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Second Level: Errors in Agreement, Reference, and Diction These errors are typic.a! in the efforts of many writers can often be avoided by the person's learning to be a more c.arefu! writer or a more skilled proofreader. Though they create bothersome problems for attentive readers, such errors rarely impair communication seriolJs!y and usually pertain more to c.arelessness than lack of skill. .. o
Agreement. Sentence subject and verb do not agree in number,
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Diction. Strictly speaking, the word diction refers·to word
Pronoun does not have clear antecedent.
choice--whether or not a word or group of words fits the context in vvhich it appears. We include in this c.ategory wordiness, redundancy, jargon, and low-Ieve! ambiguities--statements that, for whatever reason, either are unclear or have more than one possible meaning. These errors in diction include the following: ~ Usage mp::lntl •.. - - .
errors (for instance, "except" is 'Nfitten when "accept" is
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Third Level: Spelling and Punctuation These are among the least problematic yet the most constant mechanic.a! errors. We recommend a hierarchy within this !evel that your students should take seriously:
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Most important: end punctuation. Periods, question marks, and exclamation points are the marks that end sentences. When they are not in evidence, the reader is quickly and need!essly confused; quickly, bec-ause there's no marker to indicate a sentence boundary; needlessly, because their omission is nothing but c-arelessness and lack of proofreading.
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Next most important: internal punctuation. The most important internal punctuation marks are commas and semicolons. When they are missing or misplaced, they can cause the reader to stumble and have to reread. Constant comma and semicolon problems (especia!!y c.omma splices) should be ca!!ed to the 'Miter's attention and, if not remedied or at least improved over time, should eventua!!y result in grade penalty (no more than a letter grade). Of less importance but to be handled similarly are apostrophes, c.o!ons, dashes, and hyphens. In a!! C8ses, errors of this sort should never be ignored, and students should work to improve their understanding and use of punctuation.
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Spelling. Never ignore spelling problems. Never let students off with the a!!-purpose excuse "!'m just not a good spe!!er." ... Chronic bad spellers who seem to make no effort to improve should see their grades dropped by a letter. You should encourage them to use dictionaries, make lists of words they most often misspell, and use other aides, such as computerized spe!! checkers.
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