The question of what to do "after the workshop" has been treated only in passing by writing across the curriculum experts. When planning the writing across the curriculum program at La Salle University (Philadelphia), the writing faculty decided to make continued "after the workshop" interaction with the writing specialist an integral part of the program. After two years of the program, the faculty planners were able to draw the following conclusions about how teaching practices had changed: (1) new writing assignments were introduced; (2) some instructors retained some former assignments but modified them by changing scope, clarifying the instructions, or defining them more completely in terms of rhetorical context, including purpose and audience; (3) some instructors added explanations of evaluative criteria to assignment specifications; (4) some instructors added additional class time for instruction related to the assignment; (5) about half the instructors evaluated student papers with the aid of a checklist and abbreviated symbols; (6) some instructors phased assignments so that a preliminary "stage" of the assignment was evaluated by the instructor before the student completed the assignment; and (7) some instructors revised the objectives of their course and the accompanying reading materials. (HTH)