Despite the general trend to embrace interdisciplinarity in post-secondary education, we remain remarkably unclear concerning what we mean by interdisciplinarity and how it is achieved. Reporting on research conducted in a team-taught interdisciplinary course, I propose a new way of conceptualizing interdisciplinary connections, grounded in Bakhtinian theories of language and cognition. I offer a three-part schema for identifying the discursive disciplinary resources individuals use to make interdisciplinary connections and identify some broad characteristics of writing assignments that appear to invite students to make connections among disciplines. Finally, I argue that reflection on certain types of interdisciplinary connections can be an extremely powerful resource for interdisciplinary as well as disciplinary thinking and learning. Assignments from the Interdisc II Sequence are appended. (Contains 1 note and 5 tables.)