This article explores the performance of Appalachian identity via the use of tellable narratives by students in two composition classrooms that were the focus of an ethnographic case study. Utilizing examples gleaned from interviews, classroom observations, and student writing, I illustrate how the students in my study demonstrated narrative complexity as they skillfully and creatively mediated the rhetorical situations they faced, crafting tellable and untellable narratives of Appalachian identity in response to their audience’s needs.

This profile articulates the authors’ response to a statewide mandate to eliminate “remedial” writing instruction at four-year public universities, including their own. The profile describes the difficulties the authors faced in responding to this initiative, given the context of their regional comprehensive university and its specific challenges with retention and student success, and discusses their revision of the university’s writing program. The changes the authors made—eliminating a non-credit basic writing course and creating a credit-bearing basic writing course; instituting guided self-placement; and developing a flexible, WPA-outcomes based writing curriculum—have led to improved satisfaction, success, and retention rates among basic writers at their institution.

This article explores the literacy lives of students enrolled in English Composition courses at two open-admission universities in Central Appalachia and the complex role of immediate and extended family members as sponsors of literacy. Some relatives emerge as both sponsors and inhibitors—or perhaps more accurately, sponsors of competing meanings of literacy—and illustrate the larger social forces surrounding literacy in students’ lives.