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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 7. 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.
1.A
Rhetorical Situation
1.A: Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.
Who or what is the writer, audience, message, purpose, and context that comprise this rhetorical situation?
What provoked or inspired the writer to develop this text?
What is the writer’s purpose for developing this text?
How does the writer consider the rhetorical situation when crafting their message?
What perspectives on the subject might the audience have due to their shared and/or individual beliefs, values, needs, and backgrounds?
How do the writer’s choices in the text reflect both the constraints and the available means of persuasion within the context?
How do the writer’s rhetorical choices in the introduction and/or conclusion not only reflect their purpose and context but also address the intended audience’s needs and perspective on the subject?
2.A
2.A: Write introductions and conclusions appropriate to the purpose and context of the rhetorical situation.
What are the components of your rhetorical situation?
What are the particular circumstances of the context in which you write, and how do these circumstances inform your writing choices?
What are your audience’s knowledge, beliefs, values, and perspective regarding the subject?
What is your relationship with the audience, and how do you want the audience to perceive you?
What is the relationship between your introduction and conclusion and your thesis?
Will presenting your thesis in the introduction or conclusion more effectively accomplish your purposes?
When writing an introduction to an argument, which rhetorical choices might you make to orient, engage, and/or focus the audience?
What are the boundaries placed on the writing choices you can make in your context?
When writing a conclusion to an argument, which rhetorical choices might you make to engage and/or focus the audience?
What should your introduction and conclusion accomplish?
3.C
3.C: Explain ways claims are qualified through modifiers, counter arguments, and alternative perspectives.
KQs:
What is the scope of the writer’s claim?
How does the writer contextualize the claim by establishing boundaries or limitations?
How does the writer select modifiers—specific words, phrases, or clauses—to qualify claims?
To what degree does the writer’s claim support, complement, or contrast with others’ claims on this subject?
How does the writer respond to an ongoing conversation about a subject?
How and why does the writer concede, rebut, and/or refute another’s claim?
How might conceding, rebutting, and/ or refuting alternative perspectives on a subject affect the writer’s credibility?
4.C
4.C: Qualify a claim using modifiers, counter arguments, or alternative perspectives.
What is the scope of your claim?
In what context(s) is your argument plausible?
How might you contextualize your claim by establishing boundaries or limitations?
How might you select modifiers—specific words, phrases, or clauses— to qualify your claim?
To what degree does your claim support, complement, or contrast with others’ claims on this subject?
How do you respond to an ongoing conversation about a subject?
How and why might you concede, rebut, and/or refute another’s claim?
How might conceding, rebutting, and/ or refuting alternative perspectives on a subject affect your credibility?
7.B
7.B: Explain how writers create, combine, and place independent and dependent clauses to show relationships between and among ideas.
KQs:
How does the writer convey main ideas through independent clauses?
How does the writer convey clear relationships between ideas within and across sentences?
How does the writer arrange clauses, phrases, and words to emphasize ideas?
How does the writer arrange sentences in a text to emphasize ideas?
8.B
8.B: Write sentences that clearly convey ideas and arguments.
KQs:
How do you write sentences that convey a main idea?
How do you convey clear relationships between ideas within and across sentences?
How might you arrange clauses, phrases, and words to emphasize ideas?
How might you arrange sentences in a text to emphasize ideas?
8.C: Use established conventions of grammar and mechanics to communicate clearly and effectively
8.C: Use established conventions of grammar and mechanics to communicate clearly and effectively.
KQs:
How might you use punctuation and text features to achieve a purpose and/or create an effect (e.g., clarify, organize, emphasize, indicate purpose, supplement information, contribute to a tone)?
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