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)

Compares the situations of freshman composition students and their graduate teaching assistants who study literature. Provides suggestions for teaching assistants regarding how they can orient themselves to their teaching tasks. (PRA)

Reviews the history of the professional training of college English teachers, focusing on graduate teaching assistants. Argues that writing instruction is finally improving because of the integration of composition theory into teacher training. (RS)