This article presents findings of an interview study with twenty rhetoric and composition scholars. Findings focus on the responsibilities of reviewers, editors, and writers in scholarly peer review. The authors make several recommendations for improving peer review practices and call for a field-wide discussion of and research about the topic.

This article outlines a three-part pedagogy capable of responding to the risks, rewards, and headaches associated with public rhetoric and writing. To demonstrate the purchase of this pedagogy, I revisit one of the oldest and most misunderstood public rhetoric and writing assignments: the letter-to-the-editor assignment.

Visual rhetoric fuels composition as rhetors refinish filmed moments to show others what they "see" in them. My work examines projects that model strategic discourse in public spaces. It offers ideas for achieving full and guarded disclosure when clarity is but one of several communicative goals. (Contains 30 notes.)

Describes tagmemic theory and examines its value to the teaching of composition, concluding that it is most useful in helping students learn how to edit. (DD)