This dissertation presents an interpretative content analysis of the "Framework for Success in Postsecondary Writing." A joint publication from major professional organizations in the field of composition studies, the "Framework" articulates the principles of the field in response to assessment standards. Composition scholars, like Kristine Johnson, warn that the "Framework's" lack of specifics is a major problem because its "habits of mind," which are emergent behaviors, can be mistaken as assessable actions. This could result in students "performing," not "learning," said habits, which contrasts with the field's principles. This dissertation sought to understand the mechanisms that connect the "Framework's" presented criteria, used to define success in postsecondary writing, with the principles of the field of composition studies. As an interpretive study, this dissertation used Albert Bandura's theory of agency and Richard Fulkerson's philosophy of composition metatheory to inform its conceptual framework. Qualitative methods were employed to explore the promotion and function of agency in the "Framework"'s habits and experiences used in its definition of success in postsecondary writing. This analysis also sought to find a potential model to foster the understood mechanisms in the postsecondary writing classroom. Drawing upon Bandura's concept of agency and James Paul Gee's research of video games, I argue that fundamentals of video game design can be used as a potential model to foster the "Framework"'s criteria into the classroom. The coding of key documents of principles of composition and of game design was used to find recurring themes that suggest strategies to connect meaningful play with learning that can be used to foster students' agency in writing. Although published scholarship in composition include studies involving gaming, such as Richard Colby and Rebekah Shultz Colby's special issue of "Computers and Composition," none have applied learning principles or fundamentals of game design to the "Framework." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]