Abstract
In this chapter, the authors discuss a sustained writing across the curriculum (WAC) partnership between the Animal Sciences and English departments at their institution. Drawing on archival and interview research, they explore the decade-long collaboration between graduate student coordinators and course faculty to negotiate between learning to write and writing to learn objectives. This chapter aims to encourage WAC practitioners to engage with content experts about differing concepts of and approaches to writing instruction in STEM coursesSTEM courses. The history of this partnership demonstrates that graduate students can make a strong impact on faculty developmentfaculty development in writing instruction. The authors conclude with a list of recommendations for administrators who may be forming writing partnerships on campuses where there may not be a strong WAC presence.