This webtext outlines how decisions about data collection, segmenting, organizing, coding, structuring, styling, and modeling data influenced, in turn, which elements of literate practice were emphasized within the visualizations.

Translingual scholarship emphasizes the temporal dimensions of language use, and frame language practices as emergent phenomena shaped by repertories of discursive activities sedimented through prior experience. This essay adapts Gee’s concept of lifeworld Discourse in order to theorize (1) how Discourse competencies are cultivated through the sedimentation of discourse practices over time, and (2) how actors occupy thresholds or dwell on borders while they draw on repertoires sedimented through prior experience in response to emergent rhetorical situations. I activate the lifeworld Discourse conceptual framework in an analytical approach that I call a Discourse genealogy in order to trace out the palimpsestic emergence and blending of Discursive competencies throughout labor and community organizer César Chávez’s life. The argument focuses on the archival record of Chávez’s literacy practices in order to understand his emergent lifeworld Discourses from birth in 1927 through the late 1950s, up to the point at which he began to organize the migrant farmworkers under the auspices of the Community Service Organization in Oxnard, California (1957-8). Using textual analysis of Chávez’s writings and oral history records, the following essay shows how one thread of Chávez’s lifeworld Discourse – responding to social injustice – binds together a number of Chávez’s varied Discursive repertoires. My central argument is that when we occupy thresholds that connect Discourses, our repertoires of practice may be blended with new practices to form emergent potentials for responding to rhetorical situations. The thread of repertoires sedimented throughout a lifetime bind together the various social Discourses we encounter and engage with in our public lives.

Our patterns of connection shape how we think, write, read and relate. In response, scholars have begun to understand and teach literacy as a networked phenomenon. This essay contributes to that effort. I argue that in an age of media convergence, to think networked literacy is to think everyday digital media literacy habits, particularly as they relate to the design and maintenance of information ecosystems. Combining new materialist writing studies scholarship with design thinking and media theory, I propose and model a materialist approach to literacy analysis that respects both the human and non-human elements in such systems. I then discuss how this approach might inform writing pedagogy.

The bulk of literacy education historical narratives about Black Americans has been gentrified by mainstream Euro-American perspectives. This article considers the contributions of a Black-American-developed form of institutionalized community education to demonstrate the critical race theory voice-of-color thesis in college-level composition-literacies education. Through reviewing the curricular, pedagogical, and instructional practices of pre-college independent Black institutions, the author works to reclaim the unique rhetorical voice of this Afrocentric literacy education form and insert it into American literacy education histories. The article presents two established unique voice of color counter-stories grounded in truthfully representing and advancing Black American cultures to argue that central features of these Afrocentric literacy education programs can afford college composition programs race- and community-conscious writing education.

This graphic meditation on issues of cultural relevance and accessibility in comic-based health communication texts presents the web of rhetorical considerations inherent in creating culturally accessible health communication texts. Applying recent technical communication theories related to social justice this article will examine contemporary instances of comics being used as health communication tools for culturally diverse patient populations. The authors offer original drawings and text for the article.

This article examines the impact of the sociodemographic profile (including age, gender, and educational track) of Flemish adolescents (aged 13–20) on lexical aspects of their informal online discourse. The focus on lexical and more “traditional,” print-based aspects of literacy is meant to complement previous research on sociolinguistic variation with respect to the use of prototypical features of social media writing. Drawing on a corpus of 434,537 social media posts written by 1,384 teenagers, a variety of lexical features and related parameters is examined, including lexical richness, top favorite words, and word length. The analyses reveal a strong common ground among the adolescents with respect to some features but divergent writing practices by different groups of teenagers with regard to other parameters. Furthermore, this study analyzes both standardized versions of social media messages and the original utterances (including nonstandard markers of online writing). Strikingly, different results emerge with respect to adolescents’ exploitation of more traditional versus digital literacy skills in relation to their sociodemographic profile, especially with respect to sentiment expression (verbal versus typographic/pictorial). The study suggests that the inclusion of nonverbal communicative strategies, for instance in language teaching, might be a pedagogical asset, since these strategies are eagerly adopted by teenagers who show proof of less developed traditional writing skills.

