ABSTRACT
Writing grows from a purpose, and purposes are context-sensitive. Good writing in one context is not good writing in another. Writing to produce finished work is necessarily fraught with all the anxieties of receiving feedback, which is why it is so valuable to write for practice. Most students have written quickly at times—during exams, producing papers at the last minute—so the ability is there. With practice, that writing speed can be harnessed early in the process rather than only at the last minute. One of the great dangers in writing about research literature is that there is so much to write about. For that educator, writing extensively about the nature of the problem—what outcomes were measured, where, when, and how—could be an extensive discussion. Scholars often assert the dimensions and scope of their discussion with broad claims that they do not even try to support.
