This article situates the "Framework for Success in Postsecondary Writing" in current educational policy and in the discipline of rhetoric and composition. It argues the Framework positions the discipline to address gaps in American education by reinvigorating historical and traditional frames for writing instruction--ancient rhetoric and the liberal arts tradition. Although this realignment challenges technocratic assumptions about education, it raises pragmatic and ethical questions about assessing habits of mind that rhetoric and composition must consider. (Contains 7 notes.)