
they can achieve ON themselves and when assisted by others. 20 X by
As a mediated process, L2 acquisition has BEING viewed from 21 X been
three general perspectives: social mediation by experts and 22 C
peers, self mediation, and artifact mediation. In this view, L2 23 C
learning is not an isolated act of cognition, but "a process of 24 C
gaining entry to a discourse of practitioners via apprenticeship 25 C
assistance from peers and teachers". Salaberry (1996) 26 C
discusses computer-mediated communication, which he claims 27 C
fosters freedom of expression and diminishes anxiety 28 C
among L2 learners. Mediation suggests that all human activity 29 C

17
is mediated by tools or signs. Warschauer (1997) explains that 30 C
the concept of mediation interprets the teacher's role LIKE "a 31 X as
facilitator, guide, and, when APPROPIATE, expert" in 32 X appropriate
apprenticing students "into the discourse and social practices" 33 C
of communities of native speakers. Analyzing the implications 34 C
of the sociocultural theory for L2 acquisition, this scholar 35 C
asserts: 36 C
Literacy in foreign language teaching has long been 37 C
conceptualized as the basic skills of coding and decoding. A 38 C
sociocultural approach to literacy does not deny the importance 39 C
of coding and decoding text, but places the skill in the context 40 C
of social practices. An English speaking American becomes 41 C
literate in Spanish by successfully WINNING 42 X gaining
entry into the discourse communities of users of that language. 43 C
And that entry can be realized not through 44 C
decontextualized acquisition of vocabulary or skills, but rather 45 C
through apprenticeship into authentic literate communities. 46 C

Source: Text adapted from Iskold, L. (2003). Theoretical perspectives on second language
learning. Retrieved May 3, 2011, from
http://www.thefreelibrary.com/Theoretical+perspectives+on+second+language+learning-
a0101943702

ERROR DETECTION AND CORRECTION: The following text

contains 24 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 10 N C or X SUBSTITUTIONS

A careful analysis of the teacher-student relationship at any 1 C
level, WITHIN or outside the school, reveals its FUNDAMENTAL 2 XX inside –
fundamentally
narrative character. This relationship involves a narrating 3 C
subject (the teacher) and patient LISTENED objects (the 4 X listening
students). The contents, whether values or empirical 5 C
dimensions of reality, tend in the process of being narrated to 6 C
become LIVELY and petrified. Education is suffering from 7 X lifeless

18
narration sickness. The teacher talks about reality as if it IS 8 X was/were
motionless, static, compartmentalized, and predictable. Or else 9 C
he expounds on a topic completely alien to the EXISTENCIAL 10 X existential
experience of the students. His task is to "fill" the students 11 C
with the contents of his narration -- contents which are 12 C
detached OF reality, disconnected from the totality that 13 X from
engendered them and could give them significance. Words are 14 C
emptied FROM their concreteness and become a hollow, 15 X of
alienated, and alienating verbosity. Narration (with the teacher 16 C
LIKE narrator) leads the students to memorize mechanically the 17 X as
narrated account. WORST yet, it turns them into "containers," 18 X worse
into "receptacles" to be "filled" by the teachers. The more 19 C
completely she fills the RECEPTACLES the BEST A teacher she 20 XXX Comma after
RECEPTACLES –
better – No “a”
is. The more meekly the receptacles permit themselves BEING 21 X to be
filled, the better students they are. 22 C
Education thus becomes an act of depositing, in which the 23 C
students are the DEPOSITARIES and the teacher is the depositor. 24 X depositories
Instead of communicating, the teacher issues communiques and 25 C
makes deposits which the students patiently receive, 26 C
memorize, and repeat. This is the "banking' concept of 27 C
education, in which the scope of action allowed to the students 28 C
extends only as LONG as receiving, filing, and storing the 29 X far
deposits. They do, it is true, have the opportunity to become 30 C
collectors or cataloguers of the things they store. But in the last 31 C
analysis, it is the people themselves who are filed away 32 C
through the lack of creativity, transformation, and knowledge 33 C
in this (FOR best) misguided system. For apart from inquiry, 34 X at
apart from the praxis, individuals cannot be truly human. 35 C
Knowledge emerges only through invention and re-invention, 36 C
through the RESTFUL, impatient, continuing, hopeful inquiry 37 X restless
human beings pursue in the world, with the world, and with 38 C
each other. In the banking concept of education, knowledge is a 39 C
gift BESTOW by those who consider themselves 40 X bestowed
knowledgeable upon those whom they consider to know 41 C
nothing. Projecting an absolute ignorance OVER others, a 42 X onto
characteristic of the ideology of oppression, negates education 43 C
and knowledge as processes of inquiry. The teacher presents 44 C
himself to his students as HIS necessary opposite; by 45 X their
considering their ignorance absolute, he justifies his own 46 C
existence. The students, alienated AS the slave in the 47 X like

19
 Hegelian dialectic, accept their ignorance as justifying the 48 C
TEACHERS existence -- but DISLIKE the slave, they never discover 49 XX teacher’s – unlike
that they educate the teacher. 50 C

Source: Text adapted from Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum
Books.

Correct VERSION A

What is literacy and why does it matter?

Literacy has never been a fixed stable concept. In the distant past, literacy meant the
capacity to speak, sing and use spoken language eloquently for public purposes. As
recently as 100 years ago in the United States, the ability to sign one's own name on a
land deed or bank check was the socially accepted mark of literacy. Merely being able to
mark an "X" on a deed at times made one literate.

Literacy, the ability to sign one's complete name in a registry book, was a prerequisite for
voting during the late 19th century in the United States. This requirement kept many rural
and poor adult citizens from voting. A similar literacy requirement for voting was extended
into the 1960s, though by this time voters had to pass a reading and writing exam. Those
individuals most likely to be excluded from the right to vote were rural, poor, people of
color, and women.

In the 1990s, recent federal and state welfare reform coupled with English-Only laws once
again threatened to deny U.S. citizens and residents, along with their families and children,
basic human rights unless they could demonstrate a certain level of English language
literacy. This concept of literacy can be further complicated when people speak of
computer literacy, workplace literacy, school literacy, bureaucratic literacy and bilingual
literacy.

Young learners of reading and writing can be likewise disadvantaged by the social
complications of literacy. Children are not only affected by their parents' literacy and social
standing, but may also be denied basic rights and dignities in their literate dealings with

20
other children, with schooling, with teachers, and with everyday life. We have all known
children who were tracked into the "slow" learner class, who were held back a grade, who
could not read English well enough to succeed in Math or Science, or even read comic
books although they could tell stories as well as any child. Does telling stories count as
literacy? Can you use storytelling and story listening as ways to learn and teach reading
and writing to others?

According to the quantitative definition of literacy, a person is considered to be literate

when s/he can read at a certain grade level (e.g. 6th grade). This grade level literacy can
theoretically be measured by standardized tests. Remember those standardized tests in
grade school? These are, in part, literacy tests. Similar tests are given to adult literacy
and English as a Second Language learners. A limitation of this definition is that it does
not account for a person's ability to function in different social and human contexts. If
someone can communicate in their environment, shouldn't that be considered as literate?

There are also qualitative definitions of literacy such as the functional and the liberatory (or
humanistic) definitions of literacy. According to the functional definition, a person is
considered literate when s/he has the ability to function within a predetermined context. In
many cases, the context is not selected by the learner. Instead, socioeconomics, race,
gender, or other factors may dictate the context of instruction. For example, it may have
been determined that learners need to complete specific tasks, write resumes, fill in job
applications, or operate a certain piece of equipment. One problem with this definition is
that it transforms the learner into an object. The educational context, within which learning
will occur, has already been determined.

Building on the work of Paulo Freire, the liberatory definition (no “it”) names a person as
literate when s/he has become politicized. A politicized person is able to manipulate
language (speaking, reading, writing, etc.) so as to comprehend his/her own self-identity in
the context in which s/he functions. The literate person (child or adult) does not learn to
function in a predetermined context, but rather how to use language to function in different,
multiple contexts. The learner, together with the educator, decides the content of literate
functioning, or at the very least has valued input regarding what is taught and learned.
This approach allows the learner to determine what they feel a comfortable level of literacy
is and whether or not they are at that point (no “or not”).

21
Source: Adapted from: http://groups.ku.edu/~stl/historyofliteracy.htm

30 MISTAKES (text A needs more editing)

Correct VERSION B

What is literacy and why does it matter?

Literacy has never been a fixed stable concept. In the distant past, literacy meant the
capacity to speak, sing and use spoken language eloquently for public purposes. As
recently as 100 years ago in the United States, the ability to sign one's own name on a
land deed or bank check was the socially accepted mark of literacy. Merely being able to
mark an "X" on a deed at times made one literate.

Literacy, the ability to sign one's complete name in a registry book, was a prerequisite for
voting during the late 19th century in the United States. This requirement kept many rural
and poor adult citizens from voting. A similar literacy requirement for voting was extended
into the 1960s, though by this time voters had to pass a reading and writing exam. Those
individuals most likely to be excluded from the right to vote were rural, poor, people of
color, and women.

In the 1990s, recent federal and state welfare reform coupled with English-Only laws once
again threatened to deny U.S. citizens and residents, along with their families and children,
basic human rights unless they could demonstrate a certain level of English language
literacy. This concept of literacy can be further complicated when people speak of
computer literacy, workplace literacy, school literacy, bureaucratic literacy and bilingual
literacy.

Young learners of reading and writing can be likewise disadvantaged by the social
complications of literacy. Children are not only affected by their parents' literacy and social
standing, but may also be denied basic rights and dignities in their literate dealings with
other children, with schooling, with teachers, and with everyday life. We have all known
children who were tracked into the "slow" learner class, who were held back a grade, who
could not read English well enough to succeed in Math or Science, or even read comic
books although they could tell stories as well as any child. Does telling stories count as

22
literacy? Can you use storytelling and story listening as ways to learn and teach reading
and writing to others?

According to the quantitative definition of literacy, a person is considered to be literate

when s/he can read at a certain grade level (e.g. 6th grade). This grade level literacy can
theoretically be measured by standardized tests. Remember those standardized tests in
grade school? These are, in part, literacy tests. Similar tests are given to adult literacy
and English as a Second Language learners. A limitation of this definition is that it does
not account for a person's ability to function in different social and human contexts. If
someone can communicate in their environment, shouldn't that be considered as literate?

There are also qualitative definitions of literacy such as the functional and the liberatory (or
humanistic) definitions of literacy. According to the functional definition, a person is
considered literate when s/he has the ability to function within a predetermined context. In
many cases, the context is not selected by the learner. Instead, socioeconomics, race,
gender, or other factors may dictate the context of instruction. For example, it may have
been determined that learners need to complete specific tasks, write resumes, fill in job
applications, or operate a certain piece of equipment. One problem with this definition is
that it transforms the learner into an object. The educational context, within which learning
will occur, has already been determined.

Building on the work of Paulo Freire, the liberatory definition names a person as literate
when s/he has become politicized. A politicized person is able to manipulate language
(speaking, reading, writing, etc.) so as to comprehend his/her own self-identity in the
context in which s/he functions. The literate person (child or adult) does not learn to
function in a predetermined context, but rather how to use language to function in different,
multiple contexts. The learner, together with the educator, decides the content of literate
functioning, or at the very least has valued input regarding what is taught and learned.
This approach allows the learner to determine what they feel a comfortable level of literacy
is and whether or not they are at that point.

Source: Adapted from: http://groups.ku.edu/~stl/historyofliteracy.htm

23
13 MISTAKES

Correct VERSION A

Character education

Character education is an umbrella term loosely used to describe the teaching of children
in a manner that will help them develop as moral, civic, good-mannered, non-bullying, and
socially acceptable beings. Concepts that now and in the past have fallen under this term
include social and emotional learning, moral reasoning, life skills education, violence
prevention, critical thinking and ethical reasoning. Many of these are now considered failed
programs i.e., religious education, moral education and values clarification.

Today, there are dozens of character education programs in, and vying for adoption by,
schools and businesses. Some are commercial, some non-profit and many are uniquely
devised by states, districts and schools (no comma) themselves. A common approach of
these programs is to provide a list of principles, pillars, values or virtues, which are
memorized or around which themed activities are planned. It is commonly claimed that the
values included in any particular list are universally recognized. However, there is no
agreement among the competing programs on core values (e.g., honesty, stewardship,
kindness, generosity, courage, freedom, justice, equality, and respect). There is also no
common or standard means for assessing, implementing or evaluating programs.

Character is one of those overarching concepts that is the subject of disciplines from
philosophy to psychology with many competing and conflicting theories. Character as it
relates to character education most often refers to how 'good' a person is. In other words,
a person who exhibits personal qualities like those a society considers desirable might be
considered to have good character—and developing such personal qualities is often seen
as a purpose of education. However, the various proponents of character education are far
from agreement as to what "good" is, or what qualities are desirable. Compounding this
problem is that there is no scientific definition of character.

The various terms in the lists of values that character education programs propose suffer
from vague definitions. This makes the need and effectiveness of character education
problematic to measure. There is no common practice in schools in relation to the

24
formation of pupils' character or values education. This is partly due to the many
competing programs and the lack of standards in character education, but also because of
how and by whom the programs are executed. Programs are generally of four varieties
that may be used alone or in combination:

Cheerleading involves multicolored posters, banners, and bulletin boards featuring a value
or virtue of the month; lively morning public-address announcements; occasional
motivational assemblies; and a high-profile event such as a fund-raiser for a good cause.

Praise-and-reward approach seeks to make virtue into habit using "positive

reinforcement". Elements include "catching students being good" and praising them or
giving them chits that can be exchanged for privileges or prizes. In this approach, all too
often, the real significance of the students' actions is lost, as the reward or award becomes
the primary focus.

Define-and-drill calls on students to memorize a list of values and the definition of each.
Students' simple memorization of definitions seems to be equated with their development
of the far more complex capacity for making moral decisions.

Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e.,
walking in lines, arms at one's sides), or formal forms of address ("yes sir," "no ma'am"), or
other procedures deemed to promote order or respect of adults.

These four approaches aim for quick behavioral results, rather than helping students better
understand and commit to the values that are core to our society, or helping them develop
the skills for putting those values into action in life's complex situations. Generally, the
most common practitioners of character education are school counselors, although there is
a growing tendency to include other professionals in schools and the wider community.
Depending on the program, the means of implementation may be teachers and/or any
other adults (faculty, bus drivers, cafeteria workers, maintenance staff, etc.). The values
may also be embedded into the curricula. There are many theories about means, but there
are no comparative data (nor is there consensus) as to what, if any, approach may be
effective.

Source: http://en.wikipedia.org/wiki/Moral_education

25
10 MISTAKES

Correct VERSION B

Character education

Character education is an umbrella term loosely used to describe the teaching of children
in a manner that will help them develop as moral, civic, good-mannered, non-bullying, and
socially acceptable beings. Concepts that now and in the past have fallen under this term
include social and emotional learning, moral reasoning, life skills education, violence
prevention, critical thinking and ethical reasoning. Many of these are now considered failed
programs i.e., religious education, moral education and values clarification.

Today, there are dozens of character education programs in, and vying for adoption by,
schools and businesses. Some are commercial, some non-profit and many are uniquely
devised by states, districts and schools themselves. A common approach of these
programs is to provide a list of principles, pillars, values or virtues, which are memorized or
around which themed activities are planned. It is commonly claimed that the values
included in any particular list are universally recognized. However, there is no agreement
among the competing programs on core values (e.g., honesty, stewardship, kindness,
generosity, courage, freedom, justice, equality, and respect). There is also no common or
standard means for assessing, implementing or evaluating programs.

Character is one of those overarching concepts that is the subject of disciplines from
philosophy to psychology with many competing and conflicting theories. Character as it
relates to character education most often refers to how 'good' a person is. In other words,
a person who exhibits personal qualities like those a society considers desirable might be
considered to have good character—and developing such personal qualities is often seen
as a purpose of education. However, the various proponents of character education are far
from agreement as to what "good" is, or what qualities are desirable. Compounding this
problem is that there is no scientific definition of character.

The various terms in the lists of values that character education programs propose suffer
from vague definitions. This makes the need and effectiveness of character education
problematic to measure. There is no common practice in schools in relation to the

26
formation of pupils' character or values education. This is partly due to the many
competing programs and the lack of standards in character education, but also because of
how and by whom the programs are executed. Programs are generally of four varieties
that may be used alone or in combination:

Cheerleading involves multicolored posters, banners, and bulletin boards featuring a value
or virtue of the month; lively morning public-address announcements; occasional
motivational assemblies; and a high-profile event such as a fund-raiser for a good cause.

Praise-and-reward approach seeks to make virtue into habit using "positive

reinforcement". Elements include "catching students being good" and praising them or
giving them chits that can be exchanged for privileges or prizes. In this approach, all too
often, the real significance of the students' actions is lost, as the reward or award becomes
the primary focus.

Define-and-drill calls on students to memorize a list of values and the definition of each.
Students' simple memorization of definitions seems to be equated with their development
of the far more complex capacity for making moral decisions.

Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e.,
walking in lines, arms at one's sides), or formal forms of address ("yes sir," "no ma'am"), or
other procedures deemed to promote order or respect of adults.

These four approaches aim for quick behavioral results, rather than helping students better
understand and commit to the values that are core to our society, or helping them develop
the skills for putting those values into action in life's complex situations. Generally, the
most common practitioners of character education are school counselors, although there is
a growing tendency to include other professionals in schools and the wider community.
Depending on the program, the means of implementation may be teachers and/or any
other adults (faculty, bus drivers, cafeteria workers, maintenance staff, etc.). The values
may also be embedded into the curricula. There are many theories about means, but there
are no comparative data (nor is there consensus) as to what, if any, approach may be
effective.

Source: http://en.wikipedia.org/wiki/Moral_education

27
30 MISTAKES (text B needs more editing)

An education for life? (Corrections in bold)

There is a problem that will touch us all - men, women and children - in the not too distant
future, a problem that resolves itself into a question: what is education for? At the moment,
most of us can answer that fairly practically and without too much soul-searching. On the
lowest level, education is for enabling us to cope in an adult world where money must be
added up, tax forms filled in, numbers looked up in telephone directories, maps read, cur-
tains measured and street signs understood. On the next level, it is for getting some kind
of job that will pay a living wage.

But we are already peering into a future so different from anything we would now
recognise as familiar that the last of these two educational aims may become as obsolete
as a dodo. Basic skills (reading, writing and arithmetic) will continue to be necessary but
these, after all, can be taught to children in from one to two years during their childhood.
But education with a view to working for a living, at least in the sense of earning daily
bread, may well be on its way out right now for the majority of us. Then the question ‘what
is education for?’ becomes much more complex.

Our grandchildren may well spend their lives learning as, today, we end our lives working.
This does not simply involve a straightforward substitution of activity but a complete
transformation of motive. We work for things basically unconnected with that work - usually
money, prestige, success, security. We will learn for learning’s sake alone: a rose is a rose
because it is and not what we can get out of it. Nor need any cynic doubt that we shall not
wish to work without there being any obvious end in view'.

Nevertheless, we still live in a very competitive society and most of us will need to
reshuffle the furniture of our minds in order to gear our children towards a future in which
outer rewards — keeping up with the Joneses - become
less relevant than inner and more individual spurs. The existence of competition has
always meant doing things because they win us some essentially unconnected advantage
but the aim of the future must be to integrate the doing with its own reward, like virtue.

28
Oddly enough it is in America, that citadel of competitiveness, that the first experiments in
this change of mind are taking place. In that New World, there are already organisations
set up to examine ways in which competitiveness can be replaced by other inner-directed
forms of rewards and pleasures. Take one interesting example in a Foundation whose aim
is to transform competitive sport. A tug-of-war, as we all know, consists of one team pitting
its strength against another team. The aim is to tug the opposing team over a line and, by
doing so, win.
In the brand-new non-competitive version, things are very different. There are still two
teams on either end of the rope but now the aim is not to win but to maintain the struggle.
As the two teams tug, any individual on either team who senses a coming victory must let
go the winning end of the rope and rush over to lend his weight to the other side, thus
redressing the balance, and keeping the tug-of-war going as long as possible. If you
actually imagine doing this, the startling fact that emerges is that the new game offers
more possibilities of individual judgement and skill. This is so just because victory is not
the aim and the tug-of-war is ended only by defeat of those judgements and skills. What’s
more, I think most people would get more pleasure out of the neo-tug than the old winners-
take-all concept.

So could it be for learning. Most of us, at some time or another, have glimpsed one of the
real inner pleasures of education - a sort of one-person chase after an elusive goal that
pits you only against yourself or, at the very most, against the discoveries of the greatest
minds of other generations. On a more humble level, most of us have already got some
pleasurable hobby that we enjoy for its own sake and become expert in for that enjoyment.
In my own stumbling efforts, since last year, to learn the piano, I have seen the future and
it works.

Critical thinking: An important issue in education today (corrections in bold)

The movement to the information age has focused attention on good thinking as an
important element of life success. These changing conditions require new outcomes, such
as critical thinking, to be included as a focus of schooling. Old standards of simply being
able to score well on a standardized test of basic skills, though still appropriate, cannot be
the sole means by which we judge the academic success or failure of our students. The
definition of critical thinking has changed somewhat over the past decade. Originally the

29
dominion of cognitive psychologists and philosophers, behaviorally-oriented psychologists
and content specialists have recently joined the discussion. The following is an example of
an attempt to define critical thinking:

...the intellectually disciplined process of actively and skillfully conceptualizing,

applying, analyzing, synthesizing, and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or communication, as
a guide to belief and action (Scriven & Paul, 1992).

Bloom and his colleagues (1956) produced one of the documents most often cited in
relation to this topic: The Taxonomy of the Cognitive Domain. They proposed that knowing
is actually composed of six successive levels arranged in a hierarchy: Knowledge,
Comprehension, Application, Analysis, Synthesis, Evaluation. Research over the past 40
years has generally confirmed that the first four levels are indeed a true hierarchy. That is,
knowing at the knowledge level is easier than, and subsumed under, the level of
comprehension and so forth up to the level of analysis. However, research is mixed on the
relationship of synthesis and evaluation; it is possible that these two are reversed or they
could be two separate, though equally difficult, activities.

Synthesis and evaluation are two types of thinking that have much in common but are
quite different in purpose. Evaluation (which might be considered equivalent to critical
thinking) focuses on making an assessment or judgment based on an analysis of a
statement or proposition. Synthesis (which might be considered more equivalent to
creative thinking) requires an individual to look at parts and relationships (analysis) and
then to put these together in a new and original way.

One problem with the definitions of critical thinking is that of labeling "good" thinking as
critical thinking. This implies that creative thinking is a component of critical thinking rather
than a separate, though related, thinking process with its own standards of excellence. To
classify all "good" thinking as critical thinking is to expand the definition beyond its
usefulness and this obfuscates the intended concept. It also has the danger of overselling
the concept and having both educators and the general public reject the benefits of
focusing on critical thinking. We need to recognize that "good" thinking requires both
critical and creative thinking.

30
It is important to have a definition of critical thinking so that it can be compared and
contrasted with other forms of thinking. For example, non-critical thinking can take the form
of habitual thinking (thinking based on past practices without considering current data);
brainstorming (saying whatever comes to mind without evaluation); creative thinking
(putting facts, concepts and principles together in new and original ways); prejudicial
thinking (gathering evidence to support a particular position without questioning the
position itself); or emotive thinking (responding to the emotion of a message rather than
the content.). There are situations when each of these types of thinking might be more
appropriate while the other types would be less appropriate.

Critical thinking is a complex activity and we should not expect that one method of
instruction will prove sufficient for developing each of its component parts. We have
learned that while it is possible to teach critical thinking as a separate skill, it is developed
and used best when learned in connection with a specific domain of knowledge. We
should not expect that a "critical thinking course" will develop our students' competencies
in this area. If students are not expected to use these skills in traditional courses, the skills
will simply atrophy and disappear. Teachers and instructors at all levels must require
students to use these skills in every class and evaluate their skills accordingly. That is,
students are not likely to develop these complex skills without specific, explicit
expectations and their measurement in the form of important assessments.

Rewarding children (mistakes in bold)

Cash rewards are a common form of motivation used by parents with high expectations
to encourage their children to work hardly at exam time. Some youngsters recieve
payments of as many as £ 100 for each A grade they obtain at GCSE. However, should
such ‘bribes’ be based on exam performance or should they as many parents and
teachers feel, be offered in recognition of a child effort, regardful of results? The later
approach would solve the problem of how parents reward children with different levels of
ability; imagine, for example, a family with one child who is academic gifted and other
who has learning difficulties. The dangers of result-related incentives for the second
child are clear (semi colon or period missing) with little hope of obtaining the higher
grades, the withholding of promised financial rewards would only compound
the child’s feeling of failure. However, some leading educational psychologists believe
that parents should rely in their own judgement in such matters. They maintain that, if

31
parents know that money will motivate their child, then they should not be condemned
for operating a system of cash.

The first mistake is a mistake in:

A) agreement B) punctuation C) word form
The second is a mistake in:
A) verb tense B) preposition C) spelling
The third mistake is a mistake in:
A) quantifier B) article C) word order
The fourth mistake is a mistake in:
A) reference B) genitive C) connector
The fifth mistake is a mistake in:
A) syntax B) word form C) verb tense
The sixth mistake is a mistake in:
A) spelling B) punctuation C) syntax
The seventh mistake is a mistake in:
A) connector B) preposition C) word form
The eighth mistake is a mistake in:
A) pronoun B) subordinator C) word form
The ninth mistake is a mistake in:
A) spelling B) punctuation C) preposition
The tenth mistake is a mistake in:
A) reference B) preposition C) connector

The teenage teachers (mistakes in bold)

The best way to learn is to teach. This is the message emerging from experiments in
several schools in which teenage pupils who have problems at school are tutoring younger
children - with remarkable results for both sides. According to American research, pupil-
tutoring wins ‘hands down' over computerised instruction and American teachers say that
no other recent innovation has proved so consistently sucessful.

32
Now the idea is spreading in Britain. Throughout this term, a group of 14-year- olds at
Trinity comprehensive in Leamington Spa have been spending an hour a week helping
children at a nearly primary school with their reading. The younger children read aloud to
their tutors (who are supervised by university students of education) and then play word
games with them. All the 14-year-olds have some of their own lessons in a special unit for
children who have difficulties at school. Though their intelligence is around average, most
of them have fallen behind on reading, writing and Maths and, in some cases, this has led
to truancy or bad behaviour in class.

Jean Bond, who is running the special unit while been on sabbatical from Warwick
University’s education department, says that the main benefit of tutoring is that it improves
the adolescents self-steem. ‘The younger children come rushing up every time and
welcome them. It makes the tutors feel important whereas, in normal school lessons, they
often feel adequate. Everyone benefit. The older children need practice in reading but, if
they had to do it in their own classes, they will say it was kids’ stuff and be worried about
losing face. The tutors are struggling at school themselves so, when the younger ones
can't learn, they know exactly why.’

The tutors agree. ‘When I was little, I used to skive and say I couldn’t do things when I
really could,’ says Mark Greger. ‘The boy I’ve been teaching does the same. He says he
can’t read a page of his book so I tell him that, if he does do it, we can play a game. That
works.’ The younger children speak warmly of their new teachers. ‘He doesn’t shout like
other teachers,’ says eight-years-old Jenny of her tutor, Cliff McFarlane who, among his
own teachers, has a reputation for being a handful. Yet Cliff sees himself as a though
teacher. 'If they get a word wrong,’ he says, ‘I keep them at it until they get it right.’

Jean Bond, who describes pupil tutoring as an ‘educational conjuring trick’, has ran two
previous experiments. In one, six persistent truants, aged 15 upwards, tutored 12 slow-
learning infants in Maths. Neither of the six played truant from any of the tutoring sessions.
‘The degree of concentration they showed while working with their tutees was remarkable
for pupils who had previously shown little ability to concentrate on nothing related to school
work for any period of time,' says Bond. The tutors became ‘reliable, conscientious caring
individuals’.

33
Their own reading, previously mechanical and monotonous, became far more expressive
as a result of reading aloud to infants. Their view of education, which (“they” missing) had
previously dismissed as ‘a waste of time', was transformed. They became firmly resolved
to teach their own children to read before starting school because, as one of them put it, ‘if
they go for a job and they can't write, they’re not going to employ you, are they?’ The
tutors also became more sympathetic to their own teachers’ difficulties, because they were
frustrated themselves when the infants ‘mucked about’.

In the seven weeks of the experiment, concludes Bond, ‘these pupils received more
recognition, reward and feelings of worth than they had previously experienced in many
years of formal schooling. And the infants, according to their own teachers, showed
measurable gains in reading skills by the end of the scheme.

Reference Syntax Agreement Pronoun Genitive Verb Word Spelling

(tense, form
form)
them (“they” benefits none adolescents’ being Near Succes
missing) sful

anything would eight- self-

year- esteem
old
run tough

34
 MEDIA STUDIES
ERROR DETECTION AND CORRECTION: The following text
contains 14 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 1 N C or X SUBSTITUTIONS

The most depressing moment of my day is first thing in the 1 C
morning, when I download my overnight batch of e-mails. 2 C
Without a single EXCEPTION; IT will contain dozens of messages 3 X comma
from people who, knowing my interest in the subject, write to 4 C
me describing violations of their personal privacy. Throughout 5 C
ALL the day, the stream continues, each message in my 6 X No “all”
inbox warning of yet another nail in the coffin of personal 7 C
privacy. In other centuries, such invasions of liberty would 8 C
have ARISED from religious persecution or the activities of 9 X arisen
tax collectors. Nowadays, the invasions take place through 10 C
the use of information technology. 11 C
Therefore, when individuals who VALORATE personal privacy 12 X value
are asked for their view, they will invariably speak ON 13 X in
disparaging terms about such technologies. In an effort to 14 C
stem the speed and force of the invasion, they will sometimes 15 C
argue that the technologies themselves should simply be 16 C
BANISHED. Of course, things are not so SIMPLY. Even the 17 XX banned-simple
MOST STRONG advocate of privacy recognizes that technology 18 X strongest
can

35
offer enormous benefits to individuals and to society. To 19 C
prohibit a technology on the grounds that it is BEEN used to 20 X being
invade privacy would BE ALSO to DEPRIVE society the benefits 21 XX also be-
of deny/deprive
society of
that innovation. 22 C
The sensible perspective is that technology does not 23 C
necessarily have to invade privacy. The reality is that it 24 C
invariably does. Companies may well argue that customers 25 C
are prepared to trade off LITTLE privacy in return for better 26 X a little
service or a cooler and more sophisticated product. They say 27 C
that this is a matter of free choice. I doubt that there is any 28 C
genuine free choice in the matter. Whether I go with Orange 29 C
or Vodaphone is indeed a free choice. But I have no choice 30 C
WITH whether my communications data will or will not be 31 X over
stored by my communications provider. They know the 32 C
location of my mobile and the numbers from which I 33 C
receive calls, and the e-mails I send are routinely stored by 34 C
all providers, IF I like it or not. 35 X whether
Technology does not have to be the enemy of privacy. But 36 C
while companies insist on amassing personal information 37 C
about their customers, technology will continue to be seen as 38 C
the enemy of privacy. 39 C

Source: Text adapted from Kenny, N. and Newbrook, J. (2008). CAE Plus. New edition. Harlow:
Pearson Longman.

