Writing does not hold any intellectual interest for most students. It is as though it is a vaccination that needs to be endured. With this mental frame, their writings turn out are hard and dull. The papers they produced suffered vicariously from obscurity, incoherence, ambiguity, jargon, pedantry, mannerism or downright illiteracy—to say nothing of haphazard organization and fitfully recognizable spelling and punctuation. Student writers of these descriptions are thought of as “difficult” or “boring,” “long-winded” or “involved” as if these were inborn traits of characters and not failures of craftsmanship.

Clearly this state of affair is not limited to degree candidates in higher education.

Everybody complains of poor writing in business, government and the professions. Even in the writing trades—publishing, journalism, scholarship and science—the groaning about prose that is muddled, overlong, dangerously misleading is continual; and the complaint, naturally, is always of the other fellow’s carelessness or incompetence.

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