Perennially Important Issues for Composition Courses

What are the practical necessities that should be reflected in the content of all syllabi? 

How and when should you use Academic Progress Reports? 

Who can you turn to when a few individual students' problems threaten to overwhelm your attention to the rest of the class and your ability to successfully challenge your most engaged students to do their best work?

What are the real risks of plagiarism and other forms of academic dishonesty, and what distinguishes a "criminal violation" from a teachable moment in the composition classroom?  [Note: this contains 2004 data, but the trends have been "up" (i.e., more cheating rather than less).]