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 2 N C or X SUBSTITUTIONS

One often hears that we all enjoy MUCH more choices as 1 X many
viewers, listeners, and readers than any generation of 2 C
human beings ever enjoyed before. Well, that's actually not the 3 C
case. There's a SEEMINGLY multiplicity, a great ostensible 4 X seeming

36
diversity out there; but behind the surface of WHAT apparently 5 X that
vast range of choices, there is really not all that much in the 6 C
way of true difference or TRULY diversity. There are a handful of 7 X true
owners behind most of those products that you see at the 8 C
newsstand or on cable or on the web: a handful of 9 C
owners and the same commercial imperative ON work, no 10 X at
matter where you turn. You talk about newspapers, 11 C
magazines, movies, TV shows, or the radio. It's all alike, 12 C
calculated to DO as much money as possible as quickly as 13 X make
possible. Now, most of the media industries have always been 14 C
commercial above all. There's no question about that, HOWEVER 15 X although
some were more commercial than others were. Book 16 C
publishing, for example, was historically not DROVEN, above all, 17 X driven
by a concern about profits, but it was actually run by men and 18 C
women who loved books. It sounds quaint today. Nevertheless, 19 C
by now all the media industries are alike, driven by 20 C
commercial concerns. And this process has been intensified by 21 C
the fact that the huge few that WEAVE all the power are heavily 22 X wield
indebted. They have to make a lot of money. Their 23 C
shareholders ALWAYS ARE at the door. They are very anxious 24 X are always
enterprises. They are forced to go wherever they think the 25 C
money is right now. They are forced to try to grab the biggest 26 C
demographic group they can. They aren't inclined to take any 27 C
real risks at all. 28 C
These changes have tended to make the quality of most media 29 C
products highly dubious. Whether we talk about the TV news, 30 C
which ARE in this country more idiotic and lurid than ever 31 X is
before; or whether we talk about the content of most 32 C
magazines, which is increasingly soft porn; or whether we're 33 C
talking about newspapers, THAT are more and more like 34 X which
television; or movies or music; we're talking about a decline in 35 C
quality that most of the people who WORKS in these industries 36 X work
have recognized. In a thoroughly commercialized 37 C
environment, there is very little incentive to be careful of the 38 C
sensibilities of particular segments of the audience. Thirty 39 C
years ago, a certain kind of commercial approach to children 40 C
would have been unthinkable. 41 C

Source: Rushkoff, D. (Director). (2001). Interview with Mark Crispin Miller [Television
documentary]. In Goodman, B and Dretzin, R (Producers), Frontline documentary The Merchants
of Cool. Retrieved April 5, 2010, from

37
 http://www.pbs.org/wgbh/pages/frontline/shows/cool/interviews/crispinmiller.html:

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 3 N C or X SUBSTITUTIONS

Is public opinion a force for good government or not? If recent 1 C
events in Burma, Pakistan and Georgia show anything at all, IS 2 X it is
that public opinion is ultimately the basis of power and 3 C
legitimacy. This concept is something several political 4 C
philosophers have told us for over 200 years. And it explains 5 C
why authoritarian regimes are always eager OF CONTROLLING 6 X to control
public opinion by: a) Controlling broadcasting and the press; b) 7 C
Pumping propaganda at the population; and c) Restricting 8 C
means of OPENED debate and discussion about public issues. 9 X open
But they also know, to their frustration, that public opinion 10 C
about the regime is forming all the TIME. BECAUSE there is 11 X time, because
always everyday talk. No matter IF draconian the controls on 12 X how
information flows imposed by the regime, people will meet in 13 C
the normal traffic and business of life. And they will talk about 14 C
public concerns. Opinion leaders will shape the views of those 15 C
around them. Debate and discussion in bars, pubs, homes, 16 C
workplaces, schools and so on, will go on all the time. The 17 C
mass media do not always mediate reality. The regime is being 18 C
discussed and assessed all the time. Public opinion is forming 19 C
all the time. AUTHORITATIVE regimes know that life is easiest for 20 X Authoritarian
them when public opinion SUPPORT their rule. Then they do not 21 X supports
need to rely IN force, for brute force is an unpredictable tool. 22 X on
The police and soldiers that a regime relies on to IMPOSURE rule 23 X impose

38
by force can turn suddenly and refuse CONTINUING to brutalize 24 X to continue
the same population from which they themselves have 25 C
emerged. Authoritarian regimes know that majority opinion in 26 C
any country is also likely to be majority opinion within the 27 C
police force and the armed forces. It makes for a fragile basis 28 C
on which to base any form of rule. But again, as recent events 29 C
in Burma, Pakistan and Georgia DEMOSTRATE, one must not 30 X demonstrate
romanticize the power of public opinion. This is for a number of 31 C
important reasons. First, it is not easy to get majority opinion 32 C
to form and solidify in complex, divided societies where ethnic 33 C
or other cleavages are SHARPER. It is all too easy for 34 X sharp
authoritarian regimes to divide and rule. Secondly, structural 35 C
factors can delay the impact of public opinion. Each 36 C
context differs and delayers are many. Nonetheless, what is 37 C
clear is that the fear of public opinion by authoritarian regimes 38 C
is eloquent testimony to the potential of public opinion as a 39 C
force for good, responsive and ACCOUNTING government. 40 X accountable

Source: Extracted and slightly adapted from: Odugbemi, Sina (2008). Public Opinion and
Authoritarian Regimes. Posted on the Communication for Governance & Accountability
Program blog site. Retrieved May 2, 2011 from
<http://blogs.worldbank.org/publicsphere/public-opinion-and-authoritarian-regimes>.

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 4 N C or SUBSTITUTIONS

X
The media is a fully-integrated part of the state power- 1 C
structure. In its practical application, it is more valuable than 2 C
the military. There are definite drawbacks to using FORCE; 3 X Comma after
“force”

39
whereas propaganda and public relations tend to be less 4 C
disruptive ON the normal flow 5 X of-to
of business. The media's primary objective is to shape public 6 C
opinion in a way that elicits support for the corporate agenda. 7 C
Public TV and the Internet pose the biggest threats to that 8 C
process. They both provide divergent sources of information 9 C
which eschew the business-friendly filtering process. This 10 C
explains why the Bush Administration installed political 11 C
appointees at PBS. Their job was to sabotage programs like 12 C
the weekly documentary series Frontline. 13 C
Investigative journalism is a danger to private INTERESTS; 14 X Comma after
“interests”
creating the likelihood that the public will focus more 15 C
attention on the shadowy activities of big business. The 16 C
ultimate goal of any PRIVATE owned information-system is to 17 X privately
assert complete control over the news-cycle in order TO events 18 X that
can be ARRANGE in a way that serves the needs of business. The 19 X arranged
public must be AVOIDED from seeing the conjugal relationship 20 X prevented
between the state and THE industry. To achieve this, the media 21 X No article
must appear to function independently and speak with many 22 C
DIFFERENTS voices when, in fact, it simply reiterates the same 23 X different
message from numerous vantage points. There is no diversity 24 C
of opinion in mainstream news. It is regimented and uniform. 25 C
Commercial media is designed to EXCITE desire for consumer 26 X stimulate
goods and to avoid any INFORMATION, THAT might instigate 27 X No comma
between
“information” and
“that”
greater involvement in the political process. This explains why 28 C
the vast majority of stories are diversionary accounts of 29 C
weather-related tragedies and abductions of blond-white 30 C
women rather than substantive coverage of real economic and 31 C
political events. The privately-owned media operates in a way 32 C
that runs counter to the ideal of maintaining an "informed 33 C
public" in a participatory democracy. It is a top-down model 34 C
which hands over control of information to a class of corporate 35 C
gate- keepers WHICH judgment is overshadowed by their desire 36 X whose
to maximize profits. We cannot expect impartiality from a 37 C
privately- owned system where the main players have such an 38 C
obvious stake in the outcome. Nor can such a system be " free" 39 C
in any MEANINGLESS sense of the word. In fact, the illusion of a 40 X meaningful
"free press" is without question the greatest hoax ever 41 C

40
 perpetrated on the American people. 42 C

Source: Extracted and slightly adapted from: Whitney. M. It’s time to break up the media.
Retrieved May 6, 2011, from
http://www.masternewmedia.org/news/2006/06/26/traditional_media_as_instruments_to.ht
m

ERROR DETECTION AND CORRECTION: The following text

contains 12 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 5 N C or X SUBSTITUTIONS

The 1999 spring issue of The Journal of Broadcasting 1 C
and Electronic Media FEATURE an article titled ―How 2 X features/featured
and Why Parents Take on the Tube‖ (Austin et al). 3 C
The authors noted that ―from Plato to the1996 4 C
United States Congress, THE society has taken it upon 5 X No article
itself to control and CENSORED information available 6 X censor
to children‖ (175). 7 C
Significantly, they also noted the role parents can 8 C
play in either reinforcing or refuting television 9 C
content. ―Concerned parents,‖ they commented, ―can 10 C
EXECUTE direct or indirect control of potential media 11 X exert
influences via four primary routes‖ (176). 12 C
THIS 4 approaches include: rule making; 13 X These
modeling behaviors1 that confirm or challenge media 14 C
messages as a result of the co-viewing experience; 15 C
general communication that affects children‘s 16 C
patterns of information seeking; and active 17 C
discussion of THE television content. ALTHOUGH these 18 XX No article-Despite
options available to parents, the authors concluded 19 C
that a review of the existing literature INDICATE that 20 X indicates

1 Behavior: Am. English spelling for behaviour.

41
―parents do A LITTLE to control or influence the 21 X little
messages their children receive from the mass media. 22 C
Parents tend to make few rules and rarely discuss 23 C
television content‖ (176). Hence, IT appears to be a 24 X there
contradiction BETWEEN, THE concern parents express 25 X No comma between
“between” and “the”
about MEDIA’S content and influence, 26 X media
as measured by numerous surveys and polls, 27 C
and their own behavior monitoring and mediating 28 C
the television consumption of their children. 29 C

Source: Considine, D. (2002). No TV: One family's choice. Telemedium, The Journal of Media
Literacy. Retrieved from Reich College of Education website, May 10, 2011, from
www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/notv.pdf

ERROR DETECTION AND CORRECTION: The following text

contains 11 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 6 N C or X SUBSTITUTIONS

DESPITE it is frequently suggested that visual media 1 X Although
discourage children IN reading, the Harry Potter 2 X from
phenomenon MAKE it perfectly clear that books and 3 X makes
mass media can support each other. This is expressed 4 C
extremely well by the Australian author Mem FOX 5 X Comma after Fox
who argues, ―television and books have one thing in 6 C
common: it's what the child gets out of them 7 C
what matters. Reading is not inherently good. 8 C
Television is not inherently bad. What counts is the 9 C
pleasure, the experiences, the growth in 10 C
understanding, the satisfaction of need in each 11 C
medium‖ (1993, 103). In Ellen's case, her parents 12 C
agree ON that her experience of video has clearly 13 X No “on”

42
contributed to her LANGUAGE’S SKILLS. ―From a young 14 X language skills
age,‖ her mother said, ―she was absorbed by Sesame 15 C
Street characters and music. It's hard to correlate, 16 C
but I think these videos did HELPED her develop 17 X help
language skills. Repetition of the videos allowed her 18 C
to match scenarios and objects to facial expressions.‖ 19 C
Her father agrees, REMARKING her attraction to 20 X noting
Muppet movies and the way in which the media 21 C
serve as a model for his daughter. ―Ellen's 22 C
vocabulary is clearly enhanced by films. She practices 23 C
FREQUENTLY body LANGUAGE; faces and words she gets 24 XX frequently practices-
Comma after
“language”
from films. Movies such as Treasure Island and 25 C
Scrooge have some fairly sophisticated vocabulary.‖ 26 C
I asked Ellen which she liked best, books or TV. Her 27 C
answer initially surprised us, but upon reflection, her 28 C
comment was completely CONSISTANT with her parents' 29 X consistent
perceptions. ―I like TV,‖ she told me. 30 C

Source: Considine, D. (2002). No TV: One family's choice. Telemedium, The Journal of Media
Literacy. Retrieved from Reich College of Education website, May 10, 2011, from
www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/notv.pdf

ERROR DETECTION AND CORRECTION: The following text

contains 17 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 7 N C or X SUBSTITUTIONS

In conventional economic and POLITIC theory, there is a 1 XX political-strong
LARGE
link between competition and diversity. It is generally 2 C
accepted that diversity of products and services 3 C
in society ARE promoted by competition in the marketplace. 4 X is
Ever since Adam Smith wrote his Inquiry into the Nature 5 C

43
and the Causes of the Wealth of Nations in 1776, the idea that 6 C
market rivalry between entrepreneurs YIELD best quality 7 X yields
products and services against the LOWER prices possible 8 X lowest
HAVE been widely accepted in Western economics and political 9 X has
ideology. Competition is not only considered to be a guarantee 10 C
of quality of products, but also AS AGENT of innovation 11 X an agent-the agent
and PLURALLISM in society. This makes economic, 12 X pluralism
political and social competition to a central notion in Western 13 C
societies. That goes TO media too. As an ASIDE THE twentieth 14 XX for- Comma between
“aside” and “the”
century economist Schumpeter did put forward the opposite 15 C
thesis that monopoly enhances innovation because monopolists 16 C
can easily recoup their innovation investments (cf. Faull and 17 C
Nikpay (eds.), 1999, p. 40; Sánchez- Taberno & Carvajal, 2002, 18 C
p. 22). However that may BE GENERALLY any breakdown 19 X Comma between “be”
and “generally”
of media monopoly is welcomed and competition between 20 C
newspapers, radio, and television stations is applauded. 21 C
However, as can be SHOWED from economic life, competition 22 X shown
is
not always fruitful as MIGHT degenerate into ruinous 23 X it might
competition, that is, intense, short- term competition on price 24 C
between enterprises, leading FOR an overall loss ON product 25 XX to-in
quality. Media competition is probably NOT exception to that. 26 X no
That is why, in analysing the effects of media competition 27 C
on diversity, we have to address the question WHETHER 28 X of whether
there is an optimal point in media markets between media 29 C
monopoly and ruinous media competition to 30 C
promote media diversity. 31 C

Source: van Cuilenburg, J. (2007). Media Diversity, Competition and Concentration: Concepts
and Theories. In de Bens, Els (Ed.), Media Between Culture and Commerce (pp. 26-55). Bristol
and Chicago: Intellect.

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least

44
 one mistake. Circle the mistakes you detect and provide the suitable correction in the column under
the heading “Substitutions”:

PASSAGE FOR ANALYSIS 8 N C or X SUBSTITUTIONS

Aided by the growing concentration in the media industry, 1 C
commercialisation has also boosted homogenisation, 2 C
globalisation and tabloidisation. Media CONGLOMERATIONS are 3 X conglomerates
averse AT taking risks – ‗safety first‘– and AT departing from 4 XX to-to (ONLY 1)
proven success formulas –‗nothing SUCCESSES like success‘ 5 X succeeds
(Gitlin, 1983). They have no incentives to innovate ON the 6 X for
simple reason that their aim is to meet the demands of the 7 C
LARGER possible average audience. Media giants like to 8 X largest
market rather similar products, with homogenised 9 C
content. Audience research turns out to be a circular process, 10 C
as it asks media consumers to CHOICE from a limited number 11 X choose
of hit products. ON this regard McChesney refers to the 12 X In
DWINDLE number of foreign films in American theatres. In the 13 X dwindling
mid-seventies, 10% of the films shown in American theatres were 14 C
foreign; in the eighties, only 7%; and in the nineties, less than 15 C
0.5%. The main cause of this decline was the RAISE of the mega 16 X rise
complex chain theatres, which REJECT to show foreign films 17 X refuse
unless these are guaranteed to please the taste of the 18 C
American audience and unless the foreign producers are 19 C
prepared to invest as heavily ON the promotion of their 20 X in
films as American producers are willing to do. 21 C
He comes AT the conclusion that the latest generation of 22 X to
American filmgoers do not have the faintest idea of what the 23 C
European film industry has to offer (McChesney, 1999, p. 33). 24 C
Cultural globalisation that ENSUES the dominant position of a 25 X ensues from
limited number of media giants in audiovisual production 26 C
appears to be inevitable. As early as the seventies, 27 C
several authors (Nordenstreng & Varis, 1974; Schiller, 1976; 28 C
Mattelart & Dorfman, 1975; Tunstall, 1977; Hamelink, 1978) 29 C
pointed at American cultural imperialism, in particular its 30 C
media imperialism, and at its effect on the growing 31 C
homogenisation of media content. 32 C

Source: de Bens, E. (2007). Media Between Culture and Commerce: An Introduction. In de Bens,
E. (Ed.), Media Between Culture and Commerce (pp. 10-25). Bristol and Chicago: Intellect.

45
 ERROR DETECTION AND CORRECTION: The following text
contains 15 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 9 N C or X SUBSTITUTIONS

Access is a serious matter in broadcasting organisations 1 C
because SCARCE of airtime means that it has to be heavily 2 X scarcity
rationed, which is why for such organisations it is a 3 C
political issue. In post-broadcast media such as the Internet, 4 C
access does not need to be rationed and therefore is not an 5 C
issue. Demands TO broadcast access IS based on a reflection 6 XX for- are
theory of the media – that is, the media ought to reflect ON the 7 X No “on”
groups, politics or lifestyles that can be identified outside the 8 C
media in social life. Many groups argue that their access IN 9 X to
television is blocked and that, as a result, they are unable 10
to ESTABLISHING their point of view in the 11 X establish
public mind. The assumption is often that the 12 C
BLOCK is caused by a more or less DELIBERATELY conspiracy by 13 XX blockage-
deliberate
the media to exclude them. Even when access is achieved, 14 C
‗minority groups‘ are often disappointed OF the coverage they 15 X with
TAKE. Commercial industrial organisations 16 X get or receive
with an EXTENSE division of labour and 17 X extensive
an occupational ideology of professionalism won‘t let you 18 C
simply appear IN television or radio and state your case or SAY 19 XX on-tell
your story. Despite the media‘s centrality OF public life and 20 X to
citizenship, there is no right of access. Whether you get on air 21 C
depends on the professionals‘assessment of your talent, 22 C
NEWSWORTHY, and representative status,and what you say is 23 X newsworthiness

46
mediated through their professional codes and production 24 C
processes. 25 C

Source: Hartley, J. (2002). Communication, cultural and media studies: The key concepts. Third
Edition. London and New York: Routledge.

