Evaluates the freshman composition course for students with low standardized test scores at Eastern Illinois University. Finds that the course has been moderately successful in achieving its aim of giving underprepared students a chance of success in college. (SKC)

Reveals some sources for the problems entering college students have with college writing programs. Suggests parallels between the shortcomings of high school writing instruction and those of college programs, and that the central ideas of college writing programs are antagonistic to the view of writing students receive in secondary school. (SKC)

Compares the use of writing samples and standardized tests for college English placement, arguing that a single writing sample is not sufficient for proper evaluation, and provides guidelines for using standardized tests appropriately and accurately. (HTH)

Laments the lack of respect with which graduate teaching assistants are treated in many composition programs. Describes a program at the University of Arizona that trains graduate assistants in teaching from a perspective of junior faculty colleagues and which stresses that composition instruction is a worthy and valuable profession. (SKC)

Describes a small, decentralized, flexible program for training instructors of freshman composition. Recommends ways to capture the flavor of small programs in larger university settings. (SKC)