根据《大学英语六级考试大纲》规定，综合改错（Error Correction）共10题，考试时间15分钟，在一篇题材熟悉、难度适中的短文（约200词）中有10行标有题号，每行有一个错误（不含拼写或标点错误）。这种篇章型的短文改错形式，与传统的句子改错相比，难度增大。这部分试题主要测试学生的英语综合表达能力，要求学生在全面理解内容的基础上，根据上、下文增添、删去或改正某一个词（或词组），使短文意思连贯，结构正确。
常考典型错误：
1. 语法类错误
1.1 主谓不一致
主谓不一致即主语和谓语在人称和数等方面未能保持一致。此类错误形式主要有以下几种：①主语因其特殊形式或因由一个或几个复杂成分修饰而导致主语与谓语单复数形式不能保 持一致。
如：A. Acoustics are taught in some colleges(are应改为is——以s或es结尾的用以表示学科、
疾病、游戏等的名词做主语时，其谓语动词应用单数形式)；
B. Understanding the cultural habits of another nation, especially one containing so many diversified subcultures as the US, are complex, bewildering task to us(are应改为is——
主语是一动名词短语，尽管其后有较长的修饰成分，然而其谓语仍需用单数形式)。 ②定语从句的谓语动词未能与先行词在人称和数上保持一致。
如：A. I, who is your friend, will do my best to help you(is应改为am——在代词加定语从句结
构中，定语从句的谓语动词要与被修饰的代词保持一致)；
B. Tom is the only one of the pupils who are willing to take make-up examinations(are应改为is——在由the only one等加复数名词或代词再加定语从句结构中，谓语动词应用
单数形式)。
③按照语法要求，某些短语或结构后所跟谓语动词必须用单数或复数形式。
如：A. Six times two are twelve(are应改为is——在加、减、乘、除运算中，谓语动词要用单
数形式)；
B. The police is looking for the escaped criminal(is应改为are——当主语为people, police, folk, cattle等集合名词时，谓语动词只能用复数形式)。
1.2 时态及语态错误
①单句或并列句中的时态用错或不一致。
如：A. I usually got up at seven in the morning(got up应改为get up——由usually引导的句
子谓语动词应用一般现在时)；
B. At the party the film star sang a song for us and later dances for the aged(dances应该为danced——在并列句中，谓语动词时态多保持一致)。
②主句与从句的时态不一致。
如：He was a teacher before he became a manager of a big firm(was应改为had been——当
教师的时间应在做经理之前)。
③语态方面的错误主要表现为主动语态及被动语态的混用等。
如：A. I have never imagined that waste paper can use so widely(应改为can be used——纸张
与利用之间应为被动关系)
B. Large masses of data must be generally undergone a process of summarization(应改为
must generally undergo——此处主谓之间用主动更好)。
1.3 连接词错误
主要包括在并列句或复合句中出现并列连词、从属连词或关系词的使用不当等。
如：A. I invited him to come to my office and he refused(并列连词and应改为but——前后有转
折关系)
B. He looked at me even if I were something from outer space(从属连词even if应改为as if——从上下文的意思来看应用表示“似乎、好像”的as if);
C. I read without discrimination everything which I happen to come across(关系代词应改为that——当先行词为all, everything, nothing, little, much等时，定语从句子只能由that引导)。
1.4 形容词、副词用法错误
形容词、副词用法错误主要包括：
①形容词或副词使用不当。
如：A. I frequently feel weakly and dissatisfied with myself(应改为weak—feel为系动词)；
B. The cat ran quick as soon as he saw the dog(应改为quickly——run为实意动词)。②
形容词、副词在原级、比较级、最高级方面的使用错误：
A. 形容词或副词未用比较级形式。如：It is well-known that the sun is much big than the moon(应改为bigger——比较级前可以由many, much, a little等表示不定量的代词修饰)
B. 不可分级的形容词、副词误用了比较级结构。如：But for some spelling mistakes, your composition would be more perfect(应去掉more——perfect没有比较级和最高级形式)；
C. 比较级与最高级混淆。如：Of all the toys the boy saw in the window the thing he wanted more was a new watch(应改为most——在of all, of the whole等句子中应用最高级形式)；
D. 比较级、最高级结构中的副词、连词、固定结构等方面的错误。
如：a. The more you study during the semester, the lesser you have to do that before the
exam(应改为the less——the less本身已是比较级形式)；
