Grammar Diagnostic Answer Key-2011 - CAES

CAES2802: Advanced English for Science Students
Grammar Proof-reading Diagnostic, Semester 2, 2010-11
ANSWER KEY
It is recommended that you download and attempt the test
before looking at this answer key.
NOTES:
• Errors are underlined.
• Corrections are suggested in red, blue boxes show related items.
• There may be alternative corrections.
• The numbers in red boxes indicate error types according to the following list. Use
this information for self-improvement using the self-access learning materials
indicated on the course website:
List of error types:
1
Prepositions of time and place
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3
4
5
6
7
8
9
0
Common prepositional errors
Conditionals
Use of “Besides,…”
Use of “although”
Use of pronoun referencing
Use of “born” and “died”
Confusion of verbs and adjectives ending in “ing” and “ed”
Reported speech
Other errors

Improving The Selection Procedure For University Entrance
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born
Citizens of Hong Kong, both those borned here and those who grow up here after emigrating from
to
elsewhere, should be proud of the quality of the tertiary education system available by them. Access
to
they were born
of that system is available to everyone regardless of where he was borned and regardless of their
2 6 7
4
DELETE
family’s income. Besides, access is based on ability alone. However, the university entrance system
2
in Hong Kong which decides who should be admitted to university education needs some
5 DELETE Or REPLACE BY JOINING SENTENCES WITH ;
students 0
improvement. Although an improved system would benefit Hong Kong society because the student
gaining entrance to universities today will become the leaders of tomorrow. This article will identify
several problems with that entrance system and suggest possible improvements.
1
The Problem of Public Examinations
in
The main method used at Hong Kong to select university students is public examinations which are
0
used to fill over 75% of all Hong Kong tertiary education places 1,2 . Exams are an important way of
candidate’s
determining the extent of a candidates knowledge. Unfortunately, there is a tendency with most
2 3
to
DELETE
exams to test ability to memorise information rather than ability in understand information. If
in
examinations can be created which shift the emphasis to the latter but most public examinations on
students’
Hong Kong focus on the former and are largely unable to assess student’s level of understanding 3 .
1
0
was
A 2006 report in the Hong Kong Economic Times suggested that a result of the exam system is to
could
identify students who can be described as “high marks, low abilities” 4 . The current system of public
on
examinations also puts a huge amount of pressure for students to conform to the requirements of the
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9
2
exams at the expense of developing more analytical thinking skills. This, in turn, will diminish
1

0
learning
independent learnings and free thinking, both of which have been identified by the Hong Kong
Government and universities as essential skills for the future development and well-being of Hong
Kong.
0
0
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Alternative Systems
problems
There are two main problem with the current exam-based system of selecting students for university
emphasises
entrance. Firstly, the system over-emphasise candidates’ ability to memorise and regurgitate
it focuses
information within a limited period. Secondly, they focus on academic excellence to the exclusion of
2
other important attributes of potential candidates. The remainder of this article will present alternatives
in
to redress these faults on the current system.
Moving the Balance away from Memorisation
3
A good method of minimising the importance of memorisation is to include continuous assessments
will demonstrate
such as project work and progress checks 3 . If they are used, students demonstrate their best work
based on planning, reflection and continued effort rather than memorisation and speed. Students
interested bored
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would be more interesting and less boring using this form of study. Besides, some continuous
8 8 4
assessment tasks have already been introduced into the government examination system. For
example, in some subjects part of the assessment is based on laboratory experiments and reports,
although these assessments usually account for only 10% to 20% of the overall subject assessment 5 .
5 Although
were / is
As a step in the right direction, these measures are not enough. If the weighting is increased and such
were / are
would / will be
assessments are introduced into more subjects, the result would be to decrease the dominant effect
of final examinations, re-balance the emphasis from memorisation to understanding and provide a
more accurate assessment of students’ overall abilities 3 .
a) “were”, “were” + “would”
OR
b) “is”, “are” + “will be”
3
2

