This article looks at the apparent paradox between the demand for strong writing skills and the lack of colleges of business that require their MBA students to complete writing courses. In the past, most approaches to teaching writing proved inadequate in producing graduates with the ability to write clearly, effectively, and efficiently. This article examines the implications of neurocognitive research on the reading process for the teaching of writing and ends with a set of 16 guidelines for teaching MBA students how to write well--principles that reach far beyond those specified in the SEC's plain language guidelines.