I have a strong response to McGee and Erickson’s essay on politics and MS Word and want to post something that makes a proposal and asks questions. The field of composition seems very rational and democratic in discussions of writing, but I observe a lot of conflict, political division, and polarization around the teaching of grammar. Although there is support in the field of stylistics for teaching grammar in context, as descriptive, and as part of that larger discussion of style, it seems that the majority of the field of composition wants to ignore grammar altogether as not contributing to better writing. However, my experience points to postsecondary teachers who teach grammar regularly and unsystematically (is it because of this lack of conversation within the field and the politicization of the topic?) and students who struggle with grammar, often avoiding content to deal with grammar issues. If the grammar checkers are students’ only coherent source for grammar instruction while writing, students use it. So McGee and Erickson offer good advice that teachers familiarize themselves with grammar checkers and talk about considering the settings of MS Word software. My question is–aren’t we missing the point? In a paper I wrote, I found support for finding an approach to teaching grammar that is descriptive, not prescriptive. If grammar engages student writing at the time when he or she is engaged in writing a paper, my experience in a tutoring center shows that students are interested. My research shows that process, content, and sentence logic may not be all that far apart, and I’m curious what ideas, feedback, experiences-pro and con-others might have regarding grammar instruction or lack thereof.