AbstractThis article challenges the view that rhetoric, dialectic and logic are three perspectives on argument, relating respectively to its process, its procedure, and its product. It also questions the view that rhetorical arguments represent a distinctive type. It suggests that, as related to argument, rhetoric is the theory of arguments in speeches, dialectics the theory of arguments in conversations, and logic the theory of good reasoning in each.

Reviewed are: Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age, William Powers. Rhetorics and Technologies: New Directions in Writing and Communication, Stuart Selber, editor. From A to <A>: Keywords of Markup, Bradley Dilger and Jeff Rice, editors. Technological Ecologies & Sustainability, Dànielle Nicole DeVoss, Heidi McKee, and Richard Selfe, editors. Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands, John Scenters-Zapico.

In this essay, Tulley and Blair combine instructional and editorial perspectives to analyze how the process of digital composing reshapes often entrenched notions of authorship and composing practice within the English major by having students reenvision a traditional print genre, the book review, in digital space.

Mapping the Terrain of Feminist Cyberscapes, Kristine Blair and Pamela Takayoshi Map of Location I: The Body in Virtual Space Technological Fronts: Lesbian Lives On the Joanne Addison and Susan Hilligoss Postmodernist Looks at the Body Electric: Email, Female and Hijra, Sarah Sloane Re-Membering Mama: The Female Body Embodied and Disembodied Communication, Barbara Monroe Making the Map: Interview with Helen Schwartz Map of Location II: Constructions of Online Identities Our Studnets, Our Selves I, A Mestiza, Continually Walk Out of One Culture Into Another: Alba's Story, Sibylle Gruber Pedagogy, Emotion and The Protocol of Care, Shannon Wilson. Writing (Without) The Body: Gender and Power in Networked Discussion Groups, Donna LeCourt Making the Map: Interview with Gail Hawisher Map of Location III: Discourse Communities Online and in Classrooms A Virtual Locker Room in Classroom Chat Spaces: The Politics of Men as Other, Christine Boese The Use of Electronic Communication in Facilitating Feminine Modes of Discourse: An Irigaraian Heuristic, Morgan Gresham and Cecilia Hartley Over the Line, Online, Gender Lines: Email and Women in the Classroom, Dene Grigar Maps of Location IV: Virtual Coalitions and Collaborations Designing Feminist Multimedia for The United Nations Fourth World Conference on Women, Mary Hocks Voicing The Landscape: A Discourse of Their Own, Laura Julier, Paula Gillespie, And Kathleen Blake Yancey Thirteen Ways of Looking at an M-Word, Margaret Daisley and Susan Romano Making The Map: Interview With Mary Lay and Elizabeth Tebeaux Map of Location V: The Future: to be Mapped Later Feminist Research in Computers and Composition, Lisa Gerrard An Online Dialogue with the Contributors to Feminist Cyberscapes Mapping the Future: Interview with Cynthia Selfe

Abstract The authors offer a reading of the Civil Rights Memorial (Maya Lin, Montgomery, Alabama, 1989) as a set of rhetorical performances that reproduce the tactical dimensions of Civil Rights Movement protests of the 1950s and 1960s. Their reading attempts to counter the reading ofAbramson who claims for the Memorial a conservative political stance. Specifically, they argue that, while the Memorial reproduces the tactics of the Civil Rights Movement, it argues for a break with the past in its visual proffer of a politics of difference and a critique of whiteness.

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In the new world of writing across the curriculum, English departments are still trying to find their role. They have been in charge of writing instruction for so long that they often feel that they should institute, or at least lead, writingacross-the-curriculum programs. But I want to argue that the English department should have no special role in writing across the curriculum-no unique leadership role and no exclusive classes to teach-not even freshman composition. Instead, a writing-across-the-curriculum program should be designed, administered, and taught equally by all departments. True writing across the curriculum should be based on dialogue among all the departments, and, in this dialogue, the English department should be only one of the voices.