In spring 1998, the Writing across the Curriculum (WAC) committee at Abilene Christian University (Texas) began an 18-month review of the school's Writing-Intensive (WI) courses. From the initial review, it was noted that two problems needed to be addressed: in spite of regular workshops and group meetings, the teachers worked in isolation resulting in classroom practices that varied widely from discipline to discipline; and faculty viewed the WAC director as the judge and arbiter of all writing standards on campus. This paper tells how these problems were addressed, specifically how the WAC program (which had developed into a director-centered program) was reconstructed into a WAC discourse community. The paper first explains that the strategy for in-depth review of the WI courses was to interview WI instructors and identify needs and concerns they had. According to the paper, findings fell into three categories: Instructor Attitudes about WAC; Writing Practices in WI Courses; and Problems/Needs Expressed by WI Instructors. The paper finds that, as a result of the interviews, the WAC committee had a clear understanding of the needs and practices in the WI courses, and with this information the WAC Committee developed guidelines for WI courses that included minimum requirements for courses and a recommendation for a Writing Center. In addition, it states that the workshop structure was reorganized to use more collaborative presentations; the WI curriculum was revised; and WI instructors reported using a greater range of writing in their classes. Appended are findings from collaborative interviews, and guidelines for WI courses. (NKA)