{"id":189,"date":"2019-02-07T16:38:08","date_gmt":"2019-02-07T16:38:08","guid":{"rendered":"http:\/\/blogs.ubalt.edu\/writingthatworks\/?p=189"},"modified":"2019-02-12T12:55:21","modified_gmt":"2019-02-12T12:55:21","slug":"errors-mistakes-rhetorical-choices","status":"publish","type":"post","link":"https:\/\/blogs.ubalt.edu\/writingthatworks\/2019\/02\/07\/errors-mistakes-rhetorical-choices\/","title":{"rendered":"Errors, Mistakes, & Rhetorical Choices"},"content":{"rendered":"

Teachers, rangin from elementary school thru higher education, is tasked wit preparin students to move on to the next level of education, an eventually the workforce. Students is prepared wit assignments an proficiency tests to assess they mastery of a skill–here, Writin. <\/span><\/p>\n

One measure of student success be the number of mistakes an errors they make in they writin. Errors an mistakes is products of the dominant social construction, dubbed Standard American English<\/a> (SAE)–yes, it as icky an loaded as it sounds. Thus, errors an mistakes is judged by a \u201cstandard\u201d thas traditionally been accessible only to a select, privileged few.<\/span><\/p>\n

This standard institutional practice harkens back to more explicitly racist days of the good ol boys club of British colonialism, an later the US. Black and other marginalized writers was (an still be) labeled different from the so called \u2018standard\u2019. Our protest for human rights and civil liberties — the ULTIMATE mistake an error. \u00a0But do we let that stop us? (Hell no, we won\u2019t go!) <\/span><\/p>\n

What had to change was the establishment. It had to make room for the ever-growin tapestry of the American identity. Still has to. Change take time. It starts wit individuals who bring awareness, advocacy, an action to systemic ills. \u00a0What if we was aware of a different way of approachin mistakes an errors in writin\u2026? <\/span><\/p>\n

Issa vibe (*inserts any recent Drake melody*). \u00a0<\/span><\/p>\n

\"\"<\/p>\n

Les illuminate a different way of thinkin bout mistakes an errors, an offer a third choice for yo consideration. \u00a0<\/span><\/p>\n

What are mistakes?<\/b><\/p>\n

How we suppose to know what mistakes is, anyway? Keshavarz (2008) was like \u201c\u2026mistakes [in writin be] random deviations unrelated to any system\u201d (<\/span>as cited by <\/span><\/i>UK Essays, 2013). \u00a0In other words, we<\/span> kno <\/span>at some level how writin as a system works (or<\/span> kno<\/span> how to <\/span>perform writing<\/span><\/i>), but make \u2018mistakes\u2019 because of stress, worry, procrastination, sleep exhaustion, an all the other \u201crandom deviations\u201d in life that influence our writin.<\/span><\/p>\n

\"\"<\/p>\n

What make errors different?<\/b><\/p>\n

Keshavarz wen on an said, \u201cErrors [is] rule governed, systematic in nature, internally principled [an] free from arbitrariness\u201d (2008; <\/span>as cited by <\/span><\/i>UK Essays, 2013, para 3). He tellin us our writin errors come from our lack of \u2018grammar knowledge,\u2019 which we can\u2019t correct cuz the knowledge ain\u2019t there to begin wit. \u00a0Errors is only errors from the perspective of teachers, who gatekeep Standard American English (SAE)–a system embedded in institutions. Teachers judge students\u2019 level of understandin based on the proportion of errors an mistakes in they writin.<\/span><\/p>\n

Y\u2019all puttin it together yet? The institutional positioning of SAE in the U.S. creates a dichotomy of <\/span>standard<\/span><\/i> (dominant)<\/span> v. <\/span>non-standard <\/span><\/i>(non-dominant)<\/span>. <\/span><\/i>This dichotomy be linked to institutional power, based in white-supremacist patriarchy; where all social an cultural values an norms \u2018originate.\u2019 \u00a0<\/span><\/p>\n

Yikes! that definition definitely doin some mad passive-aggressive signalin to some oppressive, imperialist\u2026(SHUT YO MOUF!) <\/span><\/p>\n

I\u2019m only talkin bout linguistic colonialism (We can dig it!).<\/span><\/p>\n

Rhetorical choice… wha!?!<\/b><\/p>\n

What if errors an mistakes was validated as rhetorical choices? Accordin to Wyatt (2017), \u201cRhetoric [be] the art of testing ideas [wit] people who share our questions. It involves not merely the language we use but all the decisions we make [an] how to communicate effectively [wit] others\u201d (para 2). However, the choice(s) we make bout how to communicate are identified, critiqued, interpreted, an accepted narrowly through Standard American English (SAE)–a vehicle of linguistic colonialism. Psst, SAE is code for the white, middle-class English of yester-year bein upheld. PERIOD. <\/span><\/p>\n

