As colleges and universities have responded to the demand of businesses and industries for graduates who can write effectively, Composition Studies has gained significance. However, while new theories and approaches to the teaching of writing have been proposed and implemented, many composition courses do not satisfactorily educate their students. This volume includes essays by writing specialists who are concerned with their own failure to improve their students’ writing skills.

These contributors examine why entering college students still write poorly and why our various attempts to improve such poor writing skills have largely failed. They compare the promise of previously touted new methods, paradigm shifts, and curricular innovations with the reality of little change or improvement; they describe what their students can and cannot do in the writing classroom, even after 12 years of primary and secondary education; and they address what they see as needed reforms in the whole idea of college composition, especially for the first-year college student.