Some Questions for Feminist Rhetoric.

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Some questions about feminist rhetoric would include the following. Should a speaker resist the phallocentric rhetoric of the academy by refusing, resisting or otherwise willfully choosing not to say, are my points, Here are my conclusions, Here is my argument that I hope to persuade you to believe? Should a speaker foster a discourse that is indirect, digressive, open, exploratory, responsive and interconnected as opposed to linear, closed, authoritative and objectively logical? Should that speaker try to feature his or her feelings as well as his or her criticism? But then what if the voice of or criticism dominates? Along these lines, how does the speaker construct a classroom environment and writing curriculum for underprepared composition students? How does he or she reconcile the seemingly conflicting claims of feminism (and other) researchers? For instance, while researchers such as P. Annas, J. Eichhorn et al, N. Schniedewind, and M. Woolbright (among legions of others) suggest that collaborative pedagogy and a shared-authority classroom enhance learning for female (and many male) students, how does the speaker reconcile that perspective with the findings of G. Jensen and J. DiTiberio, which suggest that introverts learn best when alone. Shoul, the speaker take authority in the classroom? Should he or she adopt an authority-driven teaching method that changes students' preferred learning styles and challenge their gender identities? If language is a trap, if the master's language is oppressive, what then is the speaker to teach? (Contains 45 references.) (TB) Reproductions supplied by EDRS are the best that can be made from the original document. Some Questions for Feminist Rhetoric Christopher G. Hayes C') Divison of Academic Assistance cf) University of Georgia Athens, GA 30602-3334

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