The purpose of this longitudinal study was to assess whether faculty writing workshops could facilitate writing in heterogeneous disciplines by linking specific, workaday writing activities (Tschudi, 1986) with Bloom's taxonomy of educational objectives (1974). Multi-disciplinary faculty participating in writing-across-the-curriculum workshops reported improved teaching of writing and an increase in available teaching strategies. The results extend previous research of this kind of approach (Sipple and Stenberg,1990). The approach of The University of Louisville described here is in many ways similar to the groundbreaking approach used by Robert Morris College, but reduces the necessary contact time from 45 hours to 10 hours. Fifty-two faculty representing 24 disciplines participated; data included interviews, surveys, and comparison of before and after syllabi. Many faculty reported an increase in reflective pedagogical practice, more critical selection of writing activities appropriate to achieve their objectives, and less time required to construct writing strategies to achieve discipline-related instructional goals.