Over the past two decades, academic and research institutions increasingly moved toward a transdisciplinary model of knowledge production where collaborations occur among disciplines with seemingly divergent methods and ideologies. More complicated than less-integrated modes of collaboration, transdisciplinary research has been described as an inevitable evolution of knowledge making in advanced and post-industrial societies. The author reviews some of the common communicative barriers that emerge in transdisciplinary and radically interdisciplinary collaborations, and argues that as institutional investments in transdisciplinarity become more tangible, researchers and teachers of disciplinary writing should rethink some approaches to writing to learn pedagogy in WAC/WID. The author posits that writing to learn pedagogy should consider teaching disciplinary conventions as situated and negotiable structures, and outlines some specific curricular approaches that could better prepare students for rhetorical effectiveness in future transdisciplinary collaborations.