language pop quiz

I pulled the following sentence, which contains an error, from an article at The Atlantic titled "Is the Ivy League Fair to Asian Americans?" Here's the sentence:

Again, the implication here seems to be that while Asian-American applicants as a group excel at tests, an important factor in admissions, their talents, skills, and other interests tend to be significantly inferior to students of other races, and having them around isn't as enriching for other students.

The nature of the error is:

(A) poor tense control
(B) faulty/illogical comparison
(C) ambiguous pronoun reference
(D) dangling or misplaced modifier

From the same article, another sentence with an error:

As I see it, we know that even well-intentioned people regularly rationalize discriminatory behavior, that society as a whole is often horrified at its own bygone race-based policies, and that race is so fluid in our multi-ethnic society that no one can adequately conceive of all the ways it is changing; knowing these things, prudence dictates acceptance of the fact that humans aren't equipped to fairly take race into consideration. [italics in original]

The nature of the error is:

(A) poor tense control
(B) faulty/illogical comparison
(C) ambiguous pronoun reference
(D) dangling or misplaced modifier




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going over your errors in reading comprehension

At the tutoring center where I work, I have plenty of SAT students. When it's time to score their performance in Critical Reading, I usually work it this way:

1. For the Sentence Completion portion of Critical Reading, I tell the students whether or not they've gotten a question right, but I don't tell them what the answer is. We go over the question and reason our way, together, to the correct answer.

2. For the Reading Comprehension section, I ask the students to perform what I call "the line-number exercise." I give them the correct answers to the RC questions they got wrong, then I ask them to go back into the reading passages and find the line numbers that provide evidence for why a given answer is correct. If the question already has line numbers in it, I ask the students to write a short sentence explaining why the answer is correct ("B is correct because the passage says X...").

The line-number exercise gets the students to train themselves in cognitive skills that can't be taught explicitly: skills like scanning and inference. I prefer this indirect method-- which places the burden of learning directly on the students-- to easier methods that involve leading students by the nose. Double-plus ungood, that.


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