Much of the foundational scholarship in writing across the curriculum and writing in the disciplines privileges pedagogies that introduce students to disciplinary writing. Recent scholarship, however, suggests that some faculty members do not want to teach disciplinary writing to their students, particularly in general education courses that cater to both majors and non-majors. Through an investigation of one such course, "Museum Appreciation," this article explores the ways that the concept of metagenre can help instructors in the disciplines, especially those teaching general education courses, integrate conflicting motives across disciplinary and extra-disciplinary writing assignments by emphasizing their common ways of building and shaping knowledge.