By intertwining narratives, journals, interviews, and traditional analysis and argument, this book offers an ethnographic account of a diverse group of community college faculty working together to revise their writing center's tutor protocols and expectations for student writing. In doing so, it takes postsecondary writing teachers to the place referred to as the "border"--the sometimes conflicted space occupied by the two-year college, between high schools and universities, between academia and the workplace. In the course of the book, these teachers, including nursing, statistics, history, and English faculty, address many of the unique concerns facing two-year college faculty: reconciling their specialized knowledge with the college's commitment to general and comprehensive education; initiating students who have had little success in school into the academic enterprise; and reconceiving their work to include both scholarship and teaching. The book also engages in broader debates about the nature of good writing, writing instruction, and the educational mission of the two-year college. Beyond its ethnographic account, the book offers insight into theoretical questions regarding authorship and evaluation and presents s view of community college faculty as reflective and impassioned practitioners. An appendix is entitled "What Each Discipline Wants--A Conversation." Contains 63 references. (MKA)