The writing across the curriculum movement has rightfully gained recognition as a transformative force in how teachers conceive of, use, and assign writing in their classes throughout various disciplines. Drawing on data from the first three years of an ongoing study of faculty "WAC fellows" at a large, comprehensive state university, this article takes the view that, at its best, writing across the curriculum involves students deeply in writing as a social practice and that similarly applying WAC principles to student reading--and how teachers assign reading--is our best hope to address the problematic nature of how students do or do not read for school.