Anne Ruggles Gere. Intimate Practices: Literacy and Cultural Work in U.S. Women's Clubs, 1880–1920. Urbana: University of Illinois Press, 1997. 367 pages. George A. Kennedy. Comparative Rhetoric: An Historical and Cross‐cultural Introduction. New York: Oxford University Press, 1998. 238 pp. Cheryl Glenn. Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance. Carbondale: Southern Illinois University Press, 1997. 236 pages. Michael Bernard‐Donate and Richard R. Glejzer, eds. Rhetoric in an Antifoundational World: Language, Culture, and Pedagogy. New Haven and London: Yale University Press, 1998. 468 pages. $35.00 hardback. Gary A. Olson and Todd W. Taylor, eds. Publishing in Rhetoric and Composition. Albany. SUNY Press, 1997. 247 pages.

(1998). The rhetoric of citation systems—Part I: The development of annotation structures from the renaissance to 1900. Rhetoric Review: Vol. 17, No. 1, pp. 6-48.

Richard E. Young, Alton L. Becker, and Kenneth L. Pike. Rhetoric: Discovery and Change. Fort Worth: Harcourt Brace Jovanovich, 1970. Pp. xxi + 383. Eric A. Havelock. Preface to Plato. Cambridge: Belknap of Harvard UP, 1963. Preface to Plato, Part One: “The Image Thinkers”; Preface to Plato, Part Two: “The Necessity of Platonism”; Post‐Preface to Plato: A Re‐Review of Havelock's Scholarship

(1998). Resistance, women, and dismissing the “I”; Rhetoric Review: Vol. 17, No. 1, pp. 107-125.

(1998). “A conversation of gestures”: George Herbert mead's pragmatic theory of language. Rhetoric Review: Vol. 16, No. 2, pp. 253-267.

Christopher Lyle Johnstone, ed. Theory, Text, Context: Issues in Greek Rhetoric and Oratory. Albany, NY: State University of New York Press, 1996. viii + 196 pages. Craig R. Smith. Rhetoric and Human Consciousness: A History. Prospect Heights, Illinois: Waveland Press, 1998 (1997). xiv + 456 pages. Robert J. Connors. Composition‐Rhetoric: Backgrounds, Theory, and Pedagogy. Pittsburgh: University of Pittsburgh Press, 1997. 374 pp.

In this article I intend to share my experiences of teaching writingintensive courses at a large state university with the use of computers.' I want to present my positive experiences to the reader in such a way that will make you want to join me in exploring the myriad of possibilities of teaching with technology: ways that will free us, not constrict us-ways that will enhance learning and dialogue, not provide new ways of shutting down the inquisitive minds of students, but rather of expanding and enhancing all their possibilities and ours. Let me explain at the outset that the technologies I am advocating for teaching writing in writing-intensive literature and folklore courses are largely electronic mail formats and web sites for the distribution of assignments, for syllabi, for student writing, written assignments and peer reviews, and for the position of hypertext archives for class listservs.2 E-mail discussion listserv formats provide an easy way for everyone in the class to communicate automatically with every other member of the class, as well as with the instructor(s).3 Teachers, teaching assistants, tutors, and students can all be subscribed to the discussion listserv; whenever anyone on the list posts a memo addressed to the listserv, all persons subscribed to the list receive a copy of the entry. The listserv owner (generally, the teacher) controls who can be subscribed to the discussion list and who can participate in this electronic forum and how the discussion will operate. For example, in my descriptions below, I will illustrate how every student journal entry or writing assignment goes automatically to the computers of all the other students and myself. However, when I wish to communicate privately with a student or send her or him a graded paper, I can send that message only to that particular student simply by addressing the note to the individual student rather than to the entire list; similarly, when students are doing peer reviews of other students' papers, for privacy, they can post their comments only to the author of a paper, rather than to the entire class. In this paper I am advocating the use of the e-mail discussion list format because I believe in its capacity to better enable students to write well

Catherine Hobbs, ed. Nineteenth‐Century Women Learn to Write. Charlottesville and London: University of Virginia Press, 1995.343 pages. $47.50 cloth. Richard Fulkerson, Teaching the Argument in Writing. Urbana, IL: NCTE, 1996, 184 pp. Thomas P. Miller. The Formation of College English. Pittsburgh: University of Pittsburgh Press, 1997. ix‐x + 345 pages. $22.95 paper.

