In this literature review, I highlight the need for investing in the second-language (L2) writing classroom as a platform for critical literacy. Namely, I hone in on the context of L2 women writers in Saudi Arabia. As I argue for a feminist pedagogy for teaching L2 writing in this context, I emphasize writing as a tool of “languaging,” define feminism, and explain its significance in relation to education, women rights, and waves of social change in Saudi Arabia. Moreover, situating this paper in the field composition, I survey the development of concepts relevant to empowerment through writing in feminist first-language (L1) composition, in feminist L2 composition, and in research on Saudi ESL writers and/or learners. Finally, I explain the gap that this literature leaves unaddressed and propose directions for further research.

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