Poor writing among students is not necessarily a function of poor learning, but rather may be a function of poor teaching, and poor writing instruction will continue as long as English remains an undisciplined profession. Examples of the profession's lack of discipline include curricula devised by individual teachers, part-time teachers unqualified to teach writing, and discrepancies in writing techniques from one teacher to another. The preparation for English teachers at the United States Military Academy at West Point, New York, presents one way to achieve the needed discipline within the faculty. This method consists of three phases: course design and planning, teacher preparation, and teacher sustainment. At the end of each academic year, faculty members list by preference their three choices for summer assignments, among which are course planning committees. They then work with the directors of the two cadet writing courses to assess, design, and plan the course for the upcoming academic year. One week prior to the start of fall classes, the instructors meet to "calibrate" criteria for evaluating and grading papers and methods for conducting classes. For teacher sustainment, the course director meets in conference with the instructors during each semester to discuss problems and their solutions, recalibrate, and reaffirmm the integrity of the course. Tenured faculty members also visit classes, especially those of new instructors, and discuss what they may do to improve their teaching, or reaffirm the more effective techniques observed. This faculty participation in assessment, designing, and planning of the writing program is the first step toward discipline in the profession. The second step is acquiring an attitude and code of conduct: faculty must be committed and loyal to the approved program and to teaching within its guidelines. (HTH)