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I'll admit that I started this semester pointing out fragments and misplaced modifiers like nobody's business. I spent a whole day talking about the presentation and rhetoric, the messages and sentiments expressed by the writer in their attention to grammar/usage, and so on. I even told my students that I wouldn't respond to an email if I found an (egregious) error in it. I tire of these emails:

profesor Haynie i just got out of bed and noticed that it wasn't my bed it was someone else's bed i'm not quite sure where i am write now i wonder who's in my bed but looks like i cant make it to class today do i still have to turnin my paper 2day? #whatstateisthiseven?

So for the first two or three weeks I'm hyper-attentive to this stuff, and I'll substantially mark up their first big paper, hoping that it will freak them out enough that they'll be more attentive in subsequent writings. Weeks later I read the next paper, and nothing has changed, and I begin to despair. I still recognize the errors, but I don't call attention to it because it just takes too much time. Additionally, because I allow paper revisions, students inevitably focus on correcting those errors rather than revising for content.