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Feminist theory in composition studies : ウィキペディア英語版
Feminist theory in composition studies

In composition studies, feminism’s goal is to foster a nurturing classroom that focuses on much positive, constructive feedback on writing. An instructor with a feminist pedagogy is unlikely to favor or focus on an androcentric direction of teaching nor will they give any sort of critique on the androcentric viewpoint. A feminist approach in composition “would focus on questions of difference and dominance in written language”.〔Flynn, Elizabeth. “Composing as a Woman.” Feminism and Composition: A Critical Sourcebook. Kirsch, Gail E., ed. Boston:
Bedford/St. Martin’s, 2003. 243–55.〕
==Beginnings==
In the 1960s, the second wave of feminism began and one major goal was to raise society’s consciousness of the struggles of women. The goals of feminists were largely carried out in university classrooms. Specifically, in the composition classroom, some claimed that the way writing was taught largely favored male writers.〔Moar, Faye Spencer. “Part One: Introduction.” Feminism and Composition: A Critical Sourcebook. Kirsch, Gail E., ed. Boston:
Bedford/St. Martin’s, 2003. 29–31.〕 Female writers, struggling to strive, felt as if they were not intellectuals (Howe). The task at hand then was to learn how to teach composition to women. Some claimed that women implicitly write differently than men, and that men tended to write in the dominant, most oft taught style.〔Hiatt, Mary P. “The Feminine Style: Theory and Fact.” Feminism and Composition: A Critical Sourcebook. Kirsch, Gail E., ed. Boston:
Bedford/St. Martin’s, 2003. 43–48.〕
Mary P. Hiatt argues that the terms “masculine” and “feminine” are applied to styles of writing–that of men and women, respectively–but, instead of describing the style, what is actually described is the male views on both men and women. Her examples include “strong,” “rational,” and “logical” for men, and “emotional,” “hysterical,” and “silly” for women.〔 Thus, the aim of feminism in composition studies was to create a classroom in which women perceived themselves intellectually and in which their voices were relevant in what some feminists perceive to be an androcentric world.

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