Three contributions to a panel discussion on writing-across-the-curriculum at Kapiolani Community College (KCC) are presented. First, "Why Writing-Across-the-Curriculum: Background and Context," by Caroline Nakamura, reviews programs offered across the country, discusses the need for such programs given the decline in students' writing ability, and highlights the relevance of writing-across-the-curriculum approaches given recent findings on the nature and function of writing. Next, "Writing-Across-the-Curriculum at KCC: A Case Study," by Robert Fearrien, traces the history of the college's writing program and examines the assumptions and procedures that guided the development of the project. Finally, "Designing a Writing-Across-the-Curriculum Program: The Contagion Model," by Sheldon Hershinow, offers guidelines for curriculum development based on the assumptions that writing is a continuous and inescapable part of every student's career, that it is a complex activity that requires continual practice, and that its presence is necessary in every sphere of the curriculum, since writing is a fundamental mode of learning and discovery. Hershinow also underscores the importance of an interested faculty, a freshman writing program, and a committed program coordinator. (HB)