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By \"going public,\" teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition's professional imperative for self-defense only partly fulfils the broader aims of \"going public,\" which include fostering public participation that can assess and potentially affirm the public good of professional judgment.\u003c\/p\u003e \u003cp\u003eDrawing on the pragmatic\/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists' expertise but also expands opportunities for publics to authorize this expertise. 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