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arrett Wendell, a composition teacher at Harvard in the late-19th century, is often associated with product-oriented currenttraditional rhetoric by Berlin, Kitzhaber and other historians of the field. Yet Wendell's relationship to current-traditional rhetoric is not so clear cut. Archival holdings indicate that many pedagogical techniques associated with modern writing pedagogy are ones Wendell used at Harvard one hundred years ago. Wendell, as Katherine Adams and John Adams have said about him, recognized the effectiveness of peer editing and conferencing-he knew that students needed an audience (429). Further, Wendell wrote an unpublished critique of the modes of discourse that predates those of James Kinneavy and James Britton and his associates, which Thomas Newkirk has described in a recent Rhetoric Review article. These

One of the major figures in this book, the Roman educator Quintilian, points out that writing -- unlike speaking -- must always be learned from a teacher since it cannot be learned by natural imitation as oral language is. He uses the example of a two-year-old who can understand and speak even though the child is years away from being able to be taught even the rudiments of the written alphabet. Writing instruction therefore plays an important role in any literate culture. This book offers a survey of the ways in which writing has been taught in Western culture, from ancient Greece to present-day America. Although there have been many studies of individual periods or specific educators, this volume provides the first systematic coverage of teaching writing over the 25 centuries from the ancient Sophists to today. It is hoped that the modern reader will find useful ideas in this account of the ebb and flow of teaching methods and philosophies over the years.