Links radical feminist writings of the 1960s and 1970s to contemporary online women's networks. This book traces the intersection of radical feminism, composition, and print culture in order to address a curious gap in feminist composition studies: the manifesto-writing, collaborative-action-taking radical feminists of the 1960s and 1970s. Long before contemporary debates over essentialism, radical feminist groups questioned both what it was to be a woman and to perform womanhood, and a key part of that questioning took the form of very public, very contentious texts by such writers and groups as Shulamith Firestone, the Redstockings, and WITCH (the Women’s International Terrorist Conspiracy from Hell). Rhodes explores how these radical women’s texts have been silenced in contemporary rhetoric and composition, and compares their work to that of contemporary online activists, finding that both point to a “network literacy” that blends ever-shifting identities with ever-changing technologies in order to take action. Ultimately, Rhodes argues, the articulation of radical feminist textuality can benefit both scholarship and classroom as it situates writers as rhetorical agents who can write, resist, and finally act within a network of discourses and identifications.

Radical Feminism, Writing, And Critical Agency: From Manifesto To Modern (S U N Y Series in Feminist Criticism and Theory)

Politics & Social Sciences

Rhodes, Jacqueline

Social Sciences

State University of New York Press

As our field of composition studies invites students to compose with new media and multimedia, we need to ask about other possibilities for communication, representation, and making knowledge--including possibilities that may exceed those of the letter, the text based, the composed. In this provocative look at how composition incorporates new forms of media into actual classrooms, Jonathan Alexander and Jacqueline Rhodes argue persuasively that composition's embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition, as opposed to exploring the rhetorical capabilities of those media. Practical employment of new media often ignores their rich contexts, which contain examples of the distinct logics and different affordances of those media, wasting the very characteristics that make them most effective and potentially revolutionary for pedagogy. _On Multimodality: New Media in Composition Studies_ urges composition scholars and teachers to become aware of the rich histories and rhetorical capabilities of new media so that students' work with those media is enlivened and made substantive.

On Multimodality: New Media in Composition Studies (Studies in Writing and Rhetoric)

Reference

Alexander, Jonathan

Words, Language & Grammar

National Council of Teachers of English (NCTE)

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Books by Rhodes, Jacqueline