Listening for women's voices: Revisioning courses in American public address

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Abstract
Traditional American public address courses lack the broad range of rhetorical texts necessary to a full understanding of how humans use symbols. Employing seventeenth and eighteenth century American women's rhetoric as a case study, the author argues that the rhetoric of muted groups can and should be included in American public address courses. The author draws on theories of social history and literary criticism to illustrate how women's texts might be introduced into the classroom.