Many high school English teachers rank their priorities according to the expectations of the institution in which they work. The scope of high school English teachers' jobs also differs from that of their college sisters and brothers. The former see themselves as accountable for the growth of the whole child, in addition to the growth of the child's expertise as a writer. Another difference lies in the fact that most college students have chosen to be there and have paid considerable money for the privilege. As a result, college writing teachers wield power. While few high school English teachers neither see themselves as writers nor are they encouraged to write for publication, their college counterparts can move up the career ladder as a result of publishing or speaking at conferences. For some high school teachers, teaching an activity they no longer perform causes rigidity. Many still teach the standard five-paragraph essay, a formula which focuses on form rather than content but which gets the job of organizing a student's writing done. Talking with former students who are now studying composition in college can help high school English teachers learn about writing instruction. (CR)