The creeping dominance of Anglophone-center journals as the most viable publication venues worldwide has resulted in the ubiquity of English as “the language” for academic publishing as well as the preeminence of Western forms of genre and research conventions. Citing 2004 data from Ulrich’s Periodical Directory, Lillis and Curry note that 74% of the periodicals listed that year were published in English. Drawing from the Institute for Scientific Information, they cite that 90% of social science articles were published in English (“Interactions with Literacy Brokers” 4). Clearly, academics who write outside of the centralized Anglophone center, which includes the United States, the United Kingdom, and Australia, have experienced increasing pressure to publish in English (Canagarajah, Geopolitics, “‘Nondiscursive’ Requirements”; Horner et al.; Lillis and Curry, Academic Writing, “Interactions with Literacy Brokers”; Tardy). Such increased pressure is exacerbated through ties to increased rewards, as publishing in English can yield higher salaries and/or increased research funding because economic and disciplinary mobility are often tightly linked with English language publications. Thus, functioning like an economy of English, this “academic marketplace” (Lillis and Curry, Academic Writing 1) of “academic capitalism” (Slaughter and Leslie), privileges an Anglophone center over multilingual peripheries as scholars perform the ongoing intellectual work of literacy brokers to succeed (Lillis and Curry, “Interactions with Literacy Brokers” 5). These sets of conditions have implications for both the particular topic of Anglophone publishing regimes as well as the changing nature of academic literacy in the churn of globalization. In this article, we turn to Ukraine as an exemplar case for how literacy is changing for research writers in what we are terming global “edge” countries who are driven to join the Anglophone publishing center. This drive is sometimes personal but more often political and economic as writers’ livelihoods are tethered to the outcomes of publishing in English, and research universities’ funding is tied to large-scale output in pre-defined Anglophone publication venues. We define “edge” countries as those operating within a transitional, liminal, and often contradictory set of regulations, expectations, and norms around (a) the local use and politics of mono and multilingualism and the increasing ubiquity of an expectation of English fluency for job candidates in the workforce; (b) educational mandates that seek to drive a local knowledge economy to an Anglophone center; (c) de facto if not de jure participation in larger economic and political entities such as the EU or other forms of regional, Anglophone consolidation; and (d) internal economic volatility that delimits a writer’s even access to literacy’s social practices and technical skills.

