Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen

College Composition and Communication Feb 2020

Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen

Cassandra Woody

Abstract

This article argues that rhetoric-focused first-year composition curricula may effectively use feminist revisions to rhetoric by employing a method the author calls procedural feminism, or the distillation of feminist rhetorical practices and theory within curricular development that does not make feminism a topic students will directly engage. The author argues that employing procedural feminism can move students to become more ethical participants in public discourse while circumventing student resistance to ideological classrooms.

Journal: College Composition and Communication
Published: 2020-02-01
DOI: 10.58680/ccc202030504
Open Access: Closed
Topics: first-year composition multimodality gender and writing public rhetoric revision

Citation Context

Cited by in this index (2)

Tharp et al. (2023)

Actionable Empathy through Rhetorical Listening: A Possible Future for First-Ye…

College Composition and Communication
Thelin (2021)

Interchanges: Response to Donald Lazere’s “Reaffirming Critical Composition Stu…

College Composition and Communication

Cites in this index (1)

Bizzell (1992)

Opportunities for feminist research in the history of rhetoric

Rhetoric Review

Also cites 4 works outside this index ↓

Alexander (2008)

Literacy, Sexuality, Pedagogy: Theory and Practice for Composition Studies

↗
Gearhart (1979)

“The Womanization of Rhetoric.”

Women’s Studies International Quarterly ↗
10.2307/357563

↗
Lunsford (1995)

“On Reclaiming Rhetorica.”

↗

CrossRef global citation count: 2 View in citation network →