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Qualitative analysis of student projects and reflections shows DIY material annotation builds multimodal composing skills, rhetorical agility, and archival research capacities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is layered feminist historiography as defined in the article?","Question",{"text":63,"@type":64},"Layered feminist historiography is a research and composing practice that uses aggregated layers to construct a multivocal narrative about the past.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which archival text provides the main example for the approach?",{"text":68,"@type":64},"Progress and Achievement: A History of the Massachusetts State Federation of Women’s Clubs: 1893-1931, especially the annotated copy housed at The Huntington Library.",{"name":70,"@type":61,"acceptedAnswer":71},"What benefits does DIY material annotation produce for students?",{"text":72,"@type":64},"The article reports that DIY annotation yields dynamic multimodal composing skills, rhetorical facility, and archival/research 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Wetzel  \nThis article shows how the annotation practices in an archival text entitled Progress and Achievement: A History of the Massachusetts State Federation of Women’s Clubs: 1893-1931 anticipate key feminist rhetorical research commitments and in doing so present a unique pedagogical approach to creating multivocal stories in the writing classroom: layered feminist historiography. I define layered feminist historiography as a research and composing practice that utilizes aggregated layers to construct a multivocal narrative about the past. Such an approach invites students to (re)construct a history through material engagement and exciting DIY annotation practices. This article shares outcomes ofa layered historiography assignment in a writingintensive women’s rhetorical history course. Through a qualitative analysis of projects and written reflections, I show that DIY material annotation yields valuable skills for students.  \nInAhemerrikecanoAtnedadreadrAessLatunthesfor2d—018reCfeonferenrencingceCohif the RhetmamandaoriNcgSozcietAdyicoh-fie—underscored the dangers of monolithic stories about people, cultures, and history. Lunsford encouraged listeners to thus pursue “narrative justice” by striving “to create and sustain just narratives that are invitational, inclusive, expansive, and playful” (“RSA at 50: (Re)Inventing Stories”) .1 This article shares one pedagogical approach to creating such multitudinous stories in the writing classroom: layered feminist historiography. I define layered feminist historiography as a research and composing practice that utilizes aggregated layers to construct a multivocal narrative about the past. Such an approach invites students to (re)construct a history through material engagement and exciting DIY (Do-It-Yourself ) annotation practices. Importantly, this pedagogical approach has been inspired by a dynamic archival text entitled Progress and Achievement: A History of the Massachusetts State Federation of Women’s Clubs: 1893-1931 that adopted similar practices many decades ago.  \nPublished in 1932, Progress and Achievement: A History of the Massachusetts State Federation of Women’s Clubs narrates the formation and growth of this  \nComposition Studies 47.2 (2019): 14–47  \ninfluential constellation of women’s clubs. The specific copy I analyze—housedin the rare books collection at The Huntington Library—contains abundant layers of clippings, photographs, and other materials that are pasted and otherwise inserted into the original text. In total, there are approximately fifty such annotations layered across the volume (some pages feature one layer; other pages feature several layers while still others remain unannotated) . Such layers and their arrangement enrich, expand, unsettle, and otherwise complicate the original text, adding intricate new dimensions to the story of the Massachusetts Federation. Put differently, the volume’s trove of historical complexities and various angles of vision reflect how layered annotation can work to resist “a single story” in favor of more “multivocal, multifocal, multimedia, multiethnic”2 understandings (Adichie “Single Story”; Lunsford “RSA at 50”) . This resonates strongly with Lunsford’s affirmation of “multiple rhetorics” in her pioneering Reclaiming Rhetorica and also with important feminist rhetorical research practices and values as more recently outlined by Jacqueline Jones Royster and Gesa E. Kirsch (Lunsford “Reclaiming” 6) .  \nIn this article, I show how the layered annotation in Progress and Achievement anticipates key feminist rhetorical research commitments and in doing so presents a unique pedagogical application with valuable benefits for writing students. I first examine how the layers in Progress and Achievement enable a polyphonic narrative about the past: one that diversifies the original story in ways that resemble t","cbCaicEopAbBNJrV","https://ap.wps.com/l/cbCaicEopAbBNJrV","pdf",770048,34,"English","# Introduction\n## Layered feminist historiography as a composing and research practice\n## Archival model: Progress and Achievement (1893-1931)\n# Pedagogical implementation and outcomes\n## Layered annotation and polyphonic narratives\n## Student assignment results: skills and capacities\n# Implications for writing students","[{\"question\":\"What is layered feminist historiography as defined in the article?\",\"answer\":\"Layered feminist historiography is a research and composing practice that uses aggregated layers to construct a multivocal narrative about the past.\"},{\"question\":\"Which archival text provides the main example for the approach?\",\"answer\":\"Progress and Achievement: A History of the Massachusetts State Federation of Women’s Clubs: 1893-1931, especially the annotated copy housed at The Huntington Library.\"},{\"question\":\"What benefits does DIY material annotation produce for students?\",\"answer\":\"The article reports that DIY annotation yields dynamic multimodal composing skills, rhetorical facility, and archival/research capacities.\"}]","Layered Feminist Historiography - Embracing \"Multiplicities\" through Material Engagement | PDF",1792088303,86]