This is the third article in this series on finding hidden and unexpected pockets of time to write within your tried-and-true teaching practices. By paying more attention to what we do when we teach, we can spend less time teaching and more time writing without sacrificing quality feedback. Last edition, I wrote about how to streamline student feedback; in this article I will focus on streamlining how you grade student work. In the next and final article of this series, I will explore several ways to enlist student help in meeting your own writing goals while providing a role model as a scholar.