Abstract
The fundamental belief expressed in this project is that diversity is necessary for learning and that often mechanisms that assess and track students work to erase diverse perspectives from classroom populations. Such homogenizing practices make the enactment of a contact zone pedagogy in a composition classroom particularly challenging. The purpose of this project is to forward an argument in favor of mainstreaming basic writers and to propose a diversion of funding from the basic writing program to expanded and targeted support services available to students across all disciplines. These services, primarily in the form of adjunct tutorials and an expansion of the role of the writing center, are designed to not only address a wider variety of student writer needs, but also to create spaces where students can more freely engage in a critical questioning of academic discourse. This programmatic design honors diversity through both the creation of more diverse classroom populations and an implementation of a multi-faceted network of writing support services.