I think this week’s discussion might follow quite logically from last week’s. We’re talking about really practical things here, about the kinds of marks we make on our students’ writing, to teach them how to strengthen the revisions that will follow from their drafts. And I want to keep this week’s discussion focused on the practical, because I know that you must be learning a lot in every stack of papers you read, and you must be asking yourself a lot of questions, too.
But if those questions are practical, they also have big theoretical implications, as you suggested last week, too. By what standard do we decide that a stylistic or grammatical feature is an “error,” and what are the best ways to talk about that with standard with our students? How can we write about it meaningfully without spending hours on every paper? And how can we navigate the politics that attend the question, particularly the diversity of cultures and languages among our students?
What do you get from this week’s readings to answer these questions–and/or, how do you see this week’s readings speaking to the questions that are on your mind in class?