Writing about writing (WAW) is an increasingly popular approach to teaching writing that, while often discussed as a single pedagogy, has always referenced a wide variety of curricula, pedagogies, courses, and assignments. While this diversity has been acknowledged, scholars have yet to fully explore the sources, nature, and implications of this variation. From our reading of over 40 published accounts of WAW courses, curricula, or programs, we articulate a WAW typology using an axiological heuristic that non-reductively but clearly identifies variations of WAW as well as the values that underlie the differences among them. We then explore the implications of these theoretical and axiological differences for the probable results of different WAW approaches, particularly related to claims that WAW effectively facilitates transfer of learning. We conclude with an exploration of questions regarding WAW and transfer that our typology and analysis raise that might be the focus of future research.