Jasper Neel, Reclaiming Our Theoretical Heritage C. Jan Swearingen, and as a Coherent Intellectual Discipline Gary A. Olson, The Death of as an Intellectual Discipline Charles Bazerman, The Case for as a Major Discipline Susan Miller, Writing as a Mode of Inquiry Susan Wells, Claiming the Archive for and Composition Susan C. Jarratt, New Dispositions for Historical in Rhetoric Gary A. Olson, Ideological Critique in and Composition Tom Fox, Working Against the State Lynn Worsham, Coming to Terms Keith Gilyard, Holdin' It Down Steven Mailloux, From Segregated Schools to Dimpled Chads Thomas Kent, Paralogic Rhetoric Barbara Couture, Writing and Truth Victor J. Vitanza, Seeing in Third Sophistic Ways Sharon Crowley, Body in and Composition John Trimbur, Delivering the Message Cynthia L. Selfe and Richard J. Selfe, The Intelligent Work of Computers and Studies William A. Covino, The Eternal Return of Magic-Rhetoric

I. Theorizing Our Writing Programs 1. Ideology, Theory, and the Genre of Writing Programs, Jeanne Gunner 2. Breaking Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator, Susan Popham, Michael Neal, Ellen Schendel & Brian Huot 3. Writing Programs as Phenomenological Communities, Thomas Hemmeter 4. On the Road to (Documentary) Reality: Capturing the Intellectual and Political Process of Writing Program Administration, Karen Bishop 5. The Writing Program Administrator and the Challenge of Textbooks and Theory, William Lalicker 6. Re-Examining the Theory-Practice Binary in the Work of Writing Program Administrators, Linda K. Shamoon, Robert A. Schwegler, Rebecca Moore Howard & Sandra Jamieson II. Theorizing Writing Program Administration 7. Administration as Emergence: Toward a Rhetorical Theory of Writing Program Administration, Rita Malenczyk 8. Beyond Postmodernism: Leadership Theories and Writing Program Administration, Ruth M. Mirtz & Roxanne M. Cullen 9. Theorizing Ethical Issues in Writing Program Administration, Carrie Leverenz 10. Program Administrators as/and Postmodern Planners: Frameworks for Making Tomorrow's Writing Space, Tim Peeples 11. Opportunities for Consilience: Toward a Network-Based Model for Writing Program Administration, Diane Kelly-Riley, Lisa Johnson-Shull & Bill Condon 12. Writing-Across-the-Curriculum: Contemplating Auteurism and Creativity in Writing Program Direction, Joseph Janangelo 13. Reconsidering and Assessing the Work of Writing Program Administrators, Duane Roen, Barry M. Maid, Gregory R. Glau, John Ramage & David Schwalm 14. Developing Practice Theories through Collaborative Research: Implications for WPA Scholarship, Jeffrey Jablonski 15. Theorizing Writing Program Theorizing, Irwin Weiser & Shirley K Rose

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ot so long ago we attended a meeting of our department's graduate committee, the body that sets the policies and procedures of our large graduate program in English. The typically tedious deliberations were abruptly interrupted when a senior colleague, setting aside the matters being discussed, complained vociferously about a year-old policy on doctoral dissertations. The objectionable policy encouraged dissertation directors to counsel students to think of their dissertations as scholarly books rather than as mere academic exercises. Our colleague insisted that students should not conceive of their dissertations as books because a dissertation, he claimed, is the last important exercise that students will do in their graduate careers. This colleague, an accomplished scholar himself, argued passionately that most graduate students are not yet mature enough to contribute substantively to the types of conversations that professionals engage in, that they in effect need to prove themselves before being allowed to operate on the same plane as professionals. The perspective expressed by this colleague is far from atypical; in fact, it may well be the majority opinion of the graduate faculty in most English departments. This widespread understanding of the function and purpose of the dissertation derives from a kind of collective amnesia in the academy. As we will demonstrate, the academy has forgotten the origin of the dissertation and over the years has turned it from a substantive contribution to one's field to an instrument of evaluation. We argue that continuing to treat the dissertation in this way maintains an unequal power hierarchy of masters and initiates-one that is self-serving at best and unethical at worst. We argue further that it is incumbent upon those of us who direct dissertations to return to the practice of treating the dissertation as the first serious scholarly monograph a scholar produces. Such a practice is especially impor-

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The Lost Cause of Rhetoric: The Relation of Rhetoric and Geometry in Aristotle and Lacan by David Metzger. Carbondale: Southern Illinois UP, 1995. xvi; 135. Roman Rhetoric: Revolution and the Greek Influence by Richard Leo Enos. Prospect Heights, IL: Waveland Press, 1995; xii + 135pp. Nineteenth‐Century Women Learn to Write edited by Catherine Hobbs. Charlottesville and London, University of Virginia Press, 1995. 343 pp. Kenneth Burke and Contemporary European Thought edited by Bernard L. Brock. Tuscaloosa, U of Alabama P, 1995; xii; 279 pp. A Teacher's Introduction to Composition in the Rhetorical Tradition by W. Ross Winterowd & Jack Blum. Urbana, IL: National Council of Teachers of English, 1994. A Teacher's Introduction to Postmodernism by Ray Linn Urbana, IL: National Council of Teachers of English, 1996.

Gary A. Olson presents six in-depth interviews with internationally prominent scholars outside of the discipline and twelve response essays written by noted rhetoric and composition scholars on subjects related to language, rhetoric, writing, philosophy, feminism, and literary criticism. The interviews are with philosopher of language Donald Davidson, literary critic and critical legal studies scholar Stanley Fish, cultural studies and African American studies scholar bell hooks, internationally renowned deconstructionist J. Hillis Miller, feminist literary critic Jane Tompkins, and British logician and philosopher of science Stephen Toulmin. Susan Wells and Reed Way Dasenbrock provide distinctly divergent assessments of the application of Donald Davidson s language theory to rhetoric and composition, and especially to writing pedagogy. Patricia Bizzell and John Trimbur explore how Stanley Fish s neopragmatism might be useful both to composition theory and to literacy education. And Joyce Irene Middleton and Tom Fox discuss bell hooks s notions of how race and gender affect pedagogy. In two frank and sometimes angry responses, Patricia Harkin and Jasper Neel take J. Hillis Miller to task for seeming to support rhetoric and composition while continuing to maintain the political status quo. Similarly, Susan C. Jarratt and Elizabeth A. Flynn express skepticism about Jane Tompkins s vocal support of composition and of radical pedagogy particularly. And Arabella Lyon and C. Jan Swearingen analyze Stephen Toulmin s thoughts on argumentation and postmodernism. Internationally respected anthropologist Clifford Geertz provides a foreword; literacy expert Patricia Bizzell contributes an introduction to the text; and noted reader-response critic David Bleich supplies critical commentary. This book is a follow-up to the editor s (Inter)views: Cross-Disciplinary Perspectives on Rhetoric and Literacy, already a major work of scholarship in the field.

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