Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Banks, William P. "Queering Outcomes: Hacking the Source Code of the WPA Outcomes
Statement for First-Year Composition." Writing Program Administration 36.1 (2012):
204-08. Web. 7 Mar. 2016.
Banks opens by using the example of the movie Magic Mike to demonstrate an issue with the
idea of audience. He describes how all of the individuals involved with the film had an extremely
narrow view of the audience for the film, believing that only women would watch it, and being
shocked to discover that gay men were also very interested in the film. Banks extends this idea to
writing and compositional studies. He describes how many students often have an extremely
narrow view of audience, and struggle with getting past very strict and stereotypical views of
male and female audiences for their writing. He believes that queering writing standards and
compositional studies is a step to solving this problem. He proposes what he sees as an ideal set
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of future composition standards for the outcomes statement of his own organization (WPA): a
technologically advanced interactive web-based application where users could click on concepts
and be taken deeper and deeper into the research, including not only the more famous queer
theorists but also the newest emerging authors as well. He sees this as a way to bring diversity to
the outcome standards for all subfields of composition and rhetoric, not only queer theory. He
refers to this as an Outcomes Statement-as-portal and sees it as a way to rethink the current
standards in a framework that is more changeable and adaptable, as well as one that everyone is
able to participate in and learn from. We as tutors in the writing center can take from this the idea
of viewing audience with a queer eye. By viewing audience in a more complex way, we can add
a layer of depth to a piece of writing that wouldnt otherwise be there. Thinking about audience
in a queer manner can help with that, and we can help pass this along to our tutees, especially in
situations where the audience theyre writing to is more complicated than just their professor.
Audience is a subject that weve discussed to some degree in class, and one that is likely to come
up in our sessions, so this is a unique and useful way to approach it.
Doucette, Jonathan. "Composing Queers: The Subversive Potential of the Writing Center."
Young Scholars in Writing 08 (2011): 5-15. Web. 6 Mar. 2016.
Doucette writes about how he hopes to take queer theory and queer writing pedagogies and apply
it directly to writing center practices in hopes of working to help combat the absence of
queerness in compositional studies. He views the writing center as a potentially subversive space
and place to begin combating the standard heteronormative rhetoric that is abundant in the field
of composition and rhetoric. He uses personal experience to illustrate the struggle of using queer
discourse in a predominately heterosexual academic community. He proposes that the concepts
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Koski, Frank F. "Queer Theory in the Undergraduate Writing Course." ERIC Document
Reproduction Service (1995): 1-12.. Web. 7 Mar. 2016.
Koski uses four different teachers as example to illustrate different ways to bring queer theory
into undergraduate writing courses. She describes the benefits of doing this, including helping
students become more experimental and imaginative with their thinking, improving their critical
analysis of historical texts, and allowing them to better analyze and write abut their own personal
experiences. While we are tutors and not professors, and therefore many of her suggestions in the
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article are impractical for us in the writing center, we can still pull some concepts from here and
apply it to tutoring. We arent teaching queer theory, but we are likely to come across students
who are working on a writing assignment about it. We can remember to be open and encouraging
in these situations, and not make any student feel like they are being judged or cannot adequately
express themselves. Educating ourselves on queerness, even (and especially) those in our class
who arent queer, can help us better interact with and help all of our clients at the writing center.
I believe this goal can in part be accomplished simply through familiarizing ourselves with the
literature on queer theory and introducing ourselves to the major concepts. Furthermore, we can
bring these concepts into practice by being mindful of both the idea of queering our thoughts and
of the potential queer identities of our students. The prior will enable us to look at our sessions in
a different and more subversive manner and help create more adaptable sessions for all of our
clients, queers or not. The latter will enable us to be more sensitive to the different identities of
our tutees. We can be mindful of our words by actively trying to use less heteronormative
language, such as not assuming all clients are straight until proven otherwise. For example, if the
situation was appropriate and the question came up, we might refrain from asking a female client
if she has ever had a boyfriend and instead ask the question in a gender-neutral way by asking if
she has ever dated or has ever had a romantic partner. These small, mindful changes in our
language can go a long way to hopefully help foster a more accepting and comfortable in our
writing center.
Murphy, Christina, and Steve Sherwood. "Queering the Writing Center." The St. Martin's
Sourcebook for Writing Tutors. Boston: Bedford/St. Martins, 2011. 263-84. Print.
