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<DIV>I must admit, chapters eight and nine were equivalent to caressing elderly
dirt. Being an English teacher, who actually covers grammar in this
half-stepping New York City school system, I am still recuperating from these
very "technical sections"; nevertheless, I will remain as optimistic as
possible.<BR><BR><EM>Anywhich</EM>, after just tutoring someone today, I
noticed I already ask "around" the problem, rather than solely pointing it
out and creating a "dead end" solution. I also have my students relate
such problems to the overall essays/papers. Here I use the <EM>Bedford
Guide's </EM>revision section (since I like that text better) into three
categories: "Overall Gist" (Global Revision), "Rewriting" (Sentence-level
Revision) and "Editing" (Editing and Proofreading" for all the tedious leftovers
their eyes desire to feast on.<BR><BR>Since we all know reading aloud eliminates
many of the slipshod grammatical and syntactical errors, I picked up on
creating physics-like symbols for punctuation solutions. How else do
you all work with sentence-level and punctuation
errors? </DIV></FONT></BODY></HTML>