ERROR DETECTION AND CORRECTION: The following text

contains 20 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 10 N C or X SUBSTITUTIONS

Media is a pervasive and ever present entity in the 1 C
LIFES of people. It is a strong influence for 2 X lives
CONSTRUCT meaning in our everyday lives. Social 3 X constructing
Comparison Theory posits that people will at some 4 C
point in their lives compare themselves and 5 C
significant others to people and images WHO they 6 X whom
PERCIEVE to represent realistic goals to attain. 7 X perceive
We look to the media to help us define, 8 C
explain, and shape the world around us. Without 9 C
always knowing it, we DO automatic comparisons 10 X make
of ourselves, those close to us, and situations in our 11 C
lives after seeing images in MEDIA. And as a 12 X the media
result, after these comparisons we are motivated to 13 C
strive TO, and ACHIEVE, new found goals and 14 XX for-no comma after
“achieve”
expectations. TEENAGERS; because they DON’T REACH 15 XX Comma after
“teenagers” - haven´t
reached
the cognitive level to critically analyze and 16 C
determine reasonable levels of realistic goals, THEY are 17 X No “they” (double s.)
more vulnerable to media images. 18 C
They are more likely to TAKING at 19 X take
face value all images and SENARIOS portrayed in the 20 X scenarios
media. Because they tend to see more everything as 21 C

47
realistic and attainable, adolescent girls are MORE 22 X almost
likely to emulate the images portrayed in the media. 23 C
They CAN attempt to model themselves, both 24 X will
physically and through their actions, after the 25 C
images viewed. They look to the media to define 26 C
how they should look, act, and feel. Pop culture, 27 C
more than current events, is what adolescent females 28 C
look to in the media to help them define HER role in 29 X their
the world around them. 30 C
Media consumption gives 31
TEENAGERS, a sense of being connected to a larger 32 No comma after
“teenagers”
peer network. Adolescents look to 33
television, magazines, and movies to help them find 34
and define their station and place in society. 35
The images and messages presented ON the media 36 X in
have a strong influence IN how an adolescent girl 37 on
VIEW the world and her role in it. 38 views

Source: Extracted and adapted from: Naigle, D . (n.d.). Literature review of media messages to
adolescent females. Retrieved March 28, 2011, from
http://www.usask.ca/education/coursework/802papers/naigle/index.htm

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 11 N C or X SUBSTITUTIONS

EVERYDAY; we are bombarded BY messages based 1 XX Comma after
“everyday” - with
on science: the nightly news REPORT on the health 2 X reports
effects of cholesterol in eggs, a shampoo 3 C
advertisement claims that it has been SCIENTIFICALY 4 X scientifically
proven to STHRENGTEN hair, or the newspaper reports 5 X strengthen
on the SENATE vote to RESTRICTING carbon dioxide 6 XX Senate’s- restrict
emissions based on their impact on global warming. 7 C

48
 Media representations of science and SCIENCE RELATED 8 X science-related
policy are essential for communicating 9 C
scientific messages quickly to the broad PUBLIC, however, 10 X semi-colon after
“public”
some important parts of the SCIENTIST message can 11 X scientific
easily get lost or garbled in translation. 12 C
Understanding the nature of science can make you a 13 C
better-informed consumer of those messages and 14 C
policies. It can help you separate science from SPIN 15 X Comma after “spin”
identify misrepresentations of science, and find 16 C
TRUSTFUL sources for FARTHER information. 17 XX trustworthy-further

Source: Extracted and adapted from its original. Untangling media messages and public policies.
Retrieved April 20, 2011, from http://undsci.berkeley.edu/article/0_0_0/sciencetoolkit_02

Correct VERSION A

The Social Role of Advertising

by T. H. Qualter

Advertising is, (in) overall, a reluctant and largely ineffective initiator of social change

beyond the trivia of fashion. Even as it introduces an endless array of new products, and

new models of the old, it is an overwhelmingly conservative social force, powerful in

defining and preserving the status quo. Advertisers seldom question the attitudes that lie
behind a purchasing philosophy. They do not encourage reflection on the underlying

character or motivation of a consumer society, or of the social attitudes that sustain it. On
the contrary, almost all the images in advertising contribute to the preservation of the
existing order. Advertisers prosper through the perpetuation of traditional stereotypes of

class, race and sex. As a predominant conservative force, they prefer a romanticised past

to an uncertain future. Resisting social change, advertising responds only slowly to

unfolding circumstances, tending to lag the general course of events reflecting innovation,

seldom initiating it. Change, when it does come, (it) is usually precipitated by other social
movements which cannot be denied.

49
Stereotyped images are important sources of knowledge about our society, and about our
personal roles in it. People’s actual behaviour owes much to the symbolic role models set

before them in films, books, the entertainment media and, of course, advertisements. As

long as media stereotypes are mainly conservative, therefore, they will have a

conservative impact on behaviour, limiting the variety of ways in which people can choose
to react to each other, and to themselves. Advertising demands economy of

communication. In a brief television commercial there is no time to say much, certainly no

time for detailed explanation. The commercial therefore depends on instant recognition,

calling upon familiar, sharply-defined stereotypes to set the stage for the message.
Advertisers take it for granted that, because most of the audience shares a common frame
of reference, and a common set of symbols, they will understand most of what is being

said. Like pre-war British movies, modern television commercials use stock characters to
establish class, occupation, role and mood –bib-overalls mean farmer, indicating down-
home earthiness, traditional values; white coats mean scientific, and therefore authoritative

or professional; computer terminals mean high technology, implying modern, and so on.

Source: Qualter, T. H. (1997) The Social Role of Advertising. In O’Sullivan, T. and Jewkes, Y.
(Eds.), The Media Studies Reader. London and New York: Arnold

21 MISTAKES (text A needs more editing)

Correct VERSION B

The Social Role of Advertising

by T. H. Qualter

Advertising is, overall, a reluctant and largely effective initiator of social change beyond the
trivia of fashion. Even as it introduces an endless array of new products, and new models

of the old, it is an overwhelmingly conservative social force, powerful in defining and

preserving the status quo. Advertisers seldom question the attitudes that lie behind a

purchasing philosophy. They do not encourage reflection on the underlying character or

motivation of a consumer society, or of the social attitudes that sustain them. On the

50
contrary, almost all the images in advertising contribute to the preservation of the existing
order. Advertisers prosper through the perpetuation of traditional stereotypes of class, race

and sex. As a predominantly conservative force, they prefer a romanticised past to an

uncertain future. Resisting social change, advertising responds only slowly to unfolding

circumstances, tending to lag behind the general course of events reflecting innovation,
seldom initiating it. Change, when it does come, (it) is usually precipitated by other social

movements which cannot be denied.

Stereotyped images are important sources of knowledge about our society, and about our
personal roles in it. People’s actual behaviour owes much to the symbolic role models set

before them in films, books, the entertainment media and, of course, advertisements. As

long as media stereotypes are mainly conservative, therefore, they will have a
conservative impact on behaviour, limiting the variety of ways in which people can choose
to react to each other, and to themselves. Advertising demands economy of

communication. In a brief television commercial there is not time to say much, certainly no
time for detailed explanation. The commercial therefore depends on instant recognition,
calling upon familiar, sharply-defined stereotypes to set the stage for the message.

Advertisers take for granted that, because most of the audience shares a common frame

of reference, and a common set of symbols, they will understand most of what is being
said. Like pre-war British movies, modern television commercials use stock characters to

establish class, occupation, role and mood –bib-overalls mean farmer, indicating down-
home earthiness, traditional values; white coats mean scientific, and therefore authoritative

or professional; computer terminals mean high technology, implying modern, and so on.

Source: Qualter, T. H. (1997) The Social Role of Advertising. In O’Sullivan, T. and Jewkes, Y.
(Eds.), The Media Studies Reader. London and New York: Arnold

7 mistakes

Correct VERSION A

Postmodernism and Popular Culture

51
 by Dominic Strinati

The increasing importance of consumption and of the media in modern societies has given

rise to new occupations –or changed the role and character of older ones– associated with
the need to encourage people to consume in more frequent, more constant and more
varied ways. This has been called the ‘symbolic work of producing needs’, and ‘the

symbolic violence needed to create and sell new products’. These occupational groups are

involved in both creating and manipulating or playing with cultural symbols and media

images so as to get consumers to buy things, even those which they don’t necessarily
need but feel they ought to have because this is integral to the consumer ethic.

In view of this argument we cannot only account for the growing occupational importance
of advertising, marketing, design, architecture and media professions like journalism and
programme production more generally, but also those occupations like social work,
therapists of one kind or another, teachers, lecturers, and so on, associated with wider

definitions of psychological and personal need and fulfilment. For all these occupations are
thought to be the most important groups involved in establishing the taste patterns for the

rest of the society, in exercising some influence over other people’s lifestyles and values or
ideologies (while expressing their own as well) –over what they buy, watch, listen to, wear,

eat, drink, furnish their houses and flats with, etc., and how they evaluate or make sense
of these things to other people and to themselves. Thus these new middle-class

occupations, catering for the variety of consumer markets which already exist or which are

in the process of being formed, are crucial to the development of the postmodern popular
culture which we have made available to us, that culture common to the society as a

whole.

Source: Strinati, D. (1997). Postmodernism and Popular Culture. In O’Sullivan, T. and Jewkes, Y.
(Eds.), The Media Studies Reader. London and New York: Arnold.

16 MISTAKES

Correct VERSION B

52
 Postmodernism and Popular Culture

by Dominic Strinati

The increasing importance of consumption and of the media in modern societies has given

rise to new occupations –or changed the role and character of older ones– associated with
the need to encourage people to consume in more frequent, more constant and more
varied ways. This has been called the ‘symbolic work of producing needs’, and ‘the

symbolic violence needed to create and sell new products’. These occupation groups are
involved in both creating and manipulating or playing with cultural symbols and media

images so as to get consumers to buy things, even those which they don’t necessarily
need but feel they ought to have because this is integral to the consumer ethic.

In view of this argument we cannot only account for the growing occupational importance

of advertising, marketing, design, architecture and media professions like journalism and

programme production more generally, but also those occupations like social work,
therapists of one kind or another, teachers, lecturers, and so on, associated with wider
definitions of psychological and personal need and fulfilment. For all these occupations are

thought to be the most important groups involved in establishing the taste patterns for the

rest of the society, in exercising some influence over other people’s lifestyles and values or
ideologies (while expressing their own as well) –over what they buy, watch, listen to, wear,

eat, drink, furnish their houses and flats with, etc., and how they evaluate or make sense
of these things to other people and to themselves. Thus these new middle-class

occupations, catering for the variety of consumer markets which already exist or which are
in the process of being formed, are crucial to the development of the postmodern popular

culture which we have made available to us, that culture common to the society as a

whole.

Source: Strinati, D. (1997). Postmodernism and Popular Culture. In O’Sullivan, T. and Jewkes, Y.
(Eds.), The Media Studies Reader. London and New York: Arnold.

53
8 mistakes

PASSAGE 1 (Corrections in bold)

In today’s society, children are bombarded with constant exposure to the media in many

different modes. These include television, magazines, radio, newspaper, movies and,
more recently, the Internet. Contemporary issues surrounding body awareness in children

and adolescents have increased with several researchers suggesting the media to be a

significant contributor to this phenomenon. A historical perspective of the media’s portrayal

of the ideal body size and shape demonstrates change over the last century. The ideal
body size and shape for men has changed from a larger body to become more muscular

with a physically fit appearance. The ideal shape for women has changed from a

curvaceous shape in the mid 1900s to become noticeably leaner and slimmer to align with
current fashion trends. The implications of childhood exposure to the mass media, which
portrays these particular images of body size and shape, are concerning, as there is an

increased probability of the child becoming discontent with his or her body if his or her

appearance differs from the so-called norm.

PASSAGE 2 (Corrections in bold)

Information from television, the Internet, radio and printed materials, collectively termed
mass media, saturates modern society. Central to any discussion of media and its effects

is the issue of bias, especially as it pertains to news coverage. Bias, a form of propaganda,

is an often subtle prejudice that can appear in information that purports to be objective.
Media often instruct the public about what their opinions should be. Examples of efforts by

the media to influence public opinion include radio shows, editorials, news stories, and

columns. Numerous studies have examined the degree to which media bias exists and the
groups who might benefit from the influence bias exerts on the shaping of public opinion.

54
 PASSAGE 3 (Corrections in bold)

It is natural for humans to have biases: most parents prefer their own children to their

neighbors’ kids, for example. Yet, when quarrels occur among playmates, most parents try
to be fair. Most teachers prefer some students to others; yet most have learned to put

aside their personal feelings when assigning grades. Likewise, coaches generally ignore
their biases when making team assignments. These people make unbiased decisions

because they are professionals -- news reporters are human, but they are also

professionals.

Most news reporters have studied news writing and have learned to write fact-based

stories, which provide a source for every fact they include. Expressing their own opinions

in a straight news story is "editorializing" -- they get bad grades for it in school and are
reprimanded for it on the job. If it continues, they are fired. Reporting fact-based stories
without editorializing eliminates most, but not all, kinds of bias.

Since reporters must cite sources, they need to foster good working relationships with
government officials, public relations officers at corporations, and well-placed police or
military officers. Sometimes reporters’ concern for the future cooperation of their sources
means that, in order to please those sources, they suppress or play down facts in their
present stories.

Sometimes, knowing where their editors, publishers, news directors or station owners

stand on issues alters the way reporters do their jobs. Sometimes editors or supervisors
block a story altogether. Most successful reporters, however, respect their craft and wish
to practice it fairly. Certainly, the news available to us is much less biased than the news

available to citizens at the time of our nation's founding

Technology is progressing on an incredible rate: Internet, satellite, and wireless are just

the beginning. In order to grow and exploit these technologies, expertise and money are

needed. Larger media corporations have the resources to develop these technologies, and

55
they are in the best position to implement them. For example, when television was in its
infancy, the government granted broadcast licenses to the existing radio networks

because they were in the best position to get the television industry up and running. The

cost of running a television station is enormously. Smaller stations do not have the

resources to create the kind of programming that consumers are looking for. Imagine if you
had to rely on your local reporters to cover national or world news: the coverage would be

sketchy at best. That it is why local stations rely on their networks to cover larger stories.

Also, consider that newspapers and network television news broadcasts are not longer our

only sources of information. Instead, news is pouring in from all sides -- from the Internet
and "breaking news" emails to nonstop coverage of news on cable television. The media
corporations that will be successful are the ones that have the resources to adapt to new

technologies.

The first mistake is a mistake in:

a) agreement b) preposition c) word order

The second mistake is a mistake in:

a) article b) syntax c) word form

The third mistake is a mistake in:

a) agreement b) word form c) punctuation

The fourth mistake is a mistake in…

a) spelling b) syntax c) preposition

The fifth mistake is a mistake in…

a) adjective b) verb c) adverb

56
With the advent of mass communication in the twentieth century; media studies evolved
into a discipline in its own right. As media became more varied and widespread, so too did
critical attention and response. Most of the controversy centered in violent images from
television, films, video games, and the Internet. Violent language in music has gained some
attention as well. As television spread to more homes in industrialized nations in the 1950s
social scientists began to pay attention to their effects on viewers. One proposed effect,
prompted from a rise on juvenile delinquency, was that juveniles were acting out scenarios
that they had first seen on television. Such fears resulted in congressional hearings in 1952
as well as other hearings at the national level. Film, too, was the subject of significantly
attention. In 1968, the Motion Picture Association of America (MPAA) adopted a rating
system as a means to warn parents about the content of films, including violence, deemed
inappropiate for children.

Critics who promote government regulation of the media argue that violent imagery and
narratives affect adversely people, especially children and adolescents. Their primary
argument is that such material leads people to become aggressive and, in the worse
situations, to copy the violence that they have seen. Moreover, while the media readily
depicts violence, it depicts rarely its consequences. In fact, violence is often depicted as
amusing. This is what Communications scholar George Gerbner has called "happy
violence," which is often found in comedies, including children’s cartoons. These features,
according to critics, lead to desensitization and make it more difficult for people to discern
between real and unreal violence. It is estimated that, on average, a child in the US sees
8,000 murders depicted on television before he or she finishes elementary school. By age
18, it is estimated that the averaged child in the US have viewed more than 200,000
murders on television. Some critics also view the profusion of violence media as a cynical
ploy to sell products and to manufacture infounded fears.

Critics on the opposite side of the controversy take a varied approach of the issue. At the
most extreme, they recall ancient arguments of catharsis by stating that violent media has
a positive effect insofar as it provides an outlet for people to rid themselves from
aggression and violent impulses. Moreover, they point out that despite the numerous
studies written on the subject, social theorists have been unable to prove a connection
between media violence and violent crime; most of them accept that it can cause levels of
aggression to rise, however. Instead, they argue that media violence can lead to violent
crime only if other several factors converge, including parental abuse and lack of parental
supervition. What is needed to reduce violence in society is not federal regulation, these
critics have argued, but responsable parents and training in media literacy.

