Designed for a broad audience in education, this book offers a realistic look at the wide range of teaching contexts and how writing teachers adapt their pedagogy to their particular circumstances. Specific topics highlighted by individual essays include: basic writing, service learning, online writing, revision, research writing, proofreading and editing, portfolios, and assessment rubrics. Following the Foreword (Kathleen B. Yancey) and the Introduction (Cindy Moore and Peggy O'Neill), essays in the book are: (1) "Teaching and Literacy in Basic Writing Courses" (Suellynn Duffey); (2) "Reexperiencing the Ordinary: Mapping Technology's Impact on Everyday Life" (Catherine G. Latterell); (3) "Writing about Growing Up behind the Iron Curtain" (Pavel Zemliansky); (4) "Autobiography in Advanced Composition" (Katie Hupp Stahlnecker); (5) "Writing beyond the Academy: Using Service-Learning for Professional Preparation" (Hildy Miller); (6) "Managing Diverse Disciplines in a Junior-Level WID Course" (Mark Schaub); (7) "Letting Students Take Charge: A Nonfiction Writing Workshop" (Stephen Wilhoit); (8) "Models for Voices: Narrative Essay Assignment" (Tonya M. Stremlau); (9) "Writing with/in Identities: A Synthesis Assignment" (Heather E. Bruce); (10) "Conflict, Context, Conversation: Rethinking Argument in the Classroom" (Margaret M. Strain); (11) "Liberal Arts in a Cultural Studies Composition Course" (Mary M. Mulder); (12) "Writing to Save the World" (Margrethe Ahlschwede); (13) "Alternative Forms of Research Writing" (Eve Gerken); (14) "Rhetoric in Action: Ethnographic View" (David Seitz); (15) "Creating an Online Newspaper" (Dan Melzer); (16) "Being Honest about Writing and Individual Freedom--Or, Children, There Ain't No Rules" (P.L. Thomas); (17) "Conflicting Voices in the Classroom: Developing Critical Consciousness" (Annette Harris Powell); (18) "The Focused Reading Response" (Margaret A. McLaughlin); (19) "Locating Students in Academic Dialogue: The Research Journal" (Janis E. Haswell); (20) "Moving beyond 'This Is Good' in Peer Response" (Peggy M. Woods); (21) "Critical Reading and Response: Experimenting with Anonymity in Draft Workshops" (J. Paul Johnson); (22) "Steal This Assignment: Radical Revision" (Wendy Bishop); (23) "Getting Textual: Teaching Students to Proofread and Edit" (Brian Huot); (24) "Reading the Writing Process on the Web" (Janice McIntire-Strasburg); (25) "Taking Out the Guesswork: Using Checklists in the Composition Classroom" (Lee Nickoson-Massey); (26) "Awakening the Writer's Identity through Conferences" (Kate Freeland); (27) "Building Relationships through Written Dialogue" (Carl Gerriets and Jennifer Lowe); (28) "A Comprehensive Plan to Respond to Student Writing" (Jeff Sommers); (29) "Why Use Portfolios? One Teacher's Response" (Steven P. Smith); and (30) "Criteria for Measuring Authentic Intellectual Achievement in Writing" (Kendra Sisserson; Carmen K. Manning; Annie Knepler; David A. Jolliffe). (NKA)