This article argues that teaching writing can help graduate students become better writers. Each year, more than 100 graduate students from more than thirty departments participate in one of two training courses offered through Cornell's John S. Knight Institute for Writing in the Disciplines. This article describes some of how these courses engage with graduate student writing practices, and what Knight Institute faculty have learned from these students about graduate student writing. The article describes specific features of the training curricula that help graduate students learn to write as academic professionals. Primary source material is drawn from writing produced by graduate students in course evaluations, assignments, or in response to surveys sent to current and former graduate students. Graduate student observations that figure prominently in this article include a focus on writing process; the connection between teaching writing and learning to be a better writer; the value of reflection; and the efficacy of building communities where writers read each other's work.