One of the few bright spots in the current political turbulence is the way misplaced modifier production has ramped up. I collect those that amuse me and often have students attempt to figure out what the writer intended to say, where the writer messed up, and, if possible, revise the sentence to fix the problem.
Here are three that other teachers might want to have their students attempt to untangle:
“Karl Rove gently explains that Joe Biden beat Trump in Rupert Murdoch’s Wall Street Journal.”
“After making landfall in Cuba early Sunday, Florida now faces storm surges of up to four feet.”
“While he said testing can help, former FDA Commissioner Scott Gottlieb cautioned against holiday gatherings and encouraged the use of high quality masks during an interview on Face the Nation on Sunday.”
I collect assorted short items for use in informal writing prompts on grammar and editing. Here are three recent acquisitions.
An advisory from Microsoft says this:
You may need to perform necessary actions to complete the installation.
A newsletter from WSKG public broadcasting, reported:
[NY Gov. Andrew Cuomo] still wants a permanent property tax cap, an end to cash bail and other criminal justice reforms, and a ban on plastic bags in the budget.
The Washington Post‘s subscriber newsletter contained this item on March 26, 2019:
Kamala Harris: Our teacher pay gap is a failure. Here’s how we can fix it.
If I were to use one of the items as an informal prompt, I’d ask students to do three things, presenting the tasks separately:
Figure out what the writer intended to say.
Rewrite the item to convey the intended message.
Identify the type of error(s) in the original item.
Before you ask, there are two reasons why identifying the type of error is the last task. One reason is that for most students labeling the error is the most difficult of the three tasks. The other reason is that putting the correct label on an error is the least useful of the three tasks.