ABSTRACT
Writing can be generative, and they can use it to make sense of life experiences. It is the convergence and prioritizing of divergent materials, and this newly-mediated knowledge creation is very useful in educational contexts. Directed production of content can and should be highly participatory and reflective of the problems in one's life. Certainly, teachers know that deeper understanding requires more in-depth study and time, but herein lies the second major problem of education, following the problem that everyone learns differently: each student, in part, is the only person who knows if more content is needed to understand more. Thus, the people should be interested in the ways to write for life, to make sense of what is happening in their lives, which implies a right to 'look' and visualize the meaning of meaning-making, to immediate and varied application using digital literacies and modalities and newly mediated assessment types.
