In “Ethos and Error: How Business People React to Errors”, Larry Beason (2016) demonstrates how academic mistakes affect both students and teachers, especially business people. Beason’s main argument is that errors influence seriously on nonacademic audiences, not only in common reading but also in normal life. To prove his point of view, Beason does his experiment on fourteen business people reading articles about business and everyday handwriting and see how they react. Beason divides his examination into two phases: a survey with twenty mistakes and an interview with everyone. In the questionnaire, the author introduces five common academic errors and each of them consists four examples.
A writing error is a point in a piece of writing where the author unknowingly creates a moment of confusion for the reader in such a way that it detracts from the piece’s meaning. A writing mistake sounds like something that is more of an “oopsie” that the writer created something that wasn’t exactly what they were trying to articulate, but they are able to realize it was a mistake when they evaluate it. I guess what drives the two apart is the fact that errors, even upon further reading, don’t jump out to the writer as being inaccurate. Whether they be mistakes or errors, it’s important for a tutor to understand the root of these inaccuracies in ESL papers. Minett discusses “contrastive rhetoric” and how writing faux pas may actually be
The first day of college was different for me since it started during the summer. My writing skills in the beginning of the class weren 't as strong as they are now. I knew college would be a much more difficult than high school because there would be a larger work load. The diagnostic essay was the first essay I wrote in college. I was really worried about the results I would get on a college level.
My writing is never perfect but what can be done is writing effectively. I have been practicing writing for three-fourth of my life and still today my writing is not even perfect. I went to school to read and write. Everyday I am still learning to write effectively. One time in high school my teacher told me to change out of her english class because she thinks it's too hard for me.
My history as a writer has been a bit of a struggle of slow development. From a young age I had a hard time with spelling and this is still a trouble area for me, even with the help of autocorrect. As I grew in age and as a writer my problematic area became not including enough nitty gritty details. My bad experiences that I recall would always involve the start of writing because I struggle with beginning paragraphs. Also, I tend to use the ending paragraph to just repeat myself, so overall my first and last paragraphs are usually shit.
If I had to make a list with all of my grammar issues, my number one would be “articles”. For an ESL student, it is really difficult to understand when I should use an article and what articles should be used. Thus, articles such as “a” and “the”, are tricky for me. Another challenge for me is
I am currently a teenager whose writing has developed significantly over the past few years. In fact, my writing was absolutely shocking when I was younger; it was only recently that it has improved. From about year 6, I noticed that my writing was not very good, especially when I found out the importance of using punctuation. Yes, I did not use commas AT ALL. Also, my vocabulary choices were practically always informal, and I was never able to judiciously incorporate effective language into my sentences.
My favorite mistake is one that I didn’t even consider a mistake at the time, maybe more of a mishap, or just one part of a long series of unfortunate events. But, looking at it in hindsight, I can tell you it was a mistake, definitely a mistake. It occurred on a beautiful, warm Saturday in May; school had just ended and life was looking up as summer was fast approaching with its promise of fun and sunshine. I was spending this gorgeous day with my mom and grandma out shopping for my brother’s graduation party, which was to occur the next day. ; and, wWe had just walked out of the Chesterfield Valley Olive Garden when I had the brilliant idea of convincing my mom to let me drive home.
My preliminary paper, and paper one, had many common-sense mistakes. Pinpointing these mistakes and correcting them would help me achieve a higher grade. After doing research in Jane E. Aarons, The Little, Brown Compact Handbook, I could distinguish what to do and what not to do while writing. My hopes are to continue to correct my mistakes until I have perfected my writing skills.
One in particular would be that I get writers block. I'm always able to start a paper, blade when it comes to finishing I never know where to go with them. I would have a million and one great thoughts in my head, but I'm not proficient at getting them onto the paper. However, i have thought of many ways to improve these impurities. And I have decided to start using a flow chart to organize my ideas in help me stay on topic so that I don't stray and get writers block.
Skills such as proper grammar and MLA format still need some adjustment. Even though I have things to improve, I was still able to improve some areas of my writing skills regardless even if it was a small improvement. In the beginning, like
Even the best or most gifted writers make mistakes, though, before making it look easy. They also have their strengths and weaknesses. Writing takes skills that must be learned over time. For any writer, knowing their strengths and weaknesses is important. While multiple weaknesses can weaken the paper quality.
No matter which universe, or world; people are assholes. With a grunt, I heaved myself up; spitting the coagulated blood from my mouth as I did so and leaned on the rickety wooden wall. It creaked and squeaked under my weight, and to my relief held on quite nicely. Sighing in relief, I poked and prodded around my body. Felt the pin pricks of pain on my arm and a slight stabbing one on my side.
During my first two weeks of observations, I did my best to observe different tutors every session to evaluate the different ways you could perform a writing workshop and to gauge which techniques I felt I could use and what techniques wouldn’t work for me. In all of my sessions, I took notes on statements that the tutor made that I thought I could use and tips and tricks that could help me in rough patches. For instance, in one session, where a student came in to brainstorm ideas for a paper with a tutor, at one point when the student was getting away from the theme she proposed, the tutor gently asked, “How would you tie this into the theme?” I noted how patient he was with the student and I noted that I would have to be able to patient with any level of writing and be ready to answer a range of questions.
At first, I was slightly apprehensive about critiquing a fellow classmate’s written paper. The first thoughts that popped into my mind were, what if I give wrong advice on any corrections? What if my classmate gets offended by my comments? On the other hand, I had to make myself realize that the critiquing assignment was not about what was “wrong” or “correct” in their written work. However, it needed to be seen more as helping to make my classmate’s paper better.
