Abstract
ly and less accessibly for teachers. Even as I was finishing this project, I was worrying about the dangers of becoming ungrounded by too much abstraction while I fretted on another level about the increasing elevation of theory over practice in composition. My intellectual history-like that of the teachers I've talked with-shows that my work has thrived on relationships with reflective counterparts, through whom it is constantly challenged, transformed, expanded, and refreshed. Textual others have an extraordinary part to play in enlarging reflection beyond the merely personal, as the teachers' conversations and materials emphasize. But face-to-face or other intimate reflective interactions, like Steve's letters to his This content downloaded from 157.55.39.217 on Tue, 06 Sep 2016 04:01:40 UTC All use subject to http://about.jstor.org/terms