Nan Johnson demonstrates that after the Civil War, nonacademic or “parlor” traditions of rhetorical performance helped to sustain the icon of the white middle class woman as queen of her domestic...

Women Writing the Academy is based on an extensive interview study by Gesa E. Kirsch that investigates how women in different academic disciplines perceive and describe their experiences as writers in the university.

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.