Characteristics that describe composition studies at its best (interdisciplinarity, collaborative, dialogic, radically democratic, maintaining a dynamic tension between "praxis" and "theoria") do not reflect a view of writing which is widely shared either by academics in fields other than composition or by those engaged in nonacademic writing. In fact, these characteristics do not reflect the view of writing which is widely held and practiced by many composition instructors themselves. As a result, both the capacity of composition instructors to lead in much needed writing-across-the-curriculum programs and the related role in assisting students to acquire writing skills that transfer to other courses are impaired or called into question. Composition instructors must somehow attempt to approach discourse in ways that include the diversity of academic discourse communities, and the varied epistemological assumptions and pedagogical practices that underlie them. (Fourteen references are attached.) (RS)