This document describes a form of curriculum infusion for college instruction in which information about alcohol and other drug problems relevant to the content of a course is provided and related assignments are made. Specifically, the paper focuses on an English writing assignment that involved student self-reflection on his or her use or non-use of alcohol. The assignment described was given by 2 volunteer instructors to 117 students in 4 freshman English composition classes. The assignment itself is presented in this paper, along with instructor and student evaluations of the assignment. The evaluations were obtained through questionnaires concerning the impact of the assignment; the questionnaires were completed by both instructors and 92 of the students a few weeks after completion of the assignment. It is noted that the instructors thought the assignment was worthwhile and that it caused students to think about or evaluate the role of alcohol in their lives. The summary of student evaluations and excerpts from student evaluation forms illustrate that the students also saw the assignment as worthwhile; 97% of the students reported that the assignment should be repeated in future composition classes. A brief discussion section provides suggestions for implementing such an assignment and emphasizes the value of an intentional self-reflection component to efforts to educate students about the hazards of alcohol misuse. (NB)