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For anyone who has witnessed the success of many young men and women who were taught to fail, has watched them lay claim to their talents, meet their commitments and set out with a plan in their minds, the widespread pessimism about whether Open Admissions can work, as they put it, is baffling. Especially baffling is the fact that this pessimism was deep-rooted even before any of the new students had stepped on our campuses. By now, there is a literature of pessimism, a theology-more precisely, a social science-of despair that serves the purposes of those who have already rejected the social policy implicit in Open Admissions. Unfortunately, the debate about Open Admissions has been and is being carried on in the language of those who oppose it: in the alphabet of numbers, the syntax of print-outs, the transformations of graphs and tables, the language, in particular, of a prestigious group of social scientists who perceive through their language truths that even they seem, at times, unwilling to hear, much as scientists of another kind in another

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This important and influential study is the first to cover the whole field of rhetoric and discourse theory, bringing together and analyzing such varied approaches as Aristotelian rhetoric, modern logic, linguistics, and literary theory. James Kinneavy explores the many and varied purposes of language, and relates these purposes to four discourse types: reference, persuasive, literary, and expressive. Each type is discussed in terms of its inherent logic, its characteristic patterns of organization, and its stylistic features, with abundant examples in support of Dr. Kinneavy's analysis. Readers are invited to sharpen their own perceptions through numerous, carefully planned end-of-chapter exercises, and through further reading in sources listed in chapter bibliographies. A Theory of Discourse is essential reading for scholars of rhetorical and discourse theory, and for teachers of writing and other communications skills. It can also serve as the core text in a course on rhetoric or the teaching of college writing.

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I did my graduate work, composition was taught almost exclusively by slaves. With the exception of a few wives of important faculty and a small number of supervisory personnel, graduate teaching assistants instructed the 200odd sections of freshman composition offered each year. Southern Illinois University has thus opted for one of the two common solutions to the problem of college composition. It utilizes vaguely supervised graduate teaching assistants to instruct the staggering number of students who, each year, enroll in the freshman composition sequence. It goes almost without saying that the freshman composition sequence has virtually no repute within the English department. The Director of Composition is judged effective and the graduate teaching assistants are regarded as a good crop on the basis of the decibel level of student

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John E. Erickson, Roland W. Holmes, William F. Marquardt, Preparing Student-Teachers for Composition Teaching through Writing-Interaction, College Composition and Communication, Vol. 21, No. 2 (May, 1970), pp. 163-169