It challenges the traditional assumptions and methods of composition studies and proposes alternative approaches that are informed by feminist perspectives.
Feminist theory in composition studies has contributed to the revision of traditional rhetorical concepts, the recognition of diverse voices and genres, the promotion of collaborative and ethical communication, and the integration of personal and political issues in writing.
In collaboration with composition studies the Feminist theory helps to create diverse educational standards in regard to the teaching of writing.
[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.
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.
Specifically, in the composition classroom, Faye Spencer Moar claimed that the way writing was taught largely favored male writers.
Early feminist theory's inflections on composition and pedagogy aimed to challenge the cultural conventions and expectations of the feminine gender role.
At the time, this process worked in conversation with the Expressivist-Process movement in composition, which valued self-expression, to enable women to grow conscious of themselves.
Through the lens of feminism and composition, writers and students are encouraged to boldly express women's experience in both content and form.
[1] Thus, a feminist instructor will take into account the implicit differences between male and female writers and teach appropriately, without favoring or focusing on androcentric or gynocentric studies.
Sonja K. Foss and Cindy L. Griffin,[12] first proposed the idea of Invitational Rhetoric as "grounded in the feminist principles of equality, imminent value and self-determination" (5).
As a newer philosophy in English composition, the use of invitational rhetoric is used as a way to make students feel comfortable in the classroom setting.
By using Foss and Griffin's Invitational Rhetoric theory as a guide in conducting classes, instructors are able to encourage their students to share their beliefs and learn to respect others opinions, without having to feel like opposite views are being force-fed to them in a way that would cause them to turn away from debate or discussions that could foster critical thinking.
According to Foss and Griffin, Invitational Rhetoric works through the use of debate and discussion as a way to learn about various viewpoints, with the freedom to ultimately make up one's own minds about the topic.
Abby Knoblauch [13] describes the use of Invitational Rhetoric as a way to make sure conservative students are not put on the offensive by more liberal teachers and their ideals.
By using Invitational Rhetoric as a guide in presenting material, an instructor can in turn foster a student's creativity and encourage them to write about what is important to them.
Shari J. Stenberg further suggests that women must be able to define their roles in the composition classroom in order to have successful interactions with their students.