Ways in which college-level subject teachers might use writing as a form of learning and as a means of demonstrating learning are presented in this guide. Several assumptions about writing are made throughout this compendium: (1) writing about a subject means thinking about a subject; (2) students can only learn to write by writing; (3) more and not less writing needs to be assigned; (4) less and not more time needs to be spent by teachers on papers; and (5) student revisions of a series of short papers are more valuable than a teacher's massive revision of a single long paper. In the first section of the guide, the literacy problem, the problem as it manifests itself at Hunter College in the City University of New York, and Hunter's approach to the problem are described. In the second section, practical suggestions for dealing with writing problems are made in chapters on integrating writing and learning, assigning writing, and evaluating writing. Appended to the guide are a sample of a step-by-step approach to term paper requirements for a philosophy course at Hunter and a copy of the form used by Hunter faculty to refer students to Hunter's Writing Center. (CMG)