Wrong Word Research Articles

Grammatical Errors Found in English Writing: A Study from Al-Hussein Bin Talal University

This study investigated the frequent grammatical errors, found in the writings of Arab students’ taking English writing courses in AL-Hussein Bin Talal University Learners’ errors were considered positively as the best sources to identify students’ limitations in English writing. Therefore the present study intended to investigate the grammatical errors of Arab students’ writings in English in AL-Hussein Bin Talal University and to see if there are any differences in the grammatical errors according to year of study. To conduct this study data was collected from the writing sessions of writing classes that were taught during the fall semester of 2019. The data was collected, analyzed and categorized from students, all majoring in English Language and Literature and ranging from freshman to seniors. A Grammar test Questionnaire designed by the researchers was distributed to the students in these writing sessions. The results showed that the most frequent grammatical error was with the verb tense on a mean of (3.75), followed by errors in the article on a mean of (3.62), wrong word order on a mean of (3.57), noun ending on a mean of (3.40) and least was sentence structure on a mean of(3.39). The results also showed that the seniors on the grammar test on all its parts did better than the freshmen, juniors and sophomores that are the least problems were found among the seniors.

Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.

Ibdāl Al-Yā’ wa ‘Aksih bi Al-Alif Al-Layyinah fī Kurrāsah Al-Tadrīb “HIKMAH” li Al-Ṭullāb Al-Madrasah Al-‘Āliyyah Al-Ulā bi Jember

Teaching material is a crucial component in the learning process. Therefore, teaching materials must be in accordance with the criteria set by the experts to be suitable for use by learners. Arabic teaching materials in this case student worksheets still have errors in aspects of their writing. This certainly makes the wrong words difficult to understand and can even change the meaning. This study aims to analyze errors in the use of alif layyinah and yes'. This study uses a qualitative approach with error analysis in the text. The results of this study are there are 35 errors in writing alif layyinah and yes' in the worksheet book.

Taḥlīlu al Kalimati al ‘Arabiyyati li Muhādaṡati al Lughawiyyati ‘inda al Talāmīżi fī Ma’hadi ‘Arafati li al Tarbiyyati al Islāmiyyati al Hadīṡati Sungai Penuh

The objectives of this study are to: 1) see the mistakes of the students in using Arabic when speaking in everyday life, 2) take the wrong words in using Arabic by these students, 3) analyze the wrong Arabic words and look for the Arabic words that are wrong. right. The type of research used is field research with analytic descriptive qualitative methods, the data collected is the pictures of the words and not numbers. It can be concluded from the results of this study: 1) Arabic words that are wrong in speaking due to the environment, 2) The environment can influence loan words in Arabic which results in incorrect pronunciation such as قبيح "Qobiihun" to "qobeh", 3) Because of the boarding school Modern arafah is in kerinci and kerinci has many languages ​​and accents such as "water" becomes "ayae" and 4) students who speak Arabic have a kerinci accent such as مفي "mafii" to "mappi".

Rectifying Incorrectly Part of Speech-Tagged Polysemy Words in Kannada Language for Machine Translation

Polysemy words refer to the same word, but have different context, when used in a single sentence, resulting in variant Part of Speech (POS). Occurrence of these Polysemy words, more than once, in a Kannada sentences, leads to ambiguity and is often cumbersome to translate it to English, due to incorrect interpretation of the sentence. The algorithm proposed is, concentrated on a few examples, which can identify the wrong POS-tagged word in a sentence. The POS tagged sentence is obtained as an input through Shallow parser, and then, by owing to the structure of Kannada language, the algorithm identifies the incorrectly tagged word.

Improving Question Generation with Sentence-Level Semantic Matching and Answer Position Inferring

Taking an answer and its context as input, sequence-to-sequence models have made considerable progress on question generation. However, we observe that these approaches often generate wrong question words or keywords and copy answer-irrelevant words from the input. We believe that lacking global question semantics and exploiting answer position-awareness not well are the key root causes. In this paper, we propose a neural question generation model with two general modules: sentence-level semantic matching and answer position inferring. Further, we enhance the initial state of the decoder by leveraging the answer-aware gated fusion mechanism. Experimental results demonstrate that our model outperforms the state-of-the-art (SOTA) models on SQuAD and MARCO datasets. Owing to its generality, our work also improves the existing models significantly.

