ABSTRACT
This study’s findings about the range of ways young evangelicals enact faith in academic writing—obscuring, compartmentalizing, and integrating faith—demonstrate that evangelical Christian undergraduate writers are a more diverse student population than previously understood and that their experiences in secular imaginaries significantly shape many evangelical students’ faith and writing for college. This chapter synthesizes the findings presented in previous chapters with the ongoing conversation among rhetoric and writing studies scholars about evangelical Christian undergraduate students, their academic writing, and rhetorical education. Particular attention is paid to implications for designing rhetorical education that supports evangelicals’ participation in secular imaginaries and for future research.
