For the last decade, college campuses across the United States have witnessed an influx ofU.S.-educated nonnative speakers of English. Many of these students come to postsecondaryinstitutions with almost nativelike communicative competence yet marginal literacy skills. Thismismatch in proficiency has proved to be a daunting challenge to ESL and composition faculty.Furthermore, few researchers have examined the linguistic needs of this population, creating agap in our knowledge of how best to intervene with these students. Generation 1.5 MeetsCollege Composition: Issues in the Teaching of Writing to U.S.-Educated Learners of ESLis one of the first attempts to fill that void. This noteworthy volume brings together the current research on U.S.-educated learners of ESL, or Generation 1.5, a reference to U.S.-educated immigrant students who are caught somewhere between the cultural and linguistic experiences of the first and second generations.