In this thesis, we address foundational issues in WAC research from an “interdisciplinary” point of view. To wit, we entertain the hypothesis that a synthetic approach to designing WAC curricula, manifest as intimate interactions in writing between contents experts and writing researchers, can encourage students to improve their command of meta-discourse in academic contexts. In particular, we experiment with writing curricula for economics. This perspective can be also regarded as a fundamental but practical application of “linguistic holism,” to text analysis: text should be more seen holistically. Accordingly, we argue, and to some extent demonstrate, that WAC should be redesigned as a so-called task-based curriculum, bridging the gap between academic writing and general writing in a meta-discursive sense; writers do not simply produce a text to convey their knowledge but also to meet their readers’ expectations within social contexts. It is our belief that the “task-based” WAC curriculum rides on two main propositions. First, teachers in that curriculum can help students draw a sharp distinction between informational transmission of academic texts and social communication of the very same texts arising within their corresponding academic community. Further, such distinction should be derived from text analysis, having the consequence that students can audaciously embrace a variety of practices prevalent within the academic community they belong to, whether such practices are linguistic or not, as learners’ educational toolkits for creating their own academic texts.