Furthermore, Jennifer S. Wilson's approach to critical pedagogy in second-language writing as she describes it in her article, "Engaging Second Language Writers in Freshman Composition: A Critical Approach," utilizes a perspective that provides opportunities for the types of writing necessary for students to critically analyze and evaluate ideologies entrenched in the dominant discourse, even as they are learning English as their second language.[30] In other words, the four major elements of the course that Wilson describes, especially with respect to the ideas she offers for critical writing assignments, create alternative pathways for students to produce writing that has the potential to disrupt cultural and political ideologies represented in various avenues and niches of the dominant public discourse. For example, in addition to incorporating "local topics," Wilson provides options for students to "investigate language use in certain communities, societies, or cultures" as well as "investigating" the relationships between language and power (8-9).[30] Even more important, she insists that "[c]ritical pedagogy is concerned with minimizing the power differential between student and teacher; in composition classrooms one way for students to maximize their voices is to publish their work in authentic ways" (9).[30]