This paper asserts that an English department that wishes to involve other departments in helping to improve students' writing skills must proceed through four distinct phases: (1) preparation of a rationale for involving other departments in the teaching of writing; (2) administration of a writing-attitude inventory to colleagues in other departments; (3) compilation of a needs assessment for each department that is willing to participate in an all-school writing program; and (4) development of an ongoing inservice education program for faculty members. The paper offers suggestions for dealing with these four areas and provides a sample writing-attitude inventory, a writing-attitude scale, sample departmental-needs assessment forms, and a list of suggested participants and goals for a writing committee. (GW)