Three premises are basic to Writing Across the Curriculum: (1) when learning involves writing, more learning is achieved; (2) learning to write involves learning to manage and coordinate the component skills of writing within real writing tasks; and (3) through writing, students can learn how to actively touch the content of a class. The role of teachers who accept these premises is to teach other instructors what Writing Across the Curriculum is and can do to help improve students' growth in other fields. Emphasis must be placed on the need for more writing, different kinds of writing, and a different view of what teaching writing is. Implementing a Writing Across the Curriculum program begins with the preparation of a clear explicit statement of the rationale for and goals of the program. Next, administrative and faculty support is enlisted, and faculty involvement is developed through workshops and individual contact to help in the planning and design of writing assignments. The workshop sessions may focus on topics such as note-taking, class logs, study guides, writing assignments, essay tests, and conference evaluations. By recruiting instructors who will participate with energy and commitment, the future of the Writing Across the Curriculum program will be assured. (LAL)