⭐⭐⭐⭐⭐ Rhetorical Analysis Of Why I Write

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Rhetorical Analysis Of Why I Write



Through the usage of logos, they were able to identify logic reasons onto why these statements given by Snyder were false including Rhetorical Analysis Of Why I Write, which Leadership Style Assignment Rhetorical Analysis Of Why I Write think Rhetorical Analysis Of Why I Write the topic. How to write an essay Rhetorical Analysis Of Why I Write grade. Both of these examples use Rhetorical Analysis Of Why I Write key techniques of rhetorical analysis: breaking down what makes the text—an image, a phrase, Rhetorical Analysis Of Why I Write poem, a speech, a meme, a joke, etc. Published Rhetorical Analysis Of Why I Write august 28, by jack Lees Fight Case Study. To enhance your subject knowledge;to cite references for ideas and numerical data included;to paraphrase the content, in Rhetorical Analysis Of Why I Write with your school's academic integrity policy. Initial writing projects in the class, like the I-Search paper, were explicitly designed to focus students on practicing asking questions. Sample Rhetorical Analysis Of Why I Write tax resume.

RHETORICAL ANALYSIS CONCLUSIONS: Wrapping Up a Rhetorical Analysis Essay - THE GARDEN OF ENGLISH

I use this description, then, to pose questions and possibilities for future study. As Driscoll et al clarify, students must be disposed to particular learning behaviors for these behaviors to manifest in the classroom; a disposition like a willingness to engage in play, or to explore curiosity or flexible rhetorical decision-making through asking questions, is, thus, something a student brings with them into the classroom. Wardle; Driscoll and Wells; Driscoll et al.

That is, thinking about transfer as PFL can allow us to look in more closely, to look at near transfer Salomon and Perkins and what is happening during the short term of our writing courses. That is, students are more likely to consider prior knowledge in relationship to a new learning task when teachers explicitly prompt that knowledge in dialogue or written tasks. Rounsaville, Goldberg, and Bawarshi suggest that such prompted reflection helps students work through negotiation of prior knowledge in new contexts Nowacek describes this as recontextualization. As I noted above, Yancey, Robertson, and Taczak list building in expert practices under which umbrella I include the practice of asking questions related to genre, rhetorical, and writing process knowledge and prompting articulation of prior knowledge as two key strategies for teaching for transfer Often, this topic is pursued via examination of the Socratic method, wherein teacher or writing tutor is posed as question asker see, for example, Whipple , Hanson , and Smith , though examination of the Socratic method in writing instruction goes back to a English Journal article by Herbert.

Scholarship on literacy learning offers avenues for developing practice that supports development of question-asking skills. In an inquiry-based composition course, using these activities to engage students in asking personally relevant questions about their research topics is in line with the pedagogical perspectives that inspired the course design i. Postman and Weingartner, Macrorie. However, while each of these approaches supports the kind of curiosity described in the Framework for Success in Postsecondary Writing —engaging students in asking questions about their topics—the activities do not necessarily point students toward thinking about the rhetorical elements of specific texts they will be asked to write , a reflection that is integral to their ability to address these topics in appropriate ways for the rhetorical context—a prompted metacognitive task that can support knowledge transfer.

Thus, as I will describe below, learning environments and tasks must do more than potentially foster dispositions toward curiosity; they must also attend to the practice of the specific skills students with these dispositions might use effectively in the writing class. Through the use of the discrepant event, the teacher aims to foster the development of question-asking as a habit In the K-W-L model, the teacher provides a specific stimulus and engages with students in discussions about prior knowledge, offering extended questioning when needed. Together, they categorize the kinds of information they know K and are looking to confirm as they read. Students then articulate in writing the questions they want to know W the answers to, so as to read purposefully and personally.

