指摘 and 訂正: the error identified and the person correcting it
Read the teacher’s identification of a writing error and corrections to materials or a remark by their targets and actors, without joining separate examples into one event.
Pointing out an error or problem
「先生に文章の誤りを指摘された。」 identifies the teacher as pointing out an error in the writing. The teacher is the person identifying the error, and the error is the target.
「問題点を指摘するだけでなく改善案も示した。」 describes both identifying a problem and proposing an improvement. The proposal is stated, but its implementation is not.
Correcting an error
「資料の誤字を見つけ、その場で訂正した。」 describes finding a typographical error in the materials and correcting it on the spot. The target is the typo, and the person performing the correction is not named.
「先ほどの発言に誤りがあったので訂正します。」 announces a correction to an earlier remark because it contained an error. The target is a remark rather than the typo, and the announcement does not establish that every correction has already been completed.
Connect targets with stated actors
指摘 identifies an error or problem; 訂正 corrects it. The separate examples do not establish that the teacher who pointed out the writing error also corrected the typo in the materials.
An identification alone does not establish a completed correction. Conversely, a sentence that does not mention correction does not prove the error was left uncorrected. Read what was identified or corrected and which actor is actually stated.
Who pointed out the writing error, and can that person also be identified as the person who corrected the typo in the materials?
Show the answer and why
The teacher pointed out the writing error. The materials example states that a typo was corrected but does not name the actor, so it does not identify the teacher as the corrector. Keep the targets separate and identify only the actors stated in each sentence.