Twenty academics from the U.S. and Canada involved in the teaching of writing in various ways contribute 13 essays which articulate and challenge the way composition instructors think about emotion, particularly as an enabler and disabler of change. They develop theories of emotion that work out of classical rhetoric, feminist studies, and cognitive neuroscience, that can be used to inform teaching and research; explore ways in which emotion shapes and is shaped by teaching practices; and examine the relation between emotion and educators' professional roles as teachers and administrators in composition studies. No subject index. Annotation (c) Book News, Inc., Portland, OR (booknews.com)