b. This product is more inferior than the one you bought yesterday(应改为to——表示比较级时inferior后应加介词to);
c. Everest is 3 times as high than the Matteriorn, the highest mountain in Europe(应改为as——此处为“数词＋times＋as＋形容词原级形式＋as”同级比较结构)；
E. 混淆句中用于比较的两个部分。如：The climate in the coastal cities is much warmer than in the interior cities(在than与in之间应加指示代词that——句中用于比较的两个部分是气候而不是地区)。
1.5 虚拟语气用法错误
①主句或从句的动词形式未用虚拟语气形式。如：If we had more rain last summer, we would had a harvest(应改为had had与would have had——此句应用与过去事实相反的虚拟语气形式)；
②混合型虚拟句中的主从句动词形式出现错误。如：If you had been older, I would have allowed you to go that day(应改为were——条件句可以指目前情况下的一种假设)；
③在由表示“建议、要求、命令、坚持”等动词引导的宾语从句中，动词使用出现错误。如：The employer ordered that the letter would be delivered at once(应改为should be或be——在表
示“建议、要求、命令、坚持”等动词引导的宾语从句中，谓语动词要用should加动词原型或直接用动词原型)；
④特殊虚拟语气形式出现错误。如：Without the radio-receiver, the large attention will be of no use(应改为would——由连词suppose, provided或介词without, but for等引导的句子谓语动词应用虚拟形式)。
1.6 非谓语动词即不定式、动名词、分词用法错误
①现在分词形式与过去分词形式混淆。
A. The victory was no more convinced than I had expected(应改为convincing——此处表语
为“令人信服”之意，表示主语的特征)；
B. The teacher went into the classroom , following by some students(应改为followed——动
词follow与其逻辑主语teacher之间应为被动关系);
C. The boy’s delighting look tells us that he passed the exam(应改为delighted——此处定语
为“高兴的、兴奋的”之意，表示主语的状态)；
②不定式与动名词相互混淆。
A. To lie is vice(应改为lying——此处主语指的是抽象的概念性动作)；
B. Lying about it will only make matters worse(应改为To lie——此处主语指的是具体的、一次性的动作)；
③非谓语动作发生时间与谓语动作发生时间方面出现错误。如：I remember locking the door when I left home this morning(应改为having locked——非谓语动作发生时间应早于主语动作时间)；
④特殊非谓语动词结构方面出现错误。
A. It is no use to argue about it as he will never change his mind(应改为arguing——此处为It
is/There is no use ＋doing something固定结构)；
B. You have to practise to speak English as much as possible now since you are going to
England next year(应改为speaking——practise后的宾语要用-ing分词形式)。
1.7 倒装结构错误
①表示否定意义的词或词组位于句首时，句子未用倒装结构。如：Under no circumstances we should do anything that will benefit ourselves but harm the others(应改为should we do——具有否定意义的词及词组位于句首时，句子需用倒装结构)
②only引导状语位于句首时，句子未用倒装结构。如：Only when David did it a second time he realized his mistakes(应改为did he realize——以only开头的词或词组位于句首修饰全句时，句子要用倒装语序)；
③以so, such等开头的句子未用倒装结构。如：So badly the boy was injured that he was detained in the hospital for months(应改为was the boy——so, such等加形容词、副词位于句首，句子要用倒装结构)；
④倒装结构中的其它常见错误。
A. Away the car went like whirlwind(应改为went the car——一些表示运动方向的副词位于
句首时，句子要用倒装结构)；
B. “Come back on time, my boy,” the mother said angrily(应改为said the mother——直接引
语置于句首且主语为非人称代词时，主谓部分应采用倒装结构)。
1.8 肯定形式与否定形式错误
肯定、否定错误主要表现为在特定的上下文环境中该用肯定形式却用成了否定形式或反之。
A. There is enough audience and also it is a large room, you will probably not have to use a
microphone(去掉not——由上下文内容来看，该句应用肯定形式)；
B. Science itself is harmless, but as soon as it can provide technology, it is not necessarily
harmful (应改为harmless——本句所要说明的是科学在某种条件下的危害性)；
C. The Department of Environment was created shows how unimportant this issue is
