<p>1) “should” is a conditional verb form, similar to “would,” “could,” “might,” etc.</p>
<p>The “mood” of the sentence (the subjunctive is a mood, for example) has to be constant throughout. The act of “teaching nothing” is suggested – schools should do it – and its HYPOTHETICAL consequences are stated --something would happen. We cannot assume the suggestion will be taken or that the action will happen.</p>
<p><a href=“A”>b</a> consistent: “should…would”<a href=“B”>/b</a> inconsistent: “should…will” (“will” is future indicative)
(C) inconsistent: “are to…would” (“are to teach” is future indicative, indicating the schools’ plans to teach)
(D) inconsistent and sloppy: “should…that which will not”
(E) consistent but illogical: “shall…will” (“the attitude was that schools shall teach nothing that will discredit…” – “shall” indicates a future action; it is almost like a promise. The attitude was not that something will happen or “shall” happen, but that something “should” happen and “would” happen)</p>
<p>“The day shall come” / “The day will come” = strong promises and indications of something that is to occur
“The day should come” = positive expectations and probabilities</p>
<p>2) First of all, actions BELONG to nouns. If Bob eats an apple, you say that the action is “Bob’s eating [of the apple].” It is possessive; you DON’T say “Bob eating the apple” if you want to talk about the action itself. “Bob eating the apple” refers to Bob.</p>
<p>So, (C) is supposed to be “…public’s being educated,” not “…public being educated.”</p>
<p>There is not an issue of parallelism. However, you want the structures to be parallel so that the sentence sounds better.</p>
<p>
</p>
<p>In accordance with what I said above, your question should be revised as “…public**'s** being educated.”</p>
<p>When I said that an action belongs to a noun, the noun can either DO the action, or have the action done to it. Let’s call the former “case 1” and the latter “case 2”</p>
<p>“the running of John” – this can either mean that John is DOING the running, or that John is BEING running (which doesn’t make sense). So, this conforms to case 1.
“the eating of the apple” – this can either mean that the apple is DOING the eating (which doesn’t make sense), or the apple is BEING eaten. So, this conforms to case 2.</p>
<p>This means that, since “education” is “the act of educating,” “the education of the public” can either refer to the public’s being educated, or the public’s educating something/someone else. This conforms to case 2.</p>
<p>“The education of the public” is the same as “the public’s being educated” in this context. In another context, it can mean “the public’s educating something else.”</p>
<p>Do you get it? Sorry if I type way too much.</p>
<p>“Education” and “educating” are technically the same thing, but you would say “education” just because the word is specialized for that purpose. There ARE specialized words for “killing,” “eating,” and other words that end with “ing.” For example, “killing” is the same as “murder,” and “eating” is the same as “comsumption.” I only used words that end with “ing” to increase apprehension. We tend to associate words that end with “ing” with actions.</p>
<p>The sentence probably doesn’t seem correct to you because when you think of “education” you think of case 1 (“I am educating you”). Case 2 seems to warrant a “being” (“I am being educated”). However, when you look up “education” in the dictionary, you will get both case 1 and case 2. This may mean that “educating” and “education” are not the same (as I had thought it was when I wrote the first sentence of this post).</p>
<p>However, the words that I gave as examples above – “murder” and “consumption” – aren’t like “education.” “Murder” does not describe something that was murdered; that would be death. Hopefully, you still get the point.</p>
<p>1 a : the act or action of grasping with the intellect : understanding</p>
<p>b : knowledge gained by comprehending</p>
<p>The distinction is not as obvious as it is for “education.” However, the first definition satisfies case 1 (“John’s comprehension/understanding” = John comprehended) and the second definition satisfies case 2 (“comprehension of the word” = the word was comprehended by John = knowledge of the word gained by comprehending).</p>
<p>First definition: John’s comprehension of the word (John’s act of understanding)
Second definition: John’s **comprehension of the word<a href=“the%20knowledge%20OF%20the%20word,%20or%20the%20knowledge%20ABOUT%20the%20word”>/b</a></p>
<p>Is there a consolidated list of Writing answers as of yet?
Also, silverturtle, or someone else very experienced, what is the curve looking like for writing?
Say…with a 10-12 essay?</p>
<ol>
<li>In 1972, to reduce pollution in the Great Lakes, (limits having been set by the United States and Canada) on the amounts of phosphorus that could be discharged into Lakes Erie and Ontario.</li>
</ol>
<p>D) the United States and Canada have set limits
E) the United States and Canada set limits</p>
<p>would “have set limits” be used for something that’s still ongoing? I picked D but the answer is E. Why?</p>
<ol>
<li>The valuable stringed (instruments in) this display, (all more than) 300 years old, were carefully crafted (by artisans famous) in their day but (long since) gone.</li>
</ol>
<p>I picked D(long since) but the answer is E(no error). What is long since referring to in this sentence? What other adverb that sounds more right can we replace it with and have the same meaning?</p>
<p>When a specific year is given, the present perfect tense cannot be used. If the sentence instead said, however, “Since 1972,” the perfect tense would be used.</p>
<p>1.A fine orchestral performance will exhibit the skills of the musicians, their abilities to work as an ensemble, and (how he or she responds) to the conductor.</p>
<p>c. their responding
d. their responses</p>
<p>why D?</p>
<p>2.She was concerned about how Hank would react to the incident, but (in searching his face, he did not seem to be) at all embarrassed or troubled.</p>
<p>a. in searching his face, he did not seem to be
c. a search of his face showed that he seemed not</p>
<p>why is A wrong. and why is C right?</p>
<p>3.London differs from other cities, such as Paris and London, (in that) its shopping areas are so widely spread out.</p>
<p>Wouldn’t “in that” be better if it were replaced with “because”?
I marked it but it was No Error.</p>
<p>4.The famous filmmaker had a tendency of changing… is “tendency to…” an idiom?</p>
<p>5.“…,which some viewers condemn to be tasteless.” is “condemn as” an idiom?</p>
<p>This is about parallelism. The word succeeding “their” in the answer choice must agree with “skills” and “abilities.” Neither of these is a gerund, and so “responding” does not fit.</p>
<p>“in searching his face” is going to modify the noun the immediately succeeds it. “face, he” is illogical because it means that he was searching his own face, which is not the intended meaning of the sentence.</p>
<p>Replacing phrases with preferable alternatives is not the correct way to approach error-identification questions: pick what is wrong. </p>
<p>Moreover, “in that” is better than “because.” “because” connotes a causal rather than a specifying intention; that is, the sentence does not mean to indicate a cause-effect scenario but, rather, intends to delineate in what way London is different.</p>
<p>“their responding” is a gerund phrase. A gerund is inappropriate because “skills” and abilities" are not gerunds; there would be a lack of parallelism.</p>
<p>“Their responding to the question” is grammatical as a phrase but not as a clause. One could say, “Their responding to the question was good.”</p>
<p>The ancient manuscript was a valuable find, even though the writing was difficult to decipher and the paper had begun to disintegrate.</p>
<p>Although the 500-mile course covers the harshest part of the Alaskan tundra, scores of dogsled teams complete it successfully each winter since 1925.</p>
<p>Role models can motivate us if they are people whose achievements we find realistically attainable; in addition, comparing ourselves to super achievers may have the opposite effect.</p>