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Examines the debate over creation and evolution in Wilmington, North Carolina’s principal newspapers in order to consider the ways in which this debate exemplifies patterns of public discussion among academics and non academics, including conflicting attitudes about education, authority, and persuasion. Proposes ways to read and intervene in such debates.

Last summer, I wrote a letter to editor of my local newspaper and coauthored a response to George Will's now-infamous assault on college writing instructional Big deal? Yes. And here's why: Like many composition instructors, I've been preoccupied for some time with what S. Michael Halloran once called the need for a revival of public discourse (246) and what 1995 Conference on College Composition and Communication called literacies, technologies, responsibilities. My response to these preoccupations has always been passive: I figured that I could best promote responsible practice of public literacies by enhancing my students' awareness of-and thus, I thought, their stake in-public issues. Unsure of whether I was actually accomplishing this, though, I decided to investigate whether there were indeed connections between students' classroom-initiated participation in literate behavior (e.g., writing, reading, and talking about issues) and their self-initiated participation in civic behavior, such as voting and writing letters to editor. To do so, I looked closely at several current issues-type writing textbooks and selected one that appeared to share my goals; I designed an attitudinal survey and a sequence of assignments; and I assembled a file of student writing samples. I'll discuss results of my study in more detail later in this essay, but for now, let me suggest that writing-about-issues texts that I examined (including America Now, one I eventually chose) do not particularly encourage students' participation in world beyond classroom, and may unwittingly repress it. And while this came as a great surprise to me, my students seemed aware of profound difference between writing about issues in class and acting on them (in writing or otherwise) outside of class. For example, in response to some end-of-semester assessment questions about America Now, one young woman, Laura G., wrote, Well, I'm not going to go join [G]reenpeace or storm White House or anything but, yes, reading some of these chapters really did [a]ffect my thinking. . . . Reading these articles caused me to speak out at times when I would have normally remained silent. I don't want to underestimate move from silence to speaking out, but I

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