Writing from the Margins: Power and Pedagogy for Teachers of CompositionToo often both composition teachers and their students experience knowledge and authority as unchanging entities that cannot be challenged in classroom exchanges. Drawing on feminist, cultural, and poststructuralist theory, as well as work in the rhetorical tradition and composition studies, Hill offers less debilitating methods of thinking that teachers can model for their students. Richly illustrated with examples of classroom interactions and student work, the book also shows teachers how to enrich their own intellectual and political lives within the academy. |
Contents
| 3 | |
BOUNDARIES WHERE BIRTHING TAKES PLACE | 31 |
CURRENTS IN THE TRADITION | 99 |
VORTICES WHERE TURBULENCE ARISES | 169 |
| 261 | |
| 277 | |
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activity agendas aikido answers argument Aristotle asked authority become begin believe birth boundaries Burhans claims classroom cognitive cognitive psychology cognitivists Coles composition composition studies concepts context create David Bleich discourse edges either/or Elbow Empedocles energy experience feel felt figures formal grammar Gerda Lerner give grammar Grammatology ideas images imagine imitate instance interac interactions involved Judy Chicago kind knowledge language linguistic listen lives look Macrorie Macrorie's margins matter meaning mental metacognitive metaphors mimesis mind mindset Moebius Loop move negotiation notice one's paper Peter Elbow political problem questions readers rhetorical rhythms seemed sense sentence simply situation social stance stories structure style sure talk teaching tell thinking Thomas Kuhn thought tion understand University of Maryland values verbs vision voice women words writing teachers