This article uses womanist ethics and theories of writing instruction to illuminate the experiences of black women seminarians with theological writing at a predominantly white institution. The three cases presented here highlight two ethics for teaching and evaluating theological writing: clarity and creativity. Already triply marginalized by race, sex, and class, black women are often greeted with unwritten norms around academic theological writing that threaten their self-concept and their development as producers of theological knowledge. This work centers reflections of student-learning on the voices of black women who found their own ways of negotiating these demands. Their responses to the problems of writing for and in white, male-dominated theological discourses provide moral strategies that all writers can employ and that all theology professors can make a regular part of their ethical pedagogical practice.