That’s why, several years into my teaching career, I laid down the Red Pen, thanks to some good advice from a colleague, and changed the way I looked at writing instruction entirely. I had to stop working for my students as their copy-editor. Neither of us wanted me to do that job in the first place. In other words, instead of tearing the writing apart, I had to focus on developing what was already there. If I was going to evaluate someone’s writing, it was just as important for me to identify strengths as it was to identify weaknesses. Maybe even more so.