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EA1101_ET1000_NK1001 Grammar Editing 20

Course: ENGLISH EA1101, Spring 2008
School: National University of...
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Grammar EA1101/ET1000/NK1001 Editing 20 Text Editing 1. 2. There are TEN (10) errors in the following text. The errors are found only in the numbered sentences, and only one error in each of them. Underline the error in the numbered sentence, then write your correction in the numbered blank space on the right side of the text. 3. After your correction, write a brief explanation of the type of error: noun, pronoun,...

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Grammar EA1101/ET1000/NK1001 Editing 20 Text Editing 1. 2. There are TEN (10) errors in the following text. The errors are found only in the numbered sentences, and only one error in each of them. Underline the error in the numbered sentence, then write your correction in the numbered blank space on the right side of the text. 3. After your correction, write a brief explanation of the type of error: noun, pronoun, subject-verb agreement, word form, verb form, tense, preposition, article or parallelism. Note that not all these items will be tested. Some may be repeated. Example: (0) The world awake one Sunday in late July... (0) world awoke We need the past tense as the context is about what happened last July. Kana "Massacre" Was a Fake Hillel Fendel The world awoke one Sunday in late July 2006 to the news that an Israeli air strike had killed 57 Lebanese civilians, leading Israel to stop air strikes for two days. Immediately all over the world sympathy was felt for the innocent Lebanese and Israel was blamed for being so callous. (1)But now evidence show the (1) ________________________ "massacre" is probably just a fraud propagated by the media. The supposed massacre caused a major turnabout in world diplomacy. (2)American Secretary of State Condoleezza Rice suddenly cancelled her plans to fly to Beirut and fly to (2) Jerusalem instead to negotiate a ceasefire. The implication was ________________________ clearly that the onus was now upon Israel. French President Jacques Chirac condemned Israel's "unjustified action which demonstrates more than ever the need for an immediate ceasefire," Jordan's King Abdullah called it an "ugly crime," and other world leaders echoed these sentiments. But that is not the end of the story. (3)Apparently, however, the incident could well be one big fraud case, staged by Hezbullah (3) supporters for the world media in order to lead precisely at the ________________________ situation described above. The central piece of evidence leading to this conclusion is the fact that the building collapsed a full seven hours after the Israel Air Force bombing. Why would the residents inside not have been evacuated in the meantime? Brig.-Gen. Amir Eshel of the Israeli Air Force told reporters right from the very beginning that it was difficult for 1 him to believe that they waited eight whole hours before they decided to evacuate the building. (4)Without addition evidence, Eshel could only leave open his suspicion that Hezbullah terrorists, or the explosives they left behind, caused the (4) explosion. ________________________ (5)Furthermore, Robert Spencer of FrontPage Magazine writes, "It strains credulity that not only did these Lebanese civilians remained in a house that had been bombed for eight hours, but (5) peacefully went to sleep in it after the bombing. It was reported ________________________ that the victims were all apparently sleeping, despite continuing Israeli air bombardment in the area, when the building collapsed." Gen. Eshel also said that the building was used by Hezbullah to store explosives. (6)This was supported by a letter from Dr Mounir Herzallah, a southern Lebanese Shiite, who wrote that Hezbullah terrorists came to his town, dug a munitions depot (6) and then a build school and a residence directly over it. ________________________ In addition, the bombing of the area occurred in three waves. (7)The first bomb, according to a CNN correspondent, did not hit a building in question, but rather landed "20 or 30 meters" away. The second strike hit targets further away, and the third (7) strike, around 7:30 in the morning, landed over 400 meters ________________________ away. The first reports of a collapsed building only arrived a half-hour later. Another CNN correspondent, Ben Wedeman, noted that there was a larger crater next to the building. He observed that the roof of the building was intact and that the building appeared not to have collapsed as a result of the Israeli strike. The building, probably used to store explosives, was apparently not destroyed by the bombing, and sheltered dozens of women and children throughout a night of bombing. (8)The identity of the victim was also not clear, except that they were not the original occupants of the building; a National Public Radio correspondent reported that the original occupants had left. "The victims were non-residents who chose to shelter (8) in the building that night," and who were "too poor" to leave the ________________________ town, one resident told CNN. One begins to wonder who these people were. Furthermore, the hospital in Tyre, Lebanon, and Human Rights Watch both reported that day that 28 people were killed in the Kana bombing, and not twice that number, as originally reported. (9)Other facts, that were revealed by Robert Spencer of FrontPage Magazine, showed further strange happenings. Some time