College Composition and Communication Oct 1992

Gender and the Autobiographical Essay: A Critical Extension of the Research

Don J. Kraemer

Abstract

Let me take as a point of departure from this relative certainty Rose's concluding remark that from our students' can learn much of what we want to know about the ways cultural realities such as gender influence literacy practices-if we learn to read those stories (257). Let us grant that we want to know about these cultural realities, the traces of which our student texts bear, against their writers' intentions. Let us also grant the reason for wanting to know about these realities: the world we respond to is the world that our literacy practices represent to us, so that how we symbolize ourselves in the world with others can significantly affect our living in that world. Rose's conclusion still

Journal
College Composition and Communication
Published
1992-10-01
DOI
10.2307/358225
CompPile
Open Access
Closed
Topics
literacy studies gender and writing community literacy affect and writing
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Citation Context

Cited by in this index (2)

  1. Dyer et al. (2002)
    The Personal Narrative as Cultural Artifact: Teaching Autobiography in Japan
    Written Communication
  2. Looser (1993)
    Composing as an “essentialist”?: New directions for feminist composition theories
    Rhetoric Review

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