Rhetorical Situations Lecture (01/15)
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This document discusses rhetorical situations and their elements. It defines rhetoric as the purposeful use of language in different situations. There are five elements to consider in every rhetorical situation: purpose, audience, stance, genre, and media/design. The document provides examples of how these elements may differ depending on whether the situation is at home, work, leisure, or school. It emphasizes that understanding the rhetorical situation is important for choosing the appropriate tone and words in writing or speaking.
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The document discusses the key rhetorical elements to consider when writing, including purpose, audience, genre, stance, and media/design. Specifically, it emphasizes that all writing has a purpose and identifying your purpose, audience, and how best to appeal to and address your audience. It also discusses how genre, stance, choice of media or medium, and design elements should all be selected based on the rhetorical situation.
Four language skills -
The document discusses the four main language skills - listening, speaking, reading, and writing. It describes each skill, dividing them into receptive (listening, reading) and productive (speaking, writing). For each skill, it provides examples of how to teach and practice that skill, such as using equipment for listening practice, encouraging mistakes in speaking, using different reading strategies, and employing various writing activities from copying to summarizing. It concludes that the four skills are interconnected and should not be taught independently since they rely on and support each other.
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The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies six key elements that make up the rhetorical situation: the writer, purpose, genre, audience, topic, and context. All of these elements influence how a writer should approach a given writing task and adapt their writing accordingly. The writer's background and the audience's characteristics, as well as the purpose, genre, topic, and surrounding context must all be considered for effective rhetorical communication.
Reading comprehension techniques
This document outlines techniques for improving reading comprehension, including strategies for different types of reading comprehension questions. It recommends initially skimming a non-fiction text to understand the overall idea and main points. It then describes six types of reading comprehension questions - general questions about the main idea, explicit questions testing facts directly stated in the text, implicit questions requiring inferences, questions about the author's logic and purpose, vocabulary questions, and comparison questions involving two texts. For each type, it provides examples and strategies for identifying and answering the questions correctly.
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This document discusses principles of effective writing. It identifies characteristics of good writing such as clarity, being compact, complete, concise and correct. Important elements for good writing are to put the reader first, use simple words and short sentences, use jargon only when necessary, write with verbs and nouns, and format to improve readability. Some tips provided include writing in the active voice, using the right verb and noun combinations, and following a pre-writing, writing and post-writing process to plan, organize and evaluate the document.
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This document outlines techniques for improving reading comprehension, including strategies for different types of reading comprehension questions. It recommends initially skimming a non-fiction text to understand the overall idea and main points. It then describes six types of reading comprehension questions - general questions about the main idea, explicit questions testing facts directly stated in the text, implicit questions requiring inferences, questions about the author's logic and purpose, vocabulary questions, and comparison questions involving two texts. For each type, it provides examples and strategies for identifying and answering the questions correctly.
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Members:
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2. ESP aims to teach language skills and vocabulary relevant to learners' fields to allow them to communicate effectively in their target situations. Needs analysis and consideration of learners' necessities, lacks, and wants are important to course design.
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Teaching of Vocabulary
Words are very essential for effective communication. The teaching Vocabulary helps the students to develop the word vocab as well as fluency.
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The document discusses effective reading skills. It notes that the purpose of reading is to connect new ideas to prior knowledge. It also discusses reasons for poor reading comprehension such as inability to understand words, sentences, or how information fits together. The document provides techniques for improving comprehension, including reading a variety of materials, circling unknown words, and recalling after reading. It lists specific techniques for good comprehension like skimming, scanning, and understanding an author's viewpoint. Finally, it discusses summarizing, such as selecting important information and adjusting the length of the summary.
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Think of a time that you felt you
were not being heard. What made
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Listening and Critical
Thinking
Communication Skills
LISTENING IS
IMPORTANT
• CEOs, politicians, teachers
• +60% errors
• Practice listening
• 44% of time listening
Objectives
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• Barriers to listening
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Listening is
a process
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Physiological Mental
Stage 1: Receiving/Hear and Attend
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Stage 2: Understanding
Working Memory: Makes sense of the stimuli
Stage 3:
Remembering
Short-term: temporary
Long-term: schemas
Remembering
We remember 50% immediately after hearing it
We remember 35% after eight hours
We remember 25% after two months
Stages 4 and 5
Interpreting/Evaluating
https://www.youtube.com/watch?v=XpaOjMXyJGk
https://www.youtube.com/watch?v=XpaOjMXyJGk
Stage 6:
Responding
What are your two strongest areas of the listening
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Barriers to Listening
Physical
Mental
Multi-tasking
Noise
Barriers to Listening
Factual distractions
Semantic distractions
Noise
120-150 WPM
400-800 WPM
Barriers to Listening
Perception of others
Status
Stereotypes
Jumping to conclusions
Barriers to Listening
Yourself
Egocentrism
Defensiveness
Superiority
Personal bias
Psuedolistening
Four types of Listening
• Appreciative
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Become a
better
listener
BY
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better
https://creativecommons.org/licenses/by/4.0/
http://coutequecoute.blogspot.com/2012/08/odeur-ss2013-plain.html
https://creativecommons.org/licenses/by-nc-nd/3.0/
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WOMEN
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MEN
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Purpose
Preferences
List. Awareness
NV
Interrupt
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What details are does the author choose to include? What do they imply? What does the author
choose to exclude? What are the connotations of their choice of details? PLEASE NOTE: Details are
facts or fact-lets. They differ from images in that they don't have a strong sensory appeal.
