Writing assignments carry political ramifications even when they attempt neutrality; students should learn that all writing occurs within larger contexts of power. To accomplish this goal, I advocate instruction derived from practices of critical rhetoric, critical revision, and critical discourse analysis. Rhetoric education, based on Donald Lazere's Reading and Writing for Civic Literacy, trains students not only for academic writing, but for citizenry. Students write what David Bartholomae calls "practical criticism," critically revising their own texts. Also, students may practice the methodology of critical discourse analysis, as prescribed by Thomas Huckin, in a course that integrates civic literacy with introductory CDA assignments.

Though scholars debate whether Foucault offers a viable theory of resistance, his analysis of parrhesia(fearless speech) poses and problematizes an oppositional rhetoric of truth-telling. Fearless speech challenges regimes of power/truth; spiritual narratives of Early Modern women challenge cultural norms to justify their right to speak. The rhetorical strategies that women use to authorize their writing—performing a struggle between God and Satan, recording revelation, and reinterpreting scripture—make them vulnerable to stereotypical criticisms of madness and witchcraft. Nonetheless, female spiritual narratives courageously critique religious and social culture, playing Foucault's “parrhesiastic game”: these texts break silence to tell truth. A notion of a contemporary rhetor-as-parrhesiastes reflects the historical evolution of parrhesia towards critique and self-questioning. A contemporary parrhesiastes interrogates guises of generalized Truth to give voice to experiential, localized, multiple truths.