摘要：After eight years, Plymouth's Writing Across the Curriculum program may have reached a dangerous age; it may be just old enough to be taken fop. grunted. Those of us who have become actively involved in the program only in the last few years may be unaware of the origins of the program in the collective concern of the faculty about the quality of student writing. The program has been successfir1 enough to achieve institutional legitimacy in the form of administrative support and finding. But we, the faculty, must not lose sight of the fact that our concerns and energy not only created the program, but drive it as well.