Finally, they discuss and record what they have learned L from the reading Ogle. In addition to recognizing the wealth of prior knowledge they bring to a learning moment, students are also ready to identify knowledge gaps. The initial development of research questions is a key space for teacher intervention. Olivas describes her work helping students understand the composition of research questions through considering purpose and personal interest. Olivas uses the following heuristic to ask students to reflect on and rewrite their research questions:. In this heuristic, Olivas specifically prompts students to reflect on their research questions in a way that makes them consider multiple aspects of the rhetorical situation of initiating research on a new topic and beginning to write about that topic.

The work students do from this point—whether it be revising the research question or moving forward to begin reading into their topics—is shaped by this particular intervention. Each of these three approaches to helping students ask questions supports the work of the inquiry-based writing course by providing specific occasions for particular kinds of question-asking i. And in each case, the teacher scholars who have created these learning activities tie them to specific learning tasks within their classrooms e. Essentially, the scholarship on transfer and question-asking and the analysis I present below point to this major pedagogical conclusion: We must do more than identify question-asking as a possible and valued practice in our classrooms; if we want students to ask certain kinds of questions, particularly questions about genre and rhetorical knowledge—the kinds of knowledge we want them to transfer between writing tasks—then we need to prompt them to ask these questions and show them the kinds of questions to ask.

It is a story that shows the present results of an ongoing exchange between my research and teaching practice, rather than a quantifiable solution to the problem of helping students ask better questions. This article is an example of how teacher research inquiries stretch across time, not finitely captured in the space of any one semester. Thus, it may speak especially to teachers who are most interested in studying what happens in the context of their own classroom ecologies when they introduce research-based interventions, so that they might better serve their own students.

This article represents that reflexive work in the context of conversations in Composition about supporting transfer and, more narrowly, interest in how inquiry-based teaching and learning strategies might support transfer of writing-related knowledge. My attention to these conditions of learning in the course was in part deliberate and in part tacit, as I had learned to attend to them in my teaching early in my career. Table 1. Integration of explicit questions into assignments, class plans, discussions, etc. Making space for students to make safe attempts at new genres, supported by reflection and feedback mechanisms. Students writing monitoring reflections on drafting and revision process; student agency in development of project topics.

When I designed the course, I understood the importance of demonstrating a disposition of curiosity to my students; I knew I had to model the practice of asking questions and pursuing relevant inquiries that arose during our time together. I also knew I had to design assignments that would allow students to develop meaningful inquiries and work through the process of testing sources, drafting tentative conclusions, and continuing to push and revise these inquiries throughout the semester. Essentially, I knew I had to make question-asking a regular part of classroom activity. Formal and informal writing tasks in our course were sequenced and scaffolded to lead to two major projects: a proposal argument in a new genre and the reflective argument essay.

To prepare students for these major projects, I integrated a number of reflective assignments and the opportunity for safe approximation of new genres to help build their content and genre knowledge over time and to prepare them to successfully transfer this knowledge into the creation of the two final projects. Initial writing projects in the class, like the I-Search paper, were explicitly designed to focus students on practicing asking questions. These texts and responses, as discrepant events, required students to recontextualize their prior knowledge about topics like academic genres, classroom discourse, and research writing.

While students received feedback on tasks and assignments leading up to the two final projects, question-asking practice throughout the semester as a key component of PFL in the class was intended to help them navigate these two final writing experiences on their own. The class was one of several sections taught by full-time lecturers in composition at our urban research university. Other lecturers took approaches that focused more heavily on genre analysis, discourse communities, or rhetorical theory. All sections included projects that emphasized analysis, research, argument, or combinations of these tasks. A teacher research study was important for this investigation because it would allow me to closely examine the experiences of students and myself as we worked through the assignment sequence and would prepare me to fine tune instruction for future semesters.

Essentially, by looking closely at their writing and the questions they were asking, I hoped to better understand how each student in the class used learning tasks in the class to prepare for future learning. The group of students who participated in the study included ten females and five males. Of these students, twelve were traditional first-semester freshmen, one a junior, one a senior and veteran, and one a continuing student retired from an automotive company. The group included four African-American students, one Asian-American student, and ten Caucasian students. Several of these students appear briefly in the discussion or tables below.

