This chapter is from the book Practice in Context: Situating the Work of Writing Teachers, which is designed for a broad audience consisting of students in graduate seminars, first-year and advanced writing instructors, community college faculty, and high school teachers. Offering numerous examples of current composition practice framed by discussions of the institutional and theoretical contexts informing that practice, each contributor describes an approach, assignment, or activity that he or she has identified as particularly effective. By sharing institutional histories and descriptions of their specific teaching sites and student demographics, both new and experienced teachers make that crucial connection between classroom practice and context.