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2018
Volume 75, Issue 3
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178

Abstract

In this essay, I develop a pedagogical stance called the “free exercise of rhetoric” as a way to approach teaching and student writing at the intersection of LGBT and religious discourses. Through this stance, I work with students’ personal commitments and build their rhetorical competence using a process that involves encountering uncommon arguments, valuing misreading, and embracing unpredictability. I suggest the free exercise of rhetoric as a pedagogical option for taking religion seriously as a topic and identity in writing classrooms, but one that does not start from students’ personal experience with religion.

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/content/journals/10.58680/ce201322112
2013-01-01
2025-02-10
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http://instance.metastore.ingenta.com/content/journals/10.58680/ce201322112
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  • Article Type: Research Article
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