The third goal of Zen practice, helping others achieve enlightenment, suggests that we should help students learn about their own composing practices and histories as part of their instruction, but we cannot help others until we learn to help ourselves by reflecting on our own processes and histories, becoming enlightened, and liberating ourselves.

since 1987, believes in the power of narrative, the wisdom of peer tutors, and the value of a well-placed hug. He also knows

I use my August vacation for escape, getting away from the heat of the central plains, traveling to places that let me recharge my head for the upcoming semester, seeking to rediscover the Kevin that works loose during a year of dealing with warped expectations, broken perspectives, close attachments. On these journeys, I've mentally recomposed syllabi while hiking, redesigned the writing center while looking at a glacier, rediscovered a sense of rhythm and flow while cruising the inside passage. For me, August is rollover time, a chance to look back and forward, a chance to cool down (mentally and physically).

I keep noticing, and being bothered by, the rigidity with which students interact and respond to other's writing. Let me offer three examples:

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