This profile of the Writing at Moravian program discusses how an application of activity theory has facilitated a collaborative and context-responsive (re)development of the First-Year Writing, Writing Fellows, and Writing-Enriched Curriculum programs at our small liberal arts college. Activity theory is presented as a lens and flexible tool that allows us to identify and evaluate the myriad dynamic components of these interrelated programs in order to align the objectives of each program to work towards our programmatic mission built upon the fundamental ideas of transfer, reflective practice, and threshold concepts.

Our experiences in English 696e: Spatial and Visual Rhetorics culminated in a semester project that included large-scale installation projects and mini-workshops. This semester project was anevent—titled svr2—that we hosted for our local community, particularly targeting an audience of first-year composition instructors who would be teaching visual and spatial analysis to undergraduate students as part of the University of Arizona's first-year composition curriculum.