This study reports on a quantitative assessment of enhancements to a Writing in the Disciplines course in Kinesiology. The assessment coded student writing produced in semesters before and after a Kinesiology course was enhanced with both iterated peer review groups and writing-process scaffolding. These enhancements were developed through a sustained partnership between WAC and disciplinary faculty. Analysis of the results revealed significantly higher scores in five Learning Outcomes developed to align with the Framework for Success in Postsecondary Writing (2011). These findings offer quantitative evidence that adding writing-process pedagogy and iterated peer review improves student outcomes in both writing and critical thinking