Author's Response

Author's Response Mark Massa SJ First, my sincere thanks to the three reviewers. It is always an honor to have one's scholarship taken seriously by scholars as smart as Rodger Van Allen, Christina Astorga, and John Grabowski. I'm delighted that the conversation about interpreting how (or whether) natural law "develops" continues in their responses to my book. My sense from the moment I started this project was that people would respond differently to it. So first: I'd like to offer a preliminary contextual observation before I get to the substance of the three reviews. The project that resulted in the writing of my book began during my final year as dean of the School of Theology and Ministry at Boston College. As anyone who has had the privilege of serving in an academic administrative position knows well, one has to build into one's day thirty or forty minutes of "non-decanal activity"—reading or writing that has nothing to do with budgets, bylaws, or personnel issues (if only to keep one's mental balance). Thus, during the 2015–16 academic year I disappeared from the dean's office every day for at least 30 minutes, without my cell phone (to the frustration of my superb administrative assistant) to bury myself in the stacks of the Theology and Ministry Library. The task I set for myself was to reread the books that, over the course of three decades, have shaped my life as a scholar. One of the most important of those works was Thomas Kuhn's landmark study in the history and philosophy of science, The Structure of Scientific Revolutions, a book I had read as an undergraduate in a philosophy of science course. The Jesuit community I lived in at the time included three moral theologians, two of them "virtue ethicians," and one of them an expert in Thomas and virtue ethics. How, I had been wondering for some time after our lively dinner conversations, did one make sense of the "development" of Christian morality if one set end-to-end Aquinas, Suarez, John Ford, Richard McCormick, Charles Curran, Germain Grisez, and Lisa Sowle Cahill? If one accepted all of them as theologians whose basic project was to offer smart "natural law" interpretations of the Catholic moral tradition, how might one understand the "development" of that tradition? Or was the word [End Page 72] "development" (a word that Kuhn himself tended to use in scare quotes when referring to the course of scientific research) perhaps the wrong one? The conclusion I came to was that it was indeed the wrong word unless one understood that there simply was no linear progression linking natural law discourse from Thomas to Humanae Vitae to Jean Porter. My narrative, in other words, takes as axiomatically true that Catholic moral theology has been marked by the same degree of disjunction, rupture, and discontinuity as Kuhn had discovered in studying the history of biology and physics. Successive models of natural law simply do not build on each other, despite the fact that most of them claimed be in the "Thomistic tradition" of natural law. And thus my book. Rodger Van Allen, with his usual and much-respected acuity, lucidly adumbrates the larger theme of my book: I had not set out to write a book about either birth control or the 1968 encyclical Humanae Vitae itself (both of which already have a number of superb studies in print, to which I direct the reader in my Introduction). Thus, it is no surprise my book is neither of those things. Rather, as Van Allen correctly notes, Humanae Vitae provides the occasion for pursuing a much larger (and in my opinion, more basic and more interesting) historical and epistemological question: how does Catholic theology "develop"? Or does it "develop" in anything like a linear, progressive, or organic manner (as several recent pontiffs have asserted—largely without proof, in my opinion). Or, in fact, is that word misused when talking about the history of Catholic theology? Thus, my book is more focused on tracing the morphology of change in Catholic theology than on the history of natural law theory per se. As Van...

