Discusses "teacher-texts" written by composition specialists who identify themselves as teacher/researchers for, presumably, a similar audience. States these texts-model approaches to the literacy classroom are based on reflection, practice, and analysis, but also are a way of representing the classroom in terms of theoretical and/or…

Discusses problems with first-year composition in higher education, primarily the marginality and the tenuous hold writing maintains within the academy. Reconsiders the English department's role in serving the general curriculum. (SR)