57
Punctuation Word order Spelling Preposition Agreement Word form
century; affect inappropiate centered in their effects significantly
media adversely (inappropriate) violent (on) (its effects) attention
(comma people (significant)
instead of (adversely
semicolon) affect
people)
1950s social it depicts supervition prompted have viewed worse
(comma rarely (supervision) from (by) more (has) situations
missing) (it rarely (worst)
depicts)
other responsible a rise on (in) the
several (responsible) averaged
factors child
(several (average)
other)
approach of violence
the issue media
(to) (violent)
rid infounded
themselves (unfounded)
from (of)

58
 THE ROLE OF ARTISTIC
EXPRESSION IN
CONTEMPORARY SOCIET

ERROR DETECTION AND CORRECTION: The following text

contains 17 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 1 N C or SUBSTITUTIONS

X
Traditionally, there have been two opposing PHILOSOPHIC positions 1 X philosophical
taken with respect to the LEGITIMATENESS of the ethic evaluation of 2 X legitimacy
THE art: ‗moralism‘ and ‗autonomism.‘ Moralism is the view 3 X No “the”
that the aesthetic value of art should be determined by, 4 C
or reduced to, its moral value, while autonomism holds that 5 C
IS inappropriate to apply moral categories to art, since art should 6 X it is
be evaluated by ‗aesthetic‘ standards alone. Recent work on the 7 C
ethical criticism of art has proposed several new positions: 8 C
more moderate versions of autonomism and moralism which LAY 9 X lie
between the two extremes described above. The issue NOW HAS 10 X The issue has now
become not one of whether moral evaluations of ARTS works are 11 X art
appropriate, but rather, IF they should be described as 12 X whether
aesthetic evaluations. The contemporary debate focuses on 13 C

59
narrative art, which is seen as having unique features to which 14 C
ethical criticism is particularly pertinent. IT HAS BEEN MADE 15 X Attempts have been
ATTEMPTS made
to simplify the issue of the ethical criticism of art by 16 C
distancing peripheral issues such as causal claims about the 17 C
effects of art on their audience and censorship. HOWEVER; there is 18 X Comma instead of
semicolon after
HOWEVER
still CONSIDERATE interest in the possibility of certain narrative 19 X considerable
artworks TO HAVE the potential to play an important role in 20 X having
moral education. The debate over the ethical criticism of art 21 C
therefore ENLIGHTS some of the central reasons why we value 22 X highlights
narrative art, as well as questioning the scope, or the 23 C
parameters, of our concept of the aesthetic. 24 C
‗Ethical criticism‘ refers to the inclusion of an ethical component 25 C
in the interpretation and evaluation of art. The two traditional 26 C
opposing positions taken IN respect to ethical criticism are 27 X with
‗autonomism‘ and ‗moralism‘. The former claims that ethical 28 C
criticism is never legitimate since moral and aesthetic value 29 C
are autonomous. WHILE the latter reduces aesthetic value to 30 X Sentence fragment:
comma before
WHILE
moral value. The extreme versions of autonomism and 31 C
moralism, their appeal and their flaws, are discussed in section two. 32 C
In recent years, the debate over ethical criticism has REFUELED, 33 X resurfaced
partly through the Ethical Criticism Symposium featured in 34 C
Philosophy and Literature in 1997-8, which is discussed in the 35 C
final section of this article, since it bears ABOUT the consideration 36 X on
of the causal thesis that certain literature can have positive 37 C
moral effects on its audience. 38 C

Source: Text adapted from the Internet Encyclopedia of Philosophy, available from
http://www.iep.utm.edu/art-eth/

ERROR DETECTION AND CORRECTION: The following text

contains 16 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

60
 PASSAGE FOR ANALYSIS 2 C or X SUBSTITUTIONS
The MAYOR prerequisite for collecting art and design is an innate X major
desire for the object. While historical, critical and even social C
context may enrich the story behind an object and explain its C
conceptual or physical production, it is the initial connection C
between viewer and object WHAT sets tone and dialogue. X that
One collector may be drawn to nineteenth-century SCENERY X landscape
etchings while OTHER finds value in late twentieth-century X another
color photography; the emotional connection a collector feels C
towards a work of art or an entire collection CREATE personal X creates
value. Although personal value and preference may vary C
greatly, the methods by which one translates an appreciation C
and passion in art and design into dollars and cents remain C
the same. A variety of factors must be considered in determining C
an artwork‘s monetary value. Condition is one of the most C
important factors in assessing value. Has the object been C
maintained SINCE ITS CREATION IN THE SAME CONDITION? If X Word order: in the
there are same condition since
its creation
changes in the condition, what are they? Have they affected the C
structure of the object? Have they affected the appearance of C
the object? Has the object been RESTORATED since its inception? X restored
If so, has the original integrity of the work been upheld? C
Other key elements are the sales and acquisition history C
(the Provenance) of the object, as well as recent prices C
LIFTED for similar works by the same artist. This information X fetched
may be FINDED by looking at public sales records. X found
Artworks and design objects may be most effectively ASESSED X assessed
by examining the market for similar items, sometimes referred C
to as ―comparables.‖ Many variables affect the relevance C
of a comparable, most IMPORTANT, its sale date. As with any X importantly
market, the art market is fluid; comparable sales with dates over C
five years old may have A little or no impact on an artwork‘s X No “a”
current value. Recent sales indicate the most reliable information C
in determining the value of a work. The most accurate evaluation C
of comparables comes from searching for works within the C
same medium (painting, SCULPTURES, watercolors, drawing, X sculpture
collages, prints). For example, paintings tend to FULFILL higher X achieve
prices than works on paper; the print market is more or less C

61
self-contained and SPECIFIC,THEREFORE, a print sale, no matter X semicolon between
SPECIFIC and
THEREFORE
when it occurred, has little relevance in determining the value C
of a painting, OPPOSING the sale of a comparable painting X as opposed to
by the same artist that took place during the past year. C

Source: Text adapted from

http://www.artnet.com/auctions/Pages/Common/Help/HowToValueArt.aspx

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 3 N C or X SUBSTITUTIONS

Subject matter, or the image depicted in a figurative work, 1
may provide clues FOR trends within certain genres. For 2 x to
instance, still lifes from the Impressionist era, such as works 3
depicting a bouquet of flowers or a bowl of fruit, have a 4
slightly different market than a landscape painting or a 5
commissioned PORTRAY by the same artist. Thematic factors 6 x portrait
are combined with creation- or execution-date, followed by 7
medium and size. Pablo Picasso provides an excellent example 8
of this point. Straddling between figurative and abstract, the 9
works he created between approximately 1908 TO 1914 are 10 and
the product of his investigation into basic geometric elements 11
of form, a method known FOR Cubism. As these Cubist works 12 x as
differ in style, date and subject matter from his 1940s and 13
1950s portraits, they also hold very different values. 14
Rarity is DETERMINATED by the frequency with which a work 15 x determined
by an artist appears on the market, or the number of AN 16 x a
specific type of work that is currently available from a 17
particular period in an ARTISTS‘ career. When combined with 18 x artist’s
demand, rarity becomes very important in appraisal. Visiting 19
Picasso‘s career can again be helpful in demonstrating this fact. 20

62
A naturalistic or figurative Picasso painting from the turn-of- 21
the-(twentieth)-century is extremely rare, compared to a 22
similarly figurative work from the 1920s. Works from the 23
earlier era, referred to as his ―Blue Period‖ – due to the 24
HEAVILY usage of blues and darker, more dramatic hues – 25 x heavy
rarely come to market. In addition, they are in demand by 26
museums and important collections. Because of THIS two 27 x these
combined factors, rarity and demand, when a Blue Period 28
painting does appear for sale, its price is very high. 29
Conversely, works by an artist or from a specific era which 30
appear often and abundantly in public auction sales may 31
achieve LOWEST prices. This is most common when the style or 32 x lower
genre falls from fashion, causing less demand. AN unique work, 33 x A
such as a painting or SCULPTURE, that has appeared at auction 34 x No comma after
SCULPTURE
more than once , is considered ―not fresh‖ to the market, and 35
often attains much lower value than a 36
work new to the market. A work that appears at auction and 37
fails to sell is considered ―Bought-In.‖ In most cases, when a 38
work has been ―Bought-In‖ recently or repeatedly, the value of 39
that work is ADVERSARIOUSLY affected. 40 x adversely

Source: Text adapted from its original How to value Art. (n.d.). Retrieved May 10, 2011 from
http://www.artnet.com/auctions/Pages/Common/Help/HowToValueArt.aspx

ERROR DETECTION AND CORRECTION: The following text

contains 20 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 4 N C or X SUBSTITUTIONS

Current school curricula TENDS to be tightly compartmentalized 1 X tend
into subjects. This is evident in the TIPICAL block schedule of the 2 X typical
secondary school student, but IS equally evident at elementary 3 X it is
levels. If the aim of education is to fully activate the cognitive 4

63
potential of the learner ways have to be found to integrate 5
knowledge from many subjects to achieve a FULL understanding 6 X fuller
than would be provided by content treated in isolation. 7
Integrated approaches to instruction RELIES heavily 8 X rely
IN the transfer of knowledge from one domain to another. 9 X on
Integration of subjects in education is not new. It was widely 10
advocated during the progressive education movement of the 11
1930s, and it CHARACTERIZES the curriculum initiated by Waldorf 12 X characterized
schools in Germany and Switzerland in the 1920’ s which were 13 X Comma after
192O’S
based IN the educational ideas of Rudolf Steiner. In art 14 X on
education one of the STRONGER promoters of an integrated 15 X strongest
approach was Leon Winslow (1939), who believed that art 16
teachers should attempt to relate instruction in art to SUCH, 17 X No comma after
SUCH
fields as history, geography, SOCIAL STUDIES language, arts and 18 X Commas after
SOCIAL
STUDIES
industrial arts. The UNIFICATED school experience is favored 19 X unified
ON subject matter divided by arbitrary boundaries. In the 20 X over
1930s, arguments favoring integrated approaches were 21
grounded on the need for social cohesion brought OUT by the 22 X on
Great Depression, whereas current arguments are stated in 23
terms of cognitive benefits likely to RISE when subject matter is 24 X arise
made MEANINGFULL by pointing out its interconnections and 25 X meaningful
potential APLICATIONS. Since the interpretation of a work of art 26 X applications
frequently draws IN knowledge from differing domains, studies 27 X on or upon
of artworks can LAY at the core of an integrated conception of 28 X lie
general education. 29

Source: Text extracted from Efland, A. D. (2002). Art and Cognition: Integrating the Visual Arts
in the Curriculum. New York and London: Teachers College Press, Columbia University.

ERROR DETECTION AND CORRECTION: The following text

contains 20 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

64
 PASSAGE FOR ANALYSIS 5 N C or X SUBSTITUTIONS
The study of artworks PROVIDE occasions for the AQUISITION of 1 XX provides -
acquisition
cognitive strategies to carry OVER interpretive forms of inquiry. 2 X out
And since acts of interpretation frequently REQUIRES that 3 X require
connections be established between knowledge in differing 4
DOMAINS it LIES the groundwork for an integrated conception of 5 XX Comma after
DOMAINS -lays
general education. Moreover, works of art are almost always 6
about something else RATHER than art. Whether the work 7 X other
in question is a painting or a symphony, it is also a reflection 8
of the times and culture IN which it came, and the 9 X from
understanding of such a work means seeing it in relation to the 10
world that gave RAISE to it. In the first portion of the chapter, I 1 X rise
used the example of Seurat‘s La Grande Jatte as a vista into 12
the Parisian society and culture EXPERIMENTED by this artist in 13 X experienced
the 1880s and 1890s. That work also reflects his social 14
attitudes ON progress and SCIENCE as seen in his desire OF 15 XX to - Comma after
SCIENCE
DEPICTING the life and activities of his own period rather than 16 X to depict
employing the classical imagery and themes favored by the 17
academies of art and middle-class taste. His works also reveal 18
an understanding of THE light and color as these elements were 19 X No “the”
understood in the science of the late NINETEETH century. 20 X nineteenth
Thus, a STRATEGICAL chosen work of art can serve as a point of 21 X strategically
transfer, enabling learners to integrate knowledge from 22
several DOMEINS as they fashion their understanding. 23 X domains
Knowledge construction in this sense is 24
more than mere AQUISITION. It INVOLVED the construction of an 25 XX acquisition-
involves
INTERPRATIVE world, a complex latticework or cognitive map 26 X interpretive
made up of nodal points and interconnecting elements. 27

Source: Text extracted from Efland, A. D. (2002). Art and Cognition: Integrating the Visual Arts
in the Curriculum. New York and London: Teachers College Press, Columbia University.

65
 ERROR DETECTION AND CORRECTION: The following text contains 25 mistakes in syntax, word
choice, and punctuation. Enter a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least one mistake. Circle the
mistakes you detect and provide the suitable correction in the column under the heading
“Substitutions”:

PASSAGE FOR ANALYSIS 6 N C or X SUBSTITUTIONS

One answer to the question of why ARE THE ARTS cognitively 1 X the arts are (WO)
significant IS THEY provide encounters that foster the 2 X is that they
capacity to construct interpretations. The need to interpret is 3
necessary in LIFE; since reliable knowledge is often unavailable 4 X Comma after
LIFE
or filled BY ambiguous and conflicting data. The 5 X with
interpretation of works of art not only ABLE one to 6 X enables
construct understandings about them BUT ABLE individuals to 7 XX but also - enables
interpret other SITUATIONS, where life‘s CIRCUNSTANCES are 8 XX No comma after
SITUATIONS -
circumstances
uncertain or unclear. 9
It may be argued that A capacity for interpretation and 10 X the
COGNITIVE activities that nurture THEM might be acquired 11 XXX the – it - through
THROUH
study in other fields, such as law, medicine and history, and 12
this argument is quite reasonable.
Where the arts have an important advantage is in the fact that 13
interpretive activity can be introduced at a relatively tender 14
AGE; whereas medical interpretation (diagnosis) would 15 X Comma after
AGE
have to WAIT years of training and the AQUISITION of a 16 XX await -
acquisition
considerable amount of information. Moreover, in a field like 17
medicine, interpretation is limited IN existing medical 18 X to
conditions that should result ON a single and HOPEFUL 19 XX in - hopefully
―right‖ DIAGNOSES. Works of art are likely to give RAISE to 20 XX diagnosis - rise
multiple interpretations, and indeed, the accumulation of 21
alternative interpretations CONTRIBUTE to the culture-building 22 X contributes
process. Moreover, the arts are doubly engaged ON 23 X in
interpretive acts: first, in the CURRENT creation of such works, 24 X actual
and second, in efforts on the part of the viewer, listener, or 25
reader, ELUCIDATE the possible meanings of such works. 26 X to elucidate

66
Source: Text extracted from Efland, A. D. (2002). Art and Cognition: Integrating the Visual Arts
in the Curriculum. New York and London: Teachers College Press, Columbia University.

ERROR DETECTION AND CORRECTION: The following text

contains 16 mistakes in syntax, word choice, and punctuation.
Enter a C in the second column, next to each line which does not
contain any mistakes. Mark with an X each sentence which
contains at least one mistake. Circle the mistakes you detect and
provide the suitable correction in the column under the heading
“Substitutions”:

PASSAGE FOR ANALYSIS 7 N C or SUBSTITUTIONS

X
For more than a decade, Damien Hirst has been one of the 1
richest and most famous ARTIST in the world. All the same, 2 X artists
when you sit down with him, he still seems surprised by it. 3
"I didn‘t HAD a privileged childhood," he says. 4 X have
"I didn't see any possibility that I would ever get paid for 5
doing anything I enjoyed." Hirst tells me all this one rainy 6
afternoon at one of his many studios. This one is in Stroud, a 7
rural town in Gloucestershire, about two hours' drive west of 8
London. I immediately think about the bull 9
in the next room, which I'm pretty sure he enjoyed coming up 10
with, and very sure he's about to be paid for. A lot, actually. 11
The bull is called The Golden Calf and it's headed to market 12
at Sotheby's in London, where it will be the star of a much 13
hyped two-day sale of 223 works by Hirst that BEGIN IN Sept. 14 XX begins - on
15th. This will be the first time any auction house has sold a 15
quantity of work fresh out of an artist's studio. As auction 16
prices for THE contemporary art have rocketed ever higher, 17 X No article
galleries have been dreading this very possibility: that a 18
famous artist would bypass his dealers — who GET USUALLY a 19 X usually get
cut of roughly half of a work's sale price — and make straight for 20
the auction houses. (The auctioneer's fee is paid by the buyer 21
on top of the sale PRICE which means Hirst will walk away 22 X Comma after
PRICE
with pretty much every dollar his work gets hammered down 23
for.) If it meets expectations, the sale could put about $120 24

67
million into Hirst's already well-lined pockets, a payday unlike 25
NOTHING any LIVE artist has seen. And The Golden Calf will be 26 XX anything - living
the prime lot, with a presale ESTIMATED of $14.6 million to $22 27 X estimate
million. The Golden Calf is a white bullock PRESERVATED in a 28 X preserved
tank of FORMALDEHYDE, that's mounted on a high marble plinth. 29 X No comma after
FORMALDEHYDE
His hooves and horns are 18-carat gold. His head is crowned by 30
a gold Egyptian solar disk. Seen head-on, he's a false idol 31
WHICH headgear is simultaneously silly and mesmerizing. (Hirst 32 X whose
is assuming his buyers know the BIBLIC story about worshipping 33 X Bible/Biblical
a false god, just like the one they are about to worship.) 34
But the beast is best seen in profile, the view that leaves 35
you to reconcile BEST AS you can his hieratic gravity with 36 X as best
the laugh-out-loud abundance of his genitals. When Hirst is 37
good, he's good, and The Golden Calf is a nimble concoction, 38
designed to beguile, flatter and PARODIZE the big-swinging 39 X parody
billionaires who are likely to bid on it. 40

Source: Extracted from Lacayo, R. (2010). Damien Hirst: Bad Boy Makes Good [Electronic
version]. Time. Retrieved April 3, 2011 from
http://www.time.com/time/magazine/article/0,9171,1838681-3,00.html

