As one possible alternative to Fish's cramped view of rhetcomp studies, my own approach to these issues that I have developed over the years since "leaching the Political Conflicts: A Rhetorical Schema" postulates that the "subject" of courses in composition and rhetoric, beyond First-Year Writing, should be application to reading and writing instruction of scholarship in critical thinking, cognitive and moral development, sociolinguistics, and Juicy Couture Necklaces principles of argumentative rhetoric. This subject matter should be developed centrally throughout the undergraduate and graduate curriculum, including literary studies.

The final component in an FMS is the human component. Although flexible manufacturing as a concept decreases the amount of human involvement in manufacturing and represents a high level of production automation, it does not eliminate it completely. Further, the roles humans play in flexible manufacturing are critical roles. People are still needed to manage the system, load and unload parts, change tools, and maintain and repair the equipment.

At one point, Fish advocates teaching "critical analysis," but then adds parenthetically, "sometimes called 'critical thinking,' a phrase without content". This glib dismissal of critical thinking reveals another gap in his scholarship, concerning the history and multifaceted content of critical thinking as an academic discipline. In 1980, Chancellor Glen Dumke mandated "critical" thinking instruction throughout the California State University System. Dumke's executive order was followed by a decade of successful national and international efforts by scholars in Philosophy, English, Speech, Psychology, and Education to delineate criteria of critical thinking and implement them in course content, not only in college but at all levels down to elementary school (see Ennis; Hatcher and Spencer; Lazere, "Critical.") Some of us in English were active players in developing critical thinking courses, but the movement never got a foothold in English studies nationally, and even in California such courses withered away as Philosophy and Speech won the turf wars. Almost all current members of the Association for Informal Logic and Critical Thinking are in Philosophy (more in Canada than in the U.S.) or Educational Psychology.

The components of an FMS are machine tools, which are usually CNC machine tools that perform machining operations, although other types of automated workstations such as inspection stations are also possible, a material-handling system, such as a conveyor system, which is capable of delivering work parts to any machine in the FMS, and control system that is responsible for communicating NC part programs to each machine and for coordinating the activities of the machines and the material-handling system. In addition, a fourth component of an FMS is human labor.

My own synthesis of scholarship in critical thinking, psychology of cognitive and moral Juicy Couture Watch development, and sociolinguistics includes the following modes of intellectual development and reasoning abilities, with obvious applications to reading and writing instruction as well as to forming political and moral judgments: Development from authoritarian and absolutist thinking to intellectual autonomy, nuanced thinking, and committed relativism (in William Perry's term). The ability to retain and apply material previously studied and to sustain an extended line of reasoning in reading, writing, and speaking.