The COVID-19 pandemic has brought with it devastating and potentially long-lasting impacts to the world. From economic upheavals, political ramifications, and educational disruptions, COVID-19 has changed the face of many aspects of life, perhaps forever. The issue in this study is to ask how COVID-19 may have impacted the literacy development of undergraduate students through the use of emergency remote instruction. To begin investigating the issue, roughly 200 undergraduate students in writing-focused classes (first-year composition and upper-division writing courses) were surveyed to understand how they learned the rhetorical conventions and genre expectations of their discipline. Out of the 200 responses, 36 total were received. Through a mixed methods analysis of data collected through a survey, the goal was to uncover student perceptions of their literacy development by examining their thoughts on their development of their own rhetorical awareness and writing capacity.