English 475
Directed Learning Activity
IDENTIFYING PATTERNS OF ERROR: SENTENCE STRUCTURE
OBJECTIVE: Identify patterns of grammatical error in your writing and use proofreading
strategies to correct errors.
LESSON:
Describe your experience with proofreading. Type your responses in the parentheses below.
When do you proofread?
( )
What kinds of mistakes do you look for?
( )
How do you know when you’ve found a mistake?
( )
What challenges do you have when proofreading?
( )
Read the following information on proofreading. As you read, make comments about what you
are reading.
EXAMPLE COMMENT: (WHY SHOULD I PROOFREAD WHEN MY COMPUTER CAN
DO IT FOR ME?!)
The Problem with Proofreading
Have you ever been frustrated when you get a paper back from your instructor with a lot of
simple mistakes marked in red ink? And after reviewing those corrections, have you found
yourself saying, “I looked over my work. How did I miss those mistakes?” If you have, you are
not alone. Most student writers find it very challenging to identify patterns of error in their own
work.
The reason why your instructor, a tutor, and other people seem to identify mistakes in your
writing better than you can is because their fresh eyes see only what is on the page. That is why
you might be more successful proofreading someone else’s writing than proofreading your own.
As the writer of the paper, you have thought about the ideas so much that it is hard for you to
separate what you wanted to write from what is actually on the page. Therefore, in order for you
to successfully review your own work, you have to find ways to get a reader’s fresh eyes.
Strategies for Proofreading
There are several ways to proofread. You may benefit from some strategies more than others
depending on whether you prefer a visual, hands-on, or auditory approach to proofreading.
MY COMMENTS: ( )
Take a Break: A Visual and Hands-on Approach
If you proofread during or right after drafting a paper, you may not see many grammatical
mistakes. This is because you are shifting from a creative right-brained task (getting your ideas
on paper) to a technical left-brained task (using rules to fix errors). Giving your brain a rest for
an hour or even a day between drafting your paper and proofreading your paper will help you see
mistakes more easily. Doing something active and getting a change of scenery can help you
switch roles from a writer to a reader. Gaining those reader’s fresh eyes will benefit you when
you return to proofreading.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
Task-Oriented Proofreading: A Visual Approach
One of the reasons that you might not see the errors in your writing is that you may be looking
for every kind of error at once. That approach can be overwhelming since there are so many
kinds of errors. Furthermore, while looking for all errors at once may help you spot obvious
errors, it is ineffective when looking for mistakes that you don’t see well. Proofreading for one
type of error at a time can help you overcome that challenge. Students often say that they are
more successful fixing errors in a workbook exercise than in their own paper because it’s easier
to see errors when they are looking for one type of error at a time.
If you already know what types of errors you tend to make, look for those specific errors in your
paper one by one. For example, read through your paper once, just looking for comma problems.
Then read through your paper again, just looking for fragments. Although this may take more
time, you will find more errors when you proofread. In the long run, it will prevent you from
making those types of errors in the future!
If you don’t know what types of errors you tend to make, look at your instructor’s comments on
your papers. Pay attention to comments that are repeated throughout your paper. Comments
such as “eliminate run-on sentences” or “work on comma splices” can point you toward
particular patterns of error. You might also meet with a success center tutor who can help you
recognize the type of error you make the most.
Another strategy to try when you don’t know the types of errors you make is to check your paper
for the errors that most college writers tend to make. Google Bedford 20 Common Errors for
more information. Again, look for only one error at a time in your paper.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
Print out Your Draft: A Visual and Hands-on Approach
Sometimes errors are more noticeable on paper than on a computer screen. When you print out
your paper and spread it out on a table, you can see patterns of error clearly. An added benefit is
that this helps you see the overall organization and structure of your paper. Mark errors with red
or green pens so you don’t miss any changes that need to be made when you go back to the
computer. You can even use different colors for different kinds of errors. This can show you if
you are repeating a certain type of error. Patterns of error are noticeable to readers and your
instructor, so focus on getting rid of errors you frequently make.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
Isolate Sentences: A Visual, Hands-on, and Auditory Approach
During the early stages of the writing process, you focus primarily on getting your ideas down on
paper and connecting your thoughts. It can be difficult to shift your attention to individual
sentences after focusing so much on the big picture. Learning how to focus on one sentence at a
time makes errors stand out. Here’s how you can do it.
Read Your Sentences in Reverse Order—Read your paper aloud one sentence at a time,
starting with the last sentence first. When you read your paper forward, you are trying to make
sense of what you are reading, but when you read your paper out of order, your mind is tricked
into focusing on one sentence at a time. This strategy is especially effective for finding fragments
or incomplete ideas in your writing.
Separate Sentences from Surrounding Ideas—Use two blank pieces of paper to cover up the
sentences before and after a confusing sentence. This allows you to better focus on the problem
sentence. If you are working on a computer, you can separate sentences by pressing Enter before
and after the sentence.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
Read Your Draft Aloud: A Visual, Hands-on, and Auditory Approach
When you read your own paper, you may be able to hear the parts of your paper that “don’t
sound right.” If someone else reads your paper to you, pay attention to the parts he or she has
difficulty reading. This may help you recognize areas you need to work on. Underline those
trouble spots in colored pen or highlight them on your computer, so you can fix them later.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
Use Spelling & Grammar Check in Microsoft Word : A Visual Approach
Microsoft Word checks spelling and grammar as you type. When using Word’s spelling and
grammar check, be aware that it is not completely accurate. Spelling and grammar check may
alert you to problem areas in your paper, but it is up to you as the writer to decide which changes
are necessary.
What’s true about you and this strategy?
● I already do this, and it works.
● I’ve tried this, but it doesn’t work.
● I’m going to try this.
● I want more information about this.
MY COMMENTS: ( )
CONCLUDING THOUGHTS. . .
Which proofreading strategy do you think will be the most helpful for you? Why?
( )
ACTIVITY:
Trying some of the proofreading strategies you read about, find and fix the mistakes in the
following paragraph. Put angle brackets < > around any changes you make.
When students want to be involved in student government. they should consider how
much energy it took and only then can they decide whether or not being a student officer is for
them. Indeed running for office in the first place was very demanding the candidates must
design a strategy. Line up a staff of helpers and carry out plans in order to win. furthermore they
could expect to work a 40-hour week on campaigning alone. According to Student Senator Jorge
Macias while campaigning I can’t keep up with my classwork consequently my grades suffered.
After winning the election. The candidates couldn’t rest they must fulfill campaign promises
moreover they must represent fellow students to the best of their abilities. Being a student
officer is definitely not for anyone who was lazy however if the person is an energetic go-getter
he or she should run.
1. What proofreading strategies did you try?
( ) Take a Break
( ) Task Oriented Proofreading
( ) Print out Your Draft
( ) Isolate Sentences
( ) Read Your Draft Aloud
( ) Spelling and Grammar Check in Word
2. Of the strategies that you tried, how well did each strategy work?
( )
3. What did you learn from this activity that you plan on applying to future assignments?
( )
REVIEW: Once you have completed this exercise, post it to the appropriate drop box. If you
need help with posting, watch the video “Submitting a DLA to the COW.”
In 1-5 days, a tutor will give you feedback on your DLA. To view the tutor’s response, click on
Grades in the Administration box and then on the drop box that you submitted your DLA to.
Be prepared to use this DLA experience to contribute to future class discussions about
proofreading, and keep this activity in mind as you select other DLAs, workshops, or learning
groups.
Purchase answer to see full
attachment