Conferences provide teachers a valuable context for giving both positive and constructive feedback that is tailored to individual students. Students who struggle with writing, however, are less apt to receive positive feedback on the craft of their writing, which is an important part of literacy development in the elementary and middle grades. Although effort praise is important for all students, this article describes why academic praise in writing conferences is not only possible but essential for all students, especially struggling writers, to receive. By redefining academic ability to focus on capability rather than grade-level standards, teachers can notice small strengths embedded in students' basic writing. The author uses student writing to demonstrate how naming and then describing the value of smaller craft skills can translate into powerful, authentic academic praise for all students.