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The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies the key components of a rhetorical situation as the writer, purpose, audience, topic, and context. The writer is influenced by personal factors like age, experiences, and education. The purpose is the reason for writing. The audience is influenced by similar factors as the writer and has certain expectations. The topic should be appropriate for the rhetorical situation. The context includes the time period, location, and cultural significance surrounding the communication.

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Understanding Writing: The Rhetorical Situation Brought to you by the Purdue University Online Writing Lab

What is a Rhetorical Situation? ,[object Object],[object Object]

Writer: Factors which can affect your writing include: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Genre ,[object Object],[object Object],[object Object]

Audience: To Whom are you Writing? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Topic: What you will write about ,[object Object],[object Object]

Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Synthesis Assignment Instructions and Rubric Synthesis Essay. A synthesis is a written discussion that draws on one or more sources. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources, make judgments, draw conclusions and critique individual sources to determine the relationship among them. You should refer to supporting material and examples from class readings, discussions, and research, with proper citations. The essay should not be a summary of the readings but examination of their meanings in systems of belief and reason. You should analyze the claims of authors and their implications. You should also develop an argument, or thesis, based on the synthesis of class readings. Making your own Myth-to be posted on your Tumblr blog The purpose of this collaborative writing exercise is to create an origin myth story of your own imagination. Using the examples from the origin myths in the DBR 200 iBook-create your own origin myth! What was there before the beginning of time? Of space? What does the universe look like in your imagination? Is there a “Creator” in your story? Or multiple “entities” that act like creators or instigators or accidents of nature? What do these “beings” or entities look like? How do they act? Are you telling the story from the perspective of ancient, primitive imaginations? Or is this story a translation or recital of the “original story” told by the “creators” or “first beings or entities?” What about the origins of humankind? How will you describe those events? What sort of relationship do those creatures have with the world or universe? Step One-Try to address some of the issues I’ve raised above in your group discussions. Begin to sketch in some of the details you might like to include as a kind of framework or outline to your story. Step Two-Continue to try to collect images or sounds that might be included in a multimedia representation of the story. You should immediately consider the restrictions/limitations to the kind of media that you can post on Tumblr. That will affect your choice of materials and how they are presented. Step Three-Create the First draft version of the myth and use it to expand/contract depending on how the group wants the version to be received or understood/listened or viewed by your readers. You might even post it up and ask for feedback from “followers” on your Tumblr blogs. Step Four-Post your final version on Tumblr. Each student in the group should post the same/group’s version of the origin story. I will reblog the final versions to everyone. The final version should have a short section at the bottom of the work acknowledging sources, such as the origin myths included in the iBook, in the form of footnotes that detail how a particular figure from one of the origin myths inspired your version, etc. Rubric for Synthesis Assignment-Origin Myths Glossary The definitions that follow were developed to clarify terms a ...

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Major Assignment - Learning Narrative Write a learning narrative that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience. Assignment A narrative is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" ( The Composition of Everyday Life , Ch. 1, p. 19). For this essay, you will write a learning narrative , a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting. In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay: Find the significance: Think of how your narrative connects your memories to feelings / concepts others have experienced Tell a particular story: Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning Choose relevant details: Include only those details that contribute to the significance Narrate and describe: Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences Caution : Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas (Links to an external site.) to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page: Information on Sexual Violence and Mandatory Reporting. Format and Length Format : Typed, double-spaced, submitted as a word-processing document. 12 point, serif font (Links to an external site.) (i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins. Length : 750 - 1000 words (approx. 3-4 pages) Objectives and Questions These questions help to guide discussion and set up the objectives for this unit. What is an experience? What are significant experience.

