During the COVID-19 pandemic, institutional parameters shifted unexpectedly, which influenced how writing instructors took up and taught their courses. This article reflects on an instructor's experience teaching a corequisite support course during the pandemic, utilizing the concept of liminality, as basic writing scholarship draws on various metaphors that position basic writing courses "outside" the university. To reconsider how her course may have functioned for her students in different ways while face-to-face instruction was limited, the author positions her experiences designing the course and its placement measures alongside the unexpected, inconsistent conditions of teaching during crisis.