In their essay, “Representing Audience: ‘Successful’ Discourse and Disciplinary Critique,” Andrea A. Lunsford and Lisa Ede exemplify the changes that have occurred within the discipline of rhetoric and composition in the decade since they have published an article. Lunsford and Ede pose that “as a result of such multiple understandings, [they] hope to raise heuristic questions not only about [their] own work but also about conventional narratives (and genres) of disciplinary progress and about the relationship between ‘success’ and traditional academic critique” (815). In the 20 years since Lunsford and Ede wrote the aforementioned words, technological pedagogy has made its way to the forefront of many classrooms and the very nature of the
