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100   $a19890626d1990      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aWriting from the margins $epower and pedagogy for teachers of composition /$fCarolyn Ericksen Hill
205   $a1st ed.
210   $aNew York $cOxford University Press$d1990
215  1$a1 online resource (297 pages)
225 1 $aOxford scholarship online
300   $aBibliography: p261-275. - Includes index.
300   $aPreviously issued in print: 1990.
311 0 $a0-19-506185-3 
311 0 $a0-19-506637-5 
320   $aIncludes bibliographical references (p. 261-275) and index.
327   $aContents; 1. Introduction; 2. Students: At the Edges Looking In; 3. Teachers: Author(iz)ing Hard and Soft Stories about Academia; 4. Four Midwives; 5. Peripheral Visions from Rhetoric's Past; 6. Writers' Minds: Which System?; 7. Time Passed from Reading to Writing to Reading; 8. Grammar, Style, and Politics; 9. Conclusion; References; Index
330   $aToo often both composition teachers and their students experience knowledge and authority as unchanging entities that cannot be challenged in classroom exchanges. Drawing on feminist, cultural, and poststructuralist theory, as well as work in the rhetorical tradition and composition studies, Hill offers less debilitating methods of thinking that teachers can model for their students. Richly illustrated with examples of classroom interactions and student work, the book also shows teachers how to enrich their own intellectual and political lives within the academy.
410  0$aOxford scholarship online.
606   $aEnglish language$xRhetoric$xStudy and teaching
606   $aEnglish language$xGrammar
615  0$aEnglish language$xRhetoric$xStudy and teaching.
615  0$aEnglish language$xGrammar.
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700   $aHill$b Carolyn Ericksen$01675813
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996   $aWriting from the margins$94041558
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