This article describes the goals and methods of the international Writing Across the Curriculum (WAC) movement in higher education, and WAC-enriched learning approaches that the author used in teaching a social work gerontology practice course and a sociological theories of aging course. The author's in-class, low-stakes, nongraded writing assignments facilitated students' development of knowledge about gerontological practice and sociological theories, as well as analytical thinking. The assignments are influenced by WAC's perspective that when students write their reactions to information, their understanding and retention of information improves; that writing can facilitate the application of new content to students' own lives and interests; and that increased frequency of writing increases writing comfort and maintenance and can result in the improvement of writing skills. The students' reactions to the assignments have been very positive.