When final paper time looms, students become increasingly anxious about the grammatical errors they believe lurk in their writing. That belief is so strong it can undermine their drafts. Even worse, students have come to expect that their professors will point out errors—and make corrections—that seem invisible to student eyes. Such a learned practice dissuades students from the far more productive work of rewriting sentences that would remove many of those errors just as invisibly.
Helping students learn how to revise and rewrite should be our priority so that their writing becomes more effective and they’re able to eyeball what remaining errors need correcting. Nevertheless, even with that process, some errors persist. For years, I struggled with determining how much instruction to devote to error, how to time such instruction, and where to conduct it—classroom, conference, or paper annotations—so that my efforts would prove more helpful than hurtful.
