One reason for this anxiety is that students are rarely taught to evaluate them own work They have no criterion for evaluation their own performance Instead they felt prey to the whims of chance good or bad marks just happen or depend on luck such as what lecturer they have or reflect their level of natural cleverness This can leave students falling disempowered or a drift even if their marks are good Students can feel very vulnerable and may worry about sudden being exposed as stupid Anxious may create a vicious cycle such students can not settle down to study can not focus attention can not take on what they read or can not remember which they learnt and this reinforces their suspicion that really they lacks intelligence This is very common so it is important to look on what we mean by intelligence There are 10 errors in the text can anybody tell me what's the errors

The ten errors are the one with (*):

One reason for this anxiety is that students are rarely taught to evaluate *their* own work. They have no criterion for *evaluating* their own performance. Instead, they *fell* prey to the whims of chance good or bad marks just happen or depend on luck such as what lecturer they have or *reflect* their level of natural cleverness. This can leave students falling disempowered or *drifted* even if their marks are good. Students can feel very vulnerable and may worry about *suddenly* being exposed as stupid. *Anxiety* may create a vicious cycle such students can not settle down to study can not focus attention can not take *in* what they read or can not remember *what* they learnt and this reinforces their suspicion that really they *lack* intelligence. This is very common so it is important to look on what we mean by intelligence.

Explanation:

1.- Them should be changed for their going from the object pronoun to the possessive adjective.

2.- evaluations changes for evaluating going from the noun to the verb

3.- felt changes to fell felt is for emotions and felt is to become the prey.

4.- The word reflect can be deleted to present two noun phrases as options.

5.- drift changes to drifted to keep cohesion with the previous adjective in the sentence

6.- sudden changes to suddenly going from the adjective to the adverb.

7.- Anxious goes to anxiety from the adjective to the noun.

8.- on goes to in, the use of a different particle gives the idea of absorption of knowledge.

9.- which goes to what to keep a cohesive structure with the previous sentences

10.- lacks goes to lack since it is not a third person and it has to be conjugated differently.