Most discussions concerning whether literature should be taught in the composition classroom have concentrated on the pedagogical theories of learning how to write, instead of the economic and political reasons for the initial separation of the two disciplines. To help make people more employable in the rising service economy universities have abandoned literature for the skill-oriented classroom, thus fostering an attack on critical thinking at the very moment that critical thought is most needed. Rather than the manufactured split between literature and composition, it is the "technicization" of education that divides the various university camps. Today, literacy means the ability to adjust to an economy that demands nothing but simple communication to further efficient roles. Current composition programs and "computer literacy" programs are simply more of the same factory service programs designed a century ago to retrain someone to fit efficiently back into a job that may again be eliminated. The pure composition class is a logical extension of technology because it socializes the writer and helps him or her consume, while literature disrupts the purposes of technology, allowing the reader to see beneath the smooth surface of technical functions. If literature cannot be included in composition class, then other approaches can be used, such as (1) a reader or anthology that offers complex ideas, (2) emphasis on the argument paper, (3) helping students feel the "slow pace" of critical thought, and (4) a long hard look at how economies are structuring society. (NKA)