(1997). John Witherspoon's normalizing pedagogy of ethos. Rhetoric Review: Vol. 16, No. 1, pp. 58-75.

(1997). Historicizing Lincoln: Garry wills and the canonization of the “Gettysburg address”; Rhetoric Review: Vol. 16, No. 1, pp. 120-137.

(1997). Composing a discipline: The role of scholarly journals in the disciplinary emergence of rhetoric and composition since 1950. Rhetoric Review: Vol. 15, No. 2, pp. 322-348.

John C. Brereton. The Origin of Composition Studies in the American College, 1875–1925: A Documentary History. Pittsburgh: University of Pittsburgh Press, 1995. xvii + 584 pages. $24.95 paper. Krista Ratcliffe. Anglo‐American Feminist Challenges to the Rhetorical Traditions: Virginia Woolf, Mary Daly, Adrienne Rich. Carbondale: Southern Illinois University Press, 1996. 227 pages. Ulla Connor. Contrastive Rhetoric: Cross Cultural Aspects of Second‐Language Writing. New York: Cambridge University Press, 1996. xv + 201 pages. $44.95 hardcover, $17.95 paper. Carl G. Herndl and Stuart C. Brown, eds. Green Culture: Environmental Rhetoric in Contemporary America. Madision: University of Wisconsin Press, 1996. xii + 315 pages. $21.95 paper.

(1997). Rhetorical situations and their constituents. Rhetoric Review: Vol. 15, No. 2, pp. 264-279.

Kevin Robb. Literacy & Paideia in Ancient Greece. New York and Oxford: Oxford University Press, 1994. x + 310 pages. Joseph Petraglia, editor. Reconceiving Writing, Rethinking Writing Instruction. Mahwah, NJ: Lawrence Erlbaum, 1995. 272 pages. Ira Shor. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: The University of Chicago Press, 1996. 242 pages. Mark Lawrence McPhail. Zen in the Art of Rhetoric: An Inquiry into Coherence. Albany: State U of New York P, 1996. 220 pages.

Alan W. France. Composition As a Cultural Practice. Westport, CN: Bergin and Garvey, 1994. 171 pages. Mark Wiley, Barbara Gleason, and Louise Wetherbee Phelps, editors. Composition in Four Keys: An Inquiry into the Field. Mountain Valley, California: Mayfield Publishing Company, 1995. 608 pages. A. L. Becker. Beyond Translation: Essays in Modern Philology. University of Michigan Press, 1995. 431 + ix pages. Sherrie L. Grandin. Romancing Rhetorics: Social Expressivist Perspectives on the Teaching of Writing. Portsmouth, NH: Boynton/Cook Heinemann, 1995. 166 pages. Mike Rose. Possible Lives. New York: Houghton Mifflin, 1995. 454 pages. $24.95. Richard McKeon. On Knowing—The Natural Sciences. Compiled by David B. Owen. Edited by David B. Owen and Zahava K. McKeon. Chicago: University of Chicago Press, 1994. 405 pages. $65.00 hardcover, $17.95 paper. Jasper Neel. Aristotle's Voice: Rhetoric, Theory and Writing in America. Carbondale: Southern Illinois University Press. 259 pages. $24.95.

(1996). To capture the essence of Chinese rhetoric: An anatomy of a paradigm in comparative rhetoric. Rhetoric Review: Vol. 14, No. 2, pp. 318-335.

