Below are links to each instructor's individual project. Brief descriptions of the projects for the three follow.

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Lydia Alvarez incorporates skills developed in the Bay Area Writing Project, graduate study of Paulo Freire and twenty years experience teaching pre-collegiate writing. She sees her choice to teach pre-collegiate writing at a community college as an extension of her commitment to her community and to her vision of teaching as facilitating transformation. She is completing her second year as a teacher/researcher for the Cerritos College Carnegie Project.

Suzanne's project represents the culmination of more than twenty years of teaching in the field of composition and rhetoric. As an undergraduate, she was inspired by S. I. Hayakawa's Language in Thought and Action and its focus on the ladder of abstraction. Thus she has pursued the relevance of concrete language as a vehicle for effective communication. Her concurrent focus on student learning styles inspired her to look for a way to reach all students, especially kinesthetic learners; as a result, her project represents a nexus of these experiences and perspectives.

Lynn Serwin has been teaching developmental writing two levels below Freshman Composition for the duration of her thirteen year career. As a teacher, she describes herself as approachable and reasonable in giving students the tools they need to approach the sometimes unstructured process of writing Her primary objective for developmental students is to provide them with the academic tools to help them discover their purpose for writing, find a process that works for them and to discover how meaningful details are important to deliver their message to an audience. Lynn is completing her second year as a teacher/researcher for the Cerritos College Carnegie Project.