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Anglo-American feminist challenges to the rhetorical traditions : Virginia Woolf, Mary Daly, Adrienne Rich

Author: Krista Ratcliffe
Publisher: Carbondale : Southern Illinois University Press, ©1996.
Edition/Format:   eBook : State or province government publication : EnglishView all editions and formats
Database:WorldCat
Summary:
In this lucid and innovative work, Krista Ratcliffe successfully extrapolates rhetorical theories from three feminist writers not generally thought of as rhetoricians. Ratcliffe's skillful use of her methodology demonstrates a new model for examining women's texts. Her work situates Woolf's, Daly's, and Rich's feminist theories of rhetoric within current conversations about feminist pedagogies, particularly the
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Genre/Form: Electronic books
Criticism, interpretation, etc
History
Additional Physical Format: Print version:
Ratcliffe, Krista, 1958-
Anglo-American feminist challenges to the rhetorical traditions.
Carbondale : Southern Illinois University Press, c1996
(DLC) 94040053
(OCoLC)31375525
Named Person: Virginia Woolf; Adrienne Rich; Mary Daly; Mary Daly; Adrienne Rich; Virginia Woolf; Virginia Woolf; Adrienne Rich; Mary Daly
Material Type: Government publication, State or province government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Krista Ratcliffe
ISBN: 0585031401 9780585031408
OCLC Number: 42329791
Description: 1 online resource (xiii, 227 p.)
Contents: Bathsheba's dilemma: defining, discovering, and defending Anglo-American feminist theories of rhetoric(s) --
Minting the fourth guinea: Virginia Woolf --
De/mystifying herself and herwor(l)ds: Mary Daly --
Re-visioning the borderlands: Adrienne Rich --
Educating Bathsheba and everyone else: quest(ion) pedagogical possibilities of Anglo-American feminist theories of rhetoric(s).
Responsibility: by Krista Ratcliffe.

Abstract:

In this lucid and innovative work, Krista Ratcliffe successfully extrapolates rhetorical theories from three feminist writers not generally thought of as rhetoricians. Ratcliffe's skillful use of her methodology demonstrates a new model for examining women's texts. Her work situates Woolf's, Daly's, and Rich's feminist theories of rhetoric within current conversations about feminist pedagogies, particularly the interweavings of critical thinking, reading, and writing. Ratcliffe concludes with an application to teaching.

This well-reasoned and convincing study will appeal to a widely varied audience: women in rhetoric and composition who feel that traditional theories do not speak to them; teachers of rhetorical history who want to explore gender concepts; composition teachers who want to become more aware of gender differences and pedagogical strategies to accommodate these differences; literary theorists and speech communication scholars who wish to track new methodologies for examining gender concerns; women's studies scholars who want to continue the examination of how language constructs and reflects patriarchy; and other students and scholars who simply are interested in theories of rhetoric, feminism, and pedagogy.

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