Using a survey of 138 writing programs, I argue that we must be more explicit about what we think students should get out of analysis to make it more likely that students will transfer their analytical skills to different settings. To ensure our students take analytical skills with them at the end of the semester, we must simplify the task we assign and teach deliberately for transfer. If we can teach students to evaluate rather than just interpret an argument, we will teach them to be citizen-critics engaging in public debate over the merits of arguments about issues that influence us all. (Contains 5 tables.)