Situated knowledge and the teaching of writing: A rhetorical analysis of the professional writing of women's studies scholars.
Feminist scholars have in many instances led the way in challenging the tendency of academics to make transcendent claims from a disembodied and unmarked position, often in the name of objectivity. One means of reinstating the writer in the act of writing and thus circumventing discourse that, in ef...
Main Author: | McNenny, Geraldine Roberta. |
---|---|
Other Authors: | Warnock, Tilly |
Language: | en |
Published: |
The University of Arizona.
1994
|
Subjects: | |
Online Access: | http://hdl.handle.net/10150/186888 |
Similar Items
-
Fact and fiction: distinctions between the pedagogy of composition and creative writing
by: Monroe, Debra Frigen.
Published: (2015) -
An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric
by: Birkett, Timothy Michael
Published: (2015) -
Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms
by: DiSarro, David R.
Published: (2011) -
Academic writing ability and performance of first year university students in South Africa.
by: Maher, Claire
Published: (2013) -
When English as a Second Language students meet text-responsible writing
by: Jung, Miso
Published: (2005)