Composition pedagogy that challenges students to reflect on their participation in discourse communities reveals an attempt by teachers to balance disciplinary concerns with the realities of students' worlds. Such a pedagogy consists of students repositioning themselves in relation to the various discourses which comprise their own ways of speaking. The third and newest edition of the textbook by Sommers and McQuade, "Student Writers at Work and in the Company of Other Writers," reflects a concerted effort to define the academic discourse community as including student writers. The book presents the work of both student and professional writers as collaborative. Although less so than in prior editions, the textbook does tend to emphasize effective writing technique over promoting the development of students' own voices as writers. There is a disjuncture in the textbook's use of questions that highlight technique and discussions of what is valuable in professional writers' work. To its credit, the third edition of "Student Writers" seeks to balance student voices with professionals by pairing essays by students and professionals in order to address a particular literary technique. The book repositions student voices, foregrounding student writers as experts who have something valuable to offer the discourse community. (SG)