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Oh, absolutely agree. Part of that are corners of disciplines that have come to prefer obscurantism (which I abhor; as a historian if you cannot explain your topic to a lay person in everyday words, you yourself do not understand it well enough)...
...and part of it has been a retreat from teaching language in the traditional, rigid way. I am all for the idea that use-creates-meaning, but as with most things, one must first know the rules to then know when to break the rules.
For my part, effective prose argumentation - invention, structure and simple prose style - is part of effectively every class I teach. There's simply no other way to teach the *doing* of history and historical thinking without also teaching argumentative writing.
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