Through work on a larger project, I have come to believe that the terms and related framework of epistemic injustice and epistemic rights are crucial. They are crucial for explaining the wrong of school English when it strips writers of their sense of knowing and their attendant agency, confidence, and even personhood. They are crucial for identifying, describing, and responding to the wrongdoing—the microaggressions and larger injustices—that Richardson recounts and that many scholars (e.g., Powell; Smitherman; Villanueva; Young) have documented. And they are crucial in indicating the need to rethink single language / single modality approaches, which allow for, if not directly support, epistemic injustice enabled by linguistic prejudice.