Success resulted in learners producing rhetorically sophisticated documents, while the students unable to negotiate the challenges produced documents characterized as define and list. These chapters suggest future directions for contrastive rhetoric to expand into, such as different genres and how to enable learners to use strengths from their first culture's writing in their English writing. These chapters suggest new approaches within the English composition classroom, L2 or L1, and lead into the second section of the book. She summarizes the first five articles, locating them within the traditional contrastive rhetoric approach, before she introduces the final three chapters. This chapter positions the reader for a feminist exploration of gender contrasts, an examination of the struggles of Afro-American scholars to find a voice in their field, and a consideration of Gaylect as a rhetoric of identity and resistance.
Feminist theories supply the sociocultural insights which complement contrastive rhetoric.
Feminist theory as applied in this chapter involves exploring how writing instruction involves a politics of representation. Also, feminist theory sees pedagogical scholarship as a form of cultural work. Combining these two elements Micciche discusses teachers' cultural identities and how students perceive these identities. In particular, she discusses the non-native English teacher and how she is perceived by different students in her classes. This expansion of contrastive rhetoric would take it from a limited tool in a limited domain to a more explanatory tool in multiple domains.