In moves to fortify the discipline and articulate its value, does writing studies risk perpetuating narrow views of disciplinarity and academic writing? Drawing from an analysis of the intersections between WAC/WID [Writing Across the Curriculum/Writing in the Disciplines] and transfer scholarship in popular rhetoric and composition journals, I call for more direct engagement between these two areas of specialization. I argue that bringing transfer and WAC/WID together can craft models of academic writing that embrace--as opposed to erase--the complexities of students' lived experiences. I conclude by suggesting avenues for engagement between WAC/WID and transfer that can promote richer understandings of the relationship between writing and learning across transdisciplinary spaces.