This article describes the effects and results of the collaborative work of twenty high school teachers and university professors, who together over the course of three years, created and initiated writing projects across the high school curriculum. With a focus on teaching students how they could help one another to learn and improve their writing, these teachers were able to achieve immediate and calculable results. They were able to engage otherwise disengaged students, and through both formal and informal writing activities, to get students seeing connections between school subjects and their own lives. Included are detailed descriptions of the assignments these teachers generated, discussions of their process in administering and grading the writing assigned, and assessments of their work and this project. (author/bebrown)