Describes a study of changes in attitudes and writing performance of learning-disabled (LD) college students resulting from a mainstream writing class employing a workshop format and microcomputer word processors. The LD students' performance level was consistent with the non-LD students in the class, and their writing attitudes improved. (DMM)

Discusses principles about writing instruction that emerged from mainstreaming basic writers in first-year composition at California State University, Chico: (1) students learn college writing by being in the context of college writing, not some other context; and (2) literacy learning does not come in discreet levels. Describes how writers in…