In undertaking research and in developing disciplinary knowledge the craft approach to PhD education still works well, even though it has been extensively supplemented in modern times by much more formalized, extensive and lengthier processes of advanced instruction. And on authoring issues, many students will perhaps be lucky and have sympathetic staff as their supervisors, people who are themselves skilled and experienced authors and who are also prepared to devote a lot of time and effort to inculcating similar authoring skills via individual working with students. In these circumstances the by-product approach can still deliver outstanding results. But normally the by-product model of how students learn and develop is far more problematic in relation to authoring