CI Scholarly Positioning

Scholarly Positioning (ci-scholarly-positioning)

A CI essay enters a conversation, not a "literature." Positioning means naming the debate(s) the essay joins — which may run across several fields — and locating the exact point where your intervention bites. This is not a social-science literature review and not a dutiful survey; it is the argumentative map that shows why the field needs this essay now.

When to trigger

• After topic selection, to define whose conversation you are entering
• The argument is strong but readers ask "what's at stake / who are you arguing with?"
• The essay touches several fields and you must decide which debates to foreground
• A Critical Response that must engage a specific prior CI piece precisely

How CI positioning differs

1. Conversations, not literatures. Identify the debate — a concept under dispute, a reading that has hardened into orthodoxy, a method whose limits are showing — and name its principals.
2. Interdisciplinary, but disciplined. Reach across fields where the stakes genuinely cross, but do not sprinkle citations from five fields to look broad. Engage what your argument moves.
3. Theory as interlocutor. The relevant "prior work" often includes theoretical texts (Foucault, Benjamin, Sedgwick) as live interlocutors, not just secondary criticism (see ci-theory-and-method).
4. CI's own thread. Where possible, connect to debates CI itself has hosted — the journal is a continuing conversation, and Critical Responses extend it directly.

Map the intervention

• The standing view — what most readers in the relevant conversation currently assume.
• The pressure point — the assumption, gap, or contradiction your essay presses on.
• Your move — reconceive / complicate / overturn / synthesize / historicize — name it.
• The payoff — what becomes thinkable once the move lands.

Engage generously, then turn

• Represent interlocutors at their strongest before you press; CI readers know the field.
• Quote precisely and cite in Chicago notes (see ci-citation-and-style).
• Turn the engagement into your claim — do not let the survey become the essay.

Anti-patterns

• A "lit review" paragraph that lists names without staging a real disagreement
• Strawmanning the view you overturn (CI reviewers are often its authors)
• Borrowing breadth by citing fields the argument never touches
• Treating theorists as ornaments rather than positions you argue with

Operating pass for Critical Inquiry

Treat this skill as an executable review pass, not a prose hint. First lock the object, theoretical stakes, interpretive turn, and permission/citation discipline; then judge whether the current manuscript answers the venue's real reader: humanities reviewers who expect a strong interpretive intervention rather than an empirical-results narrative.

• Do the pass: Return a claim-evidence-risk ledger rather than a prose-only diagnosis; every recommendation must point to a manuscript location or missing artifact.
• Return a ledger: give claim / evidence / risk / manuscript location rows, so the next agent can edit rather than rediscover the issue.
• Sibling guard: compare against PMLA for literary-field reach, New Literary History for theory/history, Representations for historically grounded cultural analysis; if a sibling owns the contribution, recommend re-routing before polishing format.
• Stop condition: do not give submission-ready advice until the pack's resources/official-source-map.md has been checked for volatile rules and the manuscript has one concrete fix for the largest venue-specific risk.

Output format

【Conversation(s)】the debate(s) entered, across which field(s)
【Standing view】what readers currently assume
【Pressure point】the assumption you press on
【Move】reconceive / complicate / overturn / synthesize / historicize
【Payoff】what becomes thinkable
【Next】ci-argument-and-intervention

Supplementary resources

• ../../resources/external_tools.md — theory shelf and where to find primary and critical sources
• ../../resources/official-source-map.md — CI scope and interdisciplinary remit

Source: brycewang-stanford/Awesome-Journal-Skills → Critical-Inquiry-Skills/skills/ci-scholarly-positioning/SKILL.md