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The curriculum we use at the University of Central Florida, Writing about Writing, can be intimidating to students because they are expected to read, understand, and enact difficult theoretical concepts in composition and writing studies. Rather than attempting to teach students “how to write,” our curriculum focuses on teaching students transferrable concepts about writing, so they can apply this knowledge outside of the composition classroom. Some of the criticism of this curriculum has centered around the idea that introducing students to theoretical writing concepts by having them read scholarship in the field of rhetoric and composition may be overly complex and may limit the engagement and understanding of first-year writing students. We suggest that incorporating students’ existing digital literacies into the composition classroom may increase the success of writing-concept transfer into students’ future writing situations.