Intro to rhetorical situation

Editor's Notes

• #2: 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 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.
• #3: Key Concept: What is the “rhetorical situation”? It is the position of your writing in relation to various elements that affect the content and comprehension of your words--the identity of the writer, the purpose, the audience, the topic, and the context for writing. Each of these factors plays an important role in the writing process, and it is important to think about these in the planning stages of any writing project. Rationale: While students may be aware of each of these factors, it is important to consider the relationship of these factors in the production of a written document. The following slides will serve as a guide to discussing each of these important factors and their relationship to each other.
• #4: Key Concept: Students tend to see writing as an egocentric activity--the expression of personal opinions, experiences, and emotions. Certainly, the writer has the most important role in the rhetorical situation because the writer is the one who makes decisions about what goes into his or her paper. However, there are many things about an individual that affect the way he or she writes about different subjects. Personal characteristics and interests play a major role in the writer’s choice of topics, position in an argument, and the style selected for communicating with an audience.
• #5: Rationale: This slide offers a sampling of eight different characteristics about a writer that can affect his or her approach to writing (this slide will require a mouse click for each factor). There are, of course, many more factors, and the facilitator may choose to have the class brainstorm a variety of personal factors that affect writing situations. Examples: To illustrate how these factors play a role in writing, the facilitator may choose to discuss some of the following examples: Age--Age can play a huge role in how a writer thinks about a topic. Consider how a seventy-year-old would write about the subject of retirement benefits as opposed to an eighteen-year-old. Experiences--How would someone who fought in the Vietnam War write about guerilla warfare differently than someone who has never fought in a war? Gender--How might a woman write about the subject of abortion differently than a man might choose to write about it? Activity: The facilitator may also choose to have the class participate and offer examples about the role of personal factors in hypothetical writing situations—an editorial letter about gun control, an article about home schooling, or an argument about drunk driving penalties. Click mouse for each item in the list.
• #6: Key Concept: People compose written documents for many reasons or purposes. Writing purposes can be best expressed in an infinitive statement: to + verb. The first click on this slide will show the infinitive statement. Additional clicks will provide a sample list of six different purposes for writing, but, of course, many more purposes for writing exist. Activity: The facilitator may choose to show the infinitive statement, and then have the class brainstorm different reasons for writing. Participants might also be asked to give an example of their selected purpose at work. Examples: to educate--a composition textbook, a medical pamphlet about neonatal care, a magazine article about the differences between computer virus detectors to call to action--a letter to your senator about nuclear waste, a letter to a newspaper editor about abandoned pets, an advertisement for a new credit card to entertain--a magazine article about the new Tom Cruise movie, a comic strip, a web site devoted to presidential gaffes Key Concept: The facilitator may point out that it is important to consider the purpose of the assignment itself. For example, a student who is given the assignment to write a persuasive paper and only writes an informative paper will not be fulfilling the requirements of the project. Click to reveal each item.
• #7: Key Concept: Genre is also an important element when considering the purpose of a writing assignment. A genre is a category of writing; the purpose of writing is shaped by the category of writing and its projected audience. Stephen King, an author of horror stories, writes to shock and entertain his audience. Molly Ivins, a political writer, tries to persuade her readers through her editorials to accept her opinions and enact change. Activity: The slide presents several examples of different writing genres. To promote discussion, the facilitator may ask participants to brainstorm additional examples.
• #8: Key Concept: The audience, the group to whom one writes, is affected by many of the same factors that influence the writer. Writers need to use appropriate word choices and tone to appeal to their audiences. Consideration of the factors that define a particular audience will aid in making writing persuasive and effective. Activity: The facilitator may ask participants to consider how a writer’s conception of his or her audience changes in each of the following examples: How might a writer in favor of gun control write towards members of the National Rifle Association? A gun control advocate group? An undecided voter? How might a historian explain the Clinton impeachment trial in a second grade history textbook? A ninth grade textbook? A college textbook? How might you write a letter to your parents about the last party you attended? To your best friend from high school? To your grandmother? Key Concept: Students sometimes tend to take the concept of audience very literally--”I’m writing this paper for my instructor.” The facilitator may here choose to talk about a general writing audience: twenty to forty-five years old, men and women, college educated, generally aware of world events.
• #9: Key Concept: Topic is usually the first thing students think of when they are given a writing assignment. When coming up with a topic, it is important to consider the parameters of the writing assignment, the projected length of the project, and the complexity of the issue being discussed. Narrowing a topic is an important process that should not be overlooked; making a topic more specific and focused can help the writer to build a more controlled, comprehensive, and compelling argument. Examples: The American welfare crisis is not a topic that could be adequately covered in a three-page paper; this is a topic that might be more appropriately covered in a book-length argument. Conversely, the need for a new university bike rack is not a topic that could be covered well in a twenty-page assignment. Sometimes topics, such as the need for bike racks, need to be broadened to fit the requirements of the assignment.
• #10: Key Concept: Context is defined as the “situation” that generates the need for writing. The topic, purpose, writer, and writing audiences are all affected by current events, location, social customs, and cultural changes. The facilitator may note that the assignment and intended academic audience also impact the context of an assignment. It is important to consider the goals of the assignment in developing a focus. Examples: For example, 1999 newspaper editorials about school violence were motivated by the Littleton school shootings. Articles about Kosovar refugees are written with different purposes in the United States than those published in Belgrade newspapers. Computer technology is written about much differently today than it was in the 1960s. Keeping attuned to the social, political, and cultural climate of your audience can help writers to produce current, convincing writing. Activity: The facilitator may choose to look at recent newspaper headlines and invite class participants to consider the context for their production.
• #11: Rationale: This slide offers a review of the five interconnected components of the rhetorical situation. These elements are especially important when engaging in different categories, or genres, or writing.
• #12: Rationale: This final slide reemphasizes the importance of the rhetorical situation. At this point, the facilitator may choose to reemphasize components that might be especially important for the development of a given class assignment. Click mouse for each paragraph.
• #13: Rationale: As the presentation concludes, the facilitator can remind students that they can come to the Writing Lab for extra help with writing assignments. Click mouse after the title question.