The first year writing "jumbo" is a large enrollment composition course with ninety students and nine embedded writing mentors. The "jumbo" structure "emerged from an 'entanglement' of the institutional environment and intentional innovation" (Jaxon). Currently taught with a human rights focus, but with other iterations including a focus on digital culture, the "jumbo" model offers a provocation to the field's focus on class size, including preferences for smaller student-teacher ratios and the assumption that only the writing instructor can give valuable feedback. Three key structures support the jumbo design: a small workshop (ten students led by a mentor) that meets "outside but alongside" the jumbo class, writing mentors who participate in the large course, and an intentional design focused on community-building and various forms of participation that distribute labor and expertise among class members (Grego and Thompson 69). All of these structures emerged from a complex history on campus of supporting students' literacies alongside a commitment to honoring student labor. Importantly, remediation, as an identity or pedagogical practice, is absent from the design.