Other aspects of the Expository Writing system,including the four-year rule that keeps veteranteachers from staying and results in massiveturnover, may be a problem as well, saysWilkinson.

And Expository Writing faculty complain of alack of methodical training of teachers, thoughthey say the system is improving. One second-yearExpos teacher says the most memorable part of histhree-day teacher training session was the cateredlunch.

What, then, is the solution to theproblems teachers see in the Expos program? Andhow can the University live up to the promise thatthe ability to write comes with a Harvard diploma?

Wilkinson has a simple answer: Abolish thefour-year limit on teachers' jobs at Expos.

"I don't understand a system that forces peopleout after four years," he says. "If good teacherswant to stay around for 30 years, we should letthem."

He suggests a one-year contract for ExpositoryWriting instructors, followed by a three-yearcontract and renewable four-year contracts afterthat.

Ford, too, sees no justification for thefour-year rule. He cites an example from hisexperience as director of the University ofCalifornia, Los Angeles' writing program before hecame to Harvard.

"People were hired as lecturers," he says."They were hired for one year, then up to sixyears, and then were subjected to an "eye of theneedle" review intended to keep the best teacherson staff.

"That proved a means of holding on to peoplewho did prove to be excellent teachers ofcomposition," he says.

Ford also suggests a realistic pay scale inline with first-year professors for beginningteachers. Starting Expos teachers are paid $25,500a year.

Improving the status of Expository Writingteachers, however, does not automatically improvethe quality of writing. If that is to happen,Wilkinson says, a respect for the teaching ofwriting must become ingrained in the academicculture.

In other words, just as Expos could shape itscourses to work with the concentrations, perhapsthe concentrations could shape their classwork toreflect the values and focus of an Expos section.

Wilkinson's answer, and the one Dean of theFaculty Jeremy R. Knowles offers as well, is thewriting fellows program created and run by the BokCenter.

This year, approximately 50 teaching fellowswill take Bok Center training in the art ofteaching students how to write. They will lead"writing-intensive" sections with more attentionto student writing.

Eventually, Wilkinson hopes, their efforts will"filter up" to those who lead the classes and runthe departments. But, he concedes, it is a gradualprocess.