The published draft of the CCCC Statement (CCCC Initiatives on the Wyoming Resolution, CCC, Feb. 1989, 61-72) made me uneasy in its assumption that full-time teaching was the only legitimate model for academic employment in our--or indeed, any-field. Thus, I was pleased when the final version-in response to suggestions made by several of us at the 1989 CCCC meeting in Seattle-acknowledged the legitimacy of fully professional, tenuretrack part-time positions in the teaching of writing (Statement of Principles and Standards, CCC, Oct. 1989, 329-36). Regular part-time faculty are a permanent good in the academy and in our writing programs for two reasons. First, they allow for some variation from the standard male academic career track in one's 20's and early 30's-the track where you graduate from college, start grad school (maybe with a wife to help support you through it), land your first full-time tenure-track job, and write your first book to earn tenure (while your wife bears and watches the kids and provides the support system for 6 or 7 years). Not everyone can easily fit that time frame or career schedule, and our students need to see that different career patterns and work lives are possible. Business and government have been successfully experimenting with professional part-time positions and a number of successful part-time policies also exist in academia, like the ones at Carleton in Minnesota, Central College in Iowa, and Wesleyan in Connecticut, where part-time faculty in all disciplines can earn tenure and sabbaticals just like their full-time colleagues. Second, such professional part-time positions are important because they allow us to build into our writing programs, in a stable and productive way, faculty who have chosen to work part-time in order to have time for their own writing or other work which involves writing-people working as everything from novelists to free-lance journalists to political activists to consultants. These people bring a broad range of experiences with language into the classroom and they can teach our students and us a lot about writing in the nonacademic world. The final version of the CCCC Statement does not suggest