The purpose of this study is to examine the design and implementation of English-writing curricula in four-year English departments of technological universities and colleges in Taiwan. Data collection consisted of two phases. Phase 1 involved retrieving relevant information on required English writing courses, calculating the required number of credits, and categorizing writing courses according to their types (i.e., course titles and required vs. elective). In the second phase, 12 teachers and 38 students from five schools completed surveys designed to elicit their views on the design and implementation of the writing curriculum in their respective schools. Data indicate a wide range of credit requirement and curriculum design in the writing programs of the 56 surveyed schools. Data from the second phase show that many teachers and students from the five surveyed schools voiced their needs for a better-coordinated writing program. It is hoped that the findings will provide valuable information for future design and reform of the English writing curriculum at the tertiary level in Taiwan.
