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Recently, one of my online students asked if I could diagnose the problems that made her prose sound like the work of a “sophisticated fifth-grader.” The very fact that she used the phrase “sophisticated fifth-grader” demonstrated that she was farther along in her writing than she gave herself credit for. Nevertheless, the question got me to thinking about what exactly makes prose sound like the work of a sophisticated juvenile instead of the work of a sophisticated adult (or, better yet, the work of an adult who is freed from the need to sound sophisticated).