Writing across the curriculum has become an educational reform movement that now questions the nature, purpose, and goals of educational institutions. Writing across the curriculum is based on premises such as the following: reading, writing, talking, and listening are the modes through which people think and learn; the more people write the better they learn; and teachers are the primary agents of instruction in the curriculum, and thus the primary agents of educational change. These premises are often introduced to interdisciplinary groups of teachers attending writing seminars and workshops. At such workshops, teachers explore the role of writing in the curriculum and in their subject area by reading works of composition researchers, by writing in journals or logs, by fulfilling multiple draft assignments, and by collaborating in peer writing groups. Programs developed along these lines have caused noticeable changes in the relationships between (1) teachers and students, by changing the classroom into a place in which both participate as partners in a learning dialogue; (2) teachers and colleagues, by bridging the chasm between composition and literature instruction; (3) teachers and institutions, by challenging the emphasis on research and compartmentalization within institutions; and (4) institutions and society, by empowering students with language awareness, critical thinking, and enlightenment. (HTH)