Writing from the Margins: Power and Pedagogy for Teachers of Composition by Carolyn Ericksen Hill

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

byCarolyn Ericksen Hill

Paperback | September 1, 1987

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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.

About The Author

Carolyn Ericksen Hill is at Towson State University, Maryland.

Details & Specs

Title:Writing from the Margins: Power and Pedagogy for Teachers of CompositionFormat:PaperbackDimensions:304 pages, 8.19 × 5.55 × 0.87 inPublished:September 1, 1987Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0195066375

ISBN - 13:9780195066371

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From Our Editors

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.

Editorial Reviews

"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