ERIC Number: ED207060
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Error Analysis in Basic Writing.
Buley-Meissner, Mary Louise
Many teachers of basic writing are preoccupied with error. Before marking any errors in a student's composition, the teacher should read it carefully, try to understand the student's intention in writing it, and respond in those terms. Priorities for analysis should be consistent with the teacher's priorities for teaching and be set in terms of what will make the greatest difference in clarifying the student's communicative intentions. Analysis should also be framed in terms that will encourage the students to set their own goals for improvement. To be genuinely instructive, teachers need to be specific--about the strengths of their students' writing no less than the weaknesses. For students to become critics of their own writing, teachers should help the students remain objective in their impressions of their writing. Errors can be studied in the context of meaningful discourse through the use of individual conferences, a read/tape/playback/revise approach, and small group writing workshops. (HOD)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (32nd, Dallas, TX, March 26-28, 1981).