ABSTRACT
Although rival hypothesis thinking can be the dynamo that drives inquiry, it often operates behind the scenes. Written texts, structured to support conclusions, may give learners only weak hints as to the intellectual process that produced that argument. The version of RH observed in chapter 4 responded to this problem with a highly situated literate practice-a classroom practice-designed around the goals, activities, material practices, and technologies of a classroom (Scribner & Cole, 1981). It attempted to translate generic strategies seen in other versions of this practice into a set of named, defined moves, which writers were asked to recognize in other writing and to produce themselves, not just in discussion but as identifiable moves in text.
