This study follows the progress of 238,032 students who enrolled in either an ESL composition, a developmental composition, or a college composition course at one of nine community colleges for a minimum of three and a maximum of eleven years.

In this study, we trace the development of ideas explored during reading lessons in children's writings from one transitional bilingual fourth-grade classroom. Using transcripts from audio- and videotaped lessons, we describe the ways in which the reading lessons, designed to facilitate discussions to enhance student reading comprehension, turned into an anchoring activity for the negotiation of joint meaning. They served as a springboard for joint exploration and the generation of intersubjective and co-constructed ideas that bridged the worlds of home and school. We trace the development of these ideas in representative pieces from five student portfolios. Discussions served to display a number of important literacy processes, and ideas and interpretations from these discussions reappeared in the students' writings. This study is of particular interest to educators concerned both with understanding better the influence of classroom discourse on student writing and with finding ways to incorporate students' cultural backgrounds into classroom practices.