BaalVikas
Menu

त्वरित लिंक्स

English Language
5 views

Read the following complex, multi-clause sentence in which certain segments have been underlined or presented for syntactic improvement and reordering: 'Having thoroughly evaluated the socioeconomic ramifications of the proposed tax reforms, the parliamentary committee recommended that immediate legislative measures ought to be enacted to curb inflationary pressures before the fiscal quarter concludes.' Which of the following alternatives best improves or maintains the underlined segment for maximum syntactic precision, conciseness, and stylistic appropriateness in formal academic English?

Detailed Explanation

The correct option is (b). In advanced English syntax, verbs of demand, recommendation, or suggestion (such as *recommend*, *propose*, *suggest*, *insist*, or *demand*) are typically followed by a *that*-clause containing the mandative subjunctive mood. The mandative subjunctive utilizes the base form of the verb (bare infinitive) without any modal auxiliaries like *ought to* or *should*, which results in redundancy when paired with directive verbs. Therefore, 'recommended that immediate legislative measures be enacted' is syntactically pristine, avoiding the pleonasm found in option (a). For a deeper understanding of clause structures and syntactic hierarchy, refer to the Wikipedia Reference on English clause syntax.
Share:

Related Questions

In advanced English lexicology, orthography, and etymology, precision in identifying correct spellings and precise one-word substitutes is critical for competitive examinations. Consider the following complex lexical and orthographic propositions:I. The one-word substitute for 'a person who is indifferent to or incapable of feeling pleasure or pain, exhibiting austere self-control' is 'stoic', whereas an 'epicurean' is one who is devoted to luxury and sensual pleasures.II. Among the following words frequently tested for orthographic precision—'millennium', 'accommodation', 'maintenance', and 'pronunciation'—all are spelled with absolute correctness according to standard British and American lexicographical dictionaries.III. The one-word substitution for 'an unsparing critic who attacks cherished beliefs, traditional institutions, or sacred figures' is 'iconoclast', derived from Greek roots.IV. The standard spelling of the abstract noun denoting 'the state of being accountable or answerable for something' is correctly spelled as 'responsability' (frequently misspelled as 'responsibility' in professional texts).Identify the option that correctly evaluates the semantic and orthographic validity of propositions I, II, III, and IV. In the context of second language acquisition and pedagogical linguistics within a diverse multilingual classroom, educators frequently analyze student errors, interlanguage development, and cross-linguistic influence. Consider the following four advanced analytical propositions regarding language difficulties and error categorization: I. Interlanguage, as conceptualized by Larry Selinker, is a dynamic, psychologically independent linguistic system constructed by an L2 learner that reflects a transitional state containing elements of both the native language (L1) and the target language (L2), yet operates under its own distinct, evolving internal grammatical rules and is prone to fossilization. II. Developmental (or intralingual) errors arise primarily from negative L1 transfer where surface structures of the mother tongue are directly and rigidly mapped onto the target language without cognitive restructuring, whereas interlingual errors stem exclusively from overgeneralizing target language rules to inappropriate contexts (e.g., applying regular past-tense '-ed' to irregular verbs). III. Overt errors refer to ungrammatical surface utterances that deviate visibly from standard target language norms, whereas covert errors are structurally well-formed on the surface (syntactically coherent) but are pragmatically or semantically deviant in the specific context of use, posing unique diagnostic challenges for language teachers. IV. In modern pedagogical error analysis frameworks, treating all learner errors as severe cognitive pathologies or moral failures that warrant immediate punitive negative reinforcement is supported by communicative language teaching (CLT) because it accelerates syntactic automatization and eliminates interlanguage variability. Identify the option that correctly evaluates the theoretical, psycholinguistic, and pedagogical validity of propositions I, II, III, and IV according to standard second language acquisition research and error analysis principles. In contemporary second language acquisition (SLA) theory and language pedagogy, the role of explicit grammar instruction has been a subject of intense theoretical debate among linguists and educators. Consider the following advanced propositions regarding the critical perspective on the role of grammar in learning a language:I. According to Stephen Krashen's Monitor Model, conscious learning of explicit grammar rules can never become acquisition; its sole function is to act as a 'monitor' or editor for output when there is sufficient time and focus on form.II. Proponents of Focus on Form (FonF) instruction, such as Michael Long, advocate for integrating reactive or preemptive grammar instruction within communicative tasks, maintaining that learners' attention is drawn to code features only when communicative needs activate it.III. Proceduralization theory posits that declarative knowledge of grammatical rules automatically and directly converts into procedural, implicit communicative fluency through massive explicit memorization, bypassing any need for meaningful practice.IV. Usage-based and emergentist theories argue that grammar is not an innate mental module driven by universal parameters, but rather an epiphenomenon emerging from the cognitive processing of high-frequency distributional patterns in linguistic input.Identify the option that correctly evaluates the pedagogical and linguistic validity of propositions I, II, III, and IV. In the pedagogy of second-language listening and speaking, spoken interaction encompasses diverse pragmatic functions, among which 'talk as interaction' and 'talk as transaction' represent distinct communicative demands. Consider the following four advanced propositions regarding these spoken functions:I. Talk as interaction is synonymous with conversational or phatic communication, where the primary objective is social bonding, establishing interpersonal rapport, and maintaining social relationships rather than the efficient transfer of referential information.II. Talk as transaction focuses primarily on message-oriented communication and the successful attainment of a practical goal or outcome, such as buying an airline ticket or exchanging technical instructions, where accuracy and clarity of propositional content take precedence over social pleasantries.III. In teaching talk as interaction, educators should prioritize rigid adherence to formal grammatical accuracy and error-free structural drills over pragmatic fluency, turn-taking management, and the use of natural hesitation phenomena or backchannel signals.IV. Talk as performance, unlike talk as interaction and transaction, resembles a public speech or monologic presentation that transmits information to an audience in a structured and predictable format, requiring heightened attention to audience design, organization, and stylistic register.Identify the option that correctly evaluates the pedagogical and linguistic validity of propositions I, II, III, and IV according to modern applied linguistics and Communicative Language Teaching methodology. Transform the following complex direct speech sentence into indirect speech while maintaining precise syntactic shift, backshifting of tenses, and appropriate reporting verbs:The investigative journalist remarked, "Had the regulatory authorities been vigilant when the initial anomalies surfaced last year, this catastrophic corporate collapse could have been averted."Identify the option that correctly represents the indirect narration.
Log in to add to quiz, bookmark, or report issues.