Teaching Writing

Pedagogy, Gender, and Equity

Edited by Cynthia Caywood & Gillian R. Overing

Subjects: Composition And Rhetoric Studies
Paperback : 9780887063534, 238 pages, October 1986
Hardcover : 9780887063527, 238 pages, November 1986

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Table of contents



I: Old Silences, New Voices

Pamela J. Annas
Silences: Feminist Language Research and the Teaching of Writing

Wendy Goulston
Women Writing

Carol Stanger
The Sexual Politics of the One-to-One Tutorial Approach and Collaborative Learning

Elisabeth Däumer and Sandra Runzo
Transforming the Composition Classroom

II: Awareness and Action: The Teacher's Responsibility

Alice S. Horning
The "Climate of Fear" in the Teaching of Writing

Alice F. Freed
Hearing Is Believing: The Effect of Sexist Language on Language Skills

III: Writing and Speaking: The Student's Authority

Olivia Frey
Equity and Peace in the New Writing Class

Diana J. Fuss
Gender, Role, and Class: In Quest of the Perfect Writing Theme

Mary DeShazer
Creation and Relation: Teaching Essays by T. S. Eliot and Adrienne Rich

Mary Quinn
Teaching Digression as a Mode of Discovery: A Student-Centered Approach to the Discussion of Literature

Ann Lavine
Subject Matter and Gender

IV: Equity in Practice

Pattie Cowell
Valuing Language: Feminist Pedagogy in the Writing Classroom

Donna M. Perry
Making Journal Writing Matter

James D. Riemer
Becoming Gender Conscious: Writing About Sex Roles in a Composition Course

Susan Radner
Writing About Families: How to Apply Feminism to a Traditional Writing Syllabus

Mickey Pearlman
How I Would Liberate My Mother

V: Equity Across the Curriculum: The Administrator's Challenge

Robert Mielke
Revisionist Theory on Moral Development and Its Impact upon Pedagogical and Departmental Practice

Judith Bechte
Why Teaching Writing Always Brings up Questions of Equity l

Cynthia L. Caywood and Gillian R. Overing
Writing Across the Curriculum: A Model for a Workshop and a Call for Change

Rebecca Blevins Faery
Women and Writing Across the Curriculum: Learning and Liberation


Notes on Contributors



This anthology explores the relationship between feminism and writing theory. The chapters cover the major issues: basic pedagogical theory and philosophical approaches to the teaching of writing, studies of problems encountered by female writers and writing instructors, and useful how-to essays on classroom technique. The authors also address important, provocative questions about power in the classroom—its use, abuse, and distribution.

The book is based on the concept of equity, which the editors define: "Equity does not mean to us the abolition of differences among individuals, nor does it imply a blanket imposition of an Orwellian homogeneity. It does not mean stifling some voices so that others may be heard; it does not demand the compromising of academic standards in the name of egalitarianism. Equity, as we understand it, creates new standards which accommodate and nurture differences. Equity fosters the individual voice in the classroom, investing students with confidence in their own authority. Equity unleashes the creative potential of heterogeneity. this definition of equity is at the heart of this anthology, and our attempts as teachers to model our pedagogy on this principle provided the impetus for assembling it." — from the Introduction

Cynthia L. Caywood is an Assistant Professor of English at the University of San Diego, where she directs the Writing Center. Gillian R. Overing is an Associate Professor of English at Wake Forest University.