There are two important points for compositionists to take from this exploration of enactionism. First, how we teach writing can make a real impact on the lives of our students, students about whom we know little at the beginning of the class period and only a little more at the end. In the first year of college, according to Belenky et al. (1986), they are attempting to build a sense of the self and authority in relation to other authorities and may be particularly vulnerable during this epistemological shift. In addition, first-year students bring experiences that they may or may not wish to explore in the writing class—but about which they may feel compelled to write by the memoir assignment. If they do attempt the memoir, they may reveal more than they ever intended to about themselves—and receive low grades for writing poorly about it. Teachers should ask themselves whether such vulnerability is warranted in the classroom. If an implied tenet of our educational mission is to “do no harm,” then compositionists must be particularly careful about giving assignments requiring personal writing, from which enactionism suggests both benefit and harm can result. Second, enactionism points to what almost seems a truism for literacy educators but, nevertheless, bears repeating: the choices of words, metaphors, analogies, and examples given during instruction and in the assignments given are very significant. Do compositionists’ patterns of language use “add up” to the messages they want to give students about their academic abilities and potential?