Despite being at its root an argumentative piece on the complicated nature of composition (less unified, more splintered, ready for the new theory wars), Fulkerson’s piece is also succinct in documenting the various and sundry approaches to the teaching of writing. (Un)fortunately, each of the approaches is problematic; while CCS risks indoctrination and may leave little room for any actual teaching of writing, expressivism suffers from a lack of definition due to its all-encompassing nature and procedural rhetoric is something of an unstable trinity (argumentation, genre and academic discourse). Fulkerson makes this presentation within the context of axiology, process, pedagogy and epistemology, emphasizing the importance and influence of each upon the creation of a composition course. By positioning his argument in such a way, Fulkerson inherently encourages teachers of writing to consider more deeply their own positions and approaches.