Rhetoric/ Rhetorical Situation (TWW):
-Why did we read these pages?
Understanding key points in how to write; significance comes in to play in order to know how to rhetorically analyze. This will be applied to the article you will be reading.
Genre: Category; types; community (writers, designers, filmmakers, authors).
*page xiv in The Wayne Writer gives a great definition of genre.
Engaging work of a community; it’s what and who you’re appealing to. Recurs with a specific community in mind; community could be a group, audience, group, subgroup. Also provides limitations (not always negative). You know what your audience expects.
Situation/Scene: Page 7 of chapter 1 of The Wayne Writer. Where are you reading? What is the appeal? Is it a scholarly article? Consider exigence, constraints, and audience. Be sure to know the definitions of these terms; feel free to ask Corey or me if you are having troubles putting these words into your own.
Scene: Communication among people with shared objectives; what is your objective, specifically that for Project 1? What are your expectations?
Some things to keep in mind while reading the article:
Scene: What’s the environment? (Online; article) The Atlantic, specific space for conversation. Level of language or expectations? What do we know about The Atlantic.
Exigence: The “why” question…why was the article written? What’s the problem? Who’s the problem with? What is the author responding to?
Genre: specific type of article; informative, community. Specifically how was it written?
Audience: Students, teachers, etc. Who might it specifically be aiming at? Participants in the learning community….who are these participants? Administration? Faculty? Staff?
Constraints: What do the authors take into consideration? Is it sensitivity? Controversy? Can these constraints be opportunities? Source use (who are they quoting)? What were some of the examples they brought in, or chose to exclude?
Project 1:
-As you write your paper, constantly ask the question “Why?” “Why am I writing this paper?” “Why did the author choose to write what they did, how they did it?”
-Write down your thoughts on a piece of paper if anything comes to mind when you are not physically writing your paper. You’d be surprised at how the slightest things can jog your memory (specifically about your paper). If you write it down, you’re more likely to remember the scene in which you wrote it before, and it comes in handy as good ammo for your paper.
-Reflect, reflect, reflect; from the little notes in class to the big picture of the paper. When one reflects and thinks about his or her thinking, thoughts become clearer, which leads to a more coherent paper.
*As always, I am here to help! Please feel free to ask me any questions throughout your writing process; I want to see everyone succeed!
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