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These questions drive your knowledge of the BIG IDEA topic, THE RHETORICAL SITUATION. Use on any/all reading assignments to guide your understanding and assignments, especially Unit 1. There are additional questions in each unit. Most importantly, these KEY QUESTIONS should help you generate ideas about what to say in your commentary and discussion.
REASONING & ORGANIZATION:
5.A:Describe the line of reasoning and explain whether it supports an argument’s overarching thesis.
What premise(s) does the writer explicitly communicate, and how does the premise fit into a logical progression of ideas that justifies the thesis?
Does the writer’s reasoning proceed from an established claim, or does the reasoning advance toward a claim?
How does the writer’s reasoning through commentary logically connect chosen evidence to a claim?
How does a particular body paragraph not only establish relationships among the claim, evidence, and commentary but also contribute to the reasoning of the writer’s argument?
How does the writer’s sequencing of paragraphs reveal the argument’s line of reasoning?
Does the writer demonstrate any flaws in their reasoning, and if so, how does this flawed reasoning affect the argument?
To what degree does the writer’s quantity and quality of evidence provide apt support for their line of reasoning?
REASONING & ORGANIZATION:
6.A: Develop a line of reasoning and commentary that explains it throughout an argument.
KQs:
What premise(s) might you explicitly communicate, and how might the premise fit into a logical progression of ideas that justifies your thesis?
What premise(s) should you implicitly communicate or leave unsaid because you assume the audience knows are shares it?
How do you address the subject’s complexities in your reasoning and avoid oversimplifications and generalizations?
Does your reasoning proceed from an established claim, or does your reasoning advance toward a claim?
How does the reasoning in your commentary logically connect chosen evidence to a claim?
How does a particular body paragraph not only establish relationships among the claim, evidence, and commentary but also contribute to the reasoning of your argument?
How might you sequence the paragraphs of your argument to enhance your line of reasoning?
How might you evaluate your reasoning to avoid flaws that might negatively affect an audience’s acceptance of your argument?
To what degree do the quantity and quality of your evidence provide apt support for your line of reasoning?
REASONING & ORGANIZATION:
5.B: Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
KQs:
How does the writer organize and arrange their ideas to develop a coherent argument?
How does the writer use repetition, synonyms, pronoun references, or parallel structure to indicate or develop a relationship between elements of a text?
How does the writer use transitional elements (e.g., words, phrases, clauses, sentences, or paragraphs) to show relationships among ideas and create coherence among sentences, paragraphs, or sections of their argument?
How does the writer achieve coherence at different levels of their argument: clause, sentence, paragraph, section, etc.?
How does the writer use transitional elements to introduce evidence or indicate its relationship to other ideas or evidence?
Reasoning & Organization
6.B: Use transitional elements to guide the reader through the line of reasoning of an argument.
KIAs:
How might you organize and arrange your ideas to develop a coherent argument?
How might you use repetition, synonyms, pronoun references, or parallel structure to indicate or develop a relationship between elements of a text?
How might you select and use transitional elements (e.g., words, phrases, clauses, sentences, or paragraphs) to show relationships among ideas and create coherence among sentences, paragraphs, or sections of your argument?
How might you use transitional elements to achieve coherence at different levels of your argument: clause, sentence, paragraph, section, etc.?
How might you use transitional elements to introduce evidence or indicate its relationship to other ideas or evidence?
Style
7.A: Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.
How does the writer strategically choose words based on not only their denotations and connotations but also their potential effect in the rhetorical situation?
How does the writer choose descriptive words and words with particular connotations to create a tone?
How does the writer’s precise word choice reduce potential confusion and affect how the audience perceives the writer’s perspective?
How do the word choice, syntax, and conventions employed by the writer contribute to their writing style?
How does the writer’s style and tone contribute to a complex, ironic, and/or changing perspective on the subject?
Style
8.A: Strategically use words, comparisons, and syntax to convey a specific tone or style in an argument.
KQs:
Which words might you choose in your argument after considering not only the words’ denotations and connotations but also their potential effect in the rhetorical situation?
How might you choose descriptive words and words with particular connotations to create a tone?
How might more precise word choices reduce potential confusion and affect how the audience perceives your perspective?
How do the word choices, syntax, and conventions that you employ contribute to your writing style?
How do your style and tone contribute to your complex, ironic, and/or changing perspective on the subject?
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