Two recent books on writing across the curriculum—The WAC Casebook: Scenes for Faculty Reflection and Program Development and WAC for the New Millennium: Strategies for Continuing Writing-Across-the-Curriculum Programs—provide two operative words that are vital to any discussion of WAC: “reflection” and “strategy.” As Chris Anson contends, “We do not always find opportunities to reflect on the teaching process, even though it makes up an important part of our professional lives [...] But such investigations work most successfully when they become public—when we talk about our teaching, share ideas, and solve problems with our colleagues” (xii). To reflect upon WAC now is timely, especially if we heed the advice of Susan McLeod and Eric Miraglia, who argue in WAC for the New Millennium, that “higher education is facing massive change in the next few decades, which could spell trouble for WAC programs” (1). A reflection on WAC, consequently, becomes dependent on particular strategies to keep the movement vital for the future. At St. Norbert College, a Catholic, liberal arts college of 2000 students in Wisconsin, we have developed a WAC program that complements our mission to provide for a values-centered curriculum. Our program, which situates writing as a moral and civic responsibility, has been a key factor in gaining both ad-