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.

A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric.

Richard Leo Enos, The Literate Mode of Cicero's Legal Rhetoric. Carbondale: Southern Illinois University Press, 1988. xii + 127 pages. George Campbell, The Philosophy of Rhetoric, ed. Lloyd F. Bitzer. Carbondale: Southern Illinois University Press, 1987. Ixxvi + 415 pages. Jasper Neel, Plato, Derrida, and Writing. Carbondale: Southern Illinois University Press, 1988. 252 pages. William A. Covino, The Art of Wondering: A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Boynton/Cook; Heinemann, I988. 141 pages. Bruce A: Kimball, Orators and Philosophers: A History of the Idea of Liberal Education. Foreword by Joseph L. Featherstone. Columbia University: Teachers College Press, 1986. 293 pages. Jean‐François Lyotard. The Postmodern Condition: A Report On Knowledge. Trans. Geoff Bennington and Brian Massumi. Foreword by Frederick Jameson. Minneapolis: University of Minnesota Press, 1984. 110 pages.

To get a clear view of any scene or activity, one needs a room with a view. It is helpful if the room commands an expansive view-at least on three sides. (The blindside provides a convenient excuse if the viewer fails to note some important feature of the scene.) And if the view is to be truly retrospective and prospective, one cannot be stiff-necked. It takes an ounce of temerity and a pound of arrogance for me to do a survey of the composition scene, because I am not at all confident that I am any more qualified than the next teacher of English to explore the territory. My room with a view has been paid for, as yours has, with a lot of toil and trouble: teaching composition for several years at one or more schools; talking shop with colleagues; listening in on the grapevine; reading the journals and the pertinent books; attending conferences and conventions. But maybe the one experience I have had that most teachers have not had was a six-year tour as the editor of a major composition journal. An editorship sets up a marvelous vantage point from which the view can be as expansive as the one that a forest ranger gets from his mountain-top tower. Even if my eyesight is not 20/20, I can still point out salient features of the landscape to the interested spectator. Despite the myopia of the guide, the survey of the scene, whether retrospective or prospective, can be both fascinating and instructive for the spectator.

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(1982). A comparison of John Locke and John Henry Newman on the rhetoric of assent. Rhetoric Review: Vol. 1, No. 1, pp. 40-49.

Preface 1. THE CONTEXTS OF TEACHING PERSPECTIVES Richard Fulkerson: Four Philosophies of Composition James Berlin: Rhetoric and Ideology in the Writing Class Edward P.J. Corbett: Rhetoric, the Enabling Discipline Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy TEACHERS Peter Elbow: Embracing Contraries in the Teaching Process Donald M. Murray: The Listening Eye: Reflections on the Writing Conference Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class Dan Morgan: Ethical Issues Raised by Students' Personal Writing STUDENTS Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body LOCATIONS Hephzibah Roskelly: The Risky Business of Group Work Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors APPROACHES Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition Gary Tate: A Place for Literature in Freshman Composition Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues 2. THE TEACHING OF WRITING ASSIGNING Mike Rose: Writing Courses: A Critique and a Proposal David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on Remedial Writing Courses Richard L. Larson: The Research Paper in the Writing Course: A Non-Form of Writing Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types Catherine E. Lamb: Beyond Argument in Feminist Composition RESPONDING AND ASSESSING Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views David Bartholomae: The Study of Error Jerry Farber: Learning How to Teach: A Progress Report COMPOSING AND REVISING Nancy Sommers: Between the Drafts James A. Reither: Writing and Knowing: Toward Redefining the Writing Process David Bleich: Collaboration and the Pedagogy of Disclosure AUDIENCES Douglas B. Park: The Meanings of Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience STYLES Robert J. Connors: Static Abstractions and Composition Winston Weathers: Teaching Style: A Possible Anatomy Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy Richard Ohmann: Use Definite, Specific, Concrete Language

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For many twentieth-century teachers of English, John Locke (1632-1704) is a peripheral, rather than a mainstream, figure in the literary history of the late seventeenth and early eighteenth centuries. With some of those teachers, he merits mention only as the friend and the physician of the first Earl of Shaftesbury, who served as the model for Achitophel in John Dryden's famous satire, and as the tutor for the third Earl of Shaftesbury, the author of the pre-Romantic manifesto Characteristics. Maybe in connection with an undergraduate course in political science or in a Great Books course in the Humanities division or in a course in Colonial American literature, some of them read Locke's Second Treatise on Civil Government and learned that this document not only attempted to justify the Whig revolution of 1688 in England but also served our Founding Fathers as the rationale for our own Revolution and our own democratic form of government. Even if they had not read snippets from Locke's An Essay Concerning Human Understanding (1690) in anthologies of eighteenth-century literature, they could not escape the many references to that work in the literary works of the period and in the literary histories of the period. If they were aware that the Essay was a philosophical work, they were not quite sure whether it could be classified primarily as a contribution to psychology or logic or metaphysics or epistemology. Virtually none of those twentieth-century teachers-including myself, until recently-were aware that Locke's An Essay Concerning Human Understanding made a contribution to the development of rhetoric in the eighteenth century. For those of us who regarded John Locke as only a subsidiary figure in the literary life of the eighteenth century, the following statement by Kenneth MacLean in his bookJohn Locke and English Literature of the Eighteenth Century (New Haven: Yale University Press, 1936) is an eye-opener: The book that had most influence in the Eighteenth Century, the Bible excepted, was

