The anchor of successful writing-across-the-curriculum programs is an organized nucleus of features called the four Ps: planning, proposing, preparing, and prototyping. Planning requires organization and connections among the mechanisms of designing and implementing both program activities and evaluation designs. It should begin at least two years before the program begins and then continue throughout the life of the program. Planning also requires evaluation designs that are internal as well as external, formative as well as summative. Proposing, like planning, is recursive because, after the initial proposal is submitted to internal and external sources of funding, the institution finds itself proposing still more ways to extend, expand, or continue what was begun. Preparing requires orienting all people at the institution for the program before, during, and after implementation. The nature of the preparation for faculty is largely dependent on the project administration's ability to look to and beyond English faculty in making writing across the curriculum happen. The final cycle, prototyping, sets a program apart from others. It is what constitutes model programs and insures their long-term maintenance. There are representative prototypes of parts if not of whole programs that have influenced program development elsewhere. If any aspect of writing across the curriculum is replicable, the value of such a program has far-reaching effects beyond the interest of its home institution. (HOD)