We wish to acknowledge that parts of the introduction and the first chapter of this book appeared in slightly different form in College Composition and Communication, 52:4, June 2001. We apologize for the omission and thank Marilyn Cooper and the excellent staff at CCC, who brought this error to our attention.

How often have you seen that strange and wonderful surge of energy when students become truly engaged with writing—when they discover an intense and genuine pleasure in the crafting of their own prose? A Rhetoric of Pleasure explores that magical moment in the classroom and offers practical ways to create and sustain it.

As most composition instructors would agree, the more students enjoy the composing process, the more time they will devote to it—and the greater their chances of developing as writers. Unfortunately, too many instructors also worry that any focus on the pleasures of composing will lead students toward self-indulgence and jeopardize their ability to write clear, communicative prose. A Rhetoric of Pleasure, however, demonstrates that pleasure and proficiency are complementary, not contradictory, goals. To find joy in one's own writing, T. R. Johnson argues, is to take an essential step toward cultivating meaningful control and clarity.

In illuminating fashion, Johnson defines his ideas about prose style through a rich tradition of rhetorical theory. At the same time, his purpose remains thoroughly practical. Focusing on his own classroom, Johnson interweaves descriptions of assignments he gives and discussions he leads with extensive samples of student responses. He sets forth concrete strategies for teaching that make the composition classroom an increasingly enjoyable place to be—for both instructors and for students. Most importantly, this book shows how today's composition instructors can teach their students how to produce lively, engaging, and engaged prose.