Students, either male or female, can be silenced by the adversarial discourse that often characterizes argumentative situations. Alternatives proposed by feminist rhetoricians should apply to any voice silenced in the classroom. Rhetoricians concerned with empowering writers of argument have illustrated three alternatives that enable writers to advance to views of argument rich with narrative essence, coalescence, and dialogue. The first alternative examines using personal narrative style as a style of "argument" that grants silenced students confidence and voice in the composition classroom. Another alternative explored involves seeing argument as a search for coalescence, common ground, and cooperation. Its name varies among theorists, but the characteristics are the same: to find a forum where people hear each other, work together, and strive toward agreement rather than barricade themselves behind clear-cut, black-or-white, non-negotiable positions. The final alternative to traditional argument is generally characterized as being more dialogic or deliberative than the other two alternatives main concern is to explore an issue by engaging in a process of inquiry regarding the issue or subject, allowing for many voices to coexist at once in a dialogue. The best alternative is simply any "form which legitimates the expression of difference differently." Contains 14 references. (NKA)