Error of the Ingénue

Error of the Ingénue Lauren Hilger (bio) We were in the country. A video store let us in, thirteen. We knew where to find the VHSwe had traveled to her lake house to see. A compilationof the worst things you could watch.You could watch a cow's center sliced so all of its self came out. One beer for four girls. We said now we have to get naked and run down the road. We expressed ideas of not sleeping. I thought, the woods know I want to barrel through.Imagined a wind, a sea, the moon, a bonfire, a bunch of skeletons with flags of primary colors; they're raising us up. The best people I knew were because of homes. Who was beautiful, whose home I could be let in. The morning of the first dayof sixth grade, new girl in town, crush from the farm, I broke the glass of perfumeand didn't make a face because no one was watching. My brother and I watched a VHS called People that scared us.We hated it and asked for it over and over. My mother tongue? Just a leaning into the wrong words, being correctedand sticking with this instead; ~ as punctuation. [End Page 211] Don't tease, she can't take it,I want them to stop saying of me. [End Page 212] Lauren Hilger Lauren Hilger is the author of Lady Be Good (CCM, 2016.) Named a Nadya Aisenberg Fellow in poetry from the MacDowell Colony, she has also received fellowships from the Hambidge Center and Virginia Center for the Creative Arts. Her work has appeared or forthcoming in BOMB, Gulf Coast, Harvard Review online, Kenyon Review online, Massachusetts Review, The Threepenny Review, and elsewhere. She serves as a poetry editor for No Tokens. Copyright © 2020 Pleiades and Pleiades Press

A Comparative Study of 10th Grade Turkish Cypriot Students’ Writing Errors

The present study aims to shed light on analyzing the types and the frequency of the written sentence errors committed by 58 tenth grade Turkish Cypriot English as a foreign language (EFL) students in two classrooms, that is, Class A and B at a public vocational high school in North Cyprus. A quasi-experimental design was employed in the study where Class A was the experimental group which was exposed to an audio-visual aid titled “the Little Red Riding Hood” and Class B who acted as the control group. Data were collected from the written sentences produced by the students. All the errors committed by the students were identified and categorized into syntactic, morphological, orthographic, and lexical categories. The results of the study showed that both classes of students committed 11 types of common errors: (a) wrong use of articles, (b) wrong use of prepositions, (c) word order, (d) verb tense, (e) omission of plural –s, (f) misuse of the possessive –s, (g) incorrect use of comparative adjectives, (h) incorrect spelling, (i) punctuation, (j) capitalization, and (k) wrong words. However, the experimental group committed less errors ( N = 232, 57.14%) as compared to the control group ( N = 320, 78.82%). The findings have implications for EFL teachers to incorporate audio-visual aids into their teaching methodologies when teaching the writing skill.

