The author reports on and analyzes the inclusion of parody in her sequence of assignments for a graduate composition theory seminar. She contends that having students write parodies of particular theorists and theoretical camps enables them to gain critical leverage that they might not otherwise obtain on a field (in this case, composition studies).
(2009). Representations of the Field in Graduate Courses: Using Parody to Question All Positions. College English, 71 (5), 435-459.