Employers are lamenting that our marketing graduates have inadequate writing skills, but university education is no longer providing enough classroom opportunities for students to develop their writing proficiency before graduation. This article examines marketing students’ fundamental writing problems, based on a study done of over 3,500 student marketing papers. The article then suggests a form-specific pedagogical approach that has been effective to shore up students’ writing problems. With the addition of a few targeted writing assignments and some changes in class procedure, marketing students will be better prepared to handle the writing that will be required of them in marketing positions.