Focusing on the issue of writing across the curriculum, this bulletin includes papers presented at the 1986 Annual Composition Conference. In his introduction, Isaiah Smithson describes writing across the curriculum as a "subversive" activity in that it entails a radical shift in the way teachers teach and learners learn. Toby Fulwiler elaborates on writing across the curriculum as a source of profound pedagogical change and advocates using this pedagogy to effect a "transfer of power" from the teacher to the learner, thereby creating a student-centered curriculum. Stephen A. Bernhardt, Genelle Bedokis, Linda Stevens, Barbara Wilson, and Suzanne Ludwig describe two extensive writing projects, developed at writing-across-the-curriculum summer institutes, that incorporate writing assignments involving students in research within several disciplines. Bradley Hughes calls for encouraging writing across the curriculum by redefining and expanding the role of the writing center. Ron Fortune describes a method for interweaving the teaching of writing and literature by concentrating on students' and teachers' creative processes. Lela M. Detoye explains why writing is such an effective learning tool and discusses how students transfer knowledge and procedures from one learning situation to another. Finally, Susan Gabriel and Donna Singleton provide a brief bibliography of writing across the curriculum that addresses writing as process, general theory, faculty workshops, writing labs, and practical applications. (JD)