Cover; Studies in Writing & Rhetoric; Title Page; Copyright; Contents; Tables; Foreword; Acknowledgments; 1. Gender and Reading: Theoretical Indications; 2. Gender Patterns: Reading Student Texts; 3. Gender and Writing Teachers: The Maternal Paradigm; 4. Gender and Teaching Writing: Conclusions, Implications, and Guidelines; Appendix A. Reader-Response Theorists: A Brief Discussion; Appendix B. The Student Essays; Appendix C. The Oral Responses; Appendix D. Peter and Joanne: Student Papers; Notes; Works Cited; Author Biography; Back Cover
Summary
Donnalee Rubin examines the responses of thirty-one freshman composition teachers to student writing and shows the negative effects of gender bias on assessment to prove that gender perceptions and expectations can influence assessment decisions that seem neutral on the surface. Arguing that certain pedagogies are more likely to minimize gender bias than others, Rubin believes that teachers are more likely to overcome the influence of gender bias on their teaching if they adopt a process-based method and work intimately with their students through nondirective, supportive conferences. Rubin
Bibliography
Includes bibliographical references (pages 151-157)
Notes
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