Writing against the Curriculum responds to the popularity of Writing Across the Curriculum (WAC) and similar programs in U.S. higher education. Essays by administrators, faculty, and librarians teaching introductory and advanced writing classes argue that such classrooms make excellent spaces to question disciplinarity through the study of rhetoric, critical thinking, and curricular flexibility. This intervention in composition and cultural studies discourses enables the activist enactment of cultural studies' theory and addresses the theoretical implications of composition practices.