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Chapter 3 Exploratory Essay Chapter 3 Exploratory Essay (Re)Writing Communities and Identities 113 Exploratory Essay Assignment Guidelines As its name implies, the Exploratory Essay allows you to explore a complex issue to not only better understand the issue itself but also to inform your readers and better situate yourself as a critical thinker within the cultural conversation. Because of its investigative nature, the Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you to build on the skills you developed in the Reading Reflection (Chapter 2). What will you do? For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that explores a sociocultural issue related to socioeconomic status or social class from multiple points of view. You will read several articles together with your classmates to better understand the scope and complexity of the conversations around social class in the United States; you will also supplement these sources with independent outside research. Your independent research should help you identify a topical focus that will serve as the thematic frame for your own exploratory essay. Additionally, because the essay is designed to help readers understand the conversation around your topic, your essay must include at least three sources. To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources, such as newspaper articles, editorials, and policy reports. These are not meant to be models of exploratory writing. Their purpose is to provide some of the core knowledge that will help you to contextualize this issue in your own essay. As you read, keep in mind the purpose of your writing: you are not arguing in favor of or against a particular stance; you are not attempting to prove which authors are right or wrong; instead, you are respectfully engaging with all authors’ ideas to present a neutral overview of the conversations happening around your topic. To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a party or a wedding), we are letting recipients know that they are welcome to attend, but they are in no way required to come—they can accept or decline as they see fit. Think of this paper in a similar way: you are inviting your audience to look at the different facets of an issue, but you are not requiring them to agree or disagree with any of them. They may consider what you say and form their own opinion; you are not trying to persuade them to accept a certain position. You do want them to engage seriously with your writing, though, and we will talk about strategies to help you do so without falling into argumentative or persuasive language. Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will extend to others extends to you, too: in the same way .

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Writing Project 2: Writing as a Creative Process Writers Taking Risks Context and Description Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference. (Robert Frost, “The Road Not Taken”) Creativity is a risky business. Being creative involves being different. Being different can be risky because not all differences are created equal: Some differences are appreciated and seen as creative; others are dismissed, laughed at, or considered to be too crazy to attempt. When we do something unexpected or surprising, it can be seen as a risky behavior--we are not following the rules or doing what might be considered “the norm” in a certain situation. Risk- takers need to think about their choices and how they might affect those around them. The same idea of risk-taking also occurs in writing. Writers use their creativity to try new things in their writing in many ways: in the style of how they write, the genre they choose, how the genre is used or adapted, or the look or format of their finished work. Using a different way of writing--for example, slang, profanity, different language variety or other non-traditional forms of writing in a traditional context--can be effective in making points about differences in social status, cultural experiences, and identity positions. Yet, they can also be judged as a sign of poor writing. Taking a stance on a topic that is different from the majority opinion can stimulate discussion but it can also involve the risk of being dismissed or attacked. Speaking out in writing against the “norms” of society (politically, socially, etc.), or even choosing a topic that is considered more “taboo” are additional examples of risky creativity in writing that challenge or provoke the audience. To explore the nature of creative risk-taking in writing, compose an analysis of a piece of published nonfiction writing where writers are taking risks. The types of risks may include addressing controversial topics; taking a non-dominant or unpopular perspective; or using unconventional writing features, including vocabulary, style, language variety, genre or visual design. You will choose one outside source that exemplifies a writer taking a risk, and you will complete a summary, analysis, and response to this source in essay format. Overall, you will analyze the effect of this risk taking: Does it make sense considering the author’s purpose, audience or genre? Or, does it fall into the “crazy” category? As you explore your ideas, you may want to consider the following questions: ● What aspects of the text are risky? ● What kinds of risks might people take in their writing? What do they look like? ● What makes some writing riskier than others? ● What parts of the writing process/experience are affected by risk? (Topic/subject, word choice/diction, final layout/design) ● How do writers manage risks? What factors determine how r.

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1. Understanding Writing: The Rhetorical Situation Brought to you by the Purdue University Online Writing Lab

3. The Rhetorical Situation

6. Purpose: Your Reason For Writing

10.

11.

12.

13. The End

Notas do Editor

Rationale: Welcome to “Understanding Writing: The Rhetorical Situation.” This presentation is designed to introduce your students to a variety of factors that contribute to strong, well-organized writing--the rhetorical situation. The twelve slides presented here are designed to aid the facilitator in an interactive presentation of the elements of the rhetorical situation. This presentation is ideal for the beginning of a composition course or the assignment of a writing project. This presentation may be supplemented with an OWL handout, “Higher Order Concerns and Later Order Concerns (HOCs and LOCs)” (http://owl.english.purdue.edu/handouts/general/gl_hocloc.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Revising Author: Dana Lynn Driscoll, 2006 Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000, 2006

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