Changing a curriculum is already stressful enough without finding new ways to create anxiety, discontent, and rancor. To provide a truly integrated liberal education, the author contends that educators must not only change their curricula--the courses they offer--but they must change what they do in the classroom, the kinds of papers and assignments and labs and projects they assign, and the kinds of test questions they ask. This article presents three reasons why--all political instincts to the contrary--it is better to fold conversations about writing across the curriculum into the larger debate about general education models, scaffolding, institutional support, and student needs. While this short essay addresses oral communication across the curriculum and quantitative reasoning across the curriculum only in passing, it is safe to say that much of what applies to writing applies to these areas as well.