On March 12th, 2020, faculty, staff, and students at Auburn University (AU) received an email announcing that the school would “transition from on-campus instruction to remote delivery beginning Monday, March 16 and continue through April 10 in response to concerns about the spread of the coronavirus (COVID-19)” (“Auburn University”). As all classes would be delivered remotely, students were told not to return to campus after spring break, leaving many of them to wonder if and when they’d be able to retrieve their belongings from housing.

Drawing on a five-year study of 20 student writers, this study advances a concept related to but distinct from writing transfer. Integration contextualizes and complicates transfer episodes and encourages us to take a long view of writing development. Like transfer, integration can be facilitated by connectionsand disconnectionswriters perceive between writing contexts.

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