There is no magic bullet for “surface error,” as it is called in Rhetoric and Composition practice.
Isolating some main areas will help students begin to generate better sentences.
Training students in concision, strong verb structure, and pronoun usage tends to mitigate other problems—a ripple effect.
Below are references to relevant pages in Diana Hacker’s, A Writer’s Reference (5th edition, New York: Bedford St. Martin's, 2003) as well as some examples. For the Welch College of Business, there are similar references for Gerald James Alred, et al., The Business Writer’s Companion (4th edition, New York: Bedford St. Martin's, 2004).
- Coding this material for the students and using the code for response to student writing is most time-effective.
- Practicing with Hacker’s online self-correcting exercises puts responsibility of the students to learn: <http://dianahacker.com/writersref> (Access should be available without login.)
1. Wordiness: (Hacker 124-128; Alred 265-67)
- Due to the fact that the grading was unfair, I received an “F.”
- My “F” derived from unfair grading.
2. Verb structure: (Hacker 128-131; Alred 357-59)
- This is the stop sign the car hit.
- The speeding Porsche mangled this stop sign.
- The sheriff was shot by me, but the deputy was not shot by me.
- I shot the sheriff, but I did not shoot the deputy.
3. Pronoun problems: (Hacker 175-188, esp. 179-181, on pronoun reference; Shift in point of view: "you" 94-95; Alred 338-42.)
- When Gloria set the pitcher on the glass-topped table, it broke.
- When Gloria set it on the glass-topped table, the pitcher broke.
- I took a writing class and you were graded on your grammar.
- In my writing class, grammar counted toward the grade.
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