In her 1981 novel Obasan, the Japanese Canadian writer Joy Kogawa recounts the saga of the internment and relocation of Japanese Canadians during and after the Second World War by juxtaposing the "factual" historic telling against the personal, "fictional" telling. This experimental approach opens multiple and diverse pathways to us as instructors of literature.

Discusses the experience of the author (a college teacher) as a student in another teacher’s Native-American literature course. Looks at the classroom from both sides of the desk, assessing the course, evaluating her own learning experience, and gaining new perspectives on today’s two-year college students.

Publishing student writing from all levels of an English program motivates students, provides instructional models, and validates the process approach.