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2018
Volume 71, Issue 3
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

This article argues that rhetoric-focused first-year composition curricula may effectively use feminist revisions to rhetoric by employing a method the author calls , or the distillation of feminist rhetorical practices and theory within curricular development that does not make feminism a topic students will directly engage. The author argues that employing procedural feminism can move students to become more ethical participants in public discourse while circumventing student resistance to ideological classrooms.

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/content/journals/10.58680/ccc202030504
2020-02-01
2023-12-07
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  • Article Type: Research Article
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