Lexicon

Writing in which the author makes a claim in the form of a thesis, backs up the thesis with reasons, and supports the reasons with evidence. The writer makes connections between reasons and analyzes the evidence in an attempt to persuade a specific audience.

A specific person or group of people to whom a text is directed. Writers need to understand their audience’s expectations, familiarity with the subject, and level of sophistication in order to make appropriate choices about a text’s organization, support, syntax, diction, and more.

The meaning(s) connected to a word that go beyond the definition (the word’s denotation) and include associations, emotions, and implications. For example, cheap and frugal have essentially the same denotation, but cheap has a negative connotation and frugal has a positive connotation.

The views that oppose a writer’s thesis. In order to remain persuasive, writers need to be aware of counterarguments and refute or concede all or particularly compelling aspects of those that may persuade their specific audiences.

Word choice and phrasing. Writers need to consider what kind of diction, e.g. academic, colloquial, personal, literal, figurative, abstract, concrete, is the most appropriate for their rhetorical situation.

A group of people who share common communication practices including special terminology and knowledge. For instance, most people within the APU discourse community understand the terms Cougar Walk and chapel. Similarly, within their majors, students are entering into specific academic discourse communities where people use terms and understand concepts that those outside of the community might not. Writers should consider the discourse community or communities to which an audience belongs.

The process of composing a succession of progressively improved versions of a text.

The process of making sentence-level changes to a text in order to improve syntax, diction, and more.

Support in the form of data, facts, anecdotes, expert testimony, examples, or visuals, that a writer uses to support a reason

A recurring writing form that follows certain conventions such as form, organization, syntax, diction, and presentation. Examples include lab reports, cover letters, exegeses, reviews, research papers, and blog posts.

The act of brainstorming in order to generate ideas. Some brainstorming techniques include listing, clustering, and freewriting. While freewriting, for example, a writer generates ideas by writing continuously and as quickly as possible. The key to invention is avoiding self-censorship or discarding ideas prematurely.

The vocabulary of a particular person, group, or field. This list, for instance, is the vocabulary of Azusa Pacific University’s Writing Program and instruction.

A compilation, summary, and evaluation of the research available on a clearly defined topic or issue. May exist as a stand-alone text or part of a larger work.

The arrangement of a text that creates coherence. Texts may be organized in many different ways, for example, in order of importance, from general to specific, spatially, chronologically, from abstract to concrete, but the organization should be logical and pertinent to the rhetorical situation.

A slightly condensed rewording of an original text that uses dissimilar words and sentence structure. Paraphrases require documentation.

The art of causing an audience to believe something or act in some way. Writers persuade by appealing to audiences’ reason, emotions, and values.

Presenting someone else’s words, work, or ideas as one’s own, either intentionally or unintentionally, by neglecting to document appropriately.

Writing processes vary dramatically depending on the available time, the rhetorical situation, the writer’s preferences, and many other factors. A writing process may include some or all of the following: invention, gathering research and materials, drafting, revising, editing, and proofreading. Writing processes are recursive, meaning writers may move back and forth among actions as necessary.

A writer’s goal(s) for writing a specific text for a specific audience. The range of purposes is endless. Examples include to inform, to persuade, to entertain, to express, and to record.

A statement offered to support a text’s central thesis. Reasons need the support of analyzed evidence in order to persuade.

The process of adding, moving, altering, and deleting substantial elements of a text in order to establish effective organization and support.

The art of communicating effectively. Rhetoric approaches matters of language and communication by valuing the author’s purpose, impact on audience, and adaptation to the writing task.

The context of a given text or other act of communication. Several factors affect each rhetorical situation: the author, the audience, the text (including its genre, medium, message, and purpose), and the surrounding historical and cultural context.

A document designed to clearly communicate the expectations of an assignment to students, assist students in evaluating their own work, and more fairly assess and grade final products.

A phrase, clause, or sentence that explains the origin of a quote, paraphrase, or other material. “She writes,” and “According to APU President Jon Wallace,” are signal phrases.

The customary manner in which words and phrases are used. Usage changes over time.

A condensed but comprehensive report of the main points of a text.

Reasons, evidence, and analysis included in order to persuade an audience of a text’s central message.

A writer’s attitude toward a subject, which can be described with adjectives such as objective, serious, sarcastic, patient, sympathetic, pedantic, jovial.

A word, phrase, or sentence used to clearly connect one idea to the next.

Writing is a craft that includes inventing, composing, revising, and editing with strategies for tailoring the text to fit the audience and purpose. Writing can be learned and taught. It is a process, a tool for thinking, and a means of communication. At APU, students learn to write and write to learn.