This paper investigates the development of writing initiatives in Central and Eastern Europe and the former Soviet Union, an area where prior to 1989, writing in universities played a very minor role. Using data gathered from eight institutions that currently have writing programs of some sort, I identify three typical paths writing initiatives have taken. I show how the identity of the stakeholders involved in the introduction of such initiatives has resulted in writing being taught largely in English as a second language, and the teaching of writing in local languages has been widely neglected. Finally, I discuss possible measures to remedy this situation.