EXPANDING THE CONSTRUCTIVIST METAPHOR - A RHETORICAL PERSPECTIVE ON LITERACY RESEARCH AND PRACTICE

In this review we summarize some of the accomplishments and shortcomin gs of constructivist accounts of reading and writing activity as part of our argument for social and textual views of literacy. Arguing that reading and writing are inseparable from each other and from other mo des of meaning making, we aim to foreground studies and theories that depict the rhetorical dimensions of literacy. We define rhetorical as referring to the means and circumstances through which readers and wri ters represent and negotiate texts, tasks, and social contexts. A rhet orical perspective on literacy research and practice calls attention t o the ways in which language use crystallizes relations between reader s and writers. Such a perspective also brings into focus the extent to which the ways authors position themselves within a certain social sp ace is contingent upon (a) authority (e.g., a disciplinary community's conventions for inquiry, the institution of school, or a writer's exp ertise), (b) the purposes that bring writers together within a particu lar social forum, and (c) the topic of their discourse or task at hand . In trying to expand the constructivist metaphor, we intend to contri bute to a conceptual vocabulary and imagery for literacy research and practice that draw upon textual and intersubjective explanations of co nstructive activity in composing.