The ability of science undergraduate students to capably communicate course content and their understanding of scientific phenomena through writing has long been considered a problem. Effective methods for improving student writing skills are often fragmented and undertaken on a course-by-course basis rather than as a coordinated approach. This paper describes the implementation of a departmental effort to enhance and evaluate chemistry student writing in several upper-year laboratory courses. The program involves introducing extensive writing focused aspects to course assignments and reports and has impacted over 600 students during a six-year period. Student feedback has been exceptionally positive from undergraduates as well as graduate students who previously participated in the initiative.