Rather than giving basic writing students handbook and workbook exercises to direct their proofreading, teachers can use a monitoring system that teaches the students to recognize problems and to systematically monitor and eliminate the difficulties. After completing two or three assignments that include several drafts, students copy out all the errors in each category of errors that has appeared in their papers, such as subject-verb agreement, fragments, parallelism, or possessive problems. Sentences from each list are then examined for any common, recurring feature that may serve to identify the problem as manifested in the list being studied. For example, a system for monitoring verb sequence problems is called CLC: circle all verbs, label all verbs either present or past tense, and check for consistency of tenses and to see whether the verbs make sense. Problems that yield visual clues to careful analysis can be eliminated from basic writers' texts with a little effort. Identifying problems that provide few or no visual clues to their presence may depend on complex grammatical analysis or on intuitive judgments about grammaticality and the rightness of language. While basic writers may be incapable of subjecting their texts to complex conventional grammatical analysis, they do have intuitions about the rightness of language. When basic writers use these intuitions along with accurate editing check-list charts, they are well equipped to proofread on their own. (HTH)