Many writing teachers desire to know which article errors need to be corrected because they are unacceptable in all circumstances (and which may prejudice the reader against the writing), and which “errors” reflect a choice that the speaker or writer has made that must be incorporated into the meaning of the utterance. This article describes the available choices in different categories, discusses the perception of those choices by teachers as editors, and presents a possible explanation of certain erroneous choices based on an analysis of the lexical choices made.