Teaching writing at the university level in the 21st century is a challenge. Students are occupied with so many personal, social, and educational demands that the skill set required to become a competent
writer is low on their list of priorities, if it appears on their list at all. The prospect of learning how to write well has always been subject to the "duh" factor. Writing students usually reason as follows: "I know how to read, and I know how to talk, so, 'duh,' I know how to write." This is an interesting analysis, and it appears to have some valid elements of logic, but ultimately the logic is flawed. It is much the same as suggesting that because you can read a recipe in a cookbook you can competently prepare the dish, or that because you are capable of speaking you can deliver a rousing, persuasive speech. Learning to write well, even only passing well, is not as easy as being able to read or being able to speak.