This article relates case histories of basic writing programs at regional campuses in Florida, and the perceived need to incorporate concerns of social class into basic writing curriculum. Attention to class helps scholars identify institutional patterns that distance basic writing from the university's mainstream business. This author describes a universal design approach to basic writing that would facilitate the financial security and professional prestige of those who work in the field, would set up studio programs that allow "at-risk" students immediate access to mainstream courses, and would intervene in those components of the mainstream that unduly compromise access, like standardized placement tests, pedagogies and course policies that disregard diverse learning styles and students' uneven life situations. (Contains 11 notes.)