Everything about how the programs operate suggests a strong core commitment to demonstrating that the student-offenders are worthy participants in the pursuit of literacy development. The programs most often are located within university buildings and are sometimes also listed as college courses for which credit is received. Although the classes are located near the hub of campus activity, they also are held in the most luxurious campus setting possible, such as the chancellor’s board room. What seems crucial about the program is the inclusion of several voices of traditional authority, a judge and probation officer as well as the teacher. Including these extra voices enables the student-offenders to witness respectful differences of perspective among those traditionally imbued with authority as they negotiate including their own voices into the conversation in which all are welcomed as equals. Testimonial after testimonial on their website—from criminal offenders, judges, probation officers, and teachers—point directly to the development of additional perspectives and choices available to participants—and to the exploration, orally and in writing, of meanings they and the characters construct for the narrative events. Said another way, the goals of the program, as I understand them, are to read and critique the texts as sites of cultural communications. They are doing rhetorical analysis, and through their rhetorical analyses, their life choices are changing. Empirical studies of CLTL program outcomes suggest participating offenders demonstrate far lower recidivism rates (18.75%, and an almost complete avoidance of violent crime) than non-participating offenders with similar criminal histories (45%) (http://cltl.umassd.edu/ProgramsFollow1c.cfm). If, as an alternative to sentencing men and women to prison, doing rhetorical analysis can effect such changed behavior, surely doing rhetorical analysis could effect change in the lives of people who feel imprisoned by abuse and violence. The Changing Lives through Literature program, with an emphasis on writing responses as well as orally discussing them, is the literacy development program I would like to bring to clients of the Center for Nonviolence.