considered to be(应改为important——上下文所要说明的是该问题的重要性)。
1.9 平行结构错误
平行结构错误指的是根据句子的意思需要、句子的结构要求或表达习惯的限制等句中某些并列、对等部分应在形式上或意义上保持一致而实际上却未能如此。
A. My roommate is generous, inconsiderate, and easy to get along with(应改为
considerate——根据上下文的意思应为“体谅人”之意)；
B. Black Smith mopped the floor, cleaned the windows, and other odd jobs(应在and与
other之间加did——该句谓语部分为由三个不同动作构成的并列谓语)；C. The value of a course depends as much on its inherent interest on its practical use(应在interest与on之间加as——本句应为as…as固定结构)。
1.10 指代性错误
指代性错误主要是指人称代词或指示代词与他们所代表的词在单复数或人称上出现不符。
A. Scientists are discovering that sea water can be very valuable. It has been suggested that
their currents can be utilized to make electricity(应改为its——此处指代的是前面的不可数名词sea water);
B. All the people agree that being well-mannered really means being kind. Please remember
this, and he will not go very far wrong(应改为you或we——此处应指每一位读者或所有人)；
C. I love my hometown very much, though it is not very beautiful(应改为she——指代国
家、车船、月亮等阴性事物应用she)。
1.11 词序错误
词序错误主要指的是由于违背了一些固定表达式或词语习惯的、约定俗成的先后顺序而造成的错误。
A. With this kind of instrument the navigator is able to determine where exactly he is(应改
为exactly where——根据语法习惯，exactly应位于特殊疑问词之前)
B. The vest is enough hard to resist a bullet shot from 100 meters away(应改为hard
enough——enough修饰形容词、副词及其短语时应位于所修饰词之后)；C. The wise man can give you a quite good idea if you ask him(应改为quite a good——quite
作定语修饰名词时应位于不定冠词a/an之前）。
1.12 缺漏及赘述
缺漏及赘述主要表现为漏掉介词、代词、关系词、冠词、连词等或重复意义相同或相近的词语以及出现两个主语等。
A. We have to make clear to each worker that everybody must observe these rules(在
make后加it——宾语为动词不定式或从句时，必须在动词与宾语补足语之间加
上形式宾语it);
B. Though we have known great deal about the space, we still have a lot to learn(在great
deal之前应加a——词组a great deal“大量，许多”，修饰不可数名词)
C. The songs sounded out via radios in restaurants, from cars passing on the highways and
shoeshine parlors(在and与shoeshine之间加in——此处应是与前面词组并列的介
词短语)；
D. Both natural and synthetic man-made rubber are of little value in their raw state(去掉
synthetic或man-made——两个同义词放在一起，造成重复)；
E. Monson winds, sometimes masked by other features of the general atmospheric
circulation, they are associated with nearly all large continental land masses(去掉they——出现Monson winds与they两个主语，造成重复)。
2． 词汇类错误
2.1 单词用错
单词用错指在措辞方面出现了同义词、近义词、词形相似词等用词错误，从而造成与句意不符或引起歧义。
A. The boy was ill, so his mother took him to watch the doctor(应改为see——“看医生”的
看应为to see，而不是“看比赛、看电视”的watch)；
B. We should owe our failure to the lack of knowledge(应改为attribute…to…——owe to“归功于”仅用于成就方面，而attribute to“归因于”则既可用于成功，又可用于失败)；
C. Mobile communication service will soon be comparative in many respects to the service
provided by telephone(应改为comparable——根据上下文谓语部分应是“比得上的、可与．．．相比的”之意即comparable,而不是comparative“比较的”)。
2.2 词性用错
词性用错主要指的是将名词与动词、形容词与副词或其它各种词性错误使用。
A. My suspicion rose owing to his refuse to give me any information(应改为refusal——此
处为名词形式)；
B. Used wise, science may increase our energy and food supply, improve our health, and
