Abstract
This article represents stories of eight former composition students, Appalachian working class women, who move from silence in the academy to voice in their communities to a more self–confident identity without destroying the community from which they came. The author argues that compositionists need to consider the two–edged nature of literacy; how literacy serves first generation, nontraditional learners; the intergenerational effects of literacy; the importance of expressivist writing as a transition into academic literacy; and the importance of region and class in multicultural conversations.