Eugene Garver. Aristotle's Rhetoric: An Art of Character. Chicago: The University of Chicago Press, 1994. xii + 325 pages. Helen Fox. Listening to the World: Cultural Issues in Academic Writing. Urbana, IL: NCTE, 1994. xxi +161 pages. W. Ross Winterowd. A Teacher's Introduction to Composition in the Rhetorical Tradition. Urbana: NCTE, 1994. 130 pages. Marcello Pera. Discourses of Science. Translated by Clarissa Botsford. Chicago: University of Chicago Press, 1994. 250 pages. Pera, Marcello, and William R. Shea, eds. Persuading Science: The Art of Scientific Rhetoric. Canton, MA: Science History, 1991. Perelman, Chaïm, and L. Olbrechts‐Tyteca. The New Rhetoric: A Treatise on Argumentation. Trans. John Wilkinson and Purcell Weaver. Notre Dame: U of Notre Dame P, 1969. Planck, Max. Scientific Autobiography and Other Papers. Trans. F. Gaynor. London: Williams and Norgate, 1950. Simons, Herbert, ed. The Rhetorical Turn: Invention and Persuasion in the Conduct of Inquiry. Chicago: U of Chicago P, 1990. Haig Bosmajian, Metaphor and Reason in Judicial Opinions. Carbondale: Southern Illinois UP, 1992. Fredric G. Gale, Political Literacy: Rhetoric, Ideology, and the Possibility of Justice. Interruptions: Border Testimony(ies) and Critical Discoursed). Albany: State U of New York P, 1994. Austin Sarat and Thomas R. Kearns, eds. The Rhetoric of Law. Amherst Series in Law, Jurisprudence, and Social Thought 4. Ann Arbor: U of Michigan P, 1994.

(1995). Rhetoric and reality in the process of scientific inquiry. Rhetoric Review: Vol. 14, No. 1, pp. 106-125.

(1995). Pestalozzi's Mark on nineteenth‐century composition instruction: Ideas not in words, but in things. Rhetoric Review: Vol. 14, No. 1, pp. 23-43.

(1995). “Breaking up”; [at] phallocracy: Postfeminism's chortling hammer. Rhetoric Review: Vol. 14, No. 1, pp. 126-141.

In summer of 1987, Donald Stewart began a survey of English departments, attempting to uncover changes in curriculum that had resulted from changes in discipline. Stewart reported results of his survey in a 1989 CCC article, is an English Major, and What Should It Be? Stewart acknowledged limitations of his study: he was considering only 194 colleges, and only 108 of these actually responded to his request for information beyond catalogue description. Furthermore, many of respondents indicated that their curriculum was constantly being revised. Still, survey provided an important window on English major, particularly with regard to options in creative writing and rhetoric/composition. Stewart found that only 74 of 194 colleges surveyed, or 38%, offered students chance to specialize in some aspect of writing in addition to literature. The majority of English departments surveyed by Stewart (55%) offered only literature emphases, with optional electives from other areas of English. Based on his findings, he made a call for the establishment, in all departments, of options in creative writing, linguistics (where departments of linguistics do not exist), and composition and (193). In our survey of writing concentrations or majors within English departments, we wanted to follow up on Stewart's survey to see if more undergraduates were able to specialize in composition and rhetoric.1 The initial impetus for this survey came from an e-mail discussion among writing program directors about concentrations in writing and rhetoric being offered in their departments. After several writing program directors informally announced new courses and writing concentrations, we thought a review of these changes

Richard A. Lanham. The Electronic Word: Democracy, Technology, and the Arts. Chicago: University of Chicago Press, 1993. xv + 285 pp. $22.50 (cloth). Also available as a Chicago Expanded Book. 2 high‐density Macintosh disks. $29.95. Edward Schiappa, ed. Landmark Essays on Classical Greek Rhetoric. Landmark Essays Volume Three. Davis, CA: Hermagoras Press, 1994. xiv + 256 pages. $15.95 paper. Michael G. Moran, ed. Eighteenth‐Century British and American Rhetorics and Rhetoricians: Critical Studies and Sources. Westport, Connecticut: Greenwood Press, 1994. 318 pages. Barry Brummett, ed. Landmark Essays on Kenneth Burke. Davis: Hermagoras Press, 1993. xix + 290 pages. $15.95. Geoffrey A. Cross. Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis. Cresskill, NJ: Hampton Press, 1994. 182 pages. $18.50 paper. Alice Glarden Brand and Richard L. Graves, eds. Presence of Mind: Writing and the Domain Beyond the Cognitive. Portsmouth, NH: Heinemann Boynton/Cook Publishers, 1994.

(1994). Antifoundationalism: Can believers teach? Rhetoric Review: Vol. 13, No. 1, pp. 150-163.

