The author is pleased to have the opportunity to respond to "Measuring Students' Writing Ability on a Computer-Analytic Developmental Scale: An Exploratory Validity Study." The authors of that article have undertaken a challenging project and seem to be on track to developing a technically adequate, practically useful writing progress monitoring tool. The author of this response could reflect on many points throughout the article, but decided to reflect upon one in particular, as alluded to in the title: What is "good writing" and should "good writing" be defined the same for all students? The reflections are presented in this response.