ABSTRACT
Let us begin with a point on which we all agree: There is, in fact, a writing crisis. Many of our students are not accustomed to writing at all; most of them do not write as fluently, as perceptively, or even as correctly as we might wish. Furthermore, the problem is not limited to our own classes; there is no reason to think that our own students have singled us out for special abuse. Our colleagues in other departments—at least those who require students to do very much writing—feel the same frustration we feel when we read students’ writing.
