Engaging the Disengaged Abstract: As an avid reader of College English, one of the most important essays I've read in that journal is Min Zhan Lu and Bruce Horner's "Composing in a Global-Local Context: Careers, Mobility, Skills" (2009, volume 72.2). I value this article for its clear articulation of the difference between pragmatic pedagogies, which focus on students' career concerns, and critical pedagogies, which focus on students' ability to think critically about the world around them. In the pages of College English, this pairing regularly appears in opposition to one another, i.e., college instructors are either pragmatic pedagogues or critical ones. My own view is that one has to combine these two pedagogies to best serve students. Likewise, I think that a writing course helps students best when it improves their abilities to write well about what they read. In my COMP I course at the University of Minnesota Crookston, I begin the semester with a Personal Statement that asks students to pretend that they have to write a 500 word Personal Statement to be accepted into their majors. As part of the assignment, I ask them to research their major department's website to determine what keyword they should use to connect with their audience. This close reading of their major department's website pushes students to think critically about what their audience values. I ask them to convey their relative experience through the lens of the keyword they derive from the website. This type of assignment synthesizes the goals of both pragmatic and critical pedagogies. Pragmatically, it allows me to teach students a genre that they will need to understand for many professional development opportunities like internships and scholarships. The assignment asks students to think critically about their relation to their future fields in the idealistic terms that major departments' websites conceptualize.