At the beginning of this series on how to write and present research,([1,2]) we repeated Whitesides's [3] message that working in the laboratory, modelling, designing, and troubleshooting constitute only part of the research effort. Discovery, development, analysis, and reviewing literature is work which is incomplete until you publish it and others cite it.([4]) Our questions address specifically how to write and present with greater clarity, which is only one element in the process and includes: (a) acknowledging that you should write and present better; (b) deciding that you want to improve; (c) identify means to achieve this goal-courses and books, for example; (d) dedicating time to practice; (e) finding a coach or some way to get feedback on how you are doing; and (f) implementing what you learn in all written and oral communication. Writing and presenting are indispensable skills for researchers, but for many of us, formal instruction on communication ended in high school or the first year of university. However, universities are now implementing soft skill workshops as part of the offering to new graduate students. Funding agencies recognize the importance of these skills and now require programs in grant proposals (NSERC CREATE, European RECHIND). These resources are most effective when students recognize that they need to improve their skills and also want to improve them. Great musicians, athletes, and Go players practice continually. Furthermore, they have coaches to give them feedback and help them develop strategies. Writing is as complex as these activities and, like with them, we can improve at it continually.([5,6])