The Errors Analysis Project

Having received your marked and graded essays, you will do three things with the paper in the next stage of the development process, which I call the Errors Analysis Project. For the Errors Analysis project, 1) you will edit and revise the papers to make them perfect. 2) You will write an analysis, in your own words--not quoted verbatim, of each editing error marked on your paper with a section code from the Norton Handbook. 3) You will turn in the revised and completely edited essay along with your errors analysis document for my (re)evaluation.

Youíll turn in hard copy of three things--the graded papers which I have already marked, the corrected and revised copy of the essay, and the errors analysis document. The three documents should look like this sample. This is the process.

  1. First, you will need the evaluated copies of your essay, with the grading marks and my comments.
  2. Refer to your Norton online Handbook to discern the nature of the error. You may also use the other OWL Links resources to understand errors and make corrections if it is not clear in the Norton Field Guide to Writing's online handbook section.
  3. With each editing, punctuation, grammatical, or documentation error that needs to be changed, you will do this:
  4. Correct the error on your paper and on the errors analysis document, and number each correction on the marked paper by hand (do not type the numbers on the corrected copy) so that it corresponds with the number on your errors analysis document.
  5. On the errors analysis document, type the number 1 for the first error you are correcting and explain, in your own words and in complete and grammatically correct sentences why you made the correction. This is the errors analysis document. For example: "1. P-1b. I should always use a comma following and introductory phrase."
  6. 5a. Do not copy or explain verbatim, from any handbook, why you have made a correction. I want you to explain the corrections in your own words so that it is clear to me that you understand what the problem is and how to correct it.

    5b. Do not simply describe what change you have made. I will be able to see that in the final draft. For example, "I forgot to put in a comma," doesnít show that you know why the comma was needed. "Commas should separate a series of modifiers," shows that you understand that convention (P-1c) for use of commas. The errors analysis can be tedious and repetitive, but that is good. Repetition reinforces understanding, and you donít want me to have to keep marking the same editing errors in the rest of your essays this semester because you will not like your grades if I don't see improvements.

    5c. If itís not clear to me that you understand what the errors are, how to fix them and, therefore, how to avoid them hereafter, you wonít recieve credit for the errors analysis assignment. Pretty tough, huh? The errors analysis is an important way to learn how to avoid repeating the same errors in subsequent papers, so be conscientious and do it well.

    5d. Do the errors analysis for each error, not for each type of error, but rather for each individual error. You will quickly see what your "patterns of error" are, and remember that the brain learns through practice and repetition, so the errors analysis document itself will probably be rather repetitive. That's a good thing. "The same error as number 8" is not an example of an acceptable answer. We learn through practice and repetition.

  7. When you are finished, you will turn in 1) the marked paper with the errors numbered by hand in colored ink, 2) the edited, printed final draft with the corrections numbered by hand to correspond to the graded draft, 3) the errors analysis document, with corrections explained and numbered to correspond to both drafts of the paper. The three documents should look like this sample.

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