ERROR DETECTION AND CORRECTION: The following text

contains 20 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 8 N C or X SUBSTITUTIONS

The relationships between governments and the arts around 1

the world can be STRICKINGLY different from the American 2 X strikingly

pattern, but some of the same underlying issues - 3
appropriateness and scope of government financing, the way 4
grants are given, CENSORSHIP - are familiar. AND; according to 5 XX ¨and¨ before
CENSORSHIP - No
semicolon after
AND
reports from New York Times CORRESPONDANTS and bureaus 6 X correspondents

68
around the world, THIS relationships are changing - in some 7 X these
places, such as the Soviet Union, dramatically so. 8
In the AWAKE of the RECENTLY controversy over exhibitions of 9 XX wake - recent
works by Robert Mapplethorpe and Andres Serrano, and the 10
vote by the United States Senate to eliminate grants for art 11
deemed, in the words of legislation introduced by Senator 12
Jesse Helms, to ''promote, disseminate or produce obscene or 13
indecent materials'' or ''material which denigrates the objects 14
or beliefs of the adherents of a particular religion or 15
nonreligion,'' many in the arts see the support given to artists 16
by some countries as STRIKING generous. 17 X strikingly

That generosity, in fact, exists SPECIALLY in such countries as 18 X especially

France, with its annual subsidy for artists this year at $1.6 19
billion, and West Germany, with its 82 symphony orchestras, 20
58 opera houses and music halls and about 280 legitimate 21
theaters. ALTHOUGH IN SOME COUNTRIES THE 22 X Sentence
RELATIONSHIP BETWEEN fragment:
However, in
some….
GOVERNMENT AND THE ARTS IS SHIFTING. In Britain, arts 23
organizations COMPLAINT FOR cutbacks in funding, and the 24 XX complain - about
Royal Shakespeare Company reports a deficit of $1.9 million 25
Therefore, as in Britain, governments reduce support for the 26
arts -or keep THEM at the same level while inflation CUT the 27 XX it - cuts
purchasing power of the subsidies - private companies are 28
ASKED OFTEN to fill the gap. In Britain, corporate sponsorship is 29 X often asked
estimated at $48 million today, up from as LESS as $800,000 ON 30 XX little - in
1976. Corporate sponsorship brings its own PROBLEMS 31 X Comma after
PROBLEMS
however. A study in Japan notes that BUSINESS tend to want 32 X businesses
to sponsor ''STABLISHED artists, or flashy performances that 33 X established
can attract a big crowd.'' 34

Source: Extracted and adapted from: Governments, Censorship and the Arts. [Electronic
version]. The New York Times. August 13, 1989. Retrieved May 2, 2011, from
http://www.nytimes.com/1989/08/13/arts/governments-censorship-and-the-arts.html

Correct VERSION A

69
Land art, Earthworks (coined by Robert Smithson), or Earth art is an art movement in

which landscape and the work of art are inextricably linked. It is also an art form that is

created in nature, using natural materials such as soil, rock (bed rock, boulders, stones),

organic media (logs, branches, leaves), and water with introduced materials such

as concrete, metal, asphalt, or mineral pigments. Sculptures are not placed in the

landscape, rather, the landscape is the means of their creation. Often earth

moving equipment is involved. The works frequently exist in the open, located well away

from civilization, left to change and erode under natural conditions. Many of the first works,

created in the deserts of Nevada, New Mexico, Utah or Arizona were ephemeral in nature

and now only exist as video recordings or photographic documents. They also pioneered a

category of art called site-specific sculpture, designed for a particular outdoor location.

Land art is to be understood as an artistic protest against the perceived artificiality, plastic

aesthetics and ruthless commercialization of art at the end of the 1960s in America.

Exponents of land art rejected the museum or gallery as the setting of artistic activity and

developed monumental landscape projects which were beyond the reach of traditional

transportable sculpture and the commercial art market. Land art was inspired by minimal

art and Conceptual art but also by modern movements such as De Stijl, cubism and

minimalism. Perhaps the best known artist who worked in this genre was

the American Robert Smithson whose 1968 essay "The Sedimentation of the Mind: Earth

Projects" provided a critical framework for the movement as a reaction to the

disengagement of Modernism from social issues as represented by the critic Clement

Greenberg. His best known piece, and probably the most famous piece of all land art, is

70
the Spiral Jetty (1970), for which Smithson arranged rock, earth and algae so as to form a

long (1500 ft) spiral-shape jetty protruding into Great Salt Lake in northern Utah, U.S.

Source: Adapted from: http://en.wikipedia.org/wiki/Land_art

10 MISTAKES

Correct VERSION B

Land art, Earthworks (coined by Robert Smithson), or Earth art is an art movement in

which landscape and the work of art are inextricably linked. It is also an art form that is

created in nature, using natural materials such as soil, rock (bed rock, boulders, stones),

organic media (logs, branches, leaves), and water with introduced materials such

as concrete, metal, asphalt, or mineral pigments. Sculptures are not placed in the

landscape, rather, the landscape is the means of their creation. Often earth

moving equipment is involved. The works frequently exist in the open, located well away

from civilization, left to change and erode under natural conditions. Many of the first works,

created in the deserts of Nevada, New Mexico, Utah or Arizona were ephemeral in nature

and now only exist as video recordings or photographic documents. They also pioneered a

category of art called site-specific sculpture, designed for a particular outdoor location.

Land art is to be understood as an artistic protest against the perceived artificiality, plastic

aesthetics and ruthless commercialization of art at the end of the 1960s in America.

Exponents of land art rejected the museum or gallery as the setting of artistic activity and

developed monumental landscape projects which were beyond the reach of traditional

transportable sculpture and the commercial art market. Land art was inspired by minimal

71
art and Conceptual art but also by modern movements such as De Stijl, cubism and

minimalism. Perhaps the best known artist who worked in this genre was

the American Robert Smithson whose 1968 essay "The Sedimentation of the Mind: Earth

Projects" provided a critical framework for the movement as a reaction to the

disengagement of Modernism from social issues as represented by the critic Clement

Greenberg. His best known piece, and probably the most famous piece of all land art, is

the Spiral Jetty (1970), for which Smithson arranged rock, earth and algae so as to form a

long (1500 ft) spiral-shape jetty protruding into Great Salt Lake in northern Utah, U.S.

Source: Adapted from: http://en.wikipedia.org/wiki/Land_art

16 MISTAKES (text B needs more editing)

Correct VERSION A

ART AS AN AUTONOMOUS COMMODITY WITHIN THE GLOBAL MARKET

By Dan Zimmerman

Art as a commodity embodies intangible concepts and ideas by transforming them into

material goods, capable of being marketable, sellable, and collected. Art constantly

operates outside of itself interacting with outside sources of investment. By interacting with

the global economy art subjects itself to external value measurements via monetary value,

celebrity capital, redefinition through criticism, the specifics of purchase, sale, government

grants and any other manner by which it perpetuates itself.

Artistic autonomy does not occur as a result of detachment from the market but from its

unique position as a sub-market within the global economy. The art market is comprised of

commodities embodied by culturally specialized qualities that are often problematic in that

72
they resist being measurable. However, as soon as artworks assume financial value within

the art market, it cannot claim to be completely separate from the broader economy in

terms of systems of production, promotion and criticism. Jennifer Thatcher argues that the

“financial crisis of the past [three] years jump-started the art world’s interest in the

economy, and revealed just how much fortune of the art world is tied to financial markets.

Collectors and sponsors were melting away… [and] state grants could no longer be taken

for granted (Thatcher, 2009/2010, p. 5).

Furthermore the ‘invisible hand’ of the market along with Alan Greenspan’s deregulatory

policies from the first half of the decade, had noticeable effects on the relationship

between art and the market. The acknowledgement that the economy and art are

interconnected is an assertion that has enormous implications on art as an entity of self-

governance.

The economic system assigns monetary value to instruments that through general

consensus, are considered to be of ‘worth.’ The art market, similarly, is a system that

revolves around inanimate objects given a degree of legitimacy, often by the monetary

price an art object assumes by its transactions within the economic sphere. Through these

transactions the object may immediately attach to itself ‘selling points’ of intellect, of

reputation, of cultural relevance, and even resistance; qualities that are difficult, if not

impossible to define under any system of measurement. Cultural theorist, Terry Eagleton

offers insight into the idea that art may transcend systemic titles of value such as money,

by “…suspending itself between life and death. The work of art seems full of vital energy,

but is no more than an inanimate object. The mystery of art is how black marks on a page,

73
or pigments on a canvas, or the scraping of a bow on a catgut, can be so richly evocative

of life”

Source: Adapted from http://www.artandeducation.net/paper/art-as-an-autonomous-

commodity-within-the-global-market/

15 MISTAKES

Correct VERSION B

ART AS AN AUTONOMOUS COMMODITY WITHIN THE GLOBAL MARKET

By Dan Zimmerman

Art as a commodity embodies intangible concepts and ideas by transforming them into

material goods, capable of being marketable, sellable, and collected. Art constantly

operates outside of itself interacting with outside sources of investment. By interacting with

the global economy art subjects itself to external value measurements via monetary value,

celebrity capital, redefinition through criticism, the specifics of purchase, sale, government

grants and any other manner by which it perpetuates itself.

Artistic autonomy does not occur as a result of detachment from the market but from its

unique position as a sub-market within the global economy. The art market is comprised of

commodities embodied by culturally specialized qualities that are often problematic in that

they resist being measurable. However, as soon as artworks assume financial value within

the art market, it cannot claim to be completely separate from the broader economy in

terms of systems of production, promotion and criticism. Jennifer Thatcher argues that the

“financial crisis of the past [three] years jump-started the art world’s interest in the

economy, and revealed just how much fortune of the art world is tied to financial markets.

74
Collectors and sponsors were melting away… [and] state grants could no longer be taken

for granted (Thatcher, 2009/2010, p. 5).

Furthermore the ‘invisible hand’ of the market along with Alan Greenspan’s deregulatory

policies from the first half of the decade, had noticeable effects on the relationship

between art and the market. The acknowledgement that the economy and art are

interconnected is an assertion that has enormous implications on art as an entity of self-

governance.

The economic system assigns monetary value to instruments that through general

consensus, are considered to be of ‘worth.’ The art market, similarly, is a system that

revolves around inanimate objects given a degree of legitimacy, often by the monetary

price an art object assumes by its transactions within the economic sphere. Through these

transactions the object may immediately attach to itself ‘selling points’ of intellect, of

reputation, of cultural relevance, and even resistance; qualities that are difficult, if not

impossible to define under any system of measurement. Cultural theorist, Terry Eagleton

offers insight into the idea that art may transcend systemic titles of value such as money,

by “…suspending itself between life and death. The work of art seems full of vital energy,

but is no more than an inanimate object. The mystery of art is how black marks on a page,

or pigments on a canvas, or the scraping of a bow on a catgut, can be so richly evocative

of life”

Source: Adapted from http://www.artandeducation.net/paper/art-as-an-autonomous-

commodity-within-the-global-market/

75
19 MISTAKES (text B needs more editing)

PASSAGE 1 (Corrections in bold)

The relationship between art and morality has always been a subject of interest for

philosophers. That the arts contribute powerfuly to the formation of character is a

proposition that a few could coherently deny. That the arts contribute powerfully to the

formation of character is a proposition that few could coherently deny. It is precisely our

recognition of this fact that motivates parents to regulate the images that their children

ingest, and both parents and non-parents alike to repudiate those parents who fail in this

regard. Similarly doubtless is that for as long as they have existed, artists have sought to

advance their conceptions of morality through their work. At no time has this been truer

than today. Yet to concede all of this should not be confused with conceding that art and

morality are one and the same. It seems to me that if “art” is a concept with any

intelligibility whatsoever—and we all appear to be in agreement that is—then we have no

choice but to acknowledge the illegitimacy of reducing art to morality. Art and morality are

indeed distinct activities; neither should be measured in terms of the other.

PASSAGE 2 (Corrections in bold)

Conceptual art is a movement that prizes ideas over the formal or visual components of art

works. An amalgam of various tendencies rather than a tightly cohesive movement,

Conceptualism took myriad forms, such as performances, happenings, and ephemera.

From the mid-1960s through the mid-1970s Conceptual artists produced works and

76
writings that completely rejected standard ideas of art. Their chief claim - that the

articulation of an artistic idea suffices as a work of art - implied that concerns such as

aesthetics, expression, skill and marketability were all irrelevant standards by which art

was usually judged. So drastically simplified, it might seem to many people that what

passes for Conceptual art is not in fact "art" at all, much as Jackson Pollock's "drip"

paintings, or Andy Warhol's Brillo Boxes(1964), seemed to contradict what previously had

passed for art. But it is important to understand Conceptual art in a succession of avant-

garde movements (Cubism, Dada,Abstract Expressionism, Pop, etc.) that succeeded in

self-consciously expanding the boundaries of art.

PASSAGE 3 (Corrections in bold)

"Damien Hirst curated the widely acclaimed 'Freeze' exhibition in 1988 while still a student

at Goldsmiths College. This show launched the careers of many successful young British

artists, including his own. Hirst graduated from Goldsmiths in 1989, and has since become

the most famous living British artist after David Hockney.

"In 1991, Hirst presented In and Out of Love, an installation for which he filled a gallery

with hundreds of live tropical butterflies, some spawned from monochrome canvases on

the wall. With The Physical Impossibility of Death in the Mind of Someone Living (1991),

his infamous tiger shark in a glass tank of formaldehyde shown at the Saatchi Gallery,

Damien Hirst became a media icon and household name. He has since been imitated,

parodied, reproached and exalted by the media and public alike.

77
"Hirst's work is an examination of the processes of life and death: the ironies, falsehoods

and desires that we mobilise to negotiate our own alienation and mortality. His production

can be roughly grouped into three areas: paintings, cabinet sculptures and the glass tank

pieces.

Arts education is often said to be a means of developing critical and creative thinking. Arts

education has also been argued to enhance performance in non-arts academic subjects

such as mathematics, science, reading and writing, and to strengthen students’ academic

motivation, self-confidence, and ability to communicate and co-operate effectively. Arts

education thus seems to have a positive impact on the three subsets of skills that we

define as "skills for innovation": subject-based skills, including in non-arts subjects; skills in

thinking and creativity; and behavioural and social skills.

This report examines the state of empirical knowledge about the impact of arts education

on these kinds of outcomes. The kinds of arts education examined include arts classes in

school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where

the arts are taught as a support for an academic subject), and arts study undertaken

outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts,

and dance). The report does not deal with education about the arts or cultural education,

which may be included in all kinds of subjects.

The impact of arts education on other non-arts skills and on innovation in the labour

market should not be the primary justification for arts education in today’s curricula. The

78
arts have been in existence since the earliest humans, are parts of all cultures, and are a

major domain of human experience, just like science, technology, mathematics, and

humanities. The arts are important in their own rights for education. Students who gain

mastery in an art form may discover their life’s work or their life’s passion. But for all

children, the arts allow a different way of understanding than the sciences. Because they

are an arena without right and wrong answers, they free students to explore and

experiment. They are also a place to introspect and find personal meaning.

The first mistake is a mistake in:

a) punctuation b) word form c) verb tense
The second mistake is a mistake in:
a) genitive case b) spelling c) agreement
The third mistake is a mistake in:
a) spelling b) word form c) syntax
The fourth mistake is a mistake in:
a) verb tense b) punctuation c) agreement
The fifth mistake is a mistake in:
a) verb tense b) syntax c) spelling
The sixth mistake is a mistake in:
a) word form b) agreement c) preposition
The seventh mistake is a mistake in:
a) punctuation b) spelling c) genitive case
The eight mistake is a mistake in:
a) preposition b) verb tense c) agreement
The ninth mistake is a mistake in:
a) punctuation b) syntax c) spelling
The tenth mistake is a mistake in:
a) word form b) agreement c) word order

79
 BY JEFFREY T. SCHNAPP

Education minus art? Such an equation equal schooling that fails to value ingenuity and

innovation. The word art, derived of an ancient Indo-European root that means "to fit

together," suggests as much. Art is about fitting things togehter: words, images, objects,

processes, thoughts, historical epochs.

It both is a form of serious play governed by rules and techniques that can be acquired

through rigorous study, and a realm of freedom where the mind and body are mobilized to

address complex questions -- questions that, sometimes, only art itself can answer: What

is meaningful or beautiful? Why does something move to us? How can I get you to see

what I see? Why does symetry provide a sense of pleasure?

Art is the cleverness of Odysseus; the intimated knowledge of materials in a sculpture by

Renaissance master Benvenuto Cellini or a dress designed by Issey Miyake; the inventive

genius of a Leonardo da Vinci, Thomas Edison, or computer visionary Douglas Engelbart;

the verbal craft in everything from an aphorism ("Time is money") to an oration ("Four

score and seven years ago, our fathers brought forth on this continent a new nation") to a

commercial slogan ("Just Do It"). In short, art isn't to be found only in galleries and

museums; it is woven into the warp and woof of an entire civilization.

