This article used a writing sample that contained 27 sentence-level errors of the type found by corporate America to be annoying and bothersome. Five categories of errors were included in the sample: grammar, punctuation, spelling, writing style, and business communication concepts. Students in a written business communication course were asked during the seventh week of fall 2003 semester to identify and label the errors they found in the sample. They used the sample again the fifteenth week of the semester, again identifying and labeling errors, in addition to correcting the errors they identified. The findings reveal that students were able to maintain their ability to identify and label errors without additional instruction focused on development of these skills, although their improvement between the two administrations of the writing sample was marginal. Acquainting students with strategies to help them eliminate errors from their writing appears to be a promising pedagogical strategy in sentence-level error eradication.