with rhetorical invention dividing into scientific method and romantic inspiration, turns arrangement into form, and forgets about memory and delivery, leaving only "style" as rhetoric. It's the history that also separates literary practice and study from rhetorical practice and study more than a century ago. The basic problem is that very few people are at all interested in understanding what writing is and how it actually operates: an understanding that you would think would be crucial to teaching. Instead, whether we focus on process or product or the demonstration of some critical-thinking ability, writing instruction has always emphasized the more pragmatic concern of getting students to produce texts that we judge as "good." The difference between the understanding I am talking about and the more pragmatic concern is analogous to the difference between a heliocentric and geocentric model of the solar system. The latter may offer very accurate predictions of the movement of heavenly bodies (it produces good results). It's just totally wrong. In fact a more accurate analogy might be sacrificing goats to ensure a good crop. There's no doubt that the cultures involved in ritual animal sacrifice believe it produces good results. I'm fairly certainly they are wrong about the casual relation there, but there is very little common ground on which either party could go about trying to change the other's mind. I think that we can all agree that students tend to struggle to produce the kind of academic writing expected by these Regents exams, as