The importance of writing skills to business students, job-seeking graduates and discerning employers is well documented. The literature continually provides metrics on business graduates' deficient writing skills. The authors categorize and differentiate strengths and deficiencies in writing skill acquisition across the business curriculum. The literature review summarizes employer priorities and business-school learning outcomes, cross-disciplinary writing initiatives, and the advantage of a curriculum utilizing writing fellows and writing centers. Further, field data collected at two east-coast colleges highlighting writing initiative implementation and integration reveals positive attitudes by faculty favoring inclass focus and students favoring out-of-class writing support.