A study was done at Western Michigan University of faculty and student perceptions of the effects of the baccalaureate-level writing requirements. The assessment was in two parts. First, a faculty survey requested information about: the development and evaluation of writing assignments, the relative importance of essential writing skills, typical kinds of assignments, and grading criteria. Second, a student survey requested information on the quantity of writing required in their courses and their perceptions of faculty grading and evaluation criteria. Of 815 faculty surveyed, 342 responded. Of 3,100 students surveyed, 1,797 responded with usable surveys. Results showed that 78 percent of faculty perceived higher-order skills such as analysis/criticism and organization of argument from sources as very important. The essay examination was the most assigned writing task, followed by short and long research papers. Of students, 60-62 percent indicated having written 5 or more papers during the current academic year and more than 15 pages for classes during the fall semester, 1991. Both faculty and students ranked, in the same order, the same dimensions as important criteria in the evaluation of written work. Appendixes contain copies of the surveys and description of the writing requirement. (JB)