ABSTRACT
In response to the rhetorical contexts we have just sketched, writing and learning to rival became a strategic process for both writers and instructors. In this chapter we want to track the logic of that process in two important areas of the CLC: in the practice of mentoring and in the students’ practice of building arguments. We talk about this logic as a form of strategic knowledge with three critical components. The strategic knowledge a writer brings into play will include, of course, the repertoire of strategies a writer has for writing, arguing, rivaling, or even just generating ideas. However, equally important are the goals a writer sets (the task one gives oneself) and the level of awareness or metacognitive control the writer has over his or her own process, assumptions, and goals. Our analysis then attempts to uncover something of the goals, strategies, and awareness that define the logic of teaching and learning to rival at the CLC.
