Many claims are made about writing-Across-the-curriculum (WAC) programs now in place at more than one-third of the nation's community colleges, yet there has been little systematic study of the construction of college writing in WAC contexts. This naturalistic investigation uses methods of grounded Theory (open coding, axial coding, Theoretical sampling, and integrative memos) to trace discursive representations of college writing in a cross-disciplinary writing center. The center is staffed by faculty from various departments who participate in training sessions that function as an ongoing WAC seminar. Data sources include writing center conferences, student and tutor interviews, writing assignments, drafts and final copies of student texts, meetings of tutors and other faculty, and archival documents. The result is two-fold: a description of several dimensions of college writing (process, product, audience, purpose, and student-as-writer) and an analysis of the presence and absence of tensions in student, tutor, and faculty representations of college writing. I found that faculty-tutors represent college writing as a complex, social practice; that representations of college writing are negotiated in writing center discourse; and that a WAC environment supports, but does not guarantee, a critique of college writing. At the institution where the study is set, faculty understand both writing-as-process and writing-to-learn; nevertheless, the products that 'count' in the academy have not changed, and the notion of student-as-writer does not inform institutional ideology. I conclude that WAC practitioners, student writers, and writing-center tutors can be valuable allies in a critique of college writing as a social practice and that such a critique is the next logical step for writing Across the curriculum to take.