ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book explores contemporary integrations of reading and writing, along with the theoretical and pedagogical alignment of these two acts brokered by digital reading and composing. Composition scholar-teachers are seeking ways to establish a vertical writing curriculum, help students develop an authoritative voice while examining their own positionality on self-selected topics, and join public conversations in the process of becoming rhetorical activists. The book addresses these issues, offering teachers pedagogical advice that builds upon students’ existing familiarity with digital research and experience composing in digital spaces. While connections between the acts of reading and writing are acknowledged, explored, and celebrated in the pages of rhetoric and composition scholarship and in our pedagogical texts, that has not always been the case.
