to teaching composition that is at odds with the tradition that essay has come to represent. On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students, and by doing so to bring students to engage more deeply with education and society. This does not mean he abandons traditional discourse of traditional practice in the classroom; rather, tradition becomes only one voice among many, instead of the dominating one. ReInventing the University is an extended discussion of why Schroeder feels this is necessary, how he tries to construct literacies that have legitimacy with students, and what his experiences could mean for classrooms, departments, and disciplines. A challenging, breakthrough book ReInventing the University articulates a new standard by which pedagogy in composition must now be considered.

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