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A Reader's Edition, Danis Rose declares that "the overriding criterion applied in creating this edition has been to maximize the pleasure of the reader" (vi).He invokes the reader's pleasure more than once in the front matter, pointing to its maximization through textual editing as a labor that he undertook on behalf of the "reader," an entity that he is at pains to distinguish from the "scholar" (v).Scholars, Rose suggests, already have their Ulysses.Hans Walter Gabler's critically edited text, which appeared in 1984, met with acclaim early on but soon came under attack for its unfamiliar theoretical rationale and its alleged errors of execution.The furore led to the reissue of the corrupt 1961 Random House text, which Gabler's edition was expected to replace.In 1992, W. W. Norton

David Flanagan, Robert von der Osten, Gwen Gorzelsky, Howard Tinberg, Ellen Cushman, Five Comments on "Students' Goals, Gatekeeping, and Some Questions of Ethics", College English, Vol. 60, No. 2 (Feb., 1998), pp. 210-219

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Discusses “Quixote’s visor,” a rhetorical turn that conceals a logical gap, an appeal to frustration or necessity. Suggests that the form of Quixote’s visor, the testing of a series of possibilities, is a way of deriving logical and rhetorical inferences in response to acts of questioning. Discusses two “cousins”--Sherlock’s visor and Darwin’s visor.

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Reviews the dominant pedagogical strategies compositionists have devised in response to the dilemma posed by the author/student writer binary. Reviews Raymond Williams’s analysis of the approaches to the “sociality” of authorship. Describes the contradictions in which dominant composition pedagogies have become entangled.

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Offering an emancipatory response to the widening fissure between day-to-day experience and institutional conventionality, [Kurt] Spellmeyer [in Common Ground: Dialogue, Understanding, and the Teaching of Composition] concludes with ideal of classroom practice that maintains a balance of communicative that silences no one, teachers or students (22-23). If freshman paper, for instance, were seen as threshold between two distinct contexts of social life and meaning, teachers could stop serving as initiatory gate-keep[ers], barring the way to pollution by the 'nonacademic.' (Bloom 846) Spellmeyer's reported view, seemingly endorsed by reviewer Lynn Z. Bloom, is that to eschew gatekeeping-at least in first-year college writing courses-is utopian aim, but in the good sense: the shimmering ideal at the horizon of current practice, the thing to keep moving toward. Gatekeeping is all caught up in power imbalances, silencings, the imposition of one value system (the academic) on another and presumably more natural one-an imposition seen as part of misguided and perhaps even fetishistic concern for purity (and consequent anxiety over pollution). Compared to such practice, any ideal is better, even one that's bit pie-inthe-sky. Views like these are such commonplaces that they are rarely defended in detail, or even fully articulated. Bits of explication, however, lie here and there in any

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