Language - the overall use of language, such as formal, clinical, jargon
What is the overall impression of the language the author uses? Does it reflect education? A
particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Make
sure you don't skip this step.
Sentence Structure - how structure affects the reader's attitude
What are the sentences like? Are they simple with one or two clauses? Do they have multiple
phrases? Are they choppy? Flowing? Sinuous like a snake? Is there antithesis, chiasmus, parallel
construction? What emotional impression do they leave? If we are talking about poetry, what is
the meter? Is there a rhyme scheme?
DICTION:
Laugh: guffaw, chuckle, titter, giggle, cackle, snicker, roar
Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending
House: home, hut, shack, mansion, cabin, home, residence
Old: mature, experienced, antique, relic, senior, ancient
Fat: obese, plump, corpulent, portly, porky, burly, husky, full-figured
IMAGES:
The use of vivid descriptions or figures of speech that appeal to sensory experiences helps to
create the author's tone.
My mistress' eyes are nothing like the sun. (restrained)
An old, mad, blind, despised, and dying king. (somber, candid)
He clasps the crag with crooked hands. (dramatic)
Love sets you going like a fat gold watch. (fanciful)
Smiling, the boy fell dead. (shocking)
DETAILS:
Details are most commonly the facts given by the author or speaker as support for the attitude or
tone.
The speaker's perspective shapes what details are given and which are not.
LANGUAGE:
Like word choice, the language of a passage has control over tone.
Consider language to be the entire body of words used in a text, not simply isolated bits of
diction.
For example, an invitation to a wedding might use formal language, while a biology text would use
scientific and clinic.
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BEST LAWYER IN LIBYA ppt
Dr. Mohamed Karbal-Best Lawyer In Libya
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- 2. What is RHETORIC????? Wait a minute….
- 3. RHETORIC The purposeful use of language in speech or in writing In other words…the ways in which you, the speaker or the writer, purposely use language in different situations. Different situations require different language!
- 4. Rhetorical Situation Choose your words wisely Think before you speak (OR WRITE) A situation in which you use words to communicate. You think about the situation before you choose your rhetoric.
- 5. In the following four slides, you will see various rhetorical situations that you might come across at home, at work, at play, and at school. Consider each rhetorical situation on the slide. •How do the situations differ? •How would you consider your choice of words in each situation? Why? Rhetorical Situations Everywhere
- 9. Rhetorical Situations Everywhere At School
- 10. Rhetorical Situation There are five elements to consider in EVERY rhetorical situation ELEMENTS TO CONSIDER Purpose – why are you communicating? Audience – who is listening/reading? Stance – what is your attitude? Genre – what kind of writing are you using? Media & Design – print, spoken, or digital?
- 11. Now let’s look at each element of a rhetorical situation a little closer. Elements to Consider
- 12. Why are you writing? To express yourself To entertain To communicate with others To persuade To inform Some situations have one purpose, others have several. CONSIDER YOUR PURPOSE
- 13. IDENTIFY YOUR AUDIENCE…Who will read (or hear) what you are writing? Are they known or unknown? Is your audience one person or multiple? These (and more) questions will help shape the words that you choose and how you convey your message. CONSIDER YOUR AUDIENCE
- 14. CONSIDER YOUR AUDIENCE What is your audience’s background? What are their interests? Is there any demographic information you should keep in mind? What political circumstances should you consider? What does your audience already know about your topic? What is your relationship with your audience? What does your audience need/expect from you?
- 15. Or in other words…What is your attitude toward your topic? But…It’s not just what you say, but how you say it! CONSIDER YOUR STANCE
- 16. CONSIDER YOUR STANCE It’s not just what you say, but how you say it. TONE = HOW YOU SAY IT Thoughtful vs. Defiant Objective vs. Opinionated Sarcastic vs. Serious Assertive vs. Uncertain How do you choose the right TONE? Ask the following questions: Who is your audience? What is your purpose?
- 17. What genre will you choose to communicate (in writing)??? Letter Profile Report Position Paper Poem Instructions Web Pages CONSIDER THE GENRE
- 18. The Rhetorical Situation AND The Writing Process There are 5 Steps to the Writing Process Pre-Writing Writing Revising Proofreading Submission Two Questions: When do you start to think about the rhetorical situation? Is this a finite process?