Toward a Postmodern Pedagogy of Imitation.

Abstract

Although Tanya is a basic writer, she has articulated the difficult rhetorical position of many of our undergraduates, whether marginal or advanced, and her choices made from that position put her in a typical dilemma. Like many of our students, she is caught in a reading and writing performance where the authority of the text, as well as the authorities of current teachers and a host of past teachers, conspires with her sense of self to present an almost insurmountable obstacle to free-flowing and equal dialogue. To copy is cheating; to prove that they know, students must ferret out what of signifi cance will please a teacher. Such a rhetorical bind reduces or eliminates the possibility that students might match the rhetorical ethos or dialogic stance of the author, or that they might absorb or imitate any of the syntax or the

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