Although authors can learn to write better English simply by reading their edited texts, an editor may decide to edit to educate. This chapter focuses on applying this proactive approach to young authors who are writing research articles as part of their doctorate. Examples are given of topics that an editor might choose to teach these novice writers informally via a regular editing assignment. The editor’s motives for doing this are discussed. Finally, two examples of using editing in the formal teaching of scientific English to doctoral students are described: one in Finland and the other in the Netherlands.