expand our joy as well(应改为wisely——wise所修饰成分是相当于从句谓语部分的过去分词短语)；
C. A teacher has to make sure that his speech is clear and easily to follow(应改为easy——并列表语应于前面的形容词形式一致)。
2.3 动词词组用错
动词词组用错内容主要包括在动词后使用了与上下文意思不符的介词、副词、名词或其它结构，其中介词使用不当的错误最为常见。
A. A poor film is often better than a bad play since pleasant scenery can at least compensate
with the clumsy acting(应改为for——“弥补、补偿”应为compensate for);
B. A letter from home set out an attack of homesickness(应改为set off——此处谓语部分意思是“触发、引起”即set off,而不是set out“出发、开始”)；
C. The building material available in a country give raise to different types of construction
there(应改为give rise to——上下文的意思决定谓语应是“引起、造成”之义即give rise to,英语中并无give raise to这一词组)。
解题方法与技巧
1. 通读全文：首先要阅读并较好地理解全文，最好能够弄懂文章的主题、作者的观点等关键性问题。这一做法往往能够保证改错的准确性和速度，因为在全局观的指导下，有些错误便能在上下文环境中非常快地暴露出来。
2. 先找语法错误
在以往六级考试改错题型中，语法类错误基本能占到全部内容的一半以上，而且由于此类错误对上下文的依赖性较小，而且形式较为固定、规律性强，如果基础好的话，该部分会相对容易些。
3. 后找词汇错误
真正的词汇错误在改错题中所占比例较小，约为二至三个。在无法识别语法错误的情况下，考生便可以对句子用词加以关注，检查是否存在不同词性的混用、动词词组搭配不当等问题。一般来说，词汇类错误的改正难度要大于语法类错误，因为前者更依赖于对全文的正确理解以及考生词汇量的掌握多少与熟练程度。
4. 再找结构与逻辑错误
检查完语法类及词汇类错误之后，如果仍无法判断问题症结之所在，那么此时就需要将关注重点转移到查找是否存在英语固定句型或习惯表达法的错误，是否存在上下句之间表示因果、转折、递进等的逻辑关系不符。此类错误所占比例较小，而且笼统来说，也可以将之划归为语法类内容，只是其中的结构性错误尽管在很大程度上依赖于语法知识的掌握程度，而其逻辑性错误则更加依赖于对上下文的理解及正确把握。
5. 再次通读全文
最后再次通读全文，不过这次通读的目的已与首次大不相同。此次的目的在于全面检查——检查所改部分是否与全文内容相符，是否更能准确地体现作者的主题思想，并将不恰当的部分重新更正，从而做到全部内容准确无误。由于此次通读是在已完成改错、将全文基本“吃透”的前提下进行的，因此能够在更大程度上确保做题的准确率。广大考生在改错过程中，一定要腾出足够的时间——约3分钟左右，以顺利完成此步骤。
根据《大学英语六级考试大纲》规定，综合改错（Error Correction）共10题，考试时间15分钟，在一篇题材熟悉、难度适中的短文（约200词）中有10行标有题号，每行有一个错误（不含拼写或标点错误）。这种篇章型的短文改错形式，与传统的句子改错相比，难度增大。这部分试题主要测试学生的英语综合表达能力，要求学生在全面理解内容的基础上，根据上、下文增添、删去或改正某一个词（或词组），使短文意思连贯，结构正确。
常考典型错误：
1. 语法类错误
1.1 主谓不一致
主谓不一致即主语和谓语在人称和数等方面未能保持一致。此类错误形式主要有以下几种：①主语因其特殊形式或因由一个或几个复杂成分修饰而导致主语与谓语单复数形式不能保 持一致。
如：A. Acoustics are taught in some colleges(are应改为is——以s或es结尾的用以表示学科、
疾病、游戏等的名词做主语时，其谓语动词应用单数形式)；
B. Understanding the cultural habits of another nation, especially one containing so many diversified subcultures as the US, are complex, bewildering task to us(are应改为is——
主语是一动名词短语，尽管其后有较长的修饰成分，然而其谓语仍需用单数形式)。 ②定语从句的谓语动词未能与先行词在人称和数上保持一致。
如：A. I, who is your friend, will do my best to help you(is应改为am——在代词加定语从句结
构中，定语从句的谓语动词要与被修饰的代词保持一致)；
B. Tom is the only one of the pupils who are willing to take make-up examinations(are应改为is——在由the only one等加复数名词或代词再加定语从句结构中，谓语动词应用
单数形式)。
③按照语法要求，某些短语或结构后所跟谓语动词必须用单数或复数形式。
如：A. Six times two are twelve(are应改为is——在加、减、乘、除运算中，谓语动词要用单
数形式)；
B. The police is looking for the escaped criminal(is应改为are——当主语为people, police, folk, cattle等集合名词时，谓语动词只能用复数形式)。
1.2 时态及语态错误
①单句或并列句中的时态用错或不一致。
如：A. I usually got up at seven in the morning(got up应改为get up——由usually引导的句
子谓语动词应用一般现在时)；
B. At the party the film star sang a song for us and later dances for the aged(dances应该为danced——在并列句中，谓语动词时态多保持一致)。
②主句与从句的时态不一致。
如：He was a teacher before he became a manager of a big firm(was应改为had been——当