To move away from a total focus on examinations it would be necessary to initiate changes in
teaching. Quite understandably, there is an emphasis on preparing students for examinations and thus
DELETE
a focus on memorisation and test-taking skills. Besides, with a bigger emphasis on continuous
4
assessment and attempts to assess students’ abilities to think, schools would need to introduce
problem-based learning and liberal studies in which students explore problems/issues and find their
own solutions 6, 7 .
Adding to the Focus on Academic Excellence
on
A university entrance system which relies solely to public examinations is giving importance only to
it is
academic excellence. There is no doubt that they are an important goal of universities but they also
2
6
0
emphasise the importance of all round education, community service and excellence in other areas.
universities
their
Therefore, it makes sense for university to place a higher emphasis on those aspects of its potential
6
students.
In addition to the academic excellence assessed through examinations, universities should be looking
DELETE COMMA. (DELETING THE WORD IS NOT ACCEPTABLE)
at outstanding athletes. Besides, developing the study of sports theories or physical anthropology,
4
the intake of athletes would encourage the development of numerous sports teams which would
this
benefit all students. An example of it is already taking place at the Chinese University of Hong Kong
6
which reserves about 10 places in each cohort for outstanding athletes who are already members of
sports teams representing Hong Kong or have performed exceptionally in inter-school competitions 8 .
they meet
Such students are accepted on condition that he meets the basic admission requirements of the
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university.
3

There are also cases of students who are extremely talented but perform poorly in public
is
examinations. If their talent was clear from their inventions, designs or discoveries, or from awards
3
they have received for their achievements, such students should be admitted to universities regardless
they
of their public examination outcomes because they have talents that need nurturing and because she
for
can be developed into important assets to Hong Kong.
6
2
0
Conclusion
although
Hong Kong has clearly developed a world-class tertiary education system and for the system to be of
need
they
most benefit, universities needs to review the way it selects students. This article does not suggest
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abandoning the system but augmenting it by reducing the emphasis on memorisation and the ability
to quickly repeat information in a standardised format (an essay) as well as spreading the focus to
incorporate other abilities besides academic excellence which has, for so long, been the main
were made they would OR are made they will
criterion used. If such changes were made they will enhance the quality of today’s students and
exciting
make universities more excited places in which to study.
3
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References:
1. Joint University Programmes Admissions System. Facts and figures [online]. 2006. Available: http://
www.hku.hk/jupas/content_stat_application.htm. Accessed: 2007 March 16.
2. University Grants Committee. Statistics [online]. 2006. Available: http://www.ugc.edu.hk/eng/doc/
ugc/stat/enrolfte.pdf. Accessed: 2007 March 16.
3. [Anonymous]. Review of public examination system in Hong Kong. Hong Kong: Hong Kong Baptist
University, Hong Kong Examinations Authority; 1998. 250p.
4. [Anonymous]. 2006 3rd May. The trend of having tutorial lessons [online]. Hong Kong Economic
Times. Available: http://libwisesearch.wisers.com.eproxy2.lib.hku.hk/wisesearch/index.do_.
Accessed: 2007 March 16. In Chinese.
5. Hong Kong Examinations and Assessment Authority [online]. Available: http://eant01.hkeaa.edu.hk/
hkea/new_look_home.asp. 2007. Accessed: 2007 March 16.
6. University of Delaware. Problem based learning [online]. 2006. Available: http://www.udel.edu/pbl/.
Accessed: 2007 March 16.
7. Education and Manpower and Bureau. Frequently asked questions on reforming the academic
structure of senior secondary education and university education [online]. 2005. Available: http://
www.emb.gov.hk/index.aspxnodeid=4003&langno=1. Accessed: 2007 March 16.
8. The Chinese University of Hong Kong. Press release [online]. 2001. Available: http://
www.cuhk.edu.hk/ipro/011029.htm. Accessed: 2007 March 16. In Chinese.
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