Buell describes a basic writing graduate curriculum and analyzes a simulation activity for which students adopt stakeholder perspectives on a college-wide debate about mainstreaming basic writing students or moving basic writing to community college.

Alexander, Powell and Green explore ways in which traditional, nontraditional, and basic writing students view the affordances (potentials and limitations) of multimodal composition. These potentials include layering, implicit persuasion, audience awareness, creativity, and affective appeals, and the limitation of a lack of a clear thesis. In conclusion, the authors offer pedagogical considerations for instructors who assign multimodal composition in their classrooms.