One intention that an instructor had for her new course called "Writing and Healing: Women's Journal Writing" was to make apparent the power of self-written text to transform the writer. She asked her students--women studying women writing their lives and women writing their own lives--to write three pages a day and to focus on change. The instructor participated in the daily writing because she wanted, in particular, to heal her own writing, intending to remove as many neurotic obstacles as she possibly could from the doing of her own writing. After reading Anne Frank, the class would move on to Virginia Woolf, and to Audre Lorde's Cancer Journals, with the intention of beginning a discussion on the history of journal writing and its theorists to eventually include a collection of essays on writing and healing. But, after September 11, 2001, even academia's ivory tower trembled. The fear in the classroom caused by the terrorist attacks had to be addressed because fear had suddenly become part of the syllabus: "fear across the curriculum." The classroom narrative underwent changes in understanding and in endurance, as had their journal writing. Some of those who had stopped writing in their healing journals began to write for the silenced women of Afghanistan and the absence of the Twin Towers. Students responded to other students in their writing, they remembered the writing issues of each student, and they mentioned what they had gleaned from the readings. Women's journal writing pedagogy provides the context that recognizes the community that continues past the classroom. (NKA)