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Give our children a break Proofreading RLS 2006. 81. However, one of the less-noticed effects of movement for 82. greater accountability has been that.

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Presentation on theme: "Give our children a break Proofreading RLS 2006. 81. However, one of the less-noticed effects of movement for 82. greater accountability has been that."— Presentation transcript:

1 Give our children a break Proofreading RLS 2006

2 81. However, one of the less-noticed effects of movement for 82. greater accountability has been that children opportunities for free time and 83. to interact their peers, especially during breaks, have been eliminated Movement: A gradual development or change of attitude, public policy or opinion. We know which movement we are talking about. Add “the” before “movement”.

3 81. However, one of the less-noticed effects of movement for 82. greater accountability has been that children opportunities for free time and 83. to interact their peers, especially during breaks, have been eliminated These opportunities for free time and interaction belong to the children. Replace “children” with “children’s”.

4 81. However, one of the less-noticed effects of movement for 82. greater accountability has been that children opportunities for free time and 83. to interact their peers, especially during breaks, have been eliminated What preposition follows “interact”? Hint: A person cannot interact alone. Add “with” after interact.

5 84. or diminished in many system in countries such as the United States, Canada 85. and the Britain. While it may seem like common sense that reducing System is countable. The word many tells us that it should be plural. Replace “system” with “systems”.

6 We say “the United Kingdom” and “the U.K.” but we don’t say … Delete “the” before “Britain”. You can also replace “the” with “Great” (Britain). 84. or diminished in many system in countries such as the United States, Canada 85. and the Britain. While it may seem like common sense that reducing

7 86. break time would have a positive effect on pupils' achievement, it is 87. no evidence to support this. On a contrary, although many educators recognise 88. the important of teaching skills and maximising the efficient use of class time “it is no…” is not the correct structure to say that something exists or doesn’t exist. Replace “it” with “there”.

8 86. break time would have a positive effect on pupils' achievement, it is 87. no evidence to support this. On a contrary, although many educators recognise 88. the important of teaching skills and maximising the efficient use of class time There can be only one opposite to something. Replace “a” with “the” in front of “contrary”.

9 86. break time would have a positive effect on pupils' achievement, it is 87. no evidence to support this. On a contrary, although many educators recognise 88. the important of teaching skills and maximising the efficient use of class (time) “the” must be followed by a noun. “important” is an adjective and there is no noun after it. Replace “important” with “importance”.

10 89. time, they also recommend breaks to allow children to relaxing. 90. There can be common ground between this two positions. Indeed, far 91. too many policies recommended for primary schools have none scientific basis. “to” can be a preposition, in which case it is followed by the –ing form. “to” can be part of the “to – infinitive” structure. Which structure will follow “allow”? Replace “relaxing” with “relax”.

11 There are two positions. Replace “this” with “these”. 89. time, they also recommend breaks to allow children to relaxing. 90. There can be common ground between this two positions. Indeed, far 91. too many policies recommended for primary schools have none scientific basis.

12 Replace “none” with “no”. 89. time, they also recommend breaks to allow children to relaxing. 90. There can be common ground between this two positions. Indeed, far 91. too many policies recommended for primary schools have none scientific basis.

13 92. I am unaware of any data supporting the idea that eliminate breaks maximises 93. children's attention to classroom tasks. A fact, experimental research supports 95. the argument that children more attentive to classroom tasks after a break. What is the subject of the verb “maximises”? “Eliminate” cannot be a subject. Replace “eliminate” with “eliminating”.

14 We use “____ fact” when we want to introduce or draw attention to a comment that contradicts a previous statement. Replace “A” with “In” before “fact”. 92. I am unaware of any data supporting the idea that eliminate breaks maximises 93. children's attention to classroom tasks. A fact, experimental research supports 95. the argument that children more attentive to classroom tasks after a break.

15 “attentive” is an adjective used to describe “children”. We need the verb “to be”. Add “are” before “more”. 92. I am unaware of any data supporting the idea that eliminate breaks maximises 93. children's attention to classroom tasks. A fact, experimental research supports 95. the argument that children more attentive to classroom tasks after a break.

16 96. Some studies conducted are suggest that students' attention to 97. classroom work is maximised when study periods are short and following by breaks. This is the present tense. It should be in the active voice. Delete “are”.

17 96. Some studies conducted are suggest that students' attention to 97. classroom work is maximised when study periods are short and following by breaks. Classroom work is maximised when … 1. Study periods are short. 2. Breaks follow the study periods. The sentence is written in the passive voice. Replace “following” with “followed”.

18 98. breaks. In most East Asian primary schools, for examples, children are given a minutes break regularly every 40 minutes or so. When these 100. children had come back, they seem more attentive and are more ready to work. “for examples” is not the correct expression. Replace “examples” with “example”.

19 98. breaks. In most East Asian primary schools, for examples, children are given a minutes break regularly every 40 minutes or so. When these 100. children had come back, they seem more attentive and are more ready to work. “10-minutes” is an adjective describing the “break”. Adjectives are never plural. Replace “10-minutes” with “10-minute”.

20 98. breaks. In most East Asian primary schools, for examples, children are given a minutes break regularly every 40 minutes or so. When these 100. children had come back, they seem more attentive and are more ready to work. This sentence is describing an observation that would seem to always be true. “had come” is the past perfect of “come”. Delete “had”.


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