The hegemony of higher education gives preference to SAE, be leavin \u201cnon-standard\u201d voices clawin an fightin for ways to assimilate to this \u2018standard\u2019. \u00a0Our ability to assimilate to SAE, in effect, is measured by our ability to make as few mistakes an errors as possible. (Whatchu talmbout Willis?) While SAE been an attempt to preserve white middle-class English, it limits rhetorical choices of dohs who learned English from they respective context(s); these contexts intersect race, class, an other social constructions that limit marginalized, \u201cnon-standard\u201d voices.<\/span><\/p>\n

These definitions provide a basic understanding of errors, mistakes, an rhetorical choices. Try thinkin bout this in the context of the academic papers you wrote. Whatchu thinkin bout your own mistakes, errors, an rhetorical choice(s)? Have you been given the freedom to make \u2018non-standard\u2019 rhetorical choices?<\/span><\/p>\n

\"\"<\/p>\n

Whas Standard American English (SAE) gotta do wit it?<\/b><\/p>\n

Students\u2019 identities intersect class an race, nationality, borders, oceans, an so on.<\/a> These intersections is situationally revealed in colleges across the country. In classrooms where they\u2019s a lot of writin. WRITIN\u2026 across disciplines an genres; we all strugglin in our own way to check our errors, mistakes, an \u2018standard\u2019 rhetorical choices. \u00a0<\/span><\/p>\n

How we understand English depends on socio-economic indicators that make race an class significant barriers to usin SAE. Without explicit knowledge bout the ability to make rhetorical choices–in this instance, choices bout marginalized English dialects–students have had to rely on code-switchin<\/a>. \u00a0<\/span><\/p>\n

Young (2014) argues, \u201c[Code-switchin], despite the well-intended goals of inclusion, is in practice the vestige of legalized segregation and an educational strategy that forces [us who don’t write middle class white good enough] to view [our] language-culture and identity as antithetical to the U.S. mainstream\u201d (p.9; <\/span>as cited by<\/span><\/i> Krichevsky, 2015, p. 235). This BS gives errors an mistakes they power; it chokes the identity-bound rhetorical choices of students who may be disportionately impacted by they racial an\/or class status — a metaphorical an culturally acceptable lynchin. <\/span><\/p>\n

In exchange for code-switchin, the dream of a \u2018deluxe apartment in the sky\u2019–GOOD TIMES! The reality, tho, issa pipe dream… Code-switchin make errors an mistakes seem like there be an issue with the students\u2019 voices an identities. <\/span><\/p>\n

REALITY CHECK: \u00a0SAE ain\u2019t meant for erybody… <\/span><\/p>\n

An ain\u2019t nobody got time fo dat!<\/span><\/p>\n

\"\"<\/p>\n

Linguistic Stop an Frisk<\/b><\/p>\n

The attention called to mistakes an errors in students\u2019 writin be equal to \u201cstop and frisk\u201d or \u201chow American are you?\u201d checkpoints. The over-policin of errors an mistakes over more thoughtful consideration of non-standard rhetorical choice(s) parallels to Garcia’s (2017) experience with a border agent:<\/span><\/p>\n

\u201c<\/span>Tu papeles y donde vas<\/span><\/i>?\u2019 the agent asked. The questions were part of his strategy of \u2018checking\u2019 me, reminding me that the interpellation of my traceable history and palimpsest of my identity\u2026 made permissible the ‘checking’ of who I was and where I’m going\u201d (p.31).<\/span><\/p>\n

The power dynamics of the student-teacher relationship allows this \u201ccheckin\u201d of students\u2019 writin, remindin them when they fail to use enough SAE. Each student\u2019s experience bleeds thru in they writin. The acceptance of non-standard rhetorical choices that appear as mistakes, errors, or both is cuz of our proximities to class\u2026the middle class (of the past), racial hierarchies, an the power afforded (or not) by those varied intersections.<\/span><\/p>\n

Sound like gatekeepin yet?<\/span><\/p>\n

SAE, a second-hand emotion\u2026<\/b><\/p>\n

Now y\u2019all woke to \u201cTHE MAN\u2019s\u201d attempt to whitewash our rhetorical choices thru \u201cfeedback\u201d on our errors an mistakes. Now, I ain\u2019t sayin y\u2019all can write whateva y\u2019all want doh.<\/span><\/p>\n

There will be times when errors an mistakes ain\u2019t intentional. <\/span><\/p>\n

As such, one of the writer\u2019s rhetorical choices will be to get some of dohs mistakes an errors together. \u00a0The key here is agency<\/a>:<\/span> the writer get to decide what is mistakes an errors<\/span><\/i>. Then, feedback can be focused on the effectiveness of the rhetorical choices, exercised thru the student\u2019s authentic voice. <\/span><\/p>\n

Mistakes are sooo much easier to fix. \u00a0All you gotta do is give yo self a little time (\u2026like a day or three before paper is due). <\/span><\/p>\n

Read your draft ALOUD. <\/span><\/p>\n

Remember? Keshavarz (2008) was like, \u201cMistakes [is] due to non-linguistic factors such as fatigue, strong feelings, memory limitations, and lack of concentration [an] so on\u201d (<\/span>as cited by <\/span><\/i>UK Essays, 2013, para 3). There\u2019s research out there bout seein an readin aloud helpin the brain <\/span>catch<\/span><\/i> mistakes \u2026or somethin like that (look that up on your own time while you procrastinatin or somethin). \u00a0<\/span><\/p>\n

The point is you, a friend, or an uber skilled writing consultant from the UB Writing Center* (with an appointment, please an thanks) should read your paper. Writers can usually resolve mistakes easily if brought to they attention. READ ALOUD.<\/span><\/p>\n

*Small print: Please be advised writing consultants\u2019 primary concerns are not just your mistakes\u2026 or errors for that matter; writing consultations are discussion-based and collaborative, and they can occur at any stage of the writing process.<\/span><\/em><\/h6>\n

Errors, on the other hand, may require some work. \u00a0They can be either global or local. Burt (1975) cited by Park (2010) was like:<\/span><\/p>\n

\u201cGlobal errors \u2026hinder communication [an] affect overall organization of the sentence such as wrong word order, missing, wrong or misplaced sentence connectors[,while] local errors do not usually hinder communication and affect single elements in a sentence such as error in noun and verb inflections, articles, and auxiliaries\u201d (UK Essays, 2013, para 7).<\/span><\/p>\n

As long as we remember \u201cwriting is a process,\u201d there will always be room to practice resolving both global an local errors. We won\u2019t catch all our errors all the time. Errors be tricky like that. Hooks (2011) be sayin, \u201cThere is much evidence [substantiatin] the reality that race [an] class identity creates difference in the quality of\u2026[writin\u2026] that take precedence over the common experience that marginalized groups share–differences which are rarely transcended\u201d (p. 62; <\/span>as cited by Brandhi, 2011, p. 43). <\/span><\/i><\/p>\n

How an where you learn English will determine the errors an mistakes made. Les not forget this whole idea of errors an mistakes feeds into a bigger institutional system, guarded by institutional gatekeepers wit a vested interest in keepin SAE \u201cstandard.\u201d <\/span><\/p>\n

Hopefully y\u2019all gotta writing center at your college that is pushing for institutional change<\/a> to embrace ALL our errors an mistakes, making room for more \u2018non-standard\u2019 rhetorical choices.<\/span><\/p>\n

**More small print: What you read as either errors or mistakes in this post are, in fact, thoughtfully considered rhetorical choices. <\/span><\/em><\/h6>\n

References<\/b><\/p>\n

Brandhi, M. (2011). Radicalizing feminist theory with Marx and Buddha. <\/span>\u00a0Dialogue 54<\/span><\/i>(1) pp. 42-49.<\/span><\/p>\n

Essays, UK. (November 2013). The Errors Vs Mistakes English Language Essay.\u00a0\u00a0<\/span>https:\/\/www.ukessays.com\/essays\/english-language\/the-errors-vs-mistakes-english-language-essay.php?vref=1<\/span><\/a><\/p>\n

Garcia, Romeo. (2017). “Unmaking Gringo Centers.”\u00a0The Writing Center Journal.\u00a0<\/em>36.1 pp. 29-60.<\/p>\n

Krichevsky, J. (2015). Review of the book Other People\u2019s English: code-meshing, code-switching, and African American literacy<\/em>, by V.A. Young.\u00a0<\/span>Composition Studies <\/span><\/i>43(2) p. 234-237.<\/span><\/p>\n

Wyatt, C.S. (2017). Introduction to rhetoric.<\/a>\u00a0<\/span>Tamari Guide for Writers.<\/span><\/i>\u00a0<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Teachers, rangin from elementary school thru higher education, is tasked wit preparin students to move on to the next level of education, an eventually the workforce. Students is prepared wit assignments an proficiency tests to assess they mastery of a …<\/p>\n

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