त्वरित लिंक्स
English Language
1 views
In advanced English syntax and stylistic revision, improving a sentence often requires correcting misplaced modifiers, awkward split infinitives, and faulty parallel structures. Consider the following sentence in need of improvement:'The committee resolved to urgently review the discriminatory employment policies, to completely overhaul the recruitment procedures, and implementing a transparent grievance redressal mechanism before the fiscal year ends.'Identify the option that provides the most grammatically correct, structurally parallel, and stylistically polished improvement.
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Option (b) is correct because it maintains strict grammatical parallelism across all three coordinate elements in the compound infinitive phrase governed by the verb 'resolved' (i.e., 'to urgently review', 'to completely overhaul', and 'to implement'). In Option (a), the final item shifts incorrectly to a participial gerund ('implementing'), breaking the parallel structure. Option (c) and Option (d) introduce inconsistent verbals, awkward word placement, and improper split structures that disrupt the stylistic rhythm and syntactic cohesion required in formal standard English.
Related Questions
→
In the pedagogy of English Language Teaching (ELT), the design and implementation of Teaching Learning Materials (TLM), graded textbooks, and targeted remedial interventions play a pivotal role in bridging achievement gaps in heterogeneous classrooms. Consider the following advanced pedagogical propositions regarding TLM, textbook design, and remedial teaching:I. According to modern material development principles, authentic TLMs (such as unedited newspaper articles, podcasts, and literary excerpts) are pedagogically superior to simplified, fabricated instructional texts because they expose learners to genuine sociolinguistic variations, natural discourse markers, and real-world pragmatic usage.II. Remedial teaching should operate strictly as a punitive, isolated drill-and-practice mechanism administered after formal summative assessments, completely detached from the regular classroom curriculum to ensure struggling learners memorize standard grammatical paradigms in isolation.III. According to the Lexical Approach and modern textbook evaluation criteria, well-designed language textbooks should emphasize multi-word chunks, collocations, and formulaic phrases rather than treating vocabulary merely as isolated lists of individual words accompanied by literal definitions.IV. Diagnostic testing must precede any effective remedial teaching program, as educators must systematically isolate specific cognitive and linguistic deficits (such as phonological interference or syntactic fossilization) before tailoring individualized instructional materials.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV.
→
In the context of advanced language assessment and pedagogy, designing valid instruments for evaluating the four macro-skills (Listening, Speaking, Reading, Writing) requires an understanding of distinct testing methodologies, discrete-point versus integrative testing, and formative versus summative constructs. Consider the following assessment scenarios:I. A teacher asks students to listen to a simulated airport announcement and fill in missing flight numbers and departure times on a structured worksheet.II. Learners are given a gapped academic text where every seventh word has been deleted, and they must supply the exact or contextually appropriate missing words without a word bank.III. A rubric-based assessment where candidates participate in a role-play negotiation task, evaluated on functional appropriateness, strategic competence, fluency, and socio-linguistic register.Identify the option that correctly classifies the assessment methodologies demonstrated in scenarios I, II, and III.
→
From a contemporary pedagogical and linguistic perspective, how does explicit grammar instruction function within a communicative language teaching (CLT) framework, and what is its primary role in second language acquisition (SLA)?
→
Identify the sentence that contains a grammatical or structural error in its application of advanced syntactic rules, subject-verb agreement, or modifiers.
→
In the theoretical paradigms of English Language Teaching (ELT) and language testing, the evaluation of comprehension and language proficiency spans receptive and productive modalities. Consider the following complex propositions regarding the evaluation of Speaking, Listening, Reading, and Writing (LSRW):I. Integrative testing instruments, such as dictation and cloze procedures, simultaneously measure multiple proficiencies across listening-writing or reading comprehension by tapping into the learner's underlying linguistic competence and contextual expectancy.II. In evaluating productive oral proficiency (speaking), holistic scoring rubrics assess performance as a single generalized impression of fluency, pronunciation, and communicative effectiveness, whereas analytic scoring rubrics parse the performance into distinct sub-components (such as grammar, vocabulary, discourse management, and phonological control) for diagnostic clarity.III. Intensive reading comprehension tasks designed to evaluate micro-skills (such as scanning and skimming) require identical cognitive processing modes; scanning involves rapidly surveying a text for global macro-themes and holistic gist, whereas skimming entails searching meticulously for specific, isolated information or discrete data points.IV. Evaluating writing proficiency through portfolio assessment allows for longitudinal measurement of student growth, encouraging learner autonomy and reflective self-evaluation, but it is often criticized for possessing lower inter-rater reliability compared to highly standardized, objective multiple-choice grammar tests.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.
Log in
to add to quiz, bookmark, or report issues.