Miriam Brody. Manly Writing: Gender, Rhetoric, and the Rise of Composition. Carbondale: Southern Illinois University Press, 1993. 247 pages. Carol J. Singley and S. Elizabeth Sweeney, eds. Anxious Power: Reading, Writing, and Ambivalence in Narratives by Women. Albany: State University of New York Press, 1993. xxvi + 400 pages. Gregory Clark and S. Michael Halloran, eds. Oratorical Culture in Nineteenth‐Century America: Transformations in the Theory and Practice of Rhetoric. Carbondale: Southern Illinois University Press, 1993.281 pages. Donovan J. Ochs. Consolatory Rhetoric: Grief, Symbol, and Ritual in the Greco‐Roman Era. Columbia: University of South Carolina Press, 1993. xiv + 130 pages. $29.95 cloth. Walter L. Reed. Dialogues of the Word: The Bible as Literature According to Bakhtin. New York: Oxford University Press, 1993. xvi + 223 pages. Barbara Warnick. The Sixth Canon: Belletristic Rhetorical Theory and Its French Antecedents. Columbia: University of South Carolina, 1993. 176 pages. John Frederick Reynolds, ed. Rhetorical Memory and Delivery: Classical Concepts for Contemporary Composition and Communication. Hillsdale, NJ: Lawrence Erlbaum Associates, 1993. xii + 170. $19.95 paper. Edward M. White. Teaching and Assessing Writing. 2nd ed. San Francisco: Jossey‐Bass Publishers, 1994. xxii + 331 pages. $34.95. Sharon Crowley. Ancient Rhetorics for Contemporary Students. New York: Macmillan College Publishing Company, 1994. 365 pages. Victor Villanueva, Jr. Bootstraps: From an American Academic of Color. Urbana, IL: NCTE, 1993. xviii + 150 pages.

(1994). Constructing a doctoral program in rhetoric and composition. Rhetoric Review: Vol. 12, No. 2, pp. 392-397.

(1994). Doctoral programs in rhetoric and composition: A catalog of the profession. Rhetoric Review: Vol. 12, No. 2, pp. 240-389.

(1993). The war between reading and writing— and how to end it. Rhetoric Review: Vol. 12, No. 1, pp. 5-24.

Jacqueline de Romilly. The Great Sophists in Periclean Athens. Translated by Janet Lloyd. Oxford University Press, 1992. 260 pages. $75.00. Ira Shor. Empowering Education. University of Chicago Press, 1992.286 + vii pages. Lester Faigley. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: University of Pittsburgh Press 1992. 285 pages. Crowley, Sharon. The Methodical Memory: Invention in Current‐Traditional Rhetoric. Carbondale: Southern Illinois University Press, 1990. xviii + 207 pages. Horner, Winifred Bryan. Nineteenth‐Century Scottish Rhetoric: The American Connection. Carbondale: Southern Illinois University Press, 1993. x + 211 pages. Johnson, Nan. Nineteenth‐Century Rhetoric in North America. Carbondale: Southern Illinois University Press, 1991.313 pages. Rewriting the nineteenth century Chris M. Anson, Joan Graham, David A. Jolliffe, Nancy S. Shapiro, Carolyn H. Smith. Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice. Urbana, IL: NCTE, 1993. xiii + 160 pages. Mark Backman, Sophistication: Rhetoric and the Rise of Self‐Consciousness. Woodbridge, CT: Ox Bow Press, 1991. Douglas Walton. The Place of Emotion in Argument. University Park: The Pennsylvania State University Press, 1992. 294 pages. $45.00 cloth, $14.95 paper.

(1993). Mirroring ourselves? The pedagogy of early grammar texts. Rhetoric Review: Vol. 11, No. 2, pp. 418-435.

(1993). I conclude not: Toward a pragmatic account of metadiscourse. Rhetoric Review: Vol. 11, No. 2, pp. 265-289.

