What Counts as Classroom Discussion?    The composition classroom offers a unique approach to cultural inquiry, particularly because one expectation is that what students learn about writing will be applicable in other contexts. Indeed, when administrators explain why all students need to take writing classes, they frequently argue that such study is necessary for the student and is “good for the nation.” Such arguments configure the composition classroom as a public sphere and identify students as future citizens. Given this configuration, what obligation do composition teachers have to talk about “real” events as they occur? Do you set aside your syllabus to address those events that are highly publicized? If so, do you attempt to control the spontaneous and sometimes freewheeling debate that may ensue? Do you worry about whether or not to state your views about a controversial topic? Must a pedagogical point underwrite such discussions? Making Discussions "Count" in Composition Class Lauren Yena, Ph.D. Candidate, Arizona State University Current Events in the Composition Classroom Susan Bausch, Ph.D. Candidate, UCLA Debate in the Classroom Richard Posner, Assistant Adjunct Professor, Suffolk Community College; Instructor, Seneca Junior High School, Holbrook, New York "Shock and Awe" Composition: Challenging the Student Writer Brett Hursey, Visiting Assistant Professor, East Carolina University Conversation and Common Ground Rita Hendin, Faculty Associate, Arizona State University Writing Trauma Heather Dune Macadam, Instructor, Suffolk County Community College; Associate Professor, Dowling College Engaging Discussion and Encouraging Good Citizenship in the Composition Classroom Tim Hohmann, Faculty Associate, Arizona State University Using Blackboard to Promote Class Discussion and Writing Ryan Anderson, M.A. Candidate, East Carolina University     Responses to WHAT COUNTS AS CLASSROOM DISCUSSION?      Susan Bausch, Ph.D. Candidate, UCLA      Richard Posner, Assistant Adjunct Professor, Suffolk Community College; Instructor, Seneca Junior High School, Holbrook, New York      Rita Hendin, Faculty Associate, Arizona State University      Tim Hohmann, Faculty Associate, Arizona State University      Lauren Yena, Ph.D. Candidate, Arizona State University      Heather Dune Macadam, Instructor, Suffolk County Community College; Associate Professor, Dowling College