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- W1491547132 abstract "Although social-epistemic rhetoric has found a prominent niche in composition theory (see Berlin), and although many composition teachers are quite willing to accept certain nonfoundationalist assertions about social construction of knowledge?that language and discourse are inseparable from thinking, that language use cannot be dissociated from groups of language users, that writing is a social activity?applications of such con cepts have been limited. One such application, collaborative learning, has, of course, gained widespread visibility and adherence. Among its specific manifestations has been creation of writing centers, such as one in which I am both director and a tutor. Collaborating with students who are generating papers for courses across curriculum has brought me face-to face with a type of writing problem that itself seems best interpreted and addressed in terms of social construction. What I call vertigo'' seems to be a common affliction of juniors and seniors who generally seem to be academically sophisticated. Intellectual vertigo is a kind of mental dizziness experienced by a writer who is so overwhelmed by his or her acute awareness of complexity and possibilities of a topic that it is difficult for writer to find an entree for analysis; effort to pursue one train of thought is continually exploded by insistence of other points of view to be heeded and acknowledged. In pages that follow, I will describe a heuristic conceit, the writer's stance, that I have developed as a way of conceptualizing intellectual vertigo and that I use as a guide in my efforts to enable vertiginous students to regain control of writing process. The writer's stance differs from typical rhetorical models of ethos-pathos-logos in that it focuses directly and immediately on writer's relationship with a subject, stressing need to select a vantage point?to locate a place or position vis-a-vis topic?and writer's need to choose, and use, a frame of analysis that will allow him or her to discover and elucidate insights to be gained from this perspective.1 While my development of this conceit could be called in common sense of term?an expedient response to an immediate problem?it is also pragmatic in technical sense of that branch of linguistics which studies" @default.
- W1491547132 created "2016-06-24" @default.
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- W1491547132 date "1990-01-01" @default.
- W1491547132 modified "2023-09-23" @default.
- W1491547132 title "The Writer's Stance: An Exploration of Context in Invention and Critical Thinking." @default.
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