Often, our students come to us with an understanding of "good writing"= error avoidance. Whether tutoring in the Writing Center, designing an English 1 lesson, or responding to student writing -- we find ourselves thinking about how to approach issues of grammar, mechanics, and usage. As a graduate student "back in the day," I remember reading Mina Shaughnessey's _Errors and Expectations_ and finding the analysis of patterns of errors-- as well as the implicit permission to put my concern for grammar/mechanics into a larger context-- very important. It led me to the development of a simple, four-part rubric (Content, Organization, Mechanics, Revision) which I still use in modified form today. So, when I came across this interesting, accessible essay the other day--Error in Student Writing: A Balanced, Developmental Approach-- I found myself again thinking about "error" in the context both of my current ENGL 202 and our mentoring. http://thewritingcampus.com/2015/09/10/error-in-student-writing-a-balanced-developmental-approach/
Please have a look at this article and think a bit about how you have or would like to approach these issues in your teaching for IUP. What problems or successes have you encountered?

Discussion - Prof. Nan Sitler and Eliza Albert