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This essay urges scholars and teachers interested in the rhetorical agency of economically disenfranchised groups to expand their field of vision beyond the organized labor movement. The author discusses the Moonlight Schools, founded in Kentucky in 1911 by Cora Wilson Stewart, as a site for investigating alternative forms of solidarity. More particularly, she argues that Appalachian women used the literacy skills they developed under Stewart’s tutelage to support their own long-standing practices of neighborliness. By thus looking beyond strikes, walkouts, and other dramatic rhetorical moments from the labor movement, this essay hopes to begin building a more nuanced understanding of how people with limited economic resources gain purchase in the world through words.

Review Article| April 01 2004 Letting Our Students' Voices “Out at Last” Jane Greer Jane Greer Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 331–336. https://doi.org/10.1215/15314200-4-2-331 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jane Greer; Letting Our Students' Voices “Out at Last”. Pedagogy 1 April 2004; 4 (2): 331–336. doi: https://doi.org/10.1215/15314200-4-2-331 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Roundtable: The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman’s “The Yellow Wall-Paper.” You do not currently have access to this content.

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n 1937 Meridel Le Sueur authored a textbook, Worker Writers, for use in writing classes she offered under the auspices of the Works Progress Administration in Minnesota. To illustrate for her students the basic principles of storytelling and narrative technique, Le Sueur included an annotated version of her short story, Biography of My Daughter. The story focuses on the firstperson narrator's visit to a state-run sanitarium to see a young friend, Rhoda. Upon arriving at the hospital, the narrator learns she has come too late: Rhoda has died. Although her friend's death will be officially attributed to tuberculosis, the narrator knows that months of anxiously searching for a job; of working sixteen hours a day when employment was to be had; and of standing in long relief lines when no jobs were available had punished Rhoda's body beyond repair. The narrator recognizes that Rhoda has died of starvation (29; all page numbers refer to the first edition of Worker Writers). As the narrator drives back to Minneapolis with Rhoda's grieving family, they pass through fields with round pumpkins [...] corn fattening, [and] melons like the crescent moons of the season (34). The abundance of the natural world stands in stark contrast to the privations known by Rhoda and other women like her during the Great Depression. From the narrator's perspective, a system of proprietary control of resources by private individuals has led to grotesque social inequities and created a world in which young women like Rhoda starve amidst abundance. In using Biography of My Daughter as an illustrative short story in Worker Writers, Le Sueur astutely highlights important tensions between public property and private ownership. For Le Sueur, a social activist and member of the Commu-

Jane Greer, "No Smiling Madonna": Marian Wharton and the Struggle to Construct a Critical Pedagogy for the Working Class, 1914-1917, College Composition and Communication, Vol. 51, No. 2 (Dec., 1999), pp. 248-271

This article examines the work of Marian Wharton, a socialist and feminist who helped shape the English curriculum at the People’s College in Fort Scott, Kansas, from 1914 to 1917. While other historical projects on writing instruction have focused on women working at or in alliance with elite eastern colleges, Wharton operated outside the traditional academy at a site where the empowerment of the working class was the explicit goal of writing and language instruction. By exploring tensions in Wharton’s work, I hope to develop a rich, historically-situated conception of how the rhetorical activities of women and other marginalized people are a complex interweaving of alliance and antagonism, of free choice and restricted options, of accomplishment and failure.

As more business writing instructors begin implementing collaborative writing and learning in their classrooms, few descriptions exist that show how collaboration might work in the context of an entire course. This article describes a course that integrates individual and collaborative group assignments while requiring students to work through multiple drafting processes involving teacher and peer intervention. The course was designed to encourage students to become self-reflective, flexible writers who can make themselves aware of their writing processes and then adapt them to both individual and collaborative writing tasks. Along with outlining specific assignments and the rationales behind them, we address issues such as establishing collaborative groups, analyzing group dynamics and writing processes, and the roles teachers might play in a collaborative classroom.