English is the medium of instruction in all Science and Engineering undergraduate programmes at the National University of Singapore (NUS). Therefore, students who do not meet minimum proficiency requirements are placed in English for Academic Purposes (EAP) courses to help them improve. Other generic, domain-specific and workplace communication courses are also offered as core courses or electives so that most students take at least one such course before they graduate. The strong focus on communication skills training for NUS students is aimed at equipping them with academic writing and speaking skills, in general, and workplace interaction skills. This paper, however, discusses the "embedding" of communication skills training within the content curricula of two modules in electrical engineering and one module in a special science programme in NUS as a pedagogical strategy to 'enculturate' [Prior, P. 1998. "Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy." Mahwah, NJ: Lawrence Erlbaum Associates] students into the academic and professional discourse communities of their disciplines. These three implementations are unique, firstly, because they 'include' all students in the cohort in the training, regardless of whether they have taken EAP or other communication courses [Wingate, U., and C. Tribble. 2011. "The Best of Both Worlds? Towards an English for Academic Purposes/Academic Literacies Writing Pedagogy." "Studies in Higher Education" 1-15. iFirst Article]. Secondly, content and communication lecturers collaborate closely with one another and with students to co-construct the latter's deeper engagement in their disciplines.