[From a workshop in 2008] Sponsored by Faculty and TA Development, Chris Manion and I conducted a workshop on how to effectively address grammar errors in student writing. Chris began the workshop by discussing the importance of teaching grammar in context.
Next, as a group,we talked about the different kinds of errors that students make and the ones that we make in our own writing. We all struggle with split infinitives, comma splices, and figuring out when to use “that” and “which” in a sentence. The goal of the workshop was to develop certain strategies to help students learn what surface issues matter in specific contexts, and help them become careful readers and crafters of their own writing.
After looking at three different sample student paragraphs, we explored some of the most common errors across that were occurring across the class. Many people noticed a recurring pattern of errors: missing a comma after an introductory element, awkward word choice, comma splice, and informal diction. As a group, we devised strategies to help instructors develop meaningful activities and ways of discussing grammar with their students. Here are a few of the helpful tips that we discussed:
Have students read their drafts aloud to themselves or in small groups. Students will often catch and correct their own errors when reading their essays out loud. In pairs or small groups, ask students to read their introductions or conclusions in order to identify specific grammar issues. Tell them that if they are having difficulty reading a sentence out loud, they should stop and look carefully at the sentence they are reading.
Look for patterns of errors in students writing, both individually and across the class. An overwhelming number of surface errors on the page is often simply a handful of errors committed several times. Note patterns and give students a manageable set of issues to look for in their writing. Create mini-grammar lessons based on the most common student errors.
Strategically mark errors so that students will develop good proofreading habits. It may sound counter-intuitive, but research has shown that less marking on student papers can lead to more careful editing. Put a check mark in the margin for each surface error over each line, and in an end note, identify patterns of error that you found. Note: this strategy tends to be less effective with second language learners, since they are less familiar with particular grammatical conventions than native speakers.
Tell your students to take advantage of the Writing Center (http://cstw.osu.edu/writingCenter/default.cfm). The Writing Center offers free help with writing at any stage of the process. They will meet face-to-face with students or conduct online tutorials. While writing tutors will not proofread students’ work, they can help students address broad issues that you have identified.