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This article argues that those working in writing centers should work to queer their thought to
help engage with the various identities and structures in the writing center. They describe
queering thought as using sexuality as a lens to look out of, to help analyze and interpret things
in another way. It is another way to view the nonstandard, which includes all identities outside
of the standard white, middle-class, and male academic identities. They write that we can queer
tutoring sessions by finding subversive methods to move past conventional and ordinary
practices. By thinking critically about our use of language and trying to find ways to queer our
tutoring sessions, we can benefit from the added layer of inclusivity and subversiveness that
queer theory offers. This critical thinking can help us engage with and invoke the different
identities of individuals we work with, and better foster a safe and knowledge-inspiring
atmosphere. The goal of this atmosphere would be to better interact with all of our clients,
whether they identify as queer or as another nonstandard identity (which I think the vast
majority of clients at our writing center do, UH being as diverse of a campus as it is). We can
queer our sessions to find unique and better ways to work with each different student we
encounter.
Nelson, Cynthia. "Sexual Identities in ESL: Queer Theory and Classroom Inquiry." TESOL
Quarterly 33.3 (1999): 371. Web. 6 Mar. 2016.
Nelson discusses the benefits of teaching queer theory over gay and lesbian theory, and combines
it with teaching ESL. He defines queer theory as analytical and useful for more inclusive
teaching practices in a classroom setting, as opposed to more civil rights oriented like gay and
lesbian theory. He believes it is useful for a teaching setting because it helps be more inclusive of
all minority identities. In this way he relates it to teaching ESL. We as a class can especially learn
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from this concept as we deal so much with second-language writers in our writing center. By
considering queer theory in general, we can help ourselves be more inclusive for both queer
individuals and ESL individuals. Considering how language and culture affect identities can help
us when working with tutees and their writing, and enable us to help them to our utmost
capabilities.
Peters, Brad, and Diana Swanson. "Queering the Conflicts: What LGBT Students Can Teach Us
in the Classroom and Online." Computers and Composition 21.3 (2004): 295-313.
Web. 8 Mar. 2016.
Peters and Swanson discuss the benefits of teaching queer theory in a classroom setting. They
argue that it is necessary in order to have the most complete and beneficial rhetorical repertoire
for teaching, and that it helps instructors better understand and therefore help their students.
While the article has an emphasis on teaching online, it discusses teaching writing in an
applicable way. They discuss how queer theory can help students reflect on texts, particularly
argumentative ones, and therefore strengthen their own understanding of the arguments and their
writing about it. They emphasis that it strengthens students use of ethos in particular. While our
class is not an online one, and we are tutors instead of teachers in a classroom, we can still pull
some ideas from this article. We can consider queer theory and how the language and rhetoric of
it can help in our tutoring sessions. We can use this more inclusive language, especially when
working with a client who has an argumentative paper, and share these ideas and language with
them to help them improve their argument and understanding.
Spurlin, William J. "Theorizing Queer Pedagogy in English Studies after the 1990s." College
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Definition
Engaging with a text in
multiple and intersecting ways
Intersectionality
Queering thoughts
Tutoring Implications
In order to foster the most
welcoming and accepting
environment were able to, we
should always try to consider
how our biases might affect
students who come in to the
writing center. By doing so,
well be better able to actively
combat those biases if they
have the potential to be
invalidating and hurtful to any
tutees
This and interdisciplinarity
can help bring queerness in to
compositional studies.
Educating ourselves on
intersectionality will enable us
as tutors to always keep the
concept in the back of our
minds and be aware of it in all
sessions, which will hopefully
help us see connections
between subjects and foster a
more accepting environment,
which is one of our ultimate
goals
This can help us engage with
and invoke the different
identities of individuals we
work with, and better foster a
safe and knowledge-inspiring
atmosphere. Queering our
thoughts is a step to queering
our sessions, which is a way to
make them subversive and to
challenge the norm. This is
one possible method to help a
client, as it is a unique way of
looking at things that can help
us see things and try things we
wouldnt otherwise.
While we arent teachers in a
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queer literature into the
curriculum of undergraduate
writing courses
Queer Theory
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neutral they/them) and the
idea of heteronormativity
Heteronormativity
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