Why is it necessary to teach writing in higher education? Shouldn’t students have developed writing skills by the time they reach this level? Is a first-year workshop enough? Who is responsible for teaching writing at the university? In what situations? In this chapter, I address these questions starting from the idea that writing is one of the most powerful learning “methods” and therefore, cannot be left for students to sort out on their own. I also work from the understanding that any subject is composed—in addition to a set of concepts—by specific modes of thinking linked to particular ways of writing; and that these forms must be taught alongside course content. As a sample of my pedagogical work, I analyze four pedagogical situations where writing functioned as a tool to work and re-work the concepts of a social sciences subject. https://wacclearinghouse.org/books/international/la/seminal/ https://doi.org/10.37514/INT-B.2025.2739 ISBN: 978-1-64215-273-9 (PDF) | 978-1-64215-274-6 (ePub) | 978-1-64642-829-8 (pbk.) DOI: 10.37514/NT-B.2025.2739