Book Reviews 323 a Griffin, da Genette a Benveniste) mostrano inoltre come, nel suo lavoro, C. si sia orientato con estrema competenza tra i diversi teorici del linguaggio. In sintesi, ci troviamo di fronte a un lavoro che riesce a mostrare in modo molto equilibrato, per usare le parole dell'autore, "la densita epistemologica della nozione, antica e moderna, di eufemismo e la molteplicita di angolazioni a partire dalle quali, nel mondo greco, si potevano elaborare linguisticamente i tabu del sesso, della morte e della sfortuna in generale". Il risultato del volume di Menico Caroli e il riconoscimento del carattere non solo necessario ma anche inevitabile di uno strumento del linguag­ gio come l'eufemismo, che era in grado (e lo e ancora) di regolamentare la convivenza civile, anche se questo poteva avere, a volte, come risultato l'inevitabile conseguenza di modificare, anestetizzandola, la realta dei fatti. Simone Beta Dipartimento di Filologia e critica delle letterature antiche e moderne Universita di Siena Via Roma 56 1-53100 Siena beta@unisi.it Tom F. Wright. Lecturing the Atlantic: Speech, Print, and an AngloAmerican Commons, 1830-1870. New York: Oxford University Press, 2017, xi + 245 pp. ISBN 9780190496791 This revisionary account of the transatlantic dimensions of American lyceum culture is a central contribution to the ongoing understanding of early American public speech. Its distinctive thesis reorients the notion, propagated in many claims about the American-ness of the lyceum from its nineteenth-century proponents into late twentieth-century scholarship, that the lyceum was a uniquely American institution. Wright grants that the lyceum certainly had a nationalist face, but not exclusively so—early American lecture culture is enriched by an appreciation of its transatlantic aspects, or what Wright calls an expressive "commons." Wright argues that, in fact, what many nineteenth-century audiences perceived as a contest between British forms and American ones was really a matrix for the devel­ opment of an international mode of educational expression. Wright's book is the most recent of a linked series of re-examinations of the role of speech in early American culture. Starting with Garry Wills' Lincoln at Gettysburg (1992), Jay Fleigelman's Declaring Independence (1993), and Gregory Clark and S. Michael Halloran s Oratorical Culture in NineteenthCentury America (1993), continuing through the work of Sandra Gustafson's Eloquence is Power (2000), Angela Ray's The Lyceum and Public Culture (2005), Carolyn Eastman's, A Nation of Speechifiers, (2009), and Elizabeth Dillon s 324 RHETORICA New World Drama (2014), there has been a large cohort of theoretically informed scholars studying the interplay of oral and written forms of expres­ sion in the early republic. Early approaches tended to follow the lines of Walter Ong's distinctions between orality and literacy, exploring the unique aspects of oral literary traditions. Since the work of Sandra Gustafson, how­ ever, many scholars have come to emphasize the interaction, of orally delivered and printed modes of expression. For example, the public lecture was heard on site but later summarized and quoted for reading audiences by newspapers. And, as Tom Wright notes throughout his book, lyceum speakers constantly recalibrated their performances with other media in mind, attempting to thwart easy summary by newspapers (in Emerson's case) or to exploit ensuing print coverage (such as Frederick Douglass) or to control negative press propa­ ganda (such as Thackeray). Wright's careful attention to the audience recep­ tion of popular lecturing throughout this text is an implicit nod toward the past two decades of scholarship that readers new to this material might miss, and which is prominently featured in the work of Ronald and Mary Zboray. Professor Wright has been an important figure in advancing this conver­ sation, both theoretically and institutionally. Wright organized a 2011 confer­ ence at the American Antiquarian Society from which he edited a collection of essays, The Cosmopolitan Lyceum (2013), that sought to put American lecture culture in a more global context. The stakes of this project were best described by Angela Ray's essay, which skeptically asked her peers how they were changing the idea that the lyceum was essentially an American project of "nation-building," the cultural work of unifying the country. Wright was also the...

The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spelling and phonological awareness. After the intervention and one month later, the GraphoGame Fluent group displayed spelling and phonological awareness skills similar to the business-as-usual group, and above the GraphoGame Math group. Overall, these findings indicate that Portuguese struggling readers benefit from computer-assisted interventions that combine letter-sound correspondences with more complex orthographic patterns.

This article uses storytelling, rhetorical analysis, and critical historicization to critique the color-blindness of the writing studies movement’s two key texts, Elizabeth Wardle and Douglas Down’sWriting about Writingreader and Linda Adler-Kassner and Wardle’s edited collectionNaming What We Know. Juxtaposing the writing studies movement with contemporary translingual and hip-hop theory as well as the history of the Students’ Right to Their Own language resolution and CUNY’s Open Admissions period, the author argues that the writing studies movement’s pivot toward neoliberalizing higher education excludes multilingual and diverse writers from its pedagogical audience as well as its conception of writing expertise. The author calls for a broader conception of writing studies that can theorize literacy in all its complex global instantiations.

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The term resistance has been an evolving concept in literacy and composition studies. While much has been studied in terms of student resistance in high schools, first-year composition classrooms, and in university writing centers, little is known about how resistance occurs in afterschool tutoring programs between volunteer writing tutors and their tutees. Using an ethnographic case study approach, this paper examines how three adult volunteer writing tutors made sense of resistance in working with their adolescent tutees in an urban tutoring program. The findings showed that tutor attitudes, values, and reactions shaped their experience of resistance in a variety of ways including a) misreading tutee signals of engagement; b) masking expectations of cultural and linguistic compliance within a discourse of resistance; and c) embracing resistance as a bridge to tutor growth. The author uses these findings to inform current conceptions of student resistance and compliance and to provide implication for volunteer tutor training.

