This paper winisform readers about a comprehensive approach tocollaborative tffotts betweenfitculty developers, discipline specificfaculty, and writing specialists. Miami University's Richard T. Farmer School ofBusiness Administration has begun tosupport a team ofwriting specialists, led byafitculty developer. This team has worked withbusinessfaculty to builda model ofcollaborationfor using Writing-Across-the-Curriculum thataddresses some ofthe shortcomings of earlier models. This paper recounts the successful use ofthis new model in one accounting class.

This paper winisform readers about a comprehensive approach tocollaborative tffotts betweenfitculty developers, discipline specificfaculty, and writing specialists. Miami University's Richard T. Farmer School ofBusiness Administration has begun tosupport a team ofwriting specialists, led byafitculty developer. This team has worked withbusinessfaculty to builda model ofcollaborationfor using Writing-Across-the-Curriculum thataddresses some ofthe shortcomings of earlier models. This paper recounts the successful use ofthis new model in one accounting class. W riting-Across-the-Curriculum (WAC) celebrated its 25th anniversary in 1996, according to Barbara Walvoord (1996), one of its most prominent advocates and leaders. This celebration marks only the latest incarnation of attempts to re-integrate and recuperate what was once at the heart of almost all academic curricula. More interesting, perhaps, than any anniversary the "modem" WAC movement might mark is the question of how writing got out ofthe curriculum in the first place.