Discusses the results of a survey of freshmen composition instructors which focused on how well developmental instruction meshed with instruction in the composition core. Concludes that basic writing courses should give priority to the development of thought. Provides a sample teacher questionnaire. (MM)

Explores theoretical and administrative tensions arising when the freshman writing program is not directed by the same faculty who teach in the graduate program. Discusses the effects of these tensions on the writing program and those who teach in it. Explores ways to resolve such conflicts. (RS)