Lyricism and Knowledge in the Study of Religion

American Religion 2, no. 1 (Fall 2020), pp. 158–162 Copyright © 2020, The Trustees of Indiana University • doi: 10.2979/amerreli.2.1.13 Lyricism and Knowledge in the Study of Religion Maia Kotrosits Denison University, Granville, USA “In a tantalizing way many individuals have experienced just enough creative living to recognize that for most of their time they are living uncreatively , as if caught up in the creativity of someone else, or of a machine.” (D.W. Winnicott, Playing and Reality) How to give an account of the life of poetry—lyrical language—in the field of religion? Its official place is mostly as an accessory, an accoutrement. Poetry as epigraph. As preface. As ornamental illustration. In this way, poetry has offered not just borrowed beauty, but evidence of literariness, of a certain form of wellbred education. A stylized gesture of selection. The unofficial place of poetry in the field of religion, however, is less sterile. It is what many of us text friends (or, if you like, the more respectable “colleagues”) early in the morning, what we read softly to ourselves when we can’t stand any more technical analyses or flat renditions of information. It is what many of us return to at heightened or elemental moments—love, wonder, sickness, death. (It was, for instance, the only thing I could read for 5 weeks during quarantine.) So what induces such a self-conscious—wrong word—controlled deployment on official registers? Here’s one thought: lyrical language is the claimed expressiveness the field wants, but has mostly given up in its (also highly stylized ) emergence as a field of study. It is, in other words, what you sell to afford Maia Kotrosits 159 your expertise. Lyricism becomes threat, its pleasures and thickness of meaning shaved down to a canon of acceptable uses, parlayed into the exoticism and mystical air of “other languages,” and sometimes even becoming, in this whittled form, its own delicate dispatch.1 I tripped into this field. I entered a biblical studies classroom at the age of 26—an actress, sort of, and a well-intentioned but disillusioned Brooklyn public school teacher. I was still an adolescent, so numbed and melancholy from a long series of acute disasters, personal and collective, that I could barely even register that they were there. I was just simply curious, not seeking a career, not even wanting a degree. I felt intuitively obligated to old Christian things, without knowing why, in which ways, or to what ends. I was also a self-fashioned poet: a creative writing major in college, who had been enabled, fortunately, by a professor who saw writing—and specifically my writing—not as an exercise in perfection of technique as much as a venue for an almost perverse attachment to life, even and especially at life’s strangest, most inscrutable turns. She’d register me in her MFA sections, and scribble encouragements that now seem outlandish (like “Send this to Alice Quinn at the New Yorker”) in the white space next to my Anne Sexton knock-offs, poems caked in my rage and depression. At the same time, she regularly dropped some of the most efficiently terrifying writing advice I’ve received to date. Once: “Write from what you love, not from what you hate.” In this, she taught me the art of grieving. So it was a sharp turn into the literary world after graduation as I sent my poems out for review, with the attendant waiting and rejections. I got a job for a non-profit poetry organization in Manhattan, working alongside students in Columbia University’s MFA program, and met Alice Quinn who, I learned, did not want my poems for the New Yorker. I mispronounced names, earnestly quoted lines back to their writers, and asked, with real confusion, “What do you mean by ‘language poets,’ aren’t all poets language poets?” to George Plimpton himself, longtime editor of the vaunted Paris Review, at a cocktail party in his apartment. (Hint: no, they are not.) I was “unsophisticated.” I had not been initiated into the elite forms of knowledge and careful postures that the literary world assumed.2 Writing, for me, had...

Spelling Checker of Words in Rejang Language Using the N-Gram and Euclidean Distance Methods

Spelling mistakes of words in writing Rejang words are often found so it is difficult to understand. The method used in correcting word errors (spelling checkers) has been carried out by several researchers. In this research, words were improved in Rejang words based on the morphology of the Reajang language using the N-gram and Euclidean Distance methods. The process begins with forming the word practice with the N-gram method in cutting a number of words. In the testing process, the pre-process stages are carried out first and the training words are checked based on the existing dictionary. Words that are assumed to be wrong are corrected by looking for words similar to Euclidean Distance. The results of the lowest word resemblance are adjusted to the word training, if it is not appropriate then the word with the highest similarity is considered the correct word to be improved. In this study the experimental results of the words tested produce similarity levels of 20 words and the smallest 3. The results from the calculation of similarity can be directly to correct the wrong word. The results of the study can be seen that word improvement is very dependent on the dictionary word unigram and existing training words. This shows that the N-gram and Euclidean Distance methods are good in spelling checker Rejang language.

A CONTINUUM ANALYSIS OF STUDENTS’ TRANSLATION SKILLS AT THE FIFTH SEMESTER OF ENGLISH DEPARTMENT MAKASSAR MUHAMMADIYAH UNIVERSITY

The objective of this research to identify students’ translation skills based on Continuum and to find out the students’ difficulties in translation at the fifth semester students English Department Makassar Muhammadiyah University. This research applied the descriptive qualitative research for the data collection by using translation paper test consisting 3 short paragraph with title “Food, Nutrition and Health” and an open-ended questionnaire consisting five numbers. The data was taken from 30 students in 10 class by using random sampling technique. The result of this research was in general the students have a good translation skills. Although the students result is not consistent yet. It can be seen from the students translation paper test result. The translation result understandable in some parts. Then the difficulties that students faced in translation are 2 aspects, first is diction and the second is meaning. They rarely choose appropriate words, because they took wrong word and also got the incorrect meaning. Besides the result from the translation paper test it can be seen in the questionnaire, there are some students stated that the difficulties in translation is the choose appropriate words.

