In the years since Nelson conducted her study, there has been a move to rethink writing curricula that ignore (and/or underestimate the import of) the wide variety of genres, sign systems, and technologies students routinely employ, and that continue to privilege the production of linear,
print-based, argumentative, thesis-driven texts. In "Students who teach us," for instance, Cynthia Selfe (2004) suggests that writing courses that "fail to describe accurately and robustly how humans communicate, and how they compose and read in contemporary contexts" may hold "declining relevance for students" (55, see, also, Dunn, 2001; Gee, 2004; George, 2002; Hocks, 2003; Kress, 1997; Sirc, 2002; Welch, 1999; Williams, 2000; Wysocki, 2004; Yancey, 2004.)