Rhetorical Situation
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The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies several key elements that make up the rhetorical situation: the writer, their background and experiences; the purpose and genre of writing; the intended audience and their characteristics; the topic being addressed; and the context or situation prompting the writing. Together, these factors shape how a writer should adapt their writing to be effective for the given rhetorical situation.
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This document from the Purdue University Writing Lab discusses the rhetorical situation, which consists of 5 key elements that writers must consider: the writer, the purpose, the audience, the topic, and the context. Each of these elements can affect how a writer approaches a given writing task. The lab then provides examples of factors that influence each element, such as the writer's experiences and beliefs, the purpose being to inform or persuade, the audience's age or education, and the context of time period or events. Overall, the document advises writers to be aware of the rhetorical situation and adapt their writing accordingly.
Rhetoric presentation
The document discusses the key components of rhetoric and persuasive writing and speaking. It identifies the rhetorical situation as comprising the writer, purpose, genre, audience, culture/context, and limitations/conventions. Choosing strategies that effectively engage all aspects of the rhetorical situation is important for persuasive communication. Rhetorical analysis involves evaluating how well an argument addresses and responds to the specific rhetorical circumstances.
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This document provides an agenda for a class on rhetoric and rhetorical analysis. It introduces key concepts of rhetoric including purpose, audience, and context. It discusses Aristotle's definition of rhetoric. It provides examples and activities for students to analyze samples to identify the purpose, audience, and context, and how rhetorical strategies are used to accomplish the purpose. Students are instructed to read and analyze a sample student essay to identify these elements and provide evidence of rhetorical strategies used. The document concludes by noting upcoming assignments and deadlines.
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This document provides an overview of a unit on Nathaniel Hawthorne's The Scarlet Letter. It includes standards, objectives, texts, and analyses of the anchor text and supplemental texts. The unit utilizes The Scarlet Letter as the anchor text along with supplemental modern texts to examine themes of religion, morality, and shame. Students will analyze how themes from The Scarlet Letter still influence society today through close reading, discussions, and essays.
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2. It outlines key elements to consider for any writing assignment, including the topic, audience, purpose, and ways to support your ideas with examples and details.
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Literature texts and contexts 1
This document discusses the importance of considering context when analyzing literary texts. It defines context as the circumstances surrounding a text that help specify its meaning, such as historical, cultural, and social factors. Understanding context is important because external forces influence how works are received and understood. However, determining what contextual information is necessary can be difficult. The document also notes that readers are part of the context, as their experiences and biases shape how meaning is communicated. Key aspects of context include the author's life and times, as well as broader cultural, political, and aesthetic concerns of the period.
English as a Global LanguageAround the world, the English langua
English as a Global Language
Around the world, the English language is being used for communication among people who come from various language backgrounds—in fact, a majority of English users today grew up speaking other languages. As a result of these language contacts, the English language itself is changing its shape. While some people resist change, there is not much any individual—or a group of people—can do to reverse the trend. In fact, no one owns the language. Yet, people have various views about what English is or should be.
One way to understand different perspectives on an issue is to conduct a rhetorical analysis of texts--spoken or written.
Rhetorical analysis
is a way of analyzing what the text can tell us not only about the subject and argument strategies but also about the interrelationship among the writer, the audience, the genre and arguments as well as the cultural values of the writer and of the knowledge community.
For this writing project, write a rhetorical analysis essay (a kind of critical analysis essay) that examines an argument about English as a global language. Start by identifying a text that presents an argument about global English. The text can be of any genre—including newspaper editorial, opinion sections of newspapers or magazines, blogs, websites, advertisements, signs, posters, and so on. (Keep in mind that analyzing short texts could require more effort in interpreting and explaining the text and its context.)
Once you have identified the text for analysis, explore the text and its context by considering the following questions: What is the writer’s purpose in writing the text? What kind of situation is the text responding to? Who is the writer? How does the writer establish his or her credibility? What is the writer’s attitude toward the subject? How do you know? Who is the primary audience? Who is the secondary audience? What is the major argument and how is it being built? What are some of the supporting arguments? What other arguments or perspectives are represented? What is the genre and what are some of the characteristic features that are expected? What are the characteristics that are actually found in the text? Is the text effective in communicating the main point to the audience? What can you say about the values and assumptions that are shared by members of the knowledge community?
In addition to analyzing the text itself, you may also find it useful to find out about the medium in which the text was presented. Explore these and other related questions thoroughly to generate ideas for your writing.
Learning Objectives
In this project, you will learn to
Analyze persuasive texts by examining the rhetorical context, argument strategies and textual features
Understand how to analyze the rhetorical features of various types of texts and images
Understand various perspectives on the global spread of the English language
Examine how arguments can be developed and presented to a ...
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Rhetorical Situation
- 1. Understanding Writing: The Rhetorical Situation Brought to you by the Purdue University Online Writing Lab
- 6. Purpose: Your Reason For Writing
- 14. The End This resource was written by Jennifer Liethen Kunka. Last full revision by Dana Lynn Driscoll. Last edited by Dana Lynn Driscoll on October 24th 2006 at 11:29AM Downloaded & adapted by Devon Christopher Adams on June August 31st 2008 at 11:49AM
Editor's Notes
- 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