3. Error Analysis [2]
Section 2: Error Analysis (2 Marks)
Objective: This section tests your precision in written English. It evaluates your ability to identify and correct grammatical errors and your understanding of the stylistic conventions required for formal, professional, and technical communication.
Question Format:
2 questions × 1 mark each.
Each question will present a short sentence or a small paragraph (2-3 sentences) drawn from the context of professional writing.
One part of the text will be underlined. You must identify if there is an error in the underlined portion and, if so, choose the option that best corrects it.
The error could be grammatical, idiomatic, or stylistic.
Skills Assessed (as per your syllabus):
Grammatical Correctness: Subject-verb agreement, tense consistency, pronoun reference, modifiers, parallelism, articles, prepositions.
Technical Terminology: Appropriate word choice in a technical context.
Professional Drafting Conventions: Tone, conciseness, clarity, and format typical of proposals, reports, and research documents.
Detailed Breakdown of Error Types & Sample MCQs
Common Error Categories:
Grammar & Syntax:
Subject-Verb Agreement: "The list of parameters are long." (Incorrect) -> "The list of parameters is long."
Pronoun-Antecedent Agreement: "Each researcher must submit their report." (Incorrect in formal writing) -> "Each researcher must submit his or her report." or "Researchers must submit their reports."
Modifier Placement: "Running the simulation, the results were surprising." (Dangling modifier) -> "When we ran the simulation, the results were surprising."
Parallelism: "The objectives are to design the module, to test its reliability, and integration." (Incorrect) -> "...and to integrate it."
Diction & Technical Usage:
Confusing similar words: affect/effect, principal/principle, compose/comprise, imply/infer.
Inappropriate formality: Using conversational phrases like "a lot of" in a report. Should be "a significant number of" or "numerous."
Redundancy: "Advance planning," "final outcome," "basic fundamentals."
Professional Style & Conciseness:
Wordiness: "It is important to note that in the majority of instances..." -> "Usually..."
Passive Voice Overuse (when active is clearer): "The experiment was conducted by the team." -> "The team conducted the experiment."
Faulty Comparisons: "The output of our model is better than the previous paper." (Illogical) -> "...better than that of the previous paper."
Sample MCQs (Error Analysis)
Question 1: Grammatical Error (1 Mark)
In the recent audit, it was found that a significant portion of the data were compromised due to a server failure, highlighting the need for better backup protocols.
A) NO CHANGE B) was compromised C) are compromised D) have been compromised
Answer & Explanation:
Correct Answer: B) was compromised
Explanation: The subject is "a significant portion," which is singular. The object of the preposition ("of the data") does not determine the verb. The verb must agree with the singular subject "portion." Also, the event ("audit") is in the past, so simple past tense "was" is correct.
Question 2: Diction & Professional Style (1 Mark)
The committee reached a consensus of opinion that the proposed budget was not feasible without substantial external funding.
A) NO CHANGE B) reached a consensus C) reached an opinion of consensus D) reached the consensus of the opinion
Answer & Explanation:
Correct Answer: B) reached a consensus
Explanation: "Consensus" means a general agreement. Therefore, "consensus of opinion" is redundant. In professional writing, conciseness is key. The correct, non-redundant phrase is simply "reached a consensus."
Question 3: Technical Terminology & Logic (1 Mark)
The graph infers a strong positive correlation between temperature and reaction rate, as shown by the upward-sloping trend line.
A) NO CHANGE B) implies C) predicts D) suggests
Answer & Explanation:
Correct Answer: B) implies OR D) suggests (Both could be correct, but in a 4-option MCQ, one will be best.)
Explanation: This is a classic diction error. Imply/Infer: The speaker/writer/graph implies (suggests, indicates). The reader/observer infers (deduces, concludes). A graph cannot "infer"; it can only "imply" or "suggest" a relationship. "Suggests" (D) is also correct, but "implies" (B) is more precise in formal technical writing. The test maker would likely have "implies" as the key answer.
Question 4: Parallelism & Structure (1 Mark)
An effective project report should not only summarize the findings but also providing recommendations for future action.
A) NO CHANGE B) to provide C) provide D) it should provide
Answer & Explanation:
Correct Answer: C) provide
Explanation: This tests parallelism with the correlative conjunction "not only... but also." The structures that follow must be grammatically parallel. "not only summarize (base verb)... but also provide (base verb)." "Providing" (gerund) breaks the parallel structure.
Key Preparation Strategy for Error Analysis:
Master the Rules, Don't Just Guess: Get a solid grammar book (e.g., Wren & Martin or Murphy's) and review the core rules. Focus on the categories listed above.
Develop an "Error Radar": As you practice, ask systematic questions:
Does the subject agree with the verb?
Is the pronoun clear and correct?
Are items in a list parallel?
Is the modifier attached to the right word?
Is the word choice precise and formal?
Read High-Quality Technical Writing: Regularly read research abstracts, formal reports, or journals like Nature or Harvard Business Review. This trains your ear for correct professional style.
Practice with a Purpose: Don't just do questions. For every correction, name the rule you applied. This reinforces learning.
This section is highly rule-based and improvable with focused study. Your performance here should be near-perfect with practice.