Rhetorical Sovereignty in the Composition Classroom

Amanda Lynch Morris

Abstract


This essay examines the results of a cross-disciplinary experiment at Auburn University in 2008 and illustrates how the guiding theory of rhetorical sovereignty (from Native American Studies) created new storyalities for students in Auburn University's freshman-level core composition class.


Keywords


Rhetorical Sovereignty; Composition; University Writing and Indigenous Rhetoric

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DOI: http://dx.doi.org/10.21533/epiphany.v6i1.50

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