Based on a project concerned with studying invention across the curriculum, this paper discusses an across-the-curriculum writing program that encourages students to take control of what they are studying, contributing to what is known rather than being passively filled by it. The paper (1) challenges the current notion that creative behavior is a process somehow independent of the enduring product it struggles to produce; (2) affirms and promotes the role reading and writing have in the invention or generation of new ideas in a given discipline; (3) supports the idea that the knowledge, insights, and methodologies of several disciplines may shed light upon one another, thus enabling people to use new logics, evoke new meanings, and discover new patterns in the pursuit of knowing and thinking; and (4) offers general proposals for a new kind of program for writing across the curriculum. (EL)