Abstract
Figured worlds contribute to human activity, social interactions, and power structures through specific activities, discourses, performances, and artifacts. Both the Common Core State Standards (CCSS) and the WPA Outcomes Statement are artifacts that not only document, but also reify, the views and values of each figured world: that of public school writing, and that of college writing. If the CCSS is achieving its stated objective of aligning public school instruction with college expectations, I contend that the figured worlds portrayed in each document should align with one another in their fundamental values and goals—in what they believe about students and writing. I find, however, that the two documents create conflicting figured worlds of writing instruction.