In the past decade there has been a substantial increase in the number of introductory statistics courses taught at the undergraduate level. Many have argued successfully for the extensive use of writing in such courses in an attempt to highlight the interdisciplinary role of statistics and acknowledge that a good statistician must also be good at summarizing his or her analyses to nonstatisticians. This point was made by Radke-Sharpe, who went on to add that incorporating writing demands time, energy, and creativity, but that it is usually well worth the effort. This article discusses the efforts made by the authors to include writing in their courses, and some of the techniques that made the writing process painless and productive for both students and faculty.