A semester-long faculty seminar at Hunter College involved teachers from 14 disciplines in weekly meetings regarding writing in the subject areas. Although the teachers read literature on writing and heard from outside writing experts, they spent most of the time working together on designing and criticizing writing assignments for their classes and on examining students' papers. Among the learnings of the teachers were that fundamental writing skills do not vary across disciplines and that students gain understanding of a subject through writing about it. The group eventually wrote a report including recommendations for writing across the curriculum, for types of writing assignments, for course changes, and for a college-wide committee to monitor writing requirements and college-wide policies on the amount of writing expected in different types of courses. Among the insights gained by the English teachers who moderated the seminar were that writing teachers should move students from personal to academic writing as soon as possible and should choose writing topics based on key concepts in other disciplines, that the teaching of the basics of acceptable writing belongs in basic writing courses or in tutorial centers, and that writing teachers must assign writing topics that enable students to write to learn at the same time that they are learning to write. (GT)