English composition teachers in community colleges encounter a wide range of writing abilities and problems in their classes and must provide a great deal of individualized attention to assist students in mastering the process of writing. If teachers of writing are to be able to carry out their designated commitment to literacy for students, others in the college must make the same commitment. Administrative support must be provided through a teaching load that is cost-effective, but that also provides a realistic opportunity for teachers to help their students meet their goals. Writing centers, where students can drop in for various kinds of aid, also represent another successful kind of support. A third, and very important means of support is a college-wide consensus about writing expectations and commitment to writing improvement in all courses. Miami-Dade Community College's activities provide numerous examples of this kind of commitment to student literacy. One example is the college's revised general education program, which stresses the development of fundamental skills. Another is the effort to develop articulated language arts curricula, so that students profit from a continuing, rather than fragmented, language arts experience in high school and college. Faculty seminars to help instructors from all disciplines learn to reinforce writing instruction provide a third example. By including basic skills competencies as fundamentals of education, Miami-Dade has committed itself to enhancing the literacy of its students and to meeting diverse student needs. (KL)