In an attempt to improve its students' writing abilities, as well as their critical thinking skills, Lord Fairfax Community College, in Virginia, developed a program called "Thinking through Writing." The project designers believed that concept formation, classification, memory enhancement, and other learning/thinking skills could be enhanced by discipline-centered writing. In the first year of the 2-year program, the faculty researched possible methods for meeting both their individual and collective goals. During the second year, individual faculty members utilized the assignments and activities developed during the previous year, and established a research component to measure the program's success. Following a brief introduction, this report on the Thinking through Writing program presents descriptions by 10 faculty members of the activities they utilized and the results they achieved during the project. The collection includes: (1) "Learning Literature Sans Pipe and Tweed," by Felicia H. Cogan; (2) "Critical Thinking through Writing in Chemistry," by Ernie E. Grisdale II; (3) "Thinking through Writing in Business," by Virginia Hartman; (4) "I Was Forced To Think (English)," by Anne L. Legge; (5) "HLT 116 Personal Wellness Classes," by Walter K. Malinowski, Jr.; (6) "Augmenting Critical Thinking through Writing in an Introductory Philosophy Course," by Harold G. McMullen; (7) "Thinking through Writing about Art," by Lahna Neely; (8) "Thinking through Writing (English)," by Nancy Penney; (9) "Teaching Concepts Through Writing in an Anatomy and Physiology Class," by Ramon R. G. Selove; and (10) "Writing To Learn in Introduction to Microcomputer Software," by Gary L. Tusing. Numerous appendixes of sample writing assignments, survey instruments, survey responses, and references are included throughout. (MAB)