Teachers often view basic writers as manifestations of three different problems: problems with usage forms, problems with discourse forms, and problems with thought. The first type consists of problems of standard versus nonstandard English usage, and is concerned with error. Others see basic writers' problems as ones of discourse forms and conventions. This view would remediate basic writers by teaching them to emulate models of discourse. A third view of writers suggests that they need to assume different ways of thinking, of examining problems. But basic writers can think in any way which is appropriate for their situation. The same intellectual skills which served them in an inner-city neighborhood or rural farming community can serve them in an academic community. They do, however, need to learn to translate their thought from outside-the-academy views to inside-the-academy views. Teachers need to establish connections between these disparate subcultures in order to translate between levels of intensity within the areas of commitment. This translation can be facilitated through more extensive use of peer groups in the basic writing class. Through peer interaction, basic writers begin to understand that good writing allows members of one subculture, of one discourse community, to communicate with members of others. (MM)