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As the course of Rhetorical Communications has progressed I have expanded my understanding of rhetorical communication at a greater level. Between the weeks of project one and project two, I have expanded my idea on the theory of communication. In the article the author, Emig wrote, I have learned that communication relies on more than just the rhetor, the constraints, the rhetorical situations, and the content within verbal or written communication. Based on Emig, written communication must have a purpose and the audience expects accuracy within communication. With that in mind, a rhetor must also demonstrate the purpose of their piece through evidence to back up their claim, and they must also exhibit accuracy to the audience. Though with …show more content…
this in mind my theory of communication changed as discourse communities were introduced, the rhetorical situation of the rhetor changed and the concept of communication was altered as the rhetor was now not only a speaker to an audience, but a delivery circuit to all parts of a discourse community. A discourse community allows a community or a group of people to combine their ideas together to not only share and communicate their ideas to one another, but it allows the group to expand their knowledge. As I delved in my discourse community of nursing, I discovered that although the rhetorical situation of the rhetor changed, what they had to acknowledged stayed the same. Nurses in this situation also had to keep in mind who was their audience, whether it was a patient or a fellow medical co-worker, depending upon the rhetorical situation they would have to change how they communicated with their audience. For instance, if the nurse had to communicate with a patient, they would have to use laymen terms, use empathy in their tone of voice, and use reassuring gestures to comfort their patient. With a co-worker the process of communication would be entirely different, as a nurse would use the terminology and lexis of their community and their tone would be professional. My theory of communication changed even more as I had to take into mind how the communication of the rhetor (nurse) changes based on Swales concepts. In his concept, how discourse communities communicate is based on their goals and mission, using terms and lexis, and how the members within that community convey their message to one another. Based on that knowledge my theory of communication expanded even more, as the rhetor now depended on the goals they represent, their terminology and intercommunication with their co-workers, as to what they convey to their audience. At first my theory of communication was that successful and persuasive communication in any form relies on individuals in the audience, the genre and situations that might occur. Each component works together as parts of a machine, without one part, the key to communication wouldn’t be operative. As I learned about the nursing community’s values, goals, forms of communication, lexis and the need for conciseness and accuracy, my overall theory evolved and incorporated my previous theory of communication into the new theory I constructed. Into the theory that I have now, which is nurses are responsible in all areas of communication, whether it is a change in the audience, constraints that occur, the clarity of their content or any rhetorical situations that happen. Nurses are the main entity within their medical community to provide accurate information and superior communication in the field. The change in knowledge about discourse communities, and being able to analyze the nursing community more thoroughly has allowed me to relate to my anatomy and chemistry class more so than I was able to before.
By understanding the values, goals of the nursing community, it gave me a better proficiency as to why my anatomy and chemistry classes strive for preparing us to being dedicated to what we do. Being able to understand how the communication between other medical co-workers and patients differ, has help me relate to the discussions we have had in class about using layman terms for patients, and learning various types of terminology that we are learning now and are going to have to use in the future. Understanding the concept of accuracy and need for conciseness in nursing, has also allowed me to relate to my anatomy class, as one mistake in terminology usage or diagnosis can harm the patient based on the medication or treatment they receive based on the misdiagnosis. Another advantage to the change in knowledge about how nurses communicate based on the concepts of communication, has allowed me to understand why my anatomy class is so rigorous and why the professor’s expect a lot out of the students. If we don’t have the knowledge of the lexis within our community, if we don’t provide accuracy and if we don’t understand the values of the community, not only does it create bad intercommunication within the field, but also reflect badly on the
community. As I have completed the second project I have tried to learn from the mistakes I made in the drafting and revising process of the first project. Last time as I was drafting my project, I did not take the time to create a strong piece of work. My writing was rushed, I used direct paragraphs from my journals to add to my word count and construct the basis of my theory, because I lacked in valid information needed to back up my theory. The problem, was by the time it came to revising is I did not take out or revise my journal paragraphs to fit into the theory I constructed for that project. Another issue I had with drafting the first project my organization was poor, I had my introduction, but the rest of my information was all over the place, which later during revising I didn’t take the time to incorporate a stronger piece together. As I worked on drafting the second project, I try to organize my sources by dividing them up by primary and