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As this chapter has tried to show, teaching problem‐based analytical and argumentative writing means teaching the thinking processes that underlie academic inquiry. To use writing as a means of thinking, teachers need to make the design of writing assignments a significant part of course preparation and to adopt teaching strategies that give students repeated, active practice at exploring disciplinary questions and problems. Additionally, it is important to emphasize inquiry, question asking, and cognitive dissonance in courses and, whenever possible, to show that scholars in a discipline often disagree about answers to key questions. By teaching a problem‐driven model of the writing process, teachers send a message to the Skylers of the world that good writing is not a pretty package for disguising ignorance. Rather it is a way of discovering, making, and communicating meanings that are significant, interesting, and challenging.