M. Jimmie Killingsworth and Jacqueline S. Palmer. Ecospeak: Rhetoric and Environmental Politics in America. Carbondale: Southern Illinois UP, 1992. xi + 312 pages. John Frederick Reynolds, David C. Mair, Pamela C. Fischer. Writing and Reading Mental Health Records: Issues and Analysis. Newbury Park, CA: Sage, 1992. 109 pages. Nathaniel Teich, ed. Rogerian Perspectives: Collaborative Rhetoric for Oral and Written Communication. Norwood, NJ: Ablex Publishing Corporation, 1992. 303 pages. $24.50. Gerald McNiece. The Knowledge That Endures: Coleridge, German Philosophy and the Logic of Romantic Thought. London: Macmillan, 1992. 226 pages.

(1993). The epideictic character of rhetorical criticism. Rhetoric Review: Vol. 11, No. 2, pp. 339-349.

(1992). Disassembling Plato's critique of rhetoric in the Gorgias (447a‐466a) Rhetoric Review: Vol. 10, No. 2, pp. 205-216.

That errors in writing are somehow is no news to the field of composition. Yet there is a recurring discrepancy in the approach compositionists take toward this dimension of written error. On the one hand, what counts as an (or as correct) in writing is generally recognized as social: most compositionists freely acknowledge the of the controversial imposition of standards of correct notation as a set of arbitrary conventions. On the other hand, the production of particular errors is regularly identified and treated as social but as individual, evidence of an individual writer's cognitive or perceptual difficulties, trouble knowing and/or seeing error. We might account cynically for the discrepancy between recognition of what might be called the sociality of errors and the focus of research and teaching on error as a sign of ethical irresponsibility. I would argue, however, that this discrepancy results from an impasse in how the sociality of error has been theorized. To acknowledge that errors are seems to mean primarily that one acknowledges the of the regularization of conventions for writing English, a regularization which, coincidentally, has favored the syntactic forms of dialects spoken by more powerful social groups. But all this seems to be viewed as afait accompli, history in the sense of something in the past about which there is little now to be done, a digression that takes attention away from the immediate problems of our students and their writing. The proper focus of attention for researchers and teachers of writing, it seems largely to be assumed, is on matters of student cognition and perception of error. In her 1985 review of Research on Error and Correction, Glynda Hull testifies to this state of affairs. Hull acknowledges that [m]ost of the controversy correctness in writing has finally to do with power, status, and class, but observes that much recent research on error can be viewed as walking a middle ground in the controversy, neither despairing that students must learn a privileged language nor grieving overlong that there is a cost (165, 166). This research takes as its purpose not a delineation of the social and political implications of error and correctness but an investigation of those mental processes involved in making errors and correcting them (167).1 Note that researchers pursuing such matters do deny the social controversy surrounding errors. But

George A. Kennedy, trans. Aristotle: On Rhetoric (subtitled A Theory of Civic Discourse). Oxford University Press, 1991. 335 + xiii pages. The Importance of George A. Kennedy's Aristotle: On Rhetoric Kennedy's Aristotle: On Rhetoric as a Pedagogical Tool Kennedy's Rhetoric as a Contribution to Rhetorical Theory Kennedy's Aristotle: on Rhetoric as a Work of Translation∗ James J. Murphy, ed. A Short History of Writing Instruction: From Ancient Greece to Twentieth‐Century America. Davis, CA: Hermagoras Press, 1990. 241 + v pages. Teaching the History of Writing Instruction Thomas Miller. The Selected Writings of John Witherspoon. Southern Illinois University Press, 1990. 318 + viii pages. Patricia Harkin and John Schilb, eds. Contending with Words: Composition and Rhetoric in the Postmodern Age. New York: Modern Language Association, 1991. iv + 242 pages. Sandra Stotsky, ed. Connecting Civic Education and Language Education: The Contemporary Challenge. New York: Teachers College Press of Columbia University, 1991. Janis Forman, ed. New Visions of Collaborative Writing. Portsmouth, NH: Boynton/Cook Publishers, 1992. 200 pages. $23.50.

(1992). The four master tropes: Analogues of development. Rhetoric Review: Vol. 11, No. 1, pp. 91-107.

(1992). Robert Zoellner's “talk‐write pedagogy”: Instrumental concept for composition today. Rhetoric Review: Vol. 10, No. 2, pp. 239-243.

(1992). Reviving the rodential model for composition: Robert Zoellner's alternative to flower and Hayes. Rhetoric Review: Vol. 10, No. 2, pp. 244-249.

