Analyses the common assignments given to writing students in the college classroom, and investigates how new writers and expert readers respond to a variety of types of coursework in different fields.
Mary Soliday reveals that institutions' needs for remedial writing programs may outweigh students' needs for those same programs. Uses CCNY's open admissions policy as an in-depth case study, she questions the belief that language use is key to access to higher education. Winner of the 2004 CCCC Outstanding Book Award
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