We all are aware of the Truscott/Ferris debate on the importance of/need for Writing feedback in the form of error correction. At my university, where we have a Writing program that requires students to provide multiple drafts of assignments, to exchange online journal entries, to engage in peer work, and to participate in student/teacher conferencing, the instructors who teach Writing have come to the conclusion that there is no way to avoid provision of some form of error correction, whether direct or coded. Students who enter our (EFL) English program are extremely challenged in terms of their ability to work with English grammar to communicate their ideas in written, and other, contexts. Not helping students to "notice" and to work on grammatical errors would result in drafts of assignments that are difficult to understand. (It may be argued that this assistance may not bear fruit in subsequent assignments, but given the variables of student aptitude and time, who knows?) Students, for the major part, appreciate this feedback and make efforts to incorporate it into successive drafts. That said, our frustration levels are high, and so we have placed on our next meeting agenda the topic of more (and more consistent) emphasis on grammar structure introductions and exercises as pre-writing activities. However, to mix metaphors, in this dance between grammar and writing, the issue is how, or whether, to keep grammar from running the show. Any comments?