This volume's study of academic literacy practices in higher education is about the writing games we play in the academy. This is not a cynical exploration of such games that assumes the giving up of one's voice to join a discourse community; Casanave's metaphor suggests negotiation in writing games that shapes us, for better or for worse. From Casanave's opening chapter discussing the book's framework to her conclusion, the book is rich in insights about the nature of literacy practices among undergraduate students, Master's students, doctoral students, and faculty.