The twenty-three selections in this volume are essays, research studies, and personal narratives by the "silent majority" in composition studies: teachers and researchers with viewpoints that Sheryl I. Fontaine and Susan Hunter note are often voiced in private conversations but seldom printed in scholarly journals or aired at professional conferences.

Rather than focusing on the traditional categories of pedagogy and research, Fontaine and Hunter organize the essays into four sections: the invisible pedagogue of the discipline, the model of power that dominates composition, the...