教师的时间应在做经理之前)。
③语态方面的错误主要表现为主动语态及被动语态的混用等。
如：A. I have never imagined that waste paper can use so widely(应改为can be used——纸张
与利用之间应为被动关系)
B. Large masses of data must be generally undergone a process of summarization(应改为
must generally undergo——此处主谓之间用主动更好)。
1.3 连接词错误
主要包括在并列句或复合句中出现并列连词、从属连词或关系词的使用不当等。
如：A. I invited him to come to my office and he refused(并列连词and应改为but——前后有转
折关系)
B. He looked at me even if I were something from outer space(从属连词even if应改为as if——从上下文的意思来看应用表示“似乎、好像”的as if);
C. I read without discrimination everything which I happen to come across(关系代词应改为that——当先行词为all, everything, nothing, little, much等时，定语从句子只能由that引导)。
1.4 形容词、副词用法错误
形容词、副词用法错误主要包括：
①形容词或副词使用不当。
如：A. I frequently feel weakly and dissatisfied with myself(应改为weak—feel为系动词)；
B. The cat ran quick as soon as he saw the dog(应改为quickly——run为实意动词)。②
形容词、副词在原级、比较级、最高级方面的使用错误：
A. 形容词或副词未用比较级形式。如：It is well-known that the sun is much big than the moon(应改为bigger——比较级前可以由many, much, a little等表示不定量的代词修饰)
B. 不可分级的形容词、副词误用了比较级结构。如：But for some spelling mistakes, your composition would be more perfect(应去掉more——perfect没有比较级和最高级形式)；
C. 比较级与最高级混淆。如：Of all the toys the boy saw in the window the thing he wanted more was a new watch(应改为most——在of all, of the whole等句子中应用最高级形式)；
D. 比较级、最高级结构中的副词、连词、固定结构等方面的错误。
如：a. The more you study during the semester, the lesser you have to do that before the
exam(应改为the less——the less本身已是比较级形式)；
b. This product is more inferior than the one you bought yesterday(应改为to——表示比较级时inferior后应加介词to);
c. Everest is 3 times as high than the Matteriorn, the highest mountain in Europe(应改为as——此处为“数词＋times＋as＋形容词原级形式＋as”同级比较结构)；
E. 混淆句中用于比较的两个部分。如：The climate in the coastal cities is much warmer than in the interior cities(在than与in之间应加指示代词that——句中用于比较的两个部分是气候而不是地区)。
1.5 虚拟语气用法错误
①主句或从句的动词形式未用虚拟语气形式。如：If we had more rain last summer, we would had a harvest(应改为had had与would have had——此句应用与过去事实相反的虚拟语气形式)；
②混合型虚拟句中的主从句动词形式出现错误。如：If you had been older, I would have allowed you to go that day(应改为were——条件句可以指目前情况下的一种假设)；
③在由表示“建议、要求、命令、坚持”等动词引导的宾语从句中，动词使用出现错误。如：The employer ordered that the letter would be delivered at once(应改为should be或be——在表
示“建议、要求、命令、坚持”等动词引导的宾语从句中，谓语动词要用should加动词原型或直接用动词原型)；
④特殊虚拟语气形式出现错误。如：Without the radio-receiver, the large attention will be of no use(应改为would——由连词suppose, provided或介词without, but for等引导的句子谓语动词应用虚拟形式)。
1.6 非谓语动词即不定式、动名词、分词用法错误
①现在分词形式与过去分词形式混淆。
A. The victory was no more convinced than I had expected(应改为convincing——此处表语
为“令人信服”之意，表示主语的特征)；
B. The teacher went into the classroom , following by some students(应改为followed——动
词follow与其逻辑主语teacher之间应为被动关系);
C. The boy’s delighting look tells us that he passed the exam(应改为delighted——此处定语
为“高兴的、兴奋的”之意，表示主语的状态)；
②不定式与动名词相互混淆。
A. To lie is vice(应改为lying——此处主语指的是抽象的概念性动作)；
B. Lying about it will only make matters worse(应改为To lie——此处主语指的是具体的、一次性的动作)；
