This paper discusses a collaboration between a criminal justice professor and the coordinator of composition at a small, four-year University in a rural location. The goal was to restructure the writing assignments in criminal justice courses in such a way as to enhance student participation in writing assignments and to improve the quality of their work. Many of the student's in these courses are underprepared for college and are often simultaneously enrolled in remediation courses. Therefore, they lack the vocabulary and skills needed to successfully navigate the writing requirements in criminal justice. We found that by scaffolding assignments which reflected the writing process, students were better able to complete the work and improve the quality of their work. Furthermore, students gained confidence not only in their writing abilities, but also in their ability to successfully navigate coursework in their major. Transitioning composition pedagogy into criminal justice courses creates interdisciplinary coherence.