This essay is written in several parts. First I ponder about whether or not it is really possible to do much these days to help students to write effectively. Next I nonetheless give some examples of how colleagues can (and have) set about the task. These examples come in two sets: traditional things we must stop doing, and new things that we might do. Finally, I conclude, somewhat pessimistically, that while these activities may help, they might not make a lot of difference. Writing well – like any skill – requires practice, and most students do not have the necessary time and inclination.
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