Considering the Alternative in Composition Pedagogy: Teaching Invitational Rhetoric With Lynda Barry's<i>What It Is</i>

Kirtley, Susan

doi:10.1080/07491409.2014.946166

Cited by 9 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since the introduction of invitational rhetoric in 1995, it has gained increasing attention in the American educational community, and various applied studies have emerged, such as studies on facilitating communication between teachers and students (Hicks-Goldston, 2011;Maher, 2002;Odartey, 2018), parents and children (Pariera & Turner, 2020), teachers and parents (Modesti, 2012) and invitational pedagogy (Kirtley, 2014;Novak & Bonine, 2009). Invitational rhetoric plays a meaningful role in communication, as well as in the medical (Make & Lauver, 2022) and financial (Bathurst & Galloway, 2018) fields.…”

Section: Introductionmentioning

confidence: 99%

A Study on Teaching College English Reading from the Perspective of Invitational Rhetoric in China

Yi¹,

Bai²

2022

IJEL

View full text Add to dashboard Cite

In this study, we explore the current situation of teaching college English reading in China and offer suggestions for improving it from the perspective of invitational rhetoric, mainly in terms of the three external conditions it advocates, safety, value and freedom, and its core, understanding. We distributed the questionnaire about the current situation of college English reading instruction to students majoring in English and analysed the results. Concerning the conditions of safety, the teachers respected students’ views, but the students were not confident and were unwilling to participate in teacher-student interaction; therefore, teachers should create a safe external environment so that students trust them. Concerning the conditions of value, teachers allowed students to fully express their perspectives, and they prepared and conducted classroom activities from the students’ standpoint. Regarding the conditions of freedom, students were selective in accepting teachers’ views and formulated their own views, but when their views differed from those of teachers, few presented their opinions; teachers must acknowledge their weaknesses at the right time so that students can realise disagreeing with teachers is not equal to offending them. Regarding the conditions of understanding, teachers no longer aimed to instill knowledge; they paid more attention to students’ understanding and encouraged them to form their own ideas while understanding students and accepting reasonable feedback.

show abstract

Section: Introductionmentioning

confidence: 99%

A Study on Teaching College English Reading from the Perspective of Invitational Rhetoric in China

Yi¹,

Bai²

2022

IJEL

View full text Add to dashboard Cite

show abstract

“…The researcher had the opportunity to lead the revision of the college composition courses being offered. While researching literature on college composition courses, the researcher found an article by Kirtley (2014) that proposed using invitational rhetoric in such courses to provide a nurturing environment for students. This type of rhetoric is based in feminist theory and emerged during the 1990s.…”

Section: Context and Positionalitymentioning

confidence: 99%

Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

Broding¹

View full text Add to dashboard Cite

Given the lack of published research on women student veterans as a group separate from men student veterans and the unique needs of women student veterans, individual attention needs to be paid to women student veterans. This qualitative study used feminist critical theory to examine the experiences of women student veterans, during their transition process from the military to higher education, regarding identity, belonging, and voice in connection with writing courses and writing assignments. Real-time in-depth interviews were conducted with seven women student veterans, either current or former, located across the country. Narrative inquiry, alongside In vivo and process coding, was used to analyze the interviews and reveal superordinate themes. These three superordinate themes are 1) Military Influence: Lifestyle Transition, Identity, and Writing; 2) Peer Connections in Writing Courses; and 3) Writing Instructor Influence. The findings informed by the superordinate themes include that women student veterans sometimes have difficulty transitioning from military writing to academic writing in higher education. Women student veterans also need peer connections in the writing classroom. Additionally, writing instructors hold much influence over belonging and voice for women student veterans. These findings led to three recommendations for future practice. The first recommendation is that writing workshops focusing on the differences between military writing and academic writing should be held for women student veterans by individual colleges and universities. The second recommendation is that colleges and universities can establish and maintain writing groups for women student veterans, in which they write and share narratives and poetry reflective of their military and other life experiences. The third recommendation is

show abstract

“…Invitational rhetoric is in essence a concept of sharing one's perspectives as an invitation to consider and understand, instead of wanting to change the audiences' perspective definitely (Kirtley, 2014). In these lines, the speaker (student/teacher) does not "have the right to claim that their experiences or perspectives are superior to those of their audience members" (Foss & Griffin, 1995 p. 6).…”

Section: Invitational Rhetoric's Relationship To Silencementioning

confidence: 99%

“…The kind of classroom situation one creates is the acid test of what it is one really stands for" (p. 656). Using invitational rhetoric concepts in the classroom can transform the learning environment into a noncompetitive culture that aims to include all student voices in an environment of respect and tolerance, and deep understanding (Kirtley, 2014). Foss and Griffin's (1995) theory offers an opportunity to consider how to invite students to practice and understand silence, instead of privileging talk and verbal presence.…”

Section: Invitational Rhetoric's Relationship To Silencementioning

confidence: 99%

Inviting Mindful Silence into Pedagogy: Supporting Agency, Voice, and Critical Engagement Through Silence

Lausch¹

View full text Add to dashboard Cite

Considering the Alternative in Composition Pedagogy: Teaching Invitational Rhetoric With Lynda Barry'sWhat It Is

Cited by 9 publications

References 13 publications

A Study on Teaching College English Reading from the Perspective of Invitational Rhetoric in China

A Study on Teaching College English Reading from the Perspective of Invitational Rhetoric in China

Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

Inviting Mindful Silence into Pedagogy: Supporting Agency, Voice, and Critical Engagement Through Silence

Contact Info

Product

Resources

About