A limited mixed-method study revealed that students could alter written style after direct style instruction, but the effect faded quickly. Instead, students reverted to culturally structured intuition to make conscious, contrary choices. Thus, direct instruction in precise forms of style should probably yield to methods that build culturally structured intuition.

Considers the wide variation of first-year composition programs and if they do indeed vary so widely. Considers what the programs have in common. Asks if it would be possible to articulate a general curricular framework for first-year composition, regardless of institutional home, student demographics, and instructor characteristics. Presents a list of outcomes approved by the Council of Writing Program Administrators.

Kath leen Blak e Ya nce y is Pearce Professor of English at Clemson University, where she directs the Roy and Marnie Pearce Center for Professional Communication and teaches undergraduate and graduate courses in writing, rhetoric, and professional communication. Editor or author of six books and numerous articles and chapters, she chairs the College Section of NCTE and is vice-president of WPA. Her current interests include reflection as a means of enhancing learning; the design and uses of electronic portfolios; and ways of assessing digital texts.