We Won’t Get Fooled Again: On the Absence of Angry Responses to Plagiarism in Composition Studies
Amy E. Robillard

Although many composition teachers feel anger when they discover that a student of theirs has plagiarized, they are more apt to reveal this emotion in personal conversations and in blogs than in published composition scholarship. The field’s scholarship should, however, disclose and analyze this common affective response.

The Stakes of Not Staking Our Claim: Academic Freedom and the Subject of Composition
Mary Boland

Various writing programs have struggled to preserve their academic freedom amidst pressures from college administrators and members of the public officials. To discourage interference from outside parties, such a program needs to identify itself as focused on a substantial academic subject: the scholarly understanding of language and meaning.

Reconsiderations: Louise Rosenblatt and the Ethical Turn in Literary Theory
Elizabeth A. Flynn

Although, by the time of her death, Louise Rosenblatt was highly respected in the fields of composition and reading theory, she did not enjoy the same status among literary theorists. Yet her book The Reader, The Text, The Poem can now be seen as a precursor of contemporary literary theory’s “ethical turn.”

Review: Looking Back at the Road Ahead
Julie Lindquist

Reviewed is An Open Language: Selected Writing on Literacy, Learning, and Opportunity by Mike Rose.

Review: Whetstones Provided by the World: Trying to Deal With Difference in a Pluralistic Society
Beth Daniell

Reviewed are Rhetorical Listening: Identification, Gender, Whiteness by Krista Ratcliffe and Toward a Civil Discourse: Rhetoric and Fundamentalism by Sharon Crowley.

Comment: What Should College English Be?”
Frank D’Angelo