Two and a half million adolescent girls have experienced some form of sexual violence in India; significantly, they make up a quarter of all rape cases, despite being a small percentage of the population (Raj and McDougal, 2014). Parents and girls’ fears about safety contributes to their high dropout rates within Indian education, but thus far there has been little research on this topic. Focusing on underprivileged adolescent girls at an afterschool site in Mumbai, India, this qualitative study investigates how within this landscape of sexual violence, writing serves as a medium to name, resist, and transform it. Specifically, we scrutinize the articulation of resistance which attempts to contest social norms, cultural conventions, and other forms of everyday hegemony. We examine data extracts from essays written by three adolescent girls participating in the afterschool program as part of a pilot study that took place in December 2016. The analysis of these extracts illuminates how the girls, through their writing, articulate their vulnerabilities about their own and others’ personal safety. Furthermore, it reveals how it is connected to their ability to access education. Moreover, it highlights the ways in which the girls resist parental and other socio-cultural pressures. Finally, the analysis sheds light on the complex and powerful ways in which the girls assert their independence, demand autonomy over their lives, and exercise agency. Ultimately, this investigation offers a path forward for Indian educators to reimagine girls’ education in light of girls’ safety issues, using writing as a space to articulate a literacy of resistance and hope.

In their seminal text, Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies (Southern Illinois University Press, 2012), Jacqueline Jones Royster and Gesa E. K...

In 1902, the congressional sub-committee on territories visited New Mexico to assess its fitness for statehood. Their subsequent report recommended against statehood, in part because too much Spanish was spoken throughout the territory. This historical moment provided a rhetorical exigency for the students at the University of New Mexico to use their student newspaper as a site for negotiating citizenship in a border space. By incorporating Spanish into their English-language newspaper, these students challenged monolingual notions of literacy and advocated for a multilingual understanding of American citizenship.

This article describes a case study of an inclusive Summer Lunch Program, focused on nutrition, community engagement, and literacy programming. The Summer Food Service Program is a federally-funded, state-administered program designed to meet the needs of children from low-income families who qualify for free and reduced lunches during the school year. The most tangible outcome of the program is the food and the literacy programming provided to students during the summer months. Secondary outcomes include the development of new social skills, preparation for new educational experiences, less “screen time” for children, and learning about the community and the people in it.

This article is an experimental collaboration that blends qualitative data, archival research, and rhetorical theory with autoethnographic writing. Utilizing Jenny Edbauer’s (2005) conceptualization of rhetorical ecologies, we engage strategic contemplation and critical imagination (Royster and Kirsch 2012) to explore Reflections’ past, present, and future rhetorical landscapes. We designed, distributed, coded, and analyzed a fifteen-item questionnaire to discover the journal’s readership demographics, its archival contents, and its reverberating effects/affects on issues of public rhetoric, civic writing, service learning, and community literacy. We identified four themes—inclusivity, advocacy, pedagogy, and discovery—as the most salient features of Reflections’ twenty-year legacy. Amplifying our participants’ voices, we discuss the ways in which these four themes work to cultivate an affirming space of theoretical inquiry and ethical intervention—a networked community of mutual reciprocity that continues to transform the field of rhetorical studies today. Altogether, this article offers unique insight into Reflections’ rhetorical ecology, including its professional legacy and the ways in which the journal has innovated the genre of writing scholarship.

The unique perspective that adult learners have on writing and its instruction in low or no-cost education programs offers valuable information to both instructors of written components in these courses and to scholars exploring how writing in adult education functions as community literacy. After conducting interviews with instructors and students at six adult education programs, I identify significant tensions between the ways that instructors perceive their students to experience writing and the ways students describe their own writing experiences, particularly in the areas of process, enjoyment, and feedback. After situating low and no-cost adult education programs as sites of community literacy, I explore these tensions and propose that they contribute to and arise from instructors’ understanding that personal development through writing occurs with free-forms such as journaling, whereas students experience these benefits through prescriptive modes such as note-taking, rote copying, and dictation. I introduce a concept called the “curriculum of the self” to identify students’ use of prescriptive modes to enjoy and engage with writing, and I end by situating this concept in other tensions inherent to and ongoing in community literacy, including “turbulent flow” and sustainable practices of reciprocity.

