Feminist theory in composition studies

In composition studies, feminism is generally focused on giving feedback while taking into account gender difference. Thus, an instructor with a feminist pedagogy is unlikely to favor an androcentric method of teaching. A feminist approach in composition "would focus on questions of difference and dominance in written language".^[1]

Feminist theory and composition studies co-exist when academic scholars look more closely at marginalized writers. Feminism was introduced into the field of composition through the collaboration of educational institutions and writing teachers. It was also influenced by different academic and social disciplines. This helped to change the way that compositionists viewed the expectations and standards of good writing.^[2] Laura R Micciche's writing on feminist rhetoric in regard to teaching writing pedagogies suggested that it can be used to create and re-create ideas about how writing is taught.  The theory behind feminist rhetoric is to intentionally use ideology and politics when writing. Micciche states, "feminist rhetors—have revised traditional rhetorical concepts through an explicitly gendered and, quite frequently, feminist lens." Micciche also stated, "Sonja Foss and Cindy Griffin identify a primary goal of feminist rhetoric to be the creation of spaces for rhetors to "develop models for cooperative, nonadversarial, and ethical communication." ^[3] Feminist scholars have used strategic arguments to obtain support for changing power dynamics within society. Feminist theory argues that the empowerment of women can improve society. In collaboration with composition studies the Feminist theory helps to create diverse educational standards in regard to the teaching of writing. Feminist scholars look at how patriarchal perspectives have shaped societies and cultures. They also bring awareness to voices that have been neglected or ignored.^[2] This also is evident in an article by Patricia Fancher and Ellen O'Connell, in social group settings, like a classroom, men use misogyny to intimidate educators. Doing so through a work environment, men feel as though they have the power to undermine women in any setting. Makes it difficult for women to be educators because of these actions. This is reflected through the student evaluations that show gender bias against women faculty ^[4] Evidently in the article is used, that women who have institutional knowledge over men, could be seen as underwhelming because of the respect aspect towards how men treat women educators. They might perceive them as unserious and not knowledgeable enough assuming because of their gender.

As Shari J. Stenberg explains, women's voices have not necessarily been absent in writing; they have sometimes just not been looked for or valued. Stenberg explains the dangers of only focusing on traditionally privileged voices, saying that doing this often removes important types of rhetorics, such as journal entries, letters, or other more feminine forms, from academic discourse or conversations. Adding these types of rhetoric back into conversations can help to redefine what are considered acceptable forms of writing for study and can also push to include traditionally marginalized groups, such as queer women and women of color. Allowing for these inclusions can also empower women to claim their multi-faceted identities, which further allows for the use of "the personal as a site of knowledge."^[2] These ideas not only can expand the range of issues women can write about, but have also helped to frame how some women teach composition.^[2] 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, Faye Spencer Moar claimed that the way writing was taught largely favored male writers.^[5] Mary P. Hiatt claimed that women implicitly write differently than men, and that men tended to write in the dominant, most oft taught style.^[6] As men pursue that their lives are seeming more important than the respect towards women. In the writing of Dotson he explained, Men especially in institution policies think they have the power to use women in authority positions. They have their own issues and pursue them into women's issues.^[7] This instance includes a conflict of how men will feel a constant threat towards women's intelligence on how the perceived power they feel is being used to justify the actions of men. As mentioned men push their issues on to women as they feel that they aren't a problem in the workplace.

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.^[6] 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.

Significant goal to unmask the patriarchy structure and the difference between misogyny and sexism. Educate individuals on the meaning of feminisms through literature. Ability to restructure what the society illustrates as gender-based culture and regress towards younger generations.^[8] This is consistently viewed through societal norms from past generations that have also experienced through the respect of women as emphasized through Lori Chamberlain, The concept of marginalized women due to western society tendencies. Be able to argue that the women's duties at one are not just what women are for. Re-examine the value of productivity over reproductively towards masculine or feminine.^[9] As well as referenced in Jenkins, Ameliorative analysis of gender concepts seeks to do so by defining women by referring to subordination. Women are difficult and risk exclusion or marginalization. Typically women in oppressed social groups, such as women of color or working class.^[10] These marginalized attributes that have almost benefited significantly towards men and how they conceptually perceive women. The societal norms of keeping up with what has been perceived towards women and how women are treated with respect within society.