With contributions from twenty scholars in the fields of composition and rhetoric (including classroom instructors, curriculum designers, program administrators in English and other departments and/or support services), this book offers a thought-provoking and lively collegial exchange on the subject of writing and the writing classroom. Focusing on the classroom as a socio-rhetorical construct, the contributors to this volume explore the complex process of classroom interaction; address questions about how indeterminacy?as a rhetorical factor?affects teaching and learning, student motivation and performance; and examine and critique the mandates and responsibilities of universities as suppliers of ?communication skills? and literacy.