However omitting art from school curricula, whether because of budget or time constraints

or censorship, is not on a par with pillaging the past or thwarting free expression, it does

impoverish learning in ways that compromise the core subject areas routinely invoked as

80
essentially: reading, writing, and arithmetic. All three are coextensive with art -- so much

so as to be inseparable.

Syntax Punctuation Spelling Word Agreement Preposition Word

form order
Though Semicolon Together Intimate Equals from is both
instead of a
comma

(constraints
or
censorship;)
symmetry find are No ¨to¨

essential

81
ETHICAL ISSUES

ERROR DETECTION AND CORRECTION: The following text

contains 17 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 1 N C or X SUBSTITUTIONS

A major consequence of Intellectual Property Rights in 1
agricultural biotechnology is that many developing countries 2
which have not yet invested ON biotechnology may never be 3 X in
able to catch ON in the future. 4 X up
Among the many potential TECHNOLOGIES, that are available, 5 X no comma after
TECHNOLOGIES
genetic modification (GM) of crops DEMAND particular attention. 6 X demands
DESPITE initial excitement SORROUNDED the use of GM crops, 7 XX although –
surrounded
there are still questions about the benefits of such crops. 8
In addition, the general public may not welcome the creation 9
of ―super plants‖ as a viable option TO SOLVE global hunger. 10 X in solving
The environmental impact of GM crops is important with 11

82
regard to creating food security in developing countries. 12
Genetically modified food can FAIL POTENTIALLY to germinate, 13 X potentially fail
kill organisms, and transfer insecticidal properties or virus 14
resistance to wild relatives of the crop species. 15
A few crop species, ESPECIALLY created through biotechnology, 16 X specially
can improve yields, but technology alone cannot solve 17
the problem of THE hunger in the developing world. 18 X no article
Biotechnology offers a very promising alternative to synthetic 19
foods and an improvement FOR conventional plant-breeding 20 X to / on
technologies. Combined with other advance agricultural 21 X advanced
technologies, OFFERS an exciting and environmentally 22 X it offers
RESPONSABLE way to meet consumer demand for sustainable 23 X responsible
agriculture. 24
When the benefits of GM crops reach TO small and marginal 25 X No “to”
farmers, more Green Revolutions may BECAME a reality. 26 X become
Sound decisions need to be based on diligent research. 27
Biotechnology scientists are often highly specialized and 28
technique-focused and may also need additional competency in 29
handling the complicated issue of hunger and food security in 30
developing countries. 31
It is now possible using biotechnological approaches to 32
increase the extraction of oil from a plant source up to 90 per 33
cent. With DEPLETION of world hydrocarbon reserves, 34 X the depletion
plant oils are likely to compete, in the future, with coal and 35
gas in terms of money. 36

Source: Adapted from: Jamil, K. (2009). Biotechnology -- A Solution to Hunger?. Retrieved from
the UNChronicle archive, May 8, 2011, from http://www.un.org/wcm/content/site /chronicle/
cache/bypass /home/archive/Issues2009/pid/5084?ctnscroll_articleContainerList=

ERROR DETECTION AND CORRECTION: The following text

contains 15 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

83
 PASSAGE FOR ANALYSIS 2 N C or X SUBSTITUTIONS
From the sixties on, nature as a subject emerged with 1
greater intensity, and problems CAUSE by environmental 2 x caused
pollution gave way to a new approach TO art. 3 x in
A call for awareness of existing dangers was voiced, DEVOIDED 4 x devoid
of an idealized concept of nature, but instead, COMITTED to 5 x committed
depicting the THREAD of destruction of NATURAL environment. 6 xx threat – of the
natural
Institutions for the protection of the environment were 7
established. THIS institutions focused IN environmental 8 xx these – on
protection and they CALLED a conservationist consciousness and 9 x called for
A care of the environment. 10 x No article before
CARE
At this time, artists were searching for paths that would lead 11
to harmony AMONG human beings and nature; they were 12 x between
looking for concordance, not devastation; for control, not 13
pollution. It was in this climate THAN the terms ―ecology,‖ 14 x that
―environment,‖and ―environmental balance‖ emerged. In 1967, 15
PULSA was created. This is a group of interdisciplinary artists 16
and professionals involved in environmental research and 17
the impact of pollution. Ecological Art is a worldwide art 18
MOVEMENT. THE philosophy of which is based on ecological 19 x Comma after
MOVEMENT
awareness and the harmonic COEXISTANCE of human beings and 20 x coexistence
nature. It is a revitalizing movement in terms of the materials 21
used in works of ART WHICH are, in many cases, recycled and 22 x Comma after ART
natural at the same time. Most of them emphasize the beauty 23
of nature as a masterpiece, but one which is as fragile and 24
vulnerable as our own life. 25

Source: Text adapted from: Bianco, A. (1999). Ecological art and ethics. Retrieved from the
Ecological Art website, March 10, 2011, from http://www.ecologicalart.org/ecartandet.html

ERROR DETECTION AND CORRECTION: The following text

contains 31 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least

84
 one mistake. Circle the mistakes you detect and provide the suitable correction in the column under
the heading “Substitutions”:

PASSAGE FOR ANALYSIS 3 N C or SUBSTITUTIONS

X
Scientists learned long ago that the EARTH CLIMATE has 1 X Earth's climate
powerfully shaped the history of the human SPICES — 2 X species
BIOLOGICAL, CULTURAL and geographically. But only in the last 3 XX biologically,
culturally
few decades RESEARCH HAS revealed that humans MUST be a 4 XX has research –
could/can
powerful influence IN the climate as well. A growing body of 5 X on
scientific evidence indicates that since 1950, the world's 6
climate has been warming, primarily as a result of emissions 7
from the unfettered burning of fossil fuels and the razing of 8
tropical forests. 9
Global warming has BECAME perhaps the most complicated 10 X become
issue facing world leaders. On the one hand, warnings from the 11
scientific community are becoming louder, as an increasing 12
body of science points to raising dangers from the ONGOING 13 X rising
BUILTUP of human-related greenhouse gases. On the other hand, 14 X build-up
the
technological, ECONOMICAL and political issues that have to be 15 X economic
resolved before a worldwide effort to reduce emissions can 16
begin are not simple, particularly in the face of a global 17
economic SLOWED-DOWN. Global talks on climate change opened 18 X slow-down
in Cancún, Mexico, in late 2010 with the THOUGHEST issues 19 X toughest
unresolved. While the measures adopted are likely to 20
have scant near-term impact IN the warming of the planet, the 21 X on
international process for dealing with the issue got a 22
significant vote of confidence. The agreement FELT well short of 23 X fell
the broad changes scientists say are needed to avoid 24
dangerous climate change in coming decades. But it LAY the 25 X laid
groundwork for STRONGEST measures in the future, if nations are 26 X stronger
able to overcome the arguments that have crippled climate 27
change negotiations in THE recent years. The package, known as 28 X No article before
RECENT YEARS
the Cancún AGREEMENTS gives the more than 190 countries 29 X Comma after
AGREEMENT
participating in the conference OTHER year to decide IF 30 XX another – whether
to extend the frayed Kyoto Protocol, the 1997 agreement that 31

85
requires the MORE WEALTHY nations to trim their emissions 32 X wealthiest
while PROVIDE ASSISTENCE to developing countries to PURSUIT a 33 XXX providing –
assistance –
pursue
cleaner energy future. At the heart of the debate 34
is a momentous tussle between rich and poor countries over 35
WHAT steps up first and pays most for changed energy 36 X who
menus. In the United States, on Jan. 2, 2011, the Environmental 37
Protection Agency imposed its first regulations related WITH 38 X to
greenhouse GAS’ EMISSIONS. President Obama BOWED as 39 XX gas emissions –
vowed
a candidate that he WILL put the United States on a path to 40 X would
addressing climate change by reducing emissions of carbon 41
dioxide and OTHERS greenhouse gas pollutants. 42 X other

Source: text adapted from Global Warming (2011). The New York Times. Retrieved May 29,
2011, from
http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html?scp=1-
spot&sq=global%20warming&st=cse#

ERROR DETECTION AND CORRECTION: The following text

contains 31 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 4 N C or X SUBSTITUTIONS

The Mountains of Patagonia have become a harbinger of a 1
RAISING ocean. The front of San Rafael Glacier has 2 x rising
retreated by about eight miles since ACHIEVING THEIR maximum 3 xx reaching – its
extent around 1870. Land ice is melting virtually everywhere 4
in the world; this is one of the pieces of evidence that the 5
earth is warming. Scientists have KNOWN LONG that this 6 x long known
synchronized ice melt seemed to be picking up speed in many 7
places, but detailed measurements for an individual glacier 8
or ice field HAS been hard to come by. On Sunday, a group of 9 x have
British and Swedish scientists HAVE PUBLISHED new calculations 10 x published
for
the great ice fields of Patagonia, the southernmost section of 11

86
South America. They were able to map out the maximum extent 12
of glaciers and ice CUPS in the region during a cold 13 x caps
period known as the Little Ice Age, which ran from the 16th to 14
the 19th centuries. They could do this because glaciers leave 15
TELLTAIL marks at their points of maximum ADVANCEMENT. For 16 xx telltale – advance
example, they carry so MANY debris that they tend to deposit 17 x much
ridges of boulders and soil along their fronts and sides. 18
They also leave DISTINGUISHED marks along valley walls that can 19 x distinctive
calculate –
be used to CALCULATING their previous HIGHT. 20 xx
height
After deducing these historical margins for the Patagonian 21
glaciers, these scientists were able to calculate the volume of ice 22
lost since the Little Ice Age. They were then able to compare 23
that to the LOSS volume in recent decades. Thus, they obtained 24 x lost/volume lost
an average melt rate over the past several centuries and were 25
able to contrast THEM with recent rates of melting. The results 26 x it
HEAVILY suggest that glacial melting in Patagonia has sped up 27 x strongly
drastically in recent decades, by at LAST a factor of 10. That 28 x least
result DOVETALES with temperature records suggesting that the 29 x dovetails
Earth has been warming briskly since about 1980. All of the 30
melt water is, of course, winding DOWN in the ocean. ―Our data 31 x up
suggest that the Patagonian ice fields are contributing to sea- 32
level rise at an INCREASED rate,‖ wrote Neil F. Glasser of 33 x increasing
Aberystwyth University in Wales. ―This mirrors the SIGNIFICANTLY 34 x significant
EVERY DAY rise in global temperatures detected over the past 35 x everyday
30 years, supporting the conclusion that there is a global trend 36
toward enhanced glacier recession in recent decades 37
and providing support for the assertion that glacier recession 38
can be attributed to recent warming.‖ As reported in an 39
article LATER last year, sea level is now rising at a rate of about 40 x late
Period or
semicolon before
a foot per century, NEVERTHELESS, most scientists HOPE that pace 41 xx
NEVERTHELESS
– expect
to accelerate in coming decades. The scientific consensus is 42
that the sea could rise perhaps three feet by 2100, and 43
scientists say they cannot rule IN an increase of as much as 44 x out
six feet. ANY figure, should it come to pass, would POST 45 xx either – pose
profound challenges to civilization, since HUNDRED of millions 46 x hundreds
of people live ACROSS coastlines that SHOULD be inundated by the 47 xx along – could
rising sea. 48

87
 Source: Text adapted from Gillis, J. (2011). In the Mountains of Patagonia, a Harbinger of a
Rising Ocean. Retrieved May 3, 2011, from http://green.blogs.nytimes.com/2011/04/03/in-the-
mountains-of-patagonia-a-harbinger-of-a-rising-ocean/?ref=globalwarming

ERROR DETECTION AND CORRECTION: The following text

contains 23 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 5 N C or X SUBSTITUTIONS

The meaning of "ethics" is hard to pin down, and the 1
views many people have about ethics are shaky. 2
Many people tend to EQUAL ethics TO their feelings. 3 XX equate – with
But being ethical is clearly not a matter of following 4
one's feelings. A person following his or her feelings 5
may recoil TO DO what is right. In fact, feelings 6 X from doing
frequently deviate from what is ethical. 7
Nor ONE SHOULD identify ethics TO religion. Most 8 XX should one – with
religions, of course, advocate high ethical 9
standards. Yet, if ethics HAD BEEN confined to 10 X were/was
religion, then ethics would apply only to religious 11
people. But ethics applies SO much to the behavior 12 X as
of the atheist as to that of the saint. 13
Being ethical ALSO IS not the same as TO FOLLOW the 14 XX is also – following
law. The law often incorporates ethical standards 15
from which most citizens SUBSCRIBE, but LAWS LIKE 16 XX to – Comma after
LAWS
feelings, can deviate from what ETHICAL IS. The old 17 X is ethical
apartheid laws of present-day South Africa are 18
obvious examples. 19
Finally, being ethical is not the same as doing 20

88
"whatever society ACCEPT". In any society, most 21 XX accepts – Period
before inverted
commas
people accept standards that are, in fact, ethical. 22
But standards of behavior ON society can deviate 23 X in
from what is ethical. 24
What, then, is ethics? Ethics is two things. First, 25
ethics refers to well-founded standards of right and 26
wrong that prescribe THAT humans ought to do, 27 X what
USUALY in terms of RIGHTS; OBLIGATIONS, benefits for 28 XX usually /Comma
before OBLIGATION
society, fairness, or specific virtues by consistent 29
and well-founded reasons. 30
Secondly, ethics refers to the study and 31
development of one's ethical standards. It is 32
NECCESARY to EXAMINE CONSTANTLY ONE'S 33 XX necessary – examine
STANDARDS one's standards
constantly/constantly
examine one's
standards
to ensure that they are reasonable and well 34
founded. Ethics also MEANS, the continuous effort 35 X No comma
to study our own moral beliefs and our moral 36
conduct, and striving to ensure that we, and the 37
institutions we help to shape, LIVE TO standards 38 X live up to
that are reasonable and SOLID-based. 39 X solidly

Source: Text adapted from Velásquez, M., Andre, C. , Shanks, T. & Meyer, M.J. (2010) What is
ethics? Markkula Center of Applied Linguistics. Retrieved April 7, 2011, from
http://www.scu.edu/ethics/practicing/decision/whatisethics.html.

ERROR DETECTION AND CORRECTION: The following text

contains 13 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain

89
 any mistakes. Mark with an X each sentence which contains at least one mistake. Circle the
mistakes you detect and provide the suitable correction in the column under the heading
“Substitutions”:

PASSAGE FOR ANALYSIS 6 N C or X SUBSTITUTIONS

Environmental ethics APPLY ethical thinking to the 1 X applies
natural world and the relationship between humans 2
and EARTH. Environmental ethics is a key feature of 3 X the Earth
environmental studies, but THEY HAVE application in 4 X it has
many other fields as human society grapples in a 5
more meaningful way with pollution, resource 6
degradation, THREAT of extinction, and global climate 7 X the threat
disruption. Moral reasoning is not a substitute for 8
SCIENCE but PROVIDES a powerful complement FOR 9 XXX Comma after
SCIENCE – it provides
– to
scientific knowledge about the earth. Science does 10
not teach us to care; scientific knowledge does not, 11
by itself, provide reasons for THE environmental 12 X No article
protection. Science and economics provide data, 13
information, knowledge. Environmental ethics 14
turns to this information and asks: How then, should 15
we live? Why should we care? Environmental 16
ethics builds IN scientific understanding by bringing 17 X on
human values, moral principles, and improved 18
decision making into conversation with science. 19
Environmental ethics is necessarily inter- 20
disciplinary, meaning it draws on other fields of 21
academic INQUIRY IT cannot stand by 22 X Colon or semicolon
before IT or
as/since/because it
cannot
itself. Often, the simple question, "What THE RIGHT 23
THING IS for us to do?" can open up fresh 24 X is the right thing
perspectives on environmental problems. THINK 25 X thinking
ethically about the environment has the potential to 26
help anyone CONTRIBUTES to create environmental 27 X contribute
solutions. 28

90
 Source: Text adapted from Douglass Warner, K. & DeCosse, D. (2009)
Thinking ethically about the environment. Retrieved April 7, 2011, from
http://www.scu.edu/ethics/practicing/focusareas/environmental_ethics/short-course.html

ERROR DETECTION AND CORRECTION: The following text

contains 28 mistakes in syntax, word choice, and punctuation. Enter
a C in the second column, next to each line which does not contain
any mistakes. Mark with an X each sentence which contains at least
one mistake. Circle the mistakes you detect and provide the suitable
correction in the column under the heading “Substitutions”:

PASSAGE FOR ANALYSIS 7 N C or X SUBSTITUTIONS

Green consumers do not present a unified front in their 1
BELIEVES or spending habits. There are five main categories 2 X beliefs
used when measuring consumers‘ degree of 3
ENVIRONMENTALLY concern, three considered ‗green‘ and two 4 X environmental
considered ‗brown.‘ There is, NONETHELESS some overlap 5 X Comma after
NONETHELESS
between the various categories, SPECIALLY as more 6 X especially
information is made available. 7
The greenest consumers are “TRUE BLUES” THAT have 8 XX Comma after
BLUES – who
intense BELIEVES about INTRINSIC value of preserving 9 XX beliefs – the
intrinsic
the environment. This group will often pay a considerable 10
premium for environmentally SOUNDLY products. They are 11 X sound
politically and socially active, and have BEING the STRONGER 12 XX been – strongest
advocates of changes not only in buying PATERNS but 13 X patterns
also in lifestyle changes. These consumers believe 14
that greater government intervention is necessary to 15
improve the management of resources by industry. 16
The second group is the ―GREENBACKS” SO named 17 X Comma before SO
for their willingness to spend money IN 18 X on
environmentally preferable products, but WHICH also 19 X who
display a reluctance to change their lifestyle. 20

91
 The third group is the ―SPROUTS‖ THAT can be induced 21 XX Comma after
SPROUTS – who
to BUYING green when it coincides with their own 22 X buy
interests and only if it requires little sustained effort. 23
The MORE common activity for this group is curbside 24 X most
recycling, when provided at no charge by the local government. 25
Of the remaining consumers, the next group is the 26
―Grousers‖. This group is adamant about not TO GET 27 X getting
involved WITH green ACTIVITIES THEY justify this stance 28 XX in – Colon or
semicolon after
ACTIVITIES
by questioning the validity, quality, and cost of such 29
activities. 30
Finally, the largest group is the ―Basic Browns.‖ 31
These consumers conform most closely FOR the 32 X to
market economy, they do not participate ON green 33 X in
activities, and they are largely indifferent to 34
environmental issues. 35
Over the past ten YEARS THE percentage of 36 X Comma after
YEARS
consumers in each category REMAINED essentially 37 X has remained
UNCHANGE. For environmentalists in the 21TH 38 XX unchanged – 21st
century, one critical challenge will be to convince 39
consumers to change their colour from brown to green. 40

Source: Text adapted from Bunting, J. D. (2006). English for academic success: College
vocabulary 4. Heinle, Cengage Learning.