after dawn a call went out to journalists and rescue 2 workers to come to the scene. Though Hezbullah had been (9) claiming that civilians could not freely flee the scene due to ________________________ Israeli destruction of bridges and roads, the journalists and rescue teams from nearby Tyre had no problem getting there. Strangely, Lebanese rescue teams did not start evacuating the building until after the camera crews came. The absence of a real rescue effort was explained by saying that equipment was lacking. There were no scenes of living or injured people being extracted from the collapsed building. Rescue workers carrying the victims on stretchers occasionally flipped up the blankets so that cameras could show the faces and bodies of the dead. (10)"Most notably," Robert Spencer writes, "the dating of the various photographs suggest that the same bodies were paraded before reporters on different occasions, each time as if they had just been pulled out from the rubble. In addition, some (10) workers are wearing different gear in different photographs, yet ________________________ clearly carrying the same corpse." Thus the Lebanese French website LIBANOSCOPIE has charged that Hezbullah staged the entire incident in order to stimulate calls for a ceasefire, thereby staving off its destruction by Israel and the Lebanese government to rid themselves of this terrorist plague. We cannot, but conclude that our world media is not used to dealing with carefully orchestrated and large-scale deception of this kind. It is time that it be recognized as a weapon of warfare, and an extremely potent one at that! 3
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National University of Singapore - ENGLISH - EA1101
EA1101/ET1000/NK1001 Grammar Editing 21Name: _Text Editing 1. 2. There are TEN (10) errors in the following text. The errors are found only in the numbered sentences, and only one error in each of them. Underline the error in the numbered sentence, then
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EA1101/ET1000/NK1001GRAMMAR EDITING 22 Text Editing 1. 2. There are Ten (10) errors in the following text. Identify and underline the error in the numbered sentence, and then write your correction in the numbered blank space on the right side of the text
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CHAPTER 17The Economy at Full EmploymentLecture Outline1a. Using production functions to describe the relationship between the level of output & the factors of production 1b. Understanding the slope of a production function & diminishing marginal retur
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CHAPTER 18Why Do Economies Grow?Lecture Outline1. Defining and measuring economic growth: growth rate of real GDP 2a. Comparing economic growth rates across the world 2b. Assessing the convergence of rich and poor countries 3. Capital deepening as a me
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CHAPTER 20Fiscal PolicyLecture Outline1. The role of fiscal policy a. Impact of fiscal policy on aggregate demand b. Types of fiscal policy 2. The government budget and fiscal policy 3. The limits to stabilisation policy: lags and the art of forecastin
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CHAPTER 21The IncomeExpenditure ModelLecture Outline1. Developing a simple income-expenditure model to determine equilibrium output 2. Using a consumption function to describe consumption spending a. autonomous consumption and the marginal propensity t
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CHAPTER 22Investment and Financial IntermediationLecture Outline1. Definition of investment 2. Theories of investment spending 3. The use of present value to compare the payoffs of an investment over time a. How interest rates affect the calculation of
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CHAPTER 23Money and the Banking SystemLecture Outline1. Money a. Definition of money b. Three properties of money c. Measuring the money supply 2. Banks as financial intermediaries a. A bank's balance sheet: assets and liabilities b. Reserves 3. How ba
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CHAPTER 24Central Banks and Monetary PolicyLecture Outline1. The demand for money a. Motives for holding money b. Factors that affect the demand for money 2. How central banks can change the money supply a. open market operations b. changing reserve re
National University of Singapore - ECON - EC1101
CHAPTER 25From the Short Run to the Long RunLecture Outline1. The short run in macroeconomics 2. The long run in macroeconomics 3. How wages and prices adjust from the short run to the long run 4. How the economy returns to its full-employment output l
National University of Singapore - ECON - EC1101
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American Jewish University - BT - 1003
Chapter 3Problems 1-30Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 4Problems 1-33Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 5Problems 1-20Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 6Problems 1-78Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 7Problems 1-35Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 8Problems 1-24Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 10Problems 1-36Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To
American Jewish University - BT - 1003
Chapter 11Problems 1-32Input boxes in tan Output boxes in yellow Given data in blue Calculations in red Answers in green NOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel. To