This chapter reports the results of a study carried out in the context of a writing programme in the Faculty of Arts of a traditional Chilean university. It describes the nature of disciplinary writing in an Art course along three curricular stages and suggests applications for both teaching and designing of writing programs across the curriculum. The study explores the various genres appearing along the disciplinary education in Arts, approaching its description from activity systems theory as well as providing an account of their main discursive patterns and schematic organisation, based on Systemic Functional Linguistics (SFL). By integrating diverse theoretical and methodological frameworks, this chapter exemplifies and discusses the productivity of having a robust and diversified theoretical foundation for the description of disciplinary writing and the design of writing programmes. In this sense, the chapter presents an attempt to bring together complementary theories for both research and curricular policies in the disciplines while integrates research and educational practice.