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2018
Volume 73, Issue 2
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Drawing on my own experience, theories of rhetoric, and queer composition, I suggest frameworks for a first-year writing classroom responsive to the possibility that a trans, gender non-conforming, or gender-questioning student might be present without requiring that student’s self-disclosure; gender transition is imagined as a distinct and positive learning outcome.

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/content/journals/10.2307/ccc202131715
2021-12-01
2024-04-18
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  • Article Type: Research Article
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