This article positions community college students as co-researchers who participate in the author’s inquiry into the rhetorical practices of anthology editors.

Leary describes an anthologizing assignment that involves collecting and arranging thematically related texts. Students also compose introductions for a complete class-generated publication. The author concludes that this form of “macrocomposition” allows basic writers to participate in discourse about the components of good writing and helps them assert social and literary agency normally reserved for published writers.