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Charles W. Roberts, Edwin W. Robbins, Edward P. J. Corbett, General Session B. Freshman English: Retrospect and Prospect, College Composition and Communication, Vol. 18, No. 3, CCCC: Retrospect and Prospect (Oct., 1967), pp. 200-201

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L. J. Morrissey, William M. Jones, Charles A. Pennel, R. E. K., Robert D. Stevick, Tom Hatton, George Doskow, Richard Henze, Ralph M. Wardle, Edward P. J. Corbett, Robert L. Hough, Frederick M. Link, John Unterecker, Frank W. Bliss, Donna Gerstenberger, Ted E. Boyle, Merlene A. Ogden, Joseph Satin, Dale B. J. Randall, Harold R. Hungerford, Wayne C. Booth, Gerald L. Gullickson, Charles Kaplan, John H. Matthews, Book Reviews, College English, Vol. 27, No. 7 (Apr., 1966), pp. 577-585

R. E. K., N. J. C. Andreasen, Edward P. J. Corbett, Lawrence Poston, III, Gordon K. Grigsby, Marlies K. Danziger, Peter Wolfe, Louis H. Leiter, James T. Nardin, Earle Labor, Margaret Church, Book Reviews, College English, Vol. 26, No. 3 (Dec., 1964), pp. 243-247

Baxter Hathaway, Raven I. McDavid, Jr., Gwin J. Kolb, Louis Crompton, Lawrence Poston, III, Walter F. Wright, Edward P. J. Corbett, Hugh J. Luke, David Bonnell Green, Richard B. Hovey, Celeste Turner Wright, Clell T. Peterson, Peter W. Dowell, Fred H. Higginson, John Tagliabue, Esta Seaton, Robert O. Stephens, James V. Lill, Kfnneth Eble, Robert Harwick, W. B. Coley, William R. Steinhoff, Ross Garner, John F. Leisher, Frederick M. Link, Donna Gerstenberger, Book Reviews, College English, Vol. 25, No. 8 (May, 1964), pp. 627-641

Stuart M. Tave, Robert W. Ackerman, John E. Parish, Lowry Nelson, Jr., Leonard Unger, Lillian Feder, Edward P. J. Corbett, Nicholas A. Salerno, Ralph M. Williams, Edward H. Rosenberry, Virginia McDavid, G. Thomas Fairclough, Stephen E. Henderson, Robert C. Steensma, Book Reviews, College English, Vol. 25, No. 6 (Mar., 1964), pp. 473-477

James L. Roberts, John A. Meixner, Paul R. Stewart, Edward P. J. Corbett, William Bleifuss, Eleanor N. Hutchens, Fred H. Higginson, Louis H. Leiter, Robert F. Lucid, Charles Weis, Martin Steinmann, Jr., Thomas Philbrick, James Schroeter, Ted E. Boyle, Chadwick Hansen, Vincent E. Miller, Max Bluestone, Martin C. Battestin, Peter W. Dowell, Ralph M. Williams, James Lill, Book Reviews, College English, Vol. 25, No. 2 (Nov., 1963), pp. 156-162

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Curtis Dahl, James Schroeter, Paul R. Stewart, Donald E. Stanford, Edward P. J. Corbett, Robert W. Cochran, Robert Narveson, Warren S. Walker, William R. Manierre, Edgar M. Branch, J. E. M., Jr., Oscar Cargill, Hamlin Hill, Leo Gurko, Leon O. Barron, R. E. K., Ronald S. Berman, James Binney, Peter J. Seng, Virginia McDavid, Lester Hurt, Karl M. Murphy, G. Thomas Fairclough, Book Reviews, College English, Vol. 24, No. 6 (Mar., 1963), pp. 482-495

A. S. P. Woodhouse, M. C. Battestin, Lee T. Lemon, Arthur Colby Sprague, Edward P. J. Corbett, Judson Jerome, James L. Roberts, Louis H. Leiter, Richard P. Adams, Richard J. Stonesifer, William Bleifuss, Marvin Felheim, Arthur Sherbo, William R. Steinhoff, Earle Labor, Joseph A. Hynes, Book Reviews, College English, Vol. 24, No. 5 (Feb., 1963), pp. 410-416

John Loftis, J. W. Robinson, Edward Partridge, Jay L. Halio, R. E. K., R. W. Dent, Robert Etheridge Moore, Louis Crompton, Richard M. Eastman, John J. Enck, R. M. Lumiansky, Scott Elledge, C. E. Pulos, B. D. S., John Unterecker, Allen B. Brown, James T. Nardin, Edward P. J. Corbett, William Coyle, Archibald A. Hill, Book Reviews, College English, Vol. 23, No. 7 (Apr., 1962), pp. 595-608

Dudley Bailey, D. B., Robert W. Ackerman, Morse Allen, John M. Aden, W. B. Coley, William Axton, George Arms, Paul R. Stewart, Frederic J. Masback, George Hemphill, Chadwick Hansen, Mary Ellen Parquet, Edward P. J. Corbett, R. E. K., Hamlin Hill, John C. Thirlwall, J. E. M., Jr., Book Reviews, College English, Vol. 23, No. 6 (Mar., 1962), pp. 511-516

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