This paper describes the process of structuring a Writing across the Curriculum Workshop for college faculty and reflects on some of the workshop's problems and highlights. Workshop participant selection was based on previous expressions of interest from faculty or from recommendations of department chairs. The workshop itself consisted of six half-day sessions immediately following the end of spring semester. Writing in these workshops was examined and discussed in terms of a thinking-learning process and as a tool for critical thinking or sessions developmental learning meant for achieving larger pedagogical goals, rather than merely as a testing device. Workshop participants began to realize the importance of student writing for academic development and ultimately developed their own collection of progressive assignments which asked students to address different audiences and voices for writing within their discipline. Peer editing was also introduced and eventually accepted by the participants. It is noted that although the workshop focussed on writing across the curriculum, the course's agenda actually helped to explore teaching across the disciplines, using writing as a means to approach learning as a process of discovery and empowerment. Contains an 11-item bibliography. (GLR)