The research in the area of community literacy has flourished along the lines of activist and curricular work. The field explores these lines in journals such as Reflections and Community Literacy Journal, a bi-annual conference The Conference on Community Writing, and with the formation of a non-profit professional society The Coalition of Community Writing. It has been nearly ten years since Ellen Cushman and Jeffrey T. Grabill published their special issue on “Writing Theories: Changing Communities” in Reflections. In the introduction, Cushman and Grabill called for attention to the use of “community,” especially in these activist and curricular areas, a question we wish to pursue further now.

This article celebrates the 20th anniversary of the Reflections Journal, as a premier publication in service learning, public writing, rhetoric, community literacy, and activism. The author applauds Reflections as a space that nurtures emerging voices and professional development, even prior to the printing of individual volumes and issues. In general, the author showcases four professional collaborations between doctoral students, early-career professionals, and/or more seasoned scholars that are demonstrated through and within select special issues in Reflections. More specifically, the author recalls successes and challenges of editorship when taking on the duties as a coeditor for an African American literacy special issue. The author highlights visible and mostly invisible editorial processes, reflects on the labor of editing submissions, and discusses high and low stakes editorial choices that impacted the final production of the special issue. The author makes the case that editing and editorial decisions may illuminate scholarly voices, show community engagement, and reify pre- and early-career professional development, which has been a twenty-year hallmark of Reflections.

I became Editor of Reflections in 2008, soon joined by Brian Bailie as a graduate intern in 2008 and, then, as an Associate Editor beginning in 2009. Just prior to this moment, Reflections had been transformed from a saddled-stapled publication for engaged dialogue to more formal academic journal binding with more extended articles. The move from an “informal” to a “formal” academic structure also echoed the emerging status of community partnership scholarship in the field. Increasingly, academic and community-based scholars were finding that interest in such work was expanding beyond the capability of traditional journals and series to publish. Reflections’ expansion was designed to meet that need and to provide it a formal “disciplinary” space. Indeed, this moment also marked the emergence of Community Literacy Journal. And it speaks to the ethos of community partnership work that, since that time, the two journals have fostered a collaborative ethos, both finding a home in the Coalition for Community Writing.

To build on the legacy of reader-response theory, English studies needs to destabilize the foundational binary separation of reading and writing by creating stronger intradisciplinary relations between composition and literary studies. English studies professors can do so by foregrounding the hybridity and performativity of the texts they teach and study.

In recent years it has become almost normal for politicians to overtly and routinely lie. How should educators respond? Students should explore post-truth politics, develop research skills, and practice inquirybased factual writing, but they need more than literacy skills. Liberal education prepares them to be active, ethical participants in democracy.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

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Some computer code bootcamps offer racially marginalized adults training in computer programming to assist in their social mobility. Many African American adults have little to no prior experience with programming. Literacy life history interviews show that the procedural literacy adult students practiced out of school scaffolded their learning coding literacy.

"Analyzing a Memoir of Disability" is a semester-long project that promotes learning about disability and culture through group reading and writing about a single memoir. Students in an Introduction to Rehabilitation and Human Services course completed a textual analysis by using a memoir and course textbook to contextualize one another. Writing was framed as a collaborative, multi-step process that cycles through writing, discussing, and writing again. Students were required to regularly integrate course concepts with their assigned memoir readings to prepare for their in-class book club meetings. The project culminated in a formal group paper of 5-7 pages. Despite some logistical challenges, the project was well received, highlighted by many students as their favorite part of the course, and appeared to ignite a passion for reading, writing, and the material under study in many students.

Researchers in literacy studies have been refining the definitions and examples of literacy development over the past four decades that have significantly improved our knowledge about marginalized cultures and their literacy development. This article explores the literacy practices of the medieval Scandinavians through archaeological and textual sources. First, I explore the gaps in literacy research followed by a detailed examination of medieval Nordic literacy practices shown in the runestones, artifacts, and the sagas. The intent of this article is to shed light on a literacy tradition outside of the privileged Latinate Christian tradition during the medieval period.

