The writing teacher's foremost job is leading students to see the valuable ideas they have to express. Writing is a way to share those ideas with the world rather than a way to be wrong, Anderson asserts. Teachers and parents too often focus on errors in student writing. This focus gives students the impression that writing well is about avoiding errors, and their initial zeal for writing turns to avoidance. Anderson recommends demonstrating to students that you value their writing by finding a gem to praise before making any corrective comments, pushing students to write every day, and urging them to hunt down and share stellar sentences that they encounter in their own and others' writing. He views errors as valuable clues to understanding students' underlying "pseudo-concepts" about grammar and mechanics; for example, he celebrates errors that reveal a writer is moving to a new level of skill, such as from simple to complex sentences. Anderson works with students to distill underlying grammar principles and create wall charts that show such principles in an accessible format. He plasters these charts around the room, providing visual reminders that help students learn principles of grammar and conventions. (Contains 1 figure.)