In this article, we take a close look at the authoritative discourses of digital writing development communicated through the US Common Core State Standards, inclusive of its marketing materials (e.g., website, supplemental documents, and videos). Digital writing is largely missing from the CCSS and its limited inclusion is predominantly in the service of reading and reading assessment. We argue that rather than offering a roadmap for digital writing development drawn on decades of research and theorization of writing in a digital age, the CCSS implicitly draws on larger authoritative discourses of development as competitiveness, a staircase, and assessment. To begin to shift these discourses, we suggest that efforts must be made a multiple scales of influence such as bringing together coalitions of professional organizations and universities, and creating media campaigns. Policy makers and administrators need to work alongside teachers, parents, and students to recognize authoritative discourses of standards at play in their schools and intercede in their perpetuation. Such work has the potential to restructure schools to allow for multiple pathways of humanizing, culturally sustaining digital writing development.