Critical writing is intertwined with performances of professional identity, voice, and persona--performances that can be studied and practiced. To that end, the author proposes that one intuitive place to locate such study and practice is in English graduate curricula. This essay calls for an explicit commitment to graduate-level writing instruction in English studies that goes beyond incorporating drafts, peer reviews, and workshops into seminars and entails more than extracurricular writing workshops to supplement course work. The author's push here is for a graduate writing course--required or not, depending on local circumstances--the aim of which is to create space, community, and rhetorical awareness/flexibility necessary to brainstorm, create, and sustain a wide variety of critical writing projects. (Contains 6 notes.) ["Toward Graduate-Level Writing Instruction" was written with Allison D. Carr.]