In this article, the author draws on the findings of a previous study of the history of writing instruction at UWI, Mona, to argue that academics' attitudes to writing and its instruction throughout most of the six-decade history of the institution suggest that large numbers of "content" faculty may not readily address the component of Writing Across the Curriculum (WAC) which requires them to be directly involved in students' writing development.

Renewed international interest in Writing across the Curriculum (WAC) is testimony to a growing acknowledgement that writing plays an important role in all areas of the curriculum. However, not enough atention has been paid to the workplace where the writing skills of students find final application.