Increasingly, autistic students are attending college, posing new challenges to writing instructors. In particular, such students may have trouble imagining readers' responses to their texts. Developing an appropriate pedagogy for these students may involve revisiting composition studies' tradition of cognitive research, while not abandoning more recent constructivist theories. People with Asperger's Syndrome, who are my primary concern in this article, are on the less severe end of the autism spectrum; they tend to possess average to above-average cognitive and verbal abilities, while they also exhibit impaired social abilities and the fixed patterns of interest typical of autism.