Malayalam Error Sentence Detection using Deep Learning with RNN-LSTM

Malayalam is a difficult Indian language and not easy for foreigners. Even as a mother tongue, you should spend more time learning as a child. In Malayalam, the use of the wrong word in a sentence may change the whole meaning and purpose. Many errors occur during the writing process. It is very difficult to find errors in the Malayalam language, and no one can remove those errors without their linguistic knowledge In this paper, we have proposed the structure of repetitive neural networks using long short-term memory (RNN-LSSTM) to detect Malayalam sentence errors.

An Analysis of the Most Common Essay Writing Errors among EFL Saudi Female Learners (Majmaah University)

This study was conducted to explore and analyze the most common essay writing errors among Saudi female learners at the departments of English, Majmaa'h University, Kingdom of Saudi Arabia. Therefore, the aim has been to identify those difficulties from an error analysis standpoint and identify the sources underlying them. An analysis of a written corpus of forty students' written essays was thoroughly conducted. Types of errors were categorized, and the factors that contributed to them were analyzed. The participants were English majors in their third year of study enrolled in an advanced writing course during the first term pertinent to the academic year 2018-2019. Three essays were given to each participant to write about two to four pages using the narrative, descriptive, and compare/contrast organization. A writing difficulties questionnaire was further employed. The findings showed that the most frequent types of errors made by the participants were: punctuation errors forming the most troublesome area, followed by spelling errors, preposition errors, article errors, wrong verb tense, wrong word form respectively. The findings suggested that writing in English as a foreign language is quite challenging for students. Interlingual and intralingual transfer was found to be the source underlying the most common errors.

온라인 중국어 학습사전의 미시구조 평가 - 『네이버 중국어 사전』을 중심으로 -

For the development of Chinese dictionary and the efficiency of Chinese learning, evaluation and study of Chinese dictionary are essential. However, there are no standards and models for Chinese dictionary evaluation in Korea, so it was difficult to conduct systematic evaluation of Chinese dictionary. Accordingly, this paper assessed the microstructure of 『Naver Dictionary』, which is currently used by domestic Chinese learners, for the purpose of improving the quality of domestic online Chinese learner’s dictionaries. Using the evaluation items prepared by Mi-Hyang Lee (2019), and the overall composition of the microstructure was evaluated to see if the 『Naver Dictionary』 appropriately organizes and provides necessary information as an online Chinese learner’s dictionary, and was assessed whether each information item in the microstructure provided the exact information to be provided. As a result of the evaluation, the vocabulary grade and semantic distribution item were the best to be able to answer ‘yes’ to all questions, and the overall composition, definition of a word, and example items of the microstructure were also relatively positive. On the other hand, items of spelling, pronunciation, part-of-speech, grammatical information, and pragmatic information were evaluated as necessary for modification and supplementation. The 『Naver Dictionary』 is an bilingual dictionary, which has items that must be equipped with a microstructure, but found errors in the intonation notation in the pronunciation item, and errors in providing wrong target word with wrong part-of-speech notation were found in the item of definition of a word. 『Naver Dictionary』 is a learning dictionary, which shows the vocabulary grade that users can easily recognize in the headword and provides useful information for Chinese learning. The function as a learning dictionary was prominent in the reference words item. However, it is necessary to supplement the fact that spelling information is not provided, the example is not provided separately by the semantic terms of the headword, the grammar and pragmatic information is not sufficient, and the irregular changes of the intonation and the inconsistency of the special vocabulary. 『Naver Dictionary』 is an online dictionary, which is convenient for viewing microstructures and provides various information through services utilizing online characteristics. In particular, the advantages of online dictionaries have been prominent in the example item. However, It was regrettable that the online dictionary, which has no limit on capacity, did not provide more information as a learning dictionary, such as collocation and syntactic information, precautions on grammar and pragmatic use, discourse usage, and cultural knowledge, etc. This study can be used to evaluate and modify other online foreign language learning dictionaries, and can be used to modify and update online Chinese dictionaries.