In addition to collecting all blog posts, reflections, drafts, and revised projects, I audiotaped several discussion-centered class sessions. I also took field notes on these class sessions, jotting down key events in my notebook during the class to sustain my memory, and then typing up full notes in my office immediately after the class session. My coding process was developed inductively via several passes through assigned blog posts, field notes, and emails.

For example, in Project 1, students were assigned to create an About Me page on their individual class Wordpress blogs, in which they would introduce themselves to their classmates in part through description of primary and secondary Discourses , explore their motivations for working through the course, and describe their prior knowledge of academic writing. Students were also expected to think about how the design of their About Me page contributed to the meaning of their message to readers. While we worked through discussion of the assignment prompt, Melissa raised her hand shortly after I began reading through the assignment sheet with the class.

I told her no, unless she was inspired to. I continued reading through the handout with the class, and, when we were finished, I asked them to do five minutes of brainstorming ideas for the About Me page. After five minutes passed, I asked students for questions about the assignment, and a student asked me how to add a new page to her home page on the Wordpress blog. To identify these unprompted questions, I hand-coded texts and began by first underlining questions where they appeared and then categorizing them. Initially, as I examined my field notes, I looked specifically at explicit questions inquiries that were stated as interrogatives and not buried or implicit in declaratives to identify the topics of questions students were asking, the frequency of these questions, and when students were asking these questions i.

For example, there was a clear distinction between when Melissa asked a question about a text that we were reading to practice analysis and when she asked a question about a text she was writing. Essentially, I needed to identify why Melissa was asking a particular kind of question rather than what she was asking a question about. I developed these codes as mutually exclusive categories, rather than as overlapping, to better attend to how the conditions of learning prompted students to ask questions about certain topics or with certain functions and to reflect on how future course design could better prepare students for productive question-asking.

Understanding what issues are relevant or important to a discourse community; understanding how to navigate a discourse community. Did I know of anything, any professors or groups working on human trafficking? Melissa, one-on-one. Asks about changing her topic from what she wrote about in her reading response Michelle, one-on-one. Understanding genre conventions and how genre conventions are employed by specific discourse communities especially, in this course, citation practices.

Asks what she should do now that she realizes her research questions were bad Melissa, class discussion. Understanding a teacher-directed task how to approach the task, clarifying directions, etc. Re: my requests for personal examples, asks if it has to be an example of something in their writing [process] Shawn, class discussion. I noted the date the question was asked, who asked the question, the location of the question in classroom discourse in one-on-one conversation, in an email to me, in class discussion, or to another student , the question itself either directly or indirectly quoted, as written in field notes , and the function of the question.

Table 3. It concludes, in part, with attention to the need to explicitly direct students in inquiry-based writing rather than only setting up conditions for inquiry-based writing opportunities and in framing reflective questions that demonstrate an emphasis on genre and rhetorical knowledge. That is, I hoped to see, especially by the end of the course, that students would ask more questions on their own about writing as a result of my implicit demonstrations, their practice, my feedback, and attention to the other conditions of learning.

In this way, I narrow my attention to an admittedly small aspect of the phenomenon of question-asking, which, like other strategies for learning, is dependent on the work of the entire classroom ecology Postman and Weingartner; Jankens ; however, for understanding the need to better emphasize question-asking about specific knowledge domains, this narrower scope will suffice. My goals in looking at whether and when students asked questions and what kinds of questions they asked were two-fold: 1 to understand whether and how students were using question-asking to prepare for future learning in this case, immediately future writing tasks and 2 to understand how the classroom ecology was functioning by examining to whom students were directing questions and when they were taking up question-asking opportunities.

Felicity, for example, often asked her writing group for clarification on tasks. Arun, a frequent contributor to class discussions, asked several questions to help him gather discourse community knowledge. At the end of the semester, Shawn, who worked quietly through the course, suddenly emailed me several questions about genre and rhetorical knowledge as he prepared his final project. In reviewing the data, I found myself especially drawn to Melissa, the one student who explicitly wrote about asking questions in her final reflective argument essay. While Melissa asked questions that fall in every major category, most of these unprompted questions 5 were about administrative knowledge. Like other students, she often posed unprompted questions to attain task knowledge 4 , and she was the only student to pose unprompted questions about texts we examined 3.

