This article is the introduction to the second of two Communication and Design Quarterly special issues focused on conceptualizations of infrastructure. While there are more continuities than differences between the themes and methodologies of articles in the first and second issues, this second issue leans towards articles that have taken up infrastructure as it pertains to writing and rhetoric. This introduction frames the value of infrastructure as a metaphor for making visible how writing and rhetoric structure and enact much of our world, especially for writing pedagogy. In addition, this article concludes by introducing the six contributions in this issue.

Teaching writing involves helping students develop as critical communicators who use writing to question often-unseen systems of power enabled by infrastructures, including digital spaces and technologies. This article uses Walton, Moore, and Jones' (2019) 3Ps Framework---positionality, privilege, and power---to explore how, through assignments we developed incorporating the Fabric of Digital Life digital archive, instructors can make visible to students the invisible layers of infrastructure. Using the 3Ps framework, we illustrate how our pedagogical approach encourages students to use writing to interrogate digital infrastructure and the ways it is entangled with positionality, privilege, and power.

Online writing instruction is a process of design that includes both spatial and temporal dimensions. Ideally, this process brings together design and pedagogy to move students through their online writing work successfully. Institutionally mandated LMS platforms often constrain this process. This article establishes three design principles and concepts for designing learning environments that take into account both space and time as designed elements of online classes. Applying the principles of backward design, modular content, and student choice to course design can help instructors design more thoughtful, participatory classes centered on student learning and instructor presence.