If Martin struggled to write outside his usual communities, it’s not difficult to imagine individual students moving across the disciplinary ecosystems of higher education, each trying to cope uniquely with alien-looking assignments that must be particularized with complex information just learned or still being learned. Students are required to write well from context to context in almost chameleonic ways, taking on expertise in completely different domains of knowledge, lurching from one style to another, radically transforming their self-representations from “personal” to “highly objective” to “thoughtfully analytical.”