Writing across the curriculum has become a mainstay at many higher education institutions. While writing activities are a natural fit for many courses, incorporating writing within General Chemistry is sometimes seen as incongruent with the central learning objectives. This symposium will address why and how to develop, deliver, and provide constructive feedback on student writing activities. Of particular interest are the ways in which presenters have merged writing development within traditional chemistry content activities (e.g. homework, quizzes, tests), and how instructors, who may not be unshakably certain about their own writing skills, can provide meaningful feedback for learners. Examples of successful and not-quite-so-successful implementations of writing activity inclusion are encouraged.