secondary sources and analyzed them for similarities in communication techniques. By using this method I was able to organize and construct my concept and create a stronger theory of communication, which was now able to be back up by valid sources. Instead of using paragraphs from my journals, I was able to keep formulating my theory through the writing genre’s and through these genre’s I was able to establish a stronger concept of my theory of communication, instead of copying and pasting journals to my essay. During the revising process I learned to take my peer-review editor’s advice more so than last time. I tried to incorporate more validity to my theory and construct a more organized piece than before. I learned from the first project that I should take more time on the revision, and focus on what parts of the writing did I miss or I could elaborate more on to make my theory of communication point stronger. Learning about the nursing community and the new concept of communication has helped me understand the way rhetors and nurses must convey the purpose of their content to their audience with conciseness and accuracy. By understanding the need for conciseness in delivering a speech whether it is a speech in class, or outside of class this will allow me to have clarity within my content. I have a group speech coming up next week, by learning about what the audience expects which is accuracy and conciseness, I can use this knowledge when I present in sociology and the influences of social media. I can also use this knowledge for all my other classes, especially anatomy where I can use these concepts as I further along in my nursing career. By learning about the nursing intercommunication that goes on this will allow me to be fully prepared in communicating with patients or other co-workers as in a few years clinicals will start for me. All this information will also help me with the next project as we are expected to prepare a formal speech in front of the class. I can use all I know about audience expectations, constraints, and purpose of content, accuracy and conciseness into a speech I must present in front of my fellow students. I hope to use this knowledge and expand my theory of communication further as the next project begins to be underway. I intend to make use my knowledge on theories of communication, discourse communities and audience expectation into my next project piece and speech.
Heinrichs had previously worked as a journalist before becoming a full time writer and advocate for rhetoric. He utilizes illustrative examples to convey rhetorical concepts. Furthermore, chapter four reveals the most valuable logos and pathos tactic. Lastly, this book’s use should be continued in this course.
In the story, What is Rhetoric by William Covino and David Jolliffe, there are a wide variety of topics discussed that are inextricably interwoven with the concept “rhetoric.” Rhetoric, as defined by the authors, is “the study and practice of shaping content.” Consequently, my first thought was: Ok, this is a rather broad and opaque description; my successive thought, however, was one of astonishment, inasmuch as the authors went on to further elucidated this jargon. In doing so, the authors distilled the most crucial elements of what is rhetoric— the prevalence of discourse community, and how appealing language is often a precursor to persuasion.
The author’s main argument in “Rhetoric: Making Sense of Human Interaction and Meaning-Making” is that rhetoric does not need to be complicated if writers incorporate certain elements to their writing. Downs further analyzed the elements that contribute to rhetoric such as symbols and signals, motivation, emotion, ecology, reasoning and identification. The author emphasized that writers can learn how to deliver their writing effectively once they are more aware on how rhetoric works. Downs constantly assures that rhetoric is quite simple and does not need to provoke fuzziness. Even though the term rhetorical is applied to everything, the author of the article made it clear that the “rhetorical” thing is situated. The example provided by the author in this article, further guides our understanding on what rhetoric
The Letter from Birmingham Jail was written by Dr. Martin Luther King Jr. in April of 1963. Dr. Martin Luther King Jr. was one of several civil rights activists who were arrested in Birmingham Alabama, after protesting against racial injustices in Alabama. Dr. King wrote this letter in response to a statement titled A Call for Unity, which was published on Good Friday by eight of his fellow clergymen from Alabama. Dr. King uses his letter to eloquently refute the article. In the letter dr. king uses many vivid logos, ethos, and pathos to get his point across. Dr. King writes things in his letter that if any other person even dared to write the people would consider them crazy.
Lloyd F. Bitzer’s article, “The Rhetorical Situation”, is an account of what he calls the “rhetorical situation” as what he believes to be the conditions necessary for compelling a rhetorician to engage in rhetoric (35). It is Bitzer’s position that a work of rhetoric comes into existence as a response to the call of a certain state of affairs in the world (32). Furthermore, Bitzer claims that when we find ourselves in such “situations”, we are compelled to engage in rhetoric in order to restore the balance that we find lacking (34). He identifies three interconnected elements of situational rhetoric: exigence, audience, and constraints (35). Bitzer argues that a rhetorical discourse, which consists of an engagement with an audience for the purpose of compelling that audience to modify the world so as to repair the problem which is presented (35), is required to solve the problem as the world presents it (34). This lack of balance in a rhetorical situation or state of affairs in the world leads to what Bitzer calls exigence, which he defines as “an imperfection marked by urgency” (36). Bