For some instructors, the use of students' own experiences has proven to be an extremely useful starting point in the college composition classroom. In a first semester freshman composition course, students wrote autobiographies in which they examined different perspectives of the many communities in which they lived. Students then used the collection of their essays in an ethnographic study of the social construction of groups and the nature of relationships. In a second semester research-based writing course, students built upon communication skills worked on during the first semester. After 2 weeks of introductory discussion of the theme and critical reading, students wrote a reflective autobiographical work concerning contemporary issues. They then participated in group discussion and collaborative evaluation of each others' papers. In subsequent assignments, students reexamined issues raised, analyzing cause and effect relationships or proposing solutions. As final projects, students took and supported informed positions on issues. Working in research teams, students were more willing to do field interviews, gather information, and share what they had learned. Finished research projects were bound for concluding class discussions. Student retention, attendance, and course evaluations were high, and participants found relevance in relating their research to their own lives. (SG)