③非谓语动作发生时间与谓语动作发生时间方面出现错误。如：I remember locking the door when I left home this morning(应改为having locked——非谓语动作发生时间应早于主语动作时间)；
④特殊非谓语动词结构方面出现错误。
A. It is no use to argue about it as he will never change his mind(应改为arguing——此处为It
is/There is no use ＋doing something固定结构)；
B. You have to practise to speak English as much as possible now since you are going to
England next year(应改为speaking——practise后的宾语要用-ing分词形式)。
1.7 倒装结构错误
①表示否定意义的词或词组位于句首时，句子未用倒装结构。如：Under no circumstances we should do anything that will benefit ourselves but harm the others(应改为should we do——具有否定意义的词及词组位于句首时，句子需用倒装结构)
②only引导状语位于句首时，句子未用倒装结构。如：Only when David did it a second time he realized his mistakes(应改为did he realize——以only开头的词或词组位于句首修饰全句时，句子要用倒装语序)；
③以so, such等开头的句子未用倒装结构。如：So badly the boy was injured that he was detained in the hospital for months(应改为was the boy——so, such等加形容词、副词位于句首，句子要用倒装结构)；
④倒装结构中的其它常见错误。
A. Away the car went like whirlwind(应改为went the car——一些表示运动方向的副词位于
句首时，句子要用倒装结构)；
B. “Come back on time, my boy,” the mother said angrily(应改为said the mother——直接引
语置于句首且主语为非人称代词时，主谓部分应采用倒装结构)。
1.8 肯定形式与否定形式错误
肯定、否定错误主要表现为在特定的上下文环境中该用肯定形式却用成了否定形式或反之。
A. There is enough audience and also it is a large room, you will probably not have to use a
microphone(去掉not——由上下文内容来看，该句应用肯定形式)；
B. Science itself is harmless, but as soon as it can provide technology, it is not necessarily
harmful (应改为harmless——本句所要说明的是科学在某种条件下的危害性)；
C. The Department of Environment was created shows how unimportant this issue is
considered to be(应改为important——上下文所要说明的是该问题的重要性)。
1.9 平行结构错误
平行结构错误指的是根据句子的意思需要、句子的结构要求或表达习惯的限制等句中某些并列、对等部分应在形式上或意义上保持一致而实际上却未能如此。
A. My roommate is generous, inconsiderate, and easy to get along with(应改为
considerate——根据上下文的意思应为“体谅人”之意)；
B. Black Smith mopped the floor, cleaned the windows, and other odd jobs(应在and与
other之间加did——该句谓语部分为由三个不同动作构成的并列谓语)；C. The value of a course depends as much on its inherent interest on its practical use(应在interest与on之间加as——本句应为as…as固定结构)。
1.10 指代性错误
指代性错误主要是指人称代词或指示代词与他们所代表的词在单复数或人称上出现不符。
A. Scientists are discovering that sea water can be very valuable. It has been suggested that
their currents can be utilized to make electricity(应改为its——此处指代的是前面的不可数名词sea water);
B. All the people agree that being well-mannered really means being kind. Please remember
this, and he will not go very far wrong(应改为you或we——此处应指每一位读者或所有人)；
C. I love my hometown very much, though it is not very beautiful(应改为she——指代国
家、车船、月亮等阴性事物应用she)。
1.11 词序错误
词序错误主要指的是由于违背了一些固定表达式或词语习惯的、约定俗成的先后顺序而造成的错误。
A. With this kind of instrument the navigator is able to determine where exactly he is(应改
为exactly where——根据语法习惯，exactly应位于特殊疑问词之前)
B. The vest is enough hard to resist a bullet shot from 100 meters away(应改为hard
enough——enough修饰形容词、副词及其短语时应位于所修饰词之后)；C. The wise man can give you a quite good idea if you ask him(应改为quite a good——quite
作定语修饰名词时应位于不定冠词a/an之前）。
1.12 缺漏及赘述
缺漏及赘述主要表现为漏掉介词、代词、关系词、冠词、连词等或重复意义相同或相近的词语以及出现两个主语等。
