error quotient造句
例句與造句
- has been proposed for the error quotient.
- The error quotient is furthermore inapplicable when a group of errors is being considered as a whole.
- For such reasons, the importance accorded to the error quotient by Stormzand, Lyman and others is hard to understand and can be deceptive.
- When Stormzand and others indicated the importance of the error quotient, they were in fact measuring the importance of one error in relation to another, which is not the case here.
- Error quotients were occasionally taken as a matter of curiosity, and the following table show five instances worked from essays by ten year old children, giving for each error the quotient based on the simpler formula not allowing for length of script.
- It's difficult to find error quotient in a sentence. 用error quotient造句挺難的
- Further, in considering each separate error, the error quotient might be important, but in taking the whole group of errors as one, the opportunity factor becomes less important, since if one error is not made another is likely to be in its place.
- The error Quotient ( of which five specimens are shown in Appendix 5 ) is in process not only cumbersome, but also rather a misleading refinement of the manipulated scores, and it was therefore decided to use the simple count of errors actually made, for the time and subject matter of each essay was the same for each writer.
- The work includes various appendices, among them one remarking on the use of the Error Quotient recommended by Stormzand and others for relating errors in importance, another making suggestions for a course in language in the secondary school and intended to replace the traditional grammar course, and a third giving a summary of the grammatical contents of a number of text-books published since 1944.
- No attempt is made here or in the conclusion strictly to compare one error with another; nevertheless, the massive importance of errors 1b and 1c stands out for practical classroom purposes, and some comments on this and the more refined Error Quotient are included in the Appendix on the Error Quotient on p . 269 . Although there are differences between schools, the generally similar distribution of error is apparent.
- No attempt is made here or in the conclusion strictly to compare one error with another; nevertheless, the massive importance of errors 1b and 1c stands out for practical classroom purposes, and some comments on this and the more refined Error Quotient are included in the Appendix on the Error Quotient on p . 269 . Although there are differences between schools, the generally similar distribution of error is apparent.