(1992). Owning a virus: The rhetoric of scientific discovery accounts. Rhetoric Review: Vol. 10, No. 2, pp. 321-336.

Richard Leo Enos, ed. Oral and Written Communication: Historical Approaches. "Written Communication Annual, An International Survey of Research and Theory,” vol. 4. Newbury Park: Sage Publications, 1990. 264 pages. Susan C. Jarratt. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois University Press, 1991. 181 pp., $22.50. Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts. Carbondale: Southern Illinois University Press, 1990. 151 pages. Jeanette Harris. Expressive Discourse. Dallas: Southern Methodist University Press, 1990. 206 pages.

(1991). What's at stake in the conflict between “theory”; and “practice”; in composition? Rhetoric Review: Vol. 10, No. 1, pp. 91-97.

Andrea A. Lunsford, Helene Moglen, and James Slevin, eds., The Future of Doctoral Studies in English. New York: Modern Language Association, 1989. xii + 179 pages. Patrick Brantlinger, Crusoe's Footprints: Cultural Studies in Britain and America. New York: Routledge, 1990. xi + 212 pages. Bernard Bergonzi, Exploding English: Criticism, Theory, Culture. New York: Oxford University Press, 1990. viii + 240 pages. Reed Way Dasenbrock, ed. Redrawing the Lines: Analytic Philosophy, Deconstruction, and Literary Theory. Minneapolis: University of Minnesota Press, 1989. 263 pages. John D. Schaeffer, Sensus Communis: Vico, Rhetoric, and the Limits of Relativism. Durham, NC: Duke University Press, 1990. 181 pages. $25.75. Donald A. Daiker and Max Morenberg, eds. The Writing Teacher as Researcher: Essays in the Theory and Practice of Class‐Based Research. Portsmouth, NH: Boynton/Cook Publishers, 1990. xi + 357 pages. $19.50. Alice Glarden Brand, The Psychology of Writing: The Affective Experience. Foreword by Peter Elbow. New York: Greenwood Press, 1989. 259 pages.

(1991). Abstracting the bodies of/in academic discourse. Rhetoric Review: Vol. 10, No. 1, pp. 52-69.

(1991). On composing ethnographically: Strategies for enacting authority in writing. Rhetoric Review: Vol. 10, No. 1, pp. 131-142.

(1991). “Revision/re‐vision”: A feminist writing class. Rhetoric Review: Vol. 9, No. 2, pp. 258-273.

Patricia P. Matsen, Philip Rollinson, Marion Sousa, eds. Readings from Classical Rhetoric. Carbondale: Southern Illinois University Press, 1990. viii + 382 pages. Roderick P. Hart. Modern Rhetorical Criticism. Glenview, IL: Scott, Foresman/Little Brown, 1990. iv + 542 pages. Susan Miller. Textual Carnivals: The Politics of Composition. Southern Illinois University Press, 1990. 267 pages. Bruce Lincoln. Discourse and the Construction of Society: Comparative Studies of Myth, Ritual, and Classification. New York: Oxford University Press, 1989. 238 pages. Gregory Clark. Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Carbondale: Southern Illinois University Press, 1990. xix + 93 pages. Lawrence J. Prelli. A Rhetoric of Science: Inventing Scientific Discourse. Columbia: University of South Carolina Press, 1989. xi + 320 pages. Kathleen E. Welch. The Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse. Hillsdale, NJ: Lawrence Erlbaum Associates, 1990. 186 pages.

(1991). Women's work: The feminizing of composition. Rhetoric Review: Vol. 9, No. 2, pp. 201-229.

(1990). What is an English major? Some afterthoughts. Rhetoric Review: Vol. 9, No. 1, pp. 128-131.

Sander L. Gilman, Carole Blair, and David J. Parent, eds. and trans. Friedrich Nietzsche on Rhetoric and Language. New York: Oxford University Press, 1989. xxvii + 273 pages. $35.00. Janice M. Lauer and William J. Asher, Composition Research: Empirical Designs. New York: Oxford University Press. 302 pages. The Rhetorical Tradition: Readings from Classical Times to the Present. Edited by Patricia Bizzell and Bruce Herzberg. Boston: Bedford Books of St. Martin's Press, 1990. xii + 1282 pages.