Detection and correcting the wrong words from Hindi, English and Punjabi Text Documents

International Journal of Computer Sciences and Engineering (A UGC Approved and indexed with DOI, ICI and Approved, DPI Digital Library) is one of the leading and growing open access, peer-reviewed, monthly, and scientific research journal for scientists, engineers, research scholars, and academicians, which gains a foothold in Asia and opens to the world, aims to publish original, theoretical and practical advances in Computer Science,Information Technology, Engineering (Software, Mechanical, Civil, Electronics & Electrical), and all interdisciplinary streams of Computing Sciences. It intends to disseminate original, scientific, theoretical or applied research in the field of Computer Sciences and allied fields. It provides a platform for publishing results and research with a strong empirical component. It aims to bridge the significant gap between research and practice by promoting the publication of original, novel, industry-relevant research.

تحلیل الأخطاء المورفولوجیة والنحویة فی تراکیب الطلبة الجدد فی کلیة الإمام الکاظم الجامعیة

This study is an attempt at investigating morphological and syntactic errors in compositions committed by twenty first-year EFL learners at the Department of English in Al-Imam Al-Kadhum University College/ Thi-Qar. The procedure followed is observing these errors in composition writing. The findings reveal that the compositions are abound with morphological and syntactic errors and such errors are classified under eleven categories: omission of '-s'3rd person singular, misuse of ‘-s’ plural, misuse of derivational suffixes, wrong word form, inappropriate plural ending, subject-verb disagreement, auxiliary Be omission, irregular verbs, faulty sentence structure, omission of articles and misuse of prepositions. Analyzing the morphological and syntactic errors, the study explores a growing body of evidence that the learners‘ errors are due to English rule misapplication, Lack of basic understanding, overgeneralization, online chat or short message service language (SMS) influence and L1 language interference (literal translation). The findings, which show that the morphological errors are committed more than the syntactic ones, support the claim that the students lack enough exposure to written English. Thereupon, the study suggests remedial implications against the stumbling-stone of improper rule application in contributing to provide a remedy for such a critical period of college study and to draw the teachers' attention to the most pervasive errors ( the morphological ones) which aggravate difficulties in their written production.

Using Morphological Data in Language Modeling for Serbian Large Vocabulary Speech Recognition.

Serbian is in a group of highly inflective and morphologically rich languages that use a lot of different word suffixes to express different grammatical, syntactic, or semantic features. This kind of behaviour usually produces a lot of recognition errors, especially in large vocabulary systems—even when, due to good acoustical matching, the correct lemma is predicted by the automatic speech recognition system, often a wrong word ending occurs, which is nevertheless counted as an error. This effect is larger for contexts not present in the language model training corpus. In this manuscript, an approach which takes into account different morphological categories of words for language modeling is examined, and the benefits in terms of word error rates and perplexities are presented. These categories include word type, word case, grammatical number, and gender, and they were all assigned to words in the system vocabulary, where applicable. These additional word features helped to produce significant improvements in relation to the baseline system, both for n-gram-based and neural network-based language models. The proposed system can help overcome a lot of tedious errors in a large vocabulary system, for example, for dictation, both for Serbian and for other languages with similar characteristics.

Embodied Molecular Translation: My Not-So-Personal Experience of Translating Spivak and Haraway

