This book is an attempt to integrate, rather than fragment, disciplines, and seeks to bring seemingly marginal parts of the rhetorical tradition into the centre of negotiation between the disciplines and theories that inform composition studies. Hill weaves practical information from the classroom with her theoretical observations. While astutely addressing the work of composition theorists such as Peter Elbow, ken Macrore, William Coles, Jr., and John Schultz, and post-modern critics such as Derrida, Foucault, and Bakhtin, Hill draws on her own teaching experiences. She shows clearly how teaching and writing are social and political acts, how the social status and political standing of students and teachers operate in the writing classroom, and how an awareness of boundaries, conflict, and questioning can improve the teaching, learning, and writing experiences.