About five years ago, I decided to experiment and try another approach to the usual instructor-student mid-semester evaluations for my non-traditional female students (working adults, older students in college for the first time, single mothers, retirees). These students made up about sixty percent of the writing classes I instructed on the community college level. While these evaluations served a necessary purpose and gave me a chance to discuss each student’s progress on an individual level, I realized that something was missing from the discussion process.