How do instructors balance between teaching discipline-specific and transferable skills in college history? In particular, what are the issues that face faculty whose students struggle with literacy in general? To what extent should learning (and assessment) in history courses require practice in writing? What kind of writing, and what kinds of assignments and approaches can engage and foster learning for students who show promise in historical thinking skills, even if their literacy might not be where you'd like it to be? Or the other way around, how do you use history to help students from lower-literacy environments or communities master college-level reading and writing?