A three-week institute at Rutgers University during the summer of 1977 attracted 49 college-level teachers representing a wide range of academic subjects. Organizers of the institute sought to involve these people in an intensive study of the numerous inherent possibilities for learning that writing activities offer to any subject area. The activities at the institute included comparing evaluations of student writing samples, listening to invited speakers, brainstorming about the synergistic reaction between writing activities and content area subject matter, and discussing techniques that combine writing with content learning. Following the institute, most participants moved to implement the ideas they encountered at these sessions; and 35 of them provided descriptions of"follow-up" work directly attributable to participation in the institute. These reports reflect changes in their approach to writing instruction, changes in their own writing habits, and their efforts to involve others in the writing behaviors and writing attitudes that the institute promoted. (RL)