By 1966, attendees of the Dartmouth Conference agreed that not only could students not write good sentences, but their content lacked substance as well. The attendees' resolution to correct this flaw initiated a paradigm shift of emphasizing content over form. Publication requires the writer to consult with advisers until the initial draft is thoroughly developed. Only then should the writer edit for form and grammar. Too often students simply consider surface errors or omit revision completely.
Professors can encourage writing development by providing broad, holistic suggestions.
The written responses do not have to be lengthy. Their foremost objective is to address structural concerns. However, toward the end, a sentence or two about grammar may be included. When responding to student writing, Bennett suggests that professors emulate four basic points. Read entire paper.