Typically, efforts by English, speech, and developmental reading departments to make students "complete communicators" have been confined to one or two basic skills courses giving unsuccessful "one-shot" inoculations in the theory and practice of one of the communication competencies. As such communication is not taught in the context of the students' major and thus is not "tailored" to fit specific vocational needs, students seldom apply what they have learned outside the classroom. A suitable solution, meeting the need for both specialized training and continued work on skills throughout the academic career, involves asking the faculty to help students communicate more effectively in all classes. Several colleges experimenting with this concept of total academic responsibility have found that it allows students to improve all their skills and allows more effective teaching in content area courses. The crucial part of one such program is the summer faculty workshop, during which faculty are taught the rudimentary concepts of teaching communication skills in content area courses. Course syllabi are then rewritten to incorporate these experiences in the various communication processes. Internal and external monitoring of the program ensures its commitment to practical and sustained communication skills. (HTH)