A. We have to make clear to each worker that everybody must observe these rules(在
make后加it——宾语为动词不定式或从句时，必须在动词与宾语补足语之间加
上形式宾语it);
B. Though we have known great deal about the space, we still have a lot to learn(在great
deal之前应加a——词组a great deal“大量，许多”，修饰不可数名词)
C. The songs sounded out via radios in restaurants, from cars passing on the highways and
shoeshine parlors(在and与shoeshine之间加in——此处应是与前面词组并列的介
词短语)；
D. Both natural and synthetic man-made rubber are of little value in their raw state(去掉
synthetic或man-made——两个同义词放在一起，造成重复)；
E. Monson winds, sometimes masked by other features of the general atmospheric
circulation, they are associated with nearly all large continental land masses(去掉they——出现Monson winds与they两个主语，造成重复)。
2． 词汇类错误
2.1 单词用错
单词用错指在措辞方面出现了同义词、近义词、词形相似词等用词错误，从而造成与句意不符或引起歧义。
A. The boy was ill, so his mother took him to watch the doctor(应改为see——“看医生”的
看应为to see，而不是“看比赛、看电视”的watch)；
B. We should owe our failure to the lack of knowledge(应改为attribute…to…——owe to“归功于”仅用于成就方面，而attribute to“归因于”则既可用于成功，又可用于失败)；
C. Mobile communication service will soon be comparative in many respects to the service
provided by telephone(应改为comparable——根据上下文谓语部分应是“比得上的、可与．．．相比的”之意即comparable,而不是comparative“比较的”)。
2.2 词性用错
词性用错主要指的是将名词与动词、形容词与副词或其它各种词性错误使用。
A. My suspicion rose owing to his refuse to give me any information(应改为refusal——此
处为名词形式)；
B. Used wise, science may increase our energy and food supply, improve our health, and
expand our joy as well(应改为wisely——wise所修饰成分是相当于从句谓语部分的过去分词短语)；
C. A teacher has to make sure that his speech is clear and easily to follow(应改为easy——并列表语应于前面的形容词形式一致)。
2.3 动词词组用错
动词词组用错内容主要包括在动词后使用了与上下文意思不符的介词、副词、名词或其它结构，其中介词使用不当的错误最为常见。
A. A poor film is often better than a bad play since pleasant scenery can at least compensate
with the clumsy acting(应改为for——“弥补、补偿”应为compensate for);
B. A letter from home set out an attack of homesickness(应改为set off——此处谓语部分意思是“触发、引起”即set off,而不是set out“出发、开始”)；
C. The building material available in a country give raise to different types of construction
there(应改为give rise to——上下文的意思决定谓语应是“引起、造成”之义即give rise to,英语中并无give raise to这一词组)。
解题方法与技巧
1. 通读全文：首先要阅读并较好地理解全文，最好能够弄懂文章的主题、作者的观点等关键性问题。这一做法往往能够保证改错的准确性和速度，因为在全局观的指导下，有些错误便能在上下文环境中非常快地暴露出来。
2. 先找语法错误
在以往六级考试改错题型中，语法类错误基本能占到全部内容的一半以上，而且由于此类错误对上下文的依赖性较小，而且形式较为固定、规律性强，如果基础好的话，该部分会相对容易些。
3. 后找词汇错误
真正的词汇错误在改错题中所占比例较小，约为二至三个。在无法识别语法错误的情况下，考生便可以对句子用词加以关注，检查是否存在不同词性的混用、动词词组搭配不当等问题。一般来说，词汇类错误的改正难度要大于语法类错误，因为前者更依赖于对全文的正确理解以及考生词汇量的掌握多少与熟练程度。
4. 再找结构与逻辑错误
检查完语法类及词汇类错误之后，如果仍无法判断问题症结之所在，那么此时就需要将关注重点转移到查找是否存在英语固定句型或习惯表达法的错误，是否存在上下句之间表示因果、转折、递进等的逻辑关系不符。此类错误所占比例较小，而且笼统来说，也可以将之划归为语法类内容，只是其中的结构性错误尽管在很大程度上依赖于语法知识的掌握程度，而其逻辑性错误则更加依赖于对上下文的理解及正确把握。
5. 再次通读全文
最后再次通读全文，不过这次通读的目的已与首次大不相同。此次的目的在于全面检查——检查所改部分是否与全文内容相符，是否更能准确地体现作者的主题思想，并将不恰当的部分重新更正，从而做到全部内容准确无误。由于此次通读是在已完成改错、将全文基本“吃透”的前提下进行的，因此能够在更大程度上确保做题的准确率。广大考生在改错过程中，一定要腾出足够的时间——约3分钟左右，以顺利完成此步骤。