The teacher-centered "writing across the curriculum" program at Michigan Technological University has as its main thrust to educate teachers from all disciplines in the functions and processes of language, to provide a framework for assistance with pedagogical strategies, and to provide follow-up experiences necessary to create a community of teachers continually cognizant of the relationships between language and learning. The focus of the program is on written language and its four major functions: communication, self-expression, knowing, and values formation. The General Motors Foundation funded week-long institutes for faculty from various disciplines to concentrate on writing and talking about writing for five summers at the rate of two or three institutes a summer. Shorter two-hour workshops on campus throughout the school year and a newsletter network for participating faculty have also been established. Classroom strategies emerging from the institutes suggest maintaining teacher and student journals, using essay questions as effective learning tools in lieu of homework problems, and incorporating revisions of formal papers in the classroom structure before final submission. The general pedagogical principle guiding the program is that students learn to write by writing and rewriting often to serve different purposes and different audiences. (AEA)