A study examined working conditions for writing teachers in postsecondary writing programs in Louisiana. The Louisiana Association for College Composition (LACC) sent surveys to LACC member schools in 21 writing programs, and 15 responded. The first part of the survey asked for responses to the February 1989 draft of the Conference on College Composition and Communication's "Statement of Principles and Standards for the Postsecondary Teaching of Writing" (the "Wyoming Resolution"). The second part asked for information about working conditions. Results indicated that: (1) only one respondent disagreed significantly with any of the statements of the Wyoming Resolution, although the respondents often disagreed on the priority given to each position; (2) weak support and little appreciation was shown for the work of writing program administrators; (3) departments that employed graduate teaching assistants often limited the assistants to the "ideal" of teaching an average of one course per term; (4) training, support, and supervision of teaching assistants varied considerably; (5) all but three schools reported that all ranks of faculty were involved in determining the writing program's policies; (6) class sizes and proportion of part-time and temporary faculty were consistently higher than recommended by the Wyoming Resolution. Findings suggest that teaching conditions in Louisiana writing programs in 1989 were substandard for faculty and students. Results of the survey have been used to inform faculty, administrators, and state legislators about the Wyoming Resolution and the conditions of writing programs. (The second part of the survey instrument, including tabulations of results, is attached.) (RS)