Peter,
   One shortcoming, I think, of error centered approaches has been a
failure to acknowledge how much background knowledge someone needs even
to read a typical handbook. Error has been approached as a behavior
problem, not a knowledge problem. We often use "soft definitions" like
"complete thought" rather than address directly what it would be useful
to know as a mature adult. (In a recent post, someone referred to this
as "training wheels." When do we take off the training wheels? At what
point do these soft understandings become problems in themselves?)
    Comprehensive grammar teaching and reducing error are connected, I
think, and we don't need to think of this as either/or choice. I agree
wholeheartedly. We are certainly not against reducing error in
writing. We have wider goals, but those goals should include mastery
of the conventions of standard English and the conventions that go
with representing language in writing (punctuation, citations, and so
on.)
   Keep bugging us if you think we aren't addressing this concern. It has
solid substance.

Craig>


 I understand that the ATEG position is that the teaching of grammar has
> wider
> goals than simply "the avoidance of error."   And over the years, thanks
> to
> this list and to presentations at conferences, I have come to embrace
> these
> wider goals.   However, the ATEG position sometimes sounds to me to
> suggest that
> any concern with the avoidance of error is misguided.   I would love to
> hear
> some ATEGers agree that reducing the frequency and seriousness of error in
> student writing is a worthwhile goal of grammar instruction, while
> recognizing
> that it should not be the only goal.
>
>
>
> Peter Adams
>
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