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Chapter VII of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It examines the kinds of writing students completed during their first year college in their composition classes and other subjects. It explores several factors that may influence how and what the students write.

An introduction is presented in which the author discusses the works of education researcher and teacher Bill Smith.

Chapter XVI of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It examines the K-12 teacher accreditation and standards in shaping the education profession. It reviews the history and process of accreditation of English teachers and mentions several observations and recommendations for the National Council of Teachers of English (NCTE).

Chapter XVII of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It highlights the usage of the story of the "Wizard of Oz" as a framework for examining the relationship between research and practice in education and the way it affects public policies. The author argues for more recognition of the limits and worth of differing research paradigms.

Chapter XV of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. The author discusses his professional identity and explains his professional path, tracing the formation of composition studies through a mix of work done by teachers and researchers from education schools. The author explains some of the struggles involved in the creation of composition's disciplinary identity.

Chapter XIV of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It cites Smith's doctoral student Glynda Hull from the University of Pittsburgh, who with her colleague Michael Angelo James, write about theories of postmodern geography to examine how a community is identified through its signage. Hull explained how Smith's creation of spaces for learning informed her own academic identity.

Chapter XIII of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It offers a description of Smith as a teacher and mentor. It focuses on the experiences of Smith's former students who describe their experiences with Smith and how he influenced them.

Chapter XII of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It offers an account of the formation of Department of Language Education Field Center at University of Georgia, as well as William L. Smith's work at the center. It explains the benefits of the center to teacher educations as well as Smith's insistence on being on site in the public schools.

Chapter XI of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It focuses on the graduate-level education offered by Masters of Arts in Teaching (MAT) program. It highlights the story of an English teacher who searched to find pedagogical practices necessary to teach her sixth grade students effective research-narrative writing.

Chapter x of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It examines the theoretical assumptions about technology in composition studies and the use of courseware in composition classrooms. It discusses a writing composition theory that is used by different universities through online communication. It offers guidelines for attempting educational reform in the digital age.

Chapter IX of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It focuses on the development and testing of an online writing tutor program that provides instruction and practice for science and engineering student. It notes that the rationale for an online program is based in judgment training, as well defined pedagogical principles.

Chapter VIII of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It investigates how language conveys values and attitudes in undergraduate students studying linguistics. It examines why some students persist in believing language myths while others are more willing to accept linguists' views.

Chapter III of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It focuses on the investigation of the English learner E1/E2 grading interaction which demonstrated that E2 teachers were significantly more likely to give holistic scores to essays written by E2 writers. It suggests that college-level writing teachers may belong to an entirely different discourse community than K-12 teachers.

Chapter VI of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It discusses the usage of attitude surveys as tools of reflection in writing courses. It explains how a teacher can use attitude surveys to prompt student reflection about their writing. It explores the significance of applying feminist principles in developing, applying, and interpreting research tools and concepts.

Chapter V of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It discusses the significance of the theoretical discussions about validity theory in educational research to literacy educators and measurement specialists. The author urges professionals to stretch beyond their comfort zones to learn more about what validity offers for teachers, learners, and assessment specialists.

Chapter IV of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It discusses a research that uses a placement method developed by William L. Smith, which relies on teacher expertise, as a starting point for reading students' secondary portfolios to make decisions about placement into college composition. It highlights several systems developed to fulfill the challenges to holistic scoring.

Chapter II of the book "Blurring Boundaries: Developing Writers, Researchers, and Teachers: A tribute to William L. Smith," edited by Peggy O'Neill is presented. It examines the effects of changing the structure of a topic on college student's writing in the quality of the written product, fluency or words produced, and in total error produced. It examines the research on essay topics in the 2003 Scholastic Amplitude Test (SAT) which separate advanced writers from general and poor writers.