complicated and enriched by our experience in writing across the curriculum. If we are to improve The Prospect of Rhetoric in writing across the curriculum, if we are to "rhetoricize WAC," we ourselves must approach disciplinary expertise, curricular structures, and prevailing institutional arrangements in explicitly rhetorical terms. Likewise, the success of WAC offers its own challenge: that we contextualize the generalized technê of rhetoric, studying as we must rhetoric's role in specific circumstances and varied discourse communities. Rhetoricized WAC instruction can only enlarge and enrich the future prospects of rhetoric.
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