Correct VERSION A

The use of animals for scientific and medical testing has long been controversial, so it is of

little surprise that genetic engineering, which often intersects with the world of genetically

modified foods, has attracted similar scrutiny. The FDA defines genetic engineering of

animals as "a targeted and powerful method of introducing desirable traits into animals

using recombinant DNA technology.” That is a broad definition, reflecting the many ways in

which scientists have experimented with animal DNA over the last decades –whether it is

making pigs glow in the dark (scientists injected embryos with a fluorescent protein) or

92
developing salmon that gain weight much faster than their non-modified brethren. As of

late August 2010, the FDA was considering whether to grant approval to a company called

AquaBounty Technologies to sell one such salmon to consumers.)

But as with genetically modified foods, the genetic engineering of animals carries a host of

potential complications, including fears of harming biodiversity, worries about effects on

human health and ethical concerns over experimenting with healthy animals. When a

French researcher created a glow-in-the-dark rabbit, protesters said that the experiment

was both abusive and of little scientific value. Greenpeace in particular has warned of the

unintended consequences of genetically modifying animals and says that their release into

the wild would constitute a dangerous "genetic pollution". Yet proponents say that we

could genetically engineer livestock to produce less waste or to make better organ-donor

candidates for humans, as some animal parts are already used in various transplant

procedures.

Source: Adapted from Science and Society: 10 Controversial Genetic Experiments, by Jacob
Silverman. Retrieved February 27th, 2014, from http://www.discovery.com/tv-
shows/curiosity/topics/10-controversial-genetic-experiments.htm

9 MISTAKES

Correct VERSION B

The use of animals for scientific and medical testing has long been controversial, so it is of

little surprise that genetic engineering, which often intersects with the world of genetically

modified foods, has attracted similar scrutiny. The FDA defines genetic engineering of

animals as "a targeted and powerful method of introducing desirable traits into animals

93
using recombinant DNA technology." That is a broad definition, reflecting the many ways in

which scientists have experimented with animal DNA over the last decades –whether it is

making pigs glow in the dark (scientists injected embryos with a fluorescent protein) or

developing salmon that gain weight much faster than their non-modified brethren. As of

late August 2010, the FDA was considering whether to grant approval to a company called

AquaBounty Technologies to sell one such salmon to consumers.

But as with genetically modified foods, the genetic engineering of animals carries a host of

potential complications, including fears of harming biodiversity, worries about effects on

human health and ethical concerns over experimenting with healthy animals. When a

French researcher created a glow-in-the-dark rabbit, protesters said that the experiment

was both abusive and of little scientific value. Greenpeace in particular has warned of the

unintended consequences of genetically modifying animals and says that their release into

the wild would constitute a dangerous "genetic pollution". Yet proponents say that we

could genetically engineer livestock to produce less waste or to make better organ-donor

candidates for (the) humans, as some animal parts are already used in various transplant

procedures.

Source: Adapted from Science and Society: 10 Controversial Genetic Experiments, by Jacob
Silverman. Retrieved February 27th, 2014, from http://www.discovery.com/tv-
shows/curiosity/topics/10-controversial-genetic-experiments.htm

17 MISTAKES (text B needs more editing)

Correct VERSION A

94
The seminal day in the history of animal cloning is undoubtedly July 5, 1996, when Dolly

the sheep was born, although the event wasn't announced until the following year. Before

Dolly, no mammal had been cloned from adult DNA. Earlier cloning efforts had used

embryonic cells. By splitting two-cell embryos apart, scientists caused two genetically

identical organisms to develop, a process that had been successfully performed almost a

century earlier with both sea urchins and salamanders.

Since Dolly, scientists have cloned numerous other types of animals, including horses,

rats, deer, cats, pigs and mice. In May 2010, a Spanish breeder of fighting bulls produced,

for the first time, a cloned bull to serve as a stud. The seeming ease, and increasing

availability, of animal cloning has raised a host of difficult questions. Should we only clone

less intelligent animals? Should we clone beloved pets? Should cloned animals be allowed

to reproduce and enter the food supply? Should we try to use cloning to save endangered

species, to "improve" animals or to resurrect extinct species? Will cloning imperil

biodiversity?

Some governments have addressed these questions via legislation. In the U.S., the Food

and Drug Administration regulates animal cloning, but science and economics may have,

to a certain extent, outstripped policy. As of summer 2010, meat from cloned livestock had

found its way to market in several European countries, and the U.S. Department of

Agriculture had outlined a framework for allowing the sale of cloned meat from certain

animals in the U.S. Just as we now choose between meat labeled organic or raised with

hormones, we may soon be deciding whether to purchase meat accompanied by a

"cloned" sticker.

95
Source: Adapted from Science and Society: 10 Controversial Genetic Experiments, by Jacob
Silverman. Retrieved February 27th, 2014, from http://www.discovery.com/tv-
shows/curiosity/topics/10-controversial-genetic-experiments.htm

20 MISTAKES (text A needs more editing)

Correct VERSION B

The seminal day in the history of animal cloning is, undoubtedly, July 5, 1996, when Dolly

the sheep was born, although the event wasn't announced until the following year. Before

Dolly, no mammal had been cloned from adult DNA. Earlier cloning efforts had used

embryonic cells. By splitting two-cell embryos apart, scientists caused two genetically

identical organisms to develop, a process that had been successfully performed almost a

century earlier with both sea urchins and salamanders.

Since Dolly, scientists have cloned numerous other types of animals, including horses,

rats, deer, cats, pigs and mice. In May 2010, a Spanish breeder of fighting bulls produced,

for the first time, a cloned bull to serve as a stud. The seeming ease, and increasing

availability of animal cloning has raised a host of difficult questions. Should we only clone

less intelligent animals? Should we clone beloved pets? Should cloned animals be allowed

to reproduce and enter the food supply? Should we try to use cloning to save endangered

species, to "improve" animals or to resurrect extinct species? Will cloning imperil

biodiversity?

Some governments have addressed these questions via legislation. In the U.S., the Food

and Drug Administration regulates animal cloning, but science and economics may have,

to a certain extent, outstripped policy. As of summer 2010, meat from cloned livestock had

96
found its way to market in several European countries, and the U.S. Department of

Agriculture had outlined a framework for allowing the sale of cloned meat from certain

animals in the U.S. Just as we now choose between meat labeled organic or raised with

hormones, we may soon be deciding whether to purchase meat accompanied by a

"cloned" sticker.

Source: Adapted from Science and Society: 10 Controversial Genetic Experiments, by Jacob
Silverman. Retrieved February 27th, 2014, from http://www.discovery.com/tv-
shows/curiosity/topics/10-controversial-genetic-experiments.htm

7 MISTAKES

PASSAGE ONE (Corrections in bold)

The controversy

The only environmental issue to have caused as much debate and discussion as climate

change was probably human population growth (no article). But that is, in some ways,

clearer to deal with. We can count how many people we are, more or less, and we can see

a direct effect of more people wanting to use more resources from a finite stock.

Climate change (no article) and global warming have become very emotional issues

involving national and international politics, global economics and the fate of national

economies all bound up with scientific debate about the evidence and cause and effect.

Added to this are the questions of whether millions or billions of people will suffer, whether

there will be losers and winners if climate shifts to a new equilibrium, (comma instead of

semicolon) and whether the power bases of different nations will be affected. So you can

begin to see what a complex issue this is.

97
Your viewpoint certainly colours how you interpret the evidence on climate change, as

technocentrists and ecocentrists clash over the question of what we should do or can do to

mitigate the effects that we are seeing.

While there are facts that are not in debate –that there is a greenhouse effect, that

greenhouse gas emissions are increasing due to human activities (no article), and that

there has been a recent pattern of increased average global temperature –there is not total

agreement over the cause of the rise in temperature nor over what we should be doing

about it.

The vast majority of scientists working in this field accept the correlation between

increased greenhouse gas emissions and increased temperature, causing climate change

and different weather patterns. But a significant minority question the cause and effect,

some citing the Earth's rotational wobble, sunspot activity or that increased temperature is

causing increased greenhouse gases, not the other way around.

Source: Adapted from Rutherford, J. (2009). Environmental Systems and Societies: Course
Companion. Unit 7. Oxford: OUP.

PASSAGE 2 (Corrections in bold)

Scholarly discussions of modifying inheritable genes have focused on the ethical

and policy issues that would ensue if modifications were widely available. For the

most part, those who contend that such modifications are desirable and inevitable

(no comma) and those who challenge this view emphasize broad ethical and social

implications of technology, often overlooking the ethical issues that have arisen in

the development of technology. For example, the editors of a recent book asked

98
the contributors to discuss whether genetic modifications “no more risky in humans

than natural conception” (Stock & Campbell 2000, p. 97) would be acceptable and

desirable. Another recent discussion analyzed the major ethical arguments for and

against such modifications on the “optimistic assumption that the methods will

gradually be refined until they reach the point where gene replacement or gene

repair is technically feasible and able to be accomplished in more than 95% of

attempted gene transfer procedures” (Walters and Palmer 1997, 80).

Although some analysts have voiced concern about the ethics of human testing,

they have not examined the research issues in detail. For instance, a working

group convened by the American Association for the Advancement of Science

(Frankel and Chapman 2000) described the preclinical research advances that

would be necessary before human trials should be considered. The group did not,

however, evaluate inheritable genetic modifications in light of the federal policies

governing human subjects research. In the same vein, a recent philosophical

analysis acknowledged that human trials of germ genetic interventions would

present serious risks and uncertainties, but nonetheless, (comma) called simply

called for “careful scrutiny of any protocols for experiments involving those

interventions (Buchanan et al. 2000, 194) ” (inverted commas after before the

bibliographical reference).

99
The ethics and policy literature has neglected the human research stage of

technology development. Scholars and other writers have not devoted enough

attention to the human research that would be necessary to ascertain whether

preimplantation embryo genetic modification (PGM) would be an acceptable health

intervention. In turn, policymakers have not devoted enough attention to the

oversight that would be appropriate for PGM research. Thus, although federal

research policies contain rules and guidance relevant to designing acceptable

PGM studies, significant policy gaps exist as well. This inconsistent coverage

reflects the limits of federal policies governing gene transfer research, human

embryo research, and the protection of human research participants.

Source: Adapted from Dresser, R. (2004) "Genetic Modification of Preimplantation Embryos:

Toward Adequate Human Research Policies". The Milbank Quarterly, 82(1): 195–214. Retrieved
March 10th, 2014, from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690208/?report=classic

EXERCISE 4

The Arctic and the Antarctic are perhaps the last wilderness on Earth and are beautiful. Its
ecosystems are fragile and contain much biodiversity found nowhere else. Any disturbance
takes a long time to recover as growth is slow because temperature is limiting. On land,
water is also hinders the development of life as it is frozen for much of the year and so
unavailable to plants. Until recently humans could not exploit the resources of the Arctic
on a large scale as the seas are frozen for all but a few months of the year and conditions
are harsh. However, with climate change causing the Arctic to warm up, there are more ice-
free days. High oil prices mean that reserves that were uneconomic to extract are no
longer so, and the Arctic could be the next goldmine or environmental disaster , (comma)

100
depending on your environmental worldview. There are crude oil reserves under
Northwstern Siberia and Alberta, Canada. There is also oil right under the North Pole.
Humans have the technology to extract this oil. Why would we not do it?

Source: Adapted from Rutherford, J. (2009). Environmental Systems and Societies: Course
Companion. Unit 7. Oxford: OUP.

The first mistake in the passage is a mistake in:

A) word form B) punctuation C) spelling
The second is a mistake in:
A) agreement B) syntax C) verb form
The third mistake in the passage can be best described as a mistake involving:
A) an incorrect word choice B) a redundant expression C) word order
The correct item that should replace "limitated" is:
A) limiting B) limit C) limited
The following mistake in the passage is a mistake in:
A) word choice B) spelling C) verb tense
How many mistakes does the phrase "at a large scale" contain?
A) one? B) two? C) three?
The seventh mistake is a mistake in:
A) punctuation B) syntax C) agreement
The best way of punctuating the flawed sentence is by:
A) removing the semicolon B) using a comma instead of a semicolon C) using a
period
In the next mistake ,which of the following is incorrect:
A) an adjective? B) an adverb? C) a noun?
The last mistake in the passage is a mistake in:
A) reference B) agreement C) word order

101
EXERCISE 5

Global Warming is an Ethical Issue

Global warming is undeniably an ethical issue, and we must face it as such. That means
asking hard questions about responsability, accountability; and the differences between
actions that are right versus those that are wrong.

I say "ethical" rather than "moral," a word often used in connection with global warming,
because the definitions of "moral" include reference to what we feel about something
individually, rather that what we agree to comonly. I recall to watching a recent hearing
before the US Senate, where a retiring General defended his public statements that
homosexuality was inmoral, because that was what he had been taught as a child. By that
standard, the believes and reactions learned by anyone at their parent's knee would hold
equally moral standing.

Ethical issues, by contrast, have to do with the actions that everyone, or at least most
reasonable people, agree to be moral. These agreements usually take the form of
principles, such as the famous and shared widely principle of the Golden Rule: Do not do
something to someone else that you would not like to have done to you. Here we might
ask: Would we like if our grandparents had set slow fire to the world, a fire that crested
into visibility during our lifetime, and left it to us to deal with the problem? This is what
climate change will be like to our descendants.

In the field of sustainable development, the Earth Charter –a statement of fundamental

ethical principles to guide development in a more justly, sustainable, and peaceful
direction –had emerged as an essencial ethical guide. It may seem odd that this widely
endorsed document does not include the phrases "global warming" or "climate change."
This is because the ethical issues involved are much broader, climate change, after all, is
merely a symptom of a much deep problem. Global warming is not the root cause of

102
climate change, neither, but simply an intermediate step among the actions of human
beings (resulting in emisions) and the response of the Earth's dynamic systems.

The Earth Charter opens with inspiring and sobering words about the challenge to human
beings of living in this times, and closes with a call to responsible action and commitment.
In between, the Charter list a set of sixteen general ethical principles, and sixty-six more
specific supporting principles, that can help us with a fundamental task for the 21st
Century: discerning right from wrong action in the care of the nature and the development
of human societies.

In seeking ethical guidance on climate change, one could stop there. But the Earth Charter
continues with sixty-five more principles, and nearly all of them are relevant for the
challenge of global warming and climate change. "Ecological Integrity," Social and
Economic Justice," "Democracy, Non-Violence, and Peace" ... the challenge of climate
change is the challenge of grounding our decision in all of these core values, all at once,
under increasingly challenging circumstances.

When faced with great, complex challenges, ethical principles are an essential compass.
They help us chose the right path ... and avoid the wrong ones.

Source: Adapted and abridge from: Global Warming is an Ethical Issue, by Alan Atkinson

Spelling Punctuation Lexical Preposition Genitive Word

Choice Case Order

responsibility ,accountability than recall parents' widely

commonly where a equal watching shared
immoral retiring just between climate
beliefs General deeper relevant to change
essential broader, either is, after
emissions all,

Agreement Article Verb Syntax Verb

103
 Form Tense

these times nature has Would we

the charter emerged like it if our
lists choose grandparents

104