Given that this type of rhetorical flexibility pushes the envelope of academic gamesmanship, I wonder how we can make response-ability somewhat of a standard activity for writers across the curriculum? That is, it seems entirely too *convenient* to say that *my* class is truly responsive. The message becomes this: response-ability is important in composition classes, but utterly useless in other courses. Those of us who work with students in WAC programs or writing centers, for example, see all too clearly that the Essay, in its various genres, rules. It rules because it is not responsive. It rules because it invokes expertise in the figure of "the professional." How can we make collaborative, computer- mediated writing compete with the Essay outside our own composition classrooms?