Writing from the Margins: Power and Pedagogy for Teachers of Composition

by Carolyn Ericksen Hill

Overview

Too 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.

Product Details

ISBN-13:	9780195066371
Publisher:	Oxford University Press
Publication date:	04/26/1990
Edition description:	New Edition
Pages:	304
Product dimensions:	5.56(w) x 8.19(h) x 0.86(d)

About the Author

Towson State University, Maryland

Table of Contents

1.	Introduction	3
Part I	Boundaries: Where Birthing Takes Place
2.	Students: At the Edges Looking In	33
3.	Teachers: Author(iz)ing Hard and Soft Stories about Academia	70
Part II	Currents in the Tradition
4.	Four Midwives	101
5.	Peripheral Visions from Rhetoric's Past	140
Part III	Vortices: Where Turbulence Arises
6.	Writers' Minds: Which System?	171
7.	Time Passed from Reading to Writing to Reading	200
8.	Grammar, Style, and Politics	226
9.	Conclusion	257
	References	261
	Index	277

Editorial Reviews

"Hill synthesizes a great deal of theory to offer us a critical examination of composition studies. Her analyses are fresh and insightful."—Duane H. Roen, Arizona State University

"Serves as an excellent introduction to the pros and cons of various approaches to teaching composition and points to the complexity of this process."—Choice

"A really fine book. Several aspects of it are especially winning, but overall, it is a genuine and fresh voice, given with conviction, wisdom, rich but sensible scholarship, and an unusually fine sense of the practicalities of teaching writing."—David Bleich, University of Rochester

From the Publisher