A pilot program at the University of Michigan integrated the teaching of developmental writing and the teaching of introductory psychology based upon the two-fold principles of writing-across-the-curriculum: learning to write and writing to learn. The program consisted of four components: (1) a series of brief autonomous composition assignments that served as constituent units for longer term papers and introduced students to the writing process; (2) formal term papers that permitted the teaching of outlining, selection, organization, and revision; (3) journals based on readings from the principal psychology text; and (4) weekly conferences that served as a forum for individualized instruction and discussion of all the writing activities. The shorter compositions on discovering a topic and defending a methodology, and especially the journal writing, maintained the connection between writing and the content course. Keeping a journal, a structured activity, helped the students understand their structured content reading more clearly. The conference approach increased student motivation and allowed the instructor to provide more focused, concentrated instruction. Students were given a diagnostic test at midterm and a placement test for future writing courses at the end of the term that placed 9 of the 11 developmental students in the introductory composition courses. These successful developmental students' average final grades in psychology were better than the class average, suggesting that the joint program was effective. (References are attached.) (NKA)