Embodied Molecular TranslationMy Not-So-Personal Experience of Translating Spivak and Haraway Chun-Mei Chuang (bio) As a social scholar and translator located in Taiwan, an island with multiple colonization in East Asia, I have come to realize that the work of translation is an embodied experience and implies molecular movements that unceasingly traverse preexisting boundaries and frequently rework them. These border-crossing processes happen at many levels and constitute what I have called "molecular translation." Molecular translation occurs whenever a thinker/translator comes across texts of different languages or paradigms and thereby works to stretch the boundaries of her own linguistic and cultural boundaries (Chuang 2019, 2016, 2012). Crossing boundaries can certainly be a pleasure, but also comes with political responsibility and ethical burden of reconstituting new borders. What is the relationship between different notions of translation in different disciplines? Linguistic and cultural translation is molecular in the sense that it is continually crossing, negotiating, and reworking the previous boundaries between different linguistic and cultural systems. The processes of molecular translation also cut through the fictional dichotomy of culture and nature, not to mention the so-called human and natural sciences. The material standpoint of the translator is also embedded in one's work of translation along with the broader historical-material situation. We are living in an ever-expanding web woven with heterogeneous elements that, originally or accidentally, came from [End Page 129] different local ecological systems. The historical encounter of different cultures as ecological systems is often violent, colonialist, and traumatic, transformative in some aspects and destructive in others. The molecular turn in contemporary sciences has highlighted the fact that various complicated molecular mechanisms work to sustain our bodies and the physical worlds, indeed our universe. Molecular biologists have used terms like "transcription," "translation," and "replication" to describe the organic processes in the transfer of messages and the making of proteins. Naming and description are actions more than speeches. Scientists' naming and description actively participate in the emergence of the scientific object. The act of naming and describing is performative, as Karen Barad (2007) points out. It is imperative to remember that scientific glossary like "molecular translation" is already a metaphorical trope borrowing from other disciplines or fields, including literature and physics. Translation can mean many things: change of position, a transformation of meaning, or both. The metaphor of writing is ubiquitous in the scientific discourse and technological industry of life. Indeed, as Donna Haraway (1991) suggests, DNA has become "the code of codes." The interdisciplinary catachresis is a revealing case. Catachresis means "misuse." It could mean a "wrong word" for a specific context or a semantic error. The "incorrect" use or abuse of words, however, often overflows, stretches, and redefines a semantic horizon. The distinction between a correct and incorrect use of a word is not always easy to make. This is what happens in Gayatri Spivak's notion of "postcolonial catachresis." Following the legacy of deconstruction, Spivak (1999, 251) cautions us that the operation of catachresis is bound to "the empirical." Otherwise, we might be caught in the unproductive dichotomy between the theoretical and the practical. The detachment of the concept-metaphor from the empirical can lead to reification of a concept. A catachresis can be performative and productive when one learns how to avoid conceptual reification, what Alfred Whitehead calls the fallacy of misplaced concreteness, or even a version of conceptual fetishism, such as the common mistake of genetic fetishism in popular science (Haraway 1997, 141–148). In my experience of translating Spivak's A Critique of Postcolonial Reason (1999) and Haraway's Simians, Cyborgs and Women (1991) as well as other academic works into Chinese texts in Taiwan, it was difficult if not impossible to draw a line between the personal and the public. There is no such thing as a personal translation of feminist works in Taiwan, or in any part of the world, especially in the so-called "non-Western" societies. The personal is political, and the public is always already personal in terms of feminist politics, writing, and translating. It is never simply about the so-called "introduction of ideas." It cannot help but involve constant embodied...

An Analysis of the Most Common Essay Writing Errors among EFL Saudi Female Learners (Majmaah University)

This study was conducted to explore and analyze the most common essay writing errors among Saudi female learners at the departments of English, Majmaa'h University, Kingdom of Saudi Arabia. Therefore, the aim has been to identify those difficulties from an error analysis standpoint and identify the sources underlying them. An analysis of a written corpus of forty students' written essays was thoroughly conducted. Types of errors were categorized, and the factors that contributed to them were analyzed. The participants were English majors in their third year of study enrolled in an advanced writing course during the first term pertinent to the academic year 2018-2019. Three essays were given to each participant to write about two to four pages using the narrative, descriptive, and compare/contrast organization. A writing difficulties questionnaire was further employed. The findings showed that the most frequent types of errors made by the participants were: punctuation errors forming the most troublesome area, followed by spelling errors, preposition errors, article errors, wrong verb tense, wrong word form respectively. The findings suggested that writing in English as a foreign language is quite challenging for students. Interlingual and intralingual transfer was found to be the source underlying the most common errors.