I had a colleague just four or five years ago who used that exact 
"limiters" approach with developmental first-year writers, while I took a 
holistic approach favoring higher-order concerns.  Still, I had weekly 
"Grammar Help" open-floor time when students brought their questions about 
surface errors.  I taught grammar/punctuation/spelling, and they wanted to 
have the mysteries illuminated...Yet me colleague got cleaner copy, so 
students didn't apply all of that learning until graded on it.  And not 
leniently.

I'm new to the list, by the way, so let me introduce myself:  I'm Audra, 
adjunct at U of Maryland.  Some colleagues there put me on to ATEG, and my 
goal is to present a paper this summer with you.

My PhD is in late Victorian literature, but I am always teaching writing. 
Recently, I was accused of being shockingly pedantic for my deep dislike 
of the misused verb "quotes" for the noun "quotations."  I copped to the 
accusation--fair enough. Not "pedantic," though: "exact."

Looking forward to meeting all of you, both virtually and actually!

Best,
Audra H

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