摘要：In this slim, but thoughtful volume on the postpedagogical "crisis" in composition pedagogy, Paul Lynch raises the subject of reflection by riffing on the phenomenon of the Monday morning question: What is a teacher to do with the pedagogical theory du jour in the crucible of the classroom. This question, Lynch notes, construes a failure to immediately transform the latest theory into practical application as a failure of theory writ large. As he points out, the field of composition has been long troubled by the division between theory and practice despite numerous efforts to heal that rift. Part of the problem lies, of course, in the fact that the subject of composition studies is, essentially, pedagogy, though, as Sidney Dobrin (2011) has asserted, this focus on the teaching holds writing scholars captive to such quotidian managerial concerns as students and classroom techniques.