However, Melissa also only posed one question related to genre knowledge at large, when she asked how to do citations for her Peace Corps sources for the I-Search because she was using several texts authored by the same group. In an assigned reflective activity positioned after the genre analysis and before the collaborative argument project, I asked students to consider, in part, these questions: How would you represent your role in the class as you and your classmates worked through writing your genre analyses?

That is, how would you describe your role in this classroom learning and writing process, and how would you convey that role to an audience? Melissa wrote about her question-asking,. Reading this now, several years after having Melissa in my class, I am struck by how much this reflection highlights her strengths and challenges as a learner. Melissa is open to learning from others; she believes that she can attain the knowledge she needs by being a good listener in the class.

These findings prompted me to rethink the way I cultivate question-asking. Below, I describe a pedagogical intervention that might better support composition students like Melissa—students who understand the value of asking questions, but need to develop a sense of how to ask the questions that will best serve their learning about writing. But to teach students how to ask the kinds of questions that will help them develop the genre and rhetorical knowledge we want them to learn in the composition course, we need to demonstrate these questions and deliver an expectation for the employment of question-asking in these domains. Like Olivas, I thought that supporting the task of question-asking with a heuristic would be a useful approach—one that I could use to help students prepare for any project in the class, and one that might stick with them in their writing work after our class.

Drawing from my learning experience in teaching and studying my Fall course, and using the K-W-L framework, I developed a set of reflective questions to help students move beyond administrative knowledge to identify genre and rhetorical knowledge gaps as they approach a writing assignment Figure 1. Below, I trace the reflective work of two students in my Fall class—Brendan, a finance major in an online section of my course, and Natalie, a dance major in a face-to-face section of the course—to examine their identification of knowledge gaps and question-asking in specific reflective texts: the rhetorical reflections and the reflective argument essay.

To prepare for this blog post, assess your knowledge about the following rhetorical elements of your project, and consider what you still need to discover to keep working on your project. Write a word post in which you explore both your prior knowledge about the rhetorical situation of your project as well as your remaining questions:. What learning outcomes does this writing task address? What do I hope to learn or gain personally through working on this assignment? Topic: What am I writing about? What is my personal motivation for selecting this topic? How does this topic fit the scope of the assignment? Audience: Who will read or hear what I write? Why will they want to know about my topic? What do I need to know about this audience? What information does this audience expect me to share in my writing?

How is this kind of information typically communicated to an audience, and why? Genre: What writing style is expected in this task? What are the moves that are valuable in this genre and will help me achieve my purpose? How do I expect my audience to use, read, or navigate this text? Context: How long do I have to write this? How should I structure my time to support my writing process? What are the submission expectations for this writing task? Once I have reviewed and responded to the questions above, what do I see I still need to know?

Write out questions you still need to find the answers to. The questions in the rhetorical reflection prompt address both the kinds of questions students asked privately or the issues I addressed in my comments on student drafts. In this way, the prompt works to do what Rounsaville, Goldberg, and Bawarshi suggest: that teachers should ask students to reflect on their perceptions of assigned tasks, possible connections, and potential resources. The prompt also requires students to engage with key vocabulary of the writing class. In the Fall semester, I asked students in both online and face-to-face sections of my FYC course to compose rhetorical reflections RRs , using the prompt above, as we began working on new projects.

In my classes, students wrote three rhetorical reflections, which were placed before the major projects. Placing these reflections at the onset of a writing project shifted the work of question-asking from an unprompted possibility to a prompted, reflective practice, with direction to attend to aspects of genre, rhetorical, and writing process knowledge.

This placement before projects also allowed both students and me to assess knowledge in these domains and thus to shape further question-asking, instruction, and feedback. Students in all sections of my course submitted these blogs on Blackboard, our course management system, during the first week we discussed the project, after reviewing the project descriptions and either watching an instructor video or participating in a short class discussion of the assignment. In my face-to-face section of the class, as an in-class exercise, I asked students to write an addendum to RR3, further explaining their motivation and reasoning for writing their arguments.

After the semester was completed, I asked Brendan and Natalie if I could use their work specifically because of their interactions with me throughout the semester. Brendan, although he was in an online section of the course, visited me early in the semester and conferenced with me in my office almost bi-weekly about his writing. In short, both Brendan and Natalie elected to begin conversations about their writing with me throughout the semester. Their dispositions toward question-asking reminded me of Melissa—from the beginning of the semester, they sought feedback and were willing to ask questions that sought possibilities and alternatives instead of simple solutions—and at the end of the semester, as I read their reflective argument essays, I noted their references to reflection and these conversations.

Returning to examine how they each engaged with the reflections throughout the semester could, I thought, tell me something about whether and how rhetorical reflections were helping them ask questions about knowledge that would support the writing process. Out of all of the texts that we have gone over in this class, this article is the most effective in accomplishing its objectives of convincing the intended…. One of my goals to become a better writer was to put in more effort in the process of an essay, so slowly I began to edit more and more.

Techniques that I learned were to read my paper out loud and even to read it backwards. These methods present writing in a different manner than on a bright computer screen. Often times when reading in our heads, we writers already know what we are trying to say therefore small errors can go undetected. A perfect representation of this would be my argumentative essay about immigration detention center. The summary style offers the writer's bits of information. Thus, the reader is able to select the amount of information that hey would like to read.

For example, quick details concerning the article or more in-depth information. Get Your Wiki Wikipedia tone and style is confusing and frustrating to some writers. However, Get Your Style is a Wikipedia writing company that will bright clarity to the writer's life. Record: I enjoyed writing for Assignment 2 Reflective Weblog. Even though the whole process is quite challenging for me, I believe that this experience will be really useful in future days. I think the biggest challenge is understanding a topic and form a strong opinion about it. Researching and a lot of reading is needed to understand the topic really well and then only I can form a strong opinion on that topic.

Time management is really important. Though I had previously considered communication to be one of my strengths I had to learn a completely different style of communication in this position. I had to communicate a variety of ways. Occasionally, I had to take extremely technical communication and then simply it for an advertisement or email blast. Before typewriters made life so difficult because one essay had to be revised a few times and if one wanted to cross out a line, the whole essay needed to be retyped. Now, if we make an error we can just press a button and it will backspace, and it can easily be replaced with a new and better sentence.

With the presence of computers and electronics it has not been destroyed but has taken a different shift. This has allowed students to use the internet to venture new ideas and create works that have never been seen before. Academic writing is usually presented this way most likely due to time restraints and the need to have it appear more sophisticated. I when I write academic papers and creative papers, there is a distinctly difference progress I use for each one. For academic papers, I try to have it organized, almost polished, and with minimal edits for the first draft. As I mentioned earlier, the motivating reasons for basing my project on a technical blog was my background in technology and my desire to combine what I had learned in terms of rhetorical analysis.

This really helped me to get out of my comfort zone and apply my rhetorical skills in their fullest. First, I chose an audience, purpose, and context to shape the rest of my rhetorical elements such as genre, medium, etc around. By starting off with an audience and purpose in mind, it made it easier to cater the rest of the rhetorical elements to them. However, I also wanted to keep in mind other examples of technical blogs that would help me better shape my genres, i. It is also a great field for learning about the technology of computers.

Enos addresses the value of new approaches to rhetorical criticism, while also stressing that we The Memphis Belle Crew not forgo and diminish the traditional Rhetorical Analysis Of Why I Write approach. Journalists Rhetorical Analysis Of Why I Write been hounding Rhetorical Analysis Of Why I Write for Rhetorical Analysis Of Why I Write specific number, he said, and he hadn't wanted them to walk away empty-handed. Argumentative Rhetorical Analysis Of Why I Write of advantages and disadvantages of a floppy disk Salesman-family,parental expectations, etc.

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