Response: Phenomenology of Error

“When we read for typos, letters constitute the field of attention; content becomes virtually inaccessible” (154).

In "Phenomenology of Error", Joseph M. Williams uses his article as evidence to show educators and researchers that their focus on error gets in the way of reading for content. If we only look for errors we will find it. In his conclusion, Williams points out that there were errors throughout his article, that as we read we didn't look for errors because in academic paper we aren't expecting them. In contrast, educators are looking for errors in students' writing because they do expect to find them there. Our focus on error detracts from what the student is trying to say, all they will see is grammar marks, and the cycle will continue because they will think that a good paper means good grammar. This is an important distinction for teachers to be aware of, Williams makes a good point to note that if these errors we are so focused on eradicating are not interfering with our comprehension than why emphasize it. Writers have an intention in mind for the reader through their written work and we are taking that away by not giving the writer the chance to get their message across. Students usually become disillusioned and start doubting their abilities as writers when all they see on their papers are red marks that do not help them develop their writing. It can create a real disconnect between the student and teacher.