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The average ACT score for incoming students is 24.7, and 25% of these students graduated in the top 10% of their high school class. Because of its high admission standards, UWL occupies a somewhat privileged position in the UW System. The reasons for this were abstract and difficult to pin down. [...]our goal was to design a robust placement system that would provide us with as much information as possible about students who might benefit from taking ENG 100 with ENG 110. Ultimately, the exigency for ENG 100 has always been clear-we have students entering the university who need additional support in order to be successful in FYW. Because we were (luckily!) not facing an exigency associated with austere budget cuts or state-mandated changes to remedial education, we were able to create a campus-wide conversation that instead started with student success in mind. [...]this programmatic revision was also an opportunity for us to align our practices with our principles and to respond to calls from the field for WPAs and writing programs to consider how assessment practices and placement practices resist and/or reinscribe a one-size-fits-all model of higher education (Adler-Kassner; Inoue; Condon and Young; Inoue and Poe).

During the COVID-19 pandemic, institutional parameters shi fted unexpectedly, which influenced how writing instructors took up and taught their courses. This article reflects on an instructor's experience teaching a corequisite support course during the pandemic, utilizing the concept of liminality, as basic writing scholarship draws on various metaphors that position basic writing courses \"outside\" the university. To reconsider how her course may have functioned for her students in different ways while face-to-face instruction was limited, the author positions her experiences designing the course and its placement measures alongside the unexpected, inconsistent conditions of teaching during crisis.

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.