This narrative inquiry identified patterns used by college freshmen in negotiating meaning in the context of interdisciplinary teaching. Brainstorming and comprehension discussions about the prompts aided students in perceiving themes to write about in the light their academic programs. Analysis of audio and video transcripts revealed that students negotiated meaning with the teacher during the oral comprehension checks through exemplification, confirmation, incorporations, and self-corrections. With tentative topics in mind, students initiated idea webs using synomyn clusters, phrase concepts, and arrows, numbers and other geometric figures to show relationships, sequence and importance of ideas. Having scribbled sentences, students went through a series of mostly self-initiated repairs of ambiguous syntactic structures and recast of sentences through exemplifications and incorporations to capture what they really intended to convey. Their attempts in repairing clusters of sentences did not seem to enhance overall clarity of meanings. Doodle sheets and drafts tapered in number as episodes progressed; perhaps students acquired learning tools that aid them in handling them subsequent writing tasks, like: recording concepts and tentative ideas during brainstorming and discussions about prompts, and re-reading text to determine the structures that need revisions. Systematic documentation can describe more vividly the processes in negotiating meanings in written and oral productions.