This article examines data from an ethnographic study of an online Mormon women’s discussion board to argue that enclaves can be places for important critical and civic work. These women’s common religious identity and shared experiences of intolerance on a public board led them to adopt discursive conventions that included intimate literacy. These discursive conventions allowed for disruption of ideological feedback loops and development of responsible rhetorical agency. This article argues that an enclave’s capacity for generating openness to difference depends on the strength of the ideologies espoused and on the values and discursive conventions that guide the enclave.

Peer review is frequently used in both first-language (L1) and second-language (L2) writing courses to help students develop reading and writing skills and foster interaction and collaboration. To maximize these benefits in the L2 classroom, instructors should train their students to provide feedback to their peers (Lam, 2010; Rahimi, 2013; Rollinson, 2005). However, sufficient training and practice can require considerable class time. In this teaching article, we detail how we used a flipped learning approach to prepare undergraduate international students to conduct peer review in a university-level English as a Second Language reading and writing course. First, we discuss how we used flipped learning in four course sections in the Fall 2018 semester to structure peer review training both in and out of the classroom. Then, we reflect on the benefits and considerations concerning how to implement flipped learning for peer review and conclude with suggestions for future research.

Review of Community Literacies en Confianza By Steven Alvarez.

This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

In this essay, we map out four major approaches to the study of writing experiences: (a) worlds apart, (b) literacy in the wild, (c) ecologies and networks, and (d) transfer. We examine how the primary metaphors used in each approach have contributed to our field’s understanding of writing. In focusing on specific dimensions of writing, each framework privileges a different aspect of the writing process, writing development, and/or writers’ context(s). Building on these approaches, we propose the concept of wayfinding to emphasize how writers navigate their own writing development, skills acquisition, and changing knowledge about writing over time. Wayfinding offers a metaphor that resonates with recent work on lifelong learning and meaningful writing. Among other characteristics, wayfinding emphasizes how writers encounter a continuous potentiality in writing and how they navigate unanticipated challenges and opportunities.

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This essay examines the complexities involved in taking up and sustaining one’s work as a teacher-scholar-activist working within literacy education today.  Spiegel argues that the guerrilla moniker may be a productive metaphor through which faculty can see and resee their positioning and approach to their work.  Focusing upon guerrilla cause, band, and tactics, she provides guided heuristics to help faculty shape their response to local context as exigencies compete, resources drain, and terrain shifts.

This program profile details the incorporation, scaffolding, and assessment of a large programmatic common reading initiative as a framework for other program directors to incorporate programmatic change and generate faculty buy-in. This profile describes the integration of a diversity-themed common reader used in a first-year experience program into a first-year composition program. The authors describe the main elements of implementation: selecting a diversity-themed common reader and preparing and executing multiple methods of faculty training. Additionally, the assessment methods of the program—including a faculty survey providing feedback on the administrative support and activities surrounding the common reading program, a survey collecting students’ diversity experiences, and student focus groups that collect the students’ responses to the pedagogical methods engaging them in diversity-themed work—are discussed. How the program’s implementation, faculty development activities, and assessment methods have been modified based on faculty engagement, student feedback, and survey results is also defined.

This article reports findings from a single-bounded case study on student-athletes’ performance of what educational psychologist Yves Karlen refers to as metacognitive strategy knowledge (MSK) in two first-year composition assignments. This case study is focused on the following research question: how might the promotion of MSK in a FYC class support the development of student-athletes’ writing skills? Data collection includes semi-structured, in-person interviews, visual and bodily mapping exercises, and textual analysis of research participants’ academic writing. This essay offers a two-pronged argument based on the data. First, promoting the development of MSK through established composition and rhetoric writing assignments dovetails with student-athletes’ athletic literacy and supports their development as academic writers. Second, student-athletes’ prior knowledge and practice of metacognition helps instructors gain a stronger understanding of how they may use MSK to facilitate future writing assignments.