In order to effectively implement the principles of UDL in a literacy-based classroom, it is important to recognize the power of student agency in determining methods of engagement with and response to the curriculum. Effective teachers empower students to make intentional choices about how they will interact with and respond to text. Beyond differentiation, designing curriculum for all students involves the removal of access barriers as much as it does the provision of multiple opportunities for success. English Language Arts classrooms should prioritize students’ interaction with literature--which is axiomatically varied, nuanced, and contextualized--above any one established style or content of analysis. Designing instruction for this purpose positions students as active consumers, interpreters, and authors of text.