Rhetorical situation affects us

1. Rhetorical situation affects us • What wasn’t asked and why? • Why are there some things that people will ask (and will respond to) while there are other things that people don’t feel comfortable asking or telling? • What does this analysis say about our expectations of social interaction? Of a composition classroom and what can be said there? • How would our questions have differed if you were interviewing your instructor, a classmate’s grandparents, someone you met in a previous class? Why?

2. Writing Matters •  Poor writing cost employers $3.1 billion per year in the private sector and states $221 million on writing training according to the NCW

3. Can you believe this? • 75% of hiring managers said it was worse to have a spelling or grammar error than to show up late or swear.

4. Sometimes, it’s just plain wrong. Honk so we no your there or say hey our dt isn’t working the way it suppose to

5. The Writing Process • First Step: Prewriting • Second Step: Drafting • Third Step: Revising • Writing is complicated, so break complicated activities into simpler steps and they will become easier! • If you expect to write an effective essay, you must complete all of these steps.

6. When you sit down to write... • Does your mind turn blank? • Do you have nothing to say? • THEN YOU NEED TO BEGIN TO PREWRITE!!! • The purpose of prewriting is to generate ideas without having the pressure of correct spelling, complete sentences, cohesive paragraphs, and an organized structure. • Prewriting is anything you do before you write a draft of your document. It includes thinking, taking notes, talking to others, brainstorming, outlining, and gathering information (e.g., interviewing people, researching in the library, assessing data).

7. Freewriting and Brainstorming cont. • When you are brainstorming, asking your self questions and noting your responses is a good way to keep the ideas moving: • Why is this important to me? • How does it relate to me? • How do I feel about it? • Do I feel good/bad/indifferent about it? Why? • How does this affect me daily? • How might my connection to this change in the future? • How did I feel about this in the past?

8. Map & Cluster Modern uses Politics • Rather than writing a free- flowing paragraph or list of concepts, start with a central word • As related concepts pop in your head, indicate them as branches, arrows, bubbles, etc. • You may have an “ah ha!” moment Persuasion Communication Rhetoric History Types Ancient Greece Academic Professional What is the connection here?

9. Prewriting Continued • Other possibilities are the following: • Outlining: this format is really helpful for those who like or need a clear structure—shows the connection between ideas. • Listing: this method is much like a grocery list, so it allows you to get your ideas down without the structure of an outline. • Weighing pros and cons or similarities and differences: When you are asked to compare two ideas, make a T-chart, create a title for each side, and list the main points side by side.

10. What’s the Next Stage in the Writing Process? • Drafting occurs when you put your ideas into sentences and paragraphs. • Here you concentrate upon explaining and supporting your ideas fully. • Here you also begin to connect your ideas.

11. Drafting • This draft tends to be writer-centered: it is you telling yourself what you know and think about the topic. Basically, the only audience you are writing for is yourself. • Don't pay attention to spelling at this stage • Writing changes ideas. • Even one word you use could lead you to a more complex idea even a whole new part of your paper you never considered.

12. After you write the rough draft… • It is important to give yourself some space and time away from your rough draft. • This allows you to clear your head so you can spot gaps and mistakes more easily. • If you can, try to have someone else read your essay, or read it out loud to yourself. • It is easier for someone else to find gaps, mistakes, or parts of the essay that need work because they do not already know what you are trying to say.

13. What is the final stage in the Writing Process? • Just as prewriting was critical to formulating good ideas, revising is critical to creating effective essays. • Here you think more deeply about your readers' needs and expectations. • The document becomes reader-centered. • How much support will each idea need to convince your readers? • Which terms should be defined for these particular readers? • Is your organization effective? • Do readers need to know X before they can understand Y? • Do I explain everything clearly?

14. Revision Continued • After you have revised and proofread your essay for content and structural issues, then you need to work on grammatical mistakes—editing. • Here you want to make sure that you pay particular focus on your problem areas. • Lastly, proofread your essay for spelling errors. You may use spell check, but you should also proofread the essay yourself.

15. Think about Purpose and Audience • Every piece of writing has a purpose and a specific audience in mind. • Thinking about your purpose and audience each time you write helps you choose the right wording and what information you need to include or make clear. • Example: “Thank You” notes

16. General Structure of an Essay • Introduction • Attention getter • Introduce topic (progressively more specific, leading to thesis) • Thesis statement • Body Paragraph(s) • Topic sentence • Explain topic • Example that supports topic • Analysis—explain how/why that example supports topic (C&D can and should occur at least twice) • Concluding sentence that brings paragraph to a close • Conclusion • Restatement of thesis (use different wording) • Remind readers of your main points • Concluding thought or question that leaves reader with something to think about or incites them to action

17. Diagnostic Essay • Write an essay in which you describe the steps you go through when you are writing an essay from start to finish. What is your current process? What predictions can you make about any changes you might make during the course of the semester? Explain why or why not? • Consider your environment, time of day, and other elements in your life when you write.

18. Homework • Part I - Describe yourself as a writer. What kinds of writing do you most enjoy and why? What kinds of writing do you think are most important and why? • • Part II - What influences you as a writer? What in your background or environment might shape your choices about content (what you like to write about) and style or approach (how you write)? When you have finished posting your message, print a hard copy and bring it to class. Note: You might find it useful to compose your message in a word processor and then paste the final version of the message into the discussion forum’s compose message box. • Read the postings of a few of your classmates