This theoretical inquiry invites L2 writing practitioners and academics to think and envision how L2 writing classroom and affinity space may function as two mutually complementary, symbiotic contexts and communities for L2 writers to thrive. By synthesizing literature on current challenges confronted by L2 writing classroom and case studies of L2 writers' success in affinity space, we discuss how affinity space respond to challenges that L2 writing classroom fail to address and recommend that we open "portals" to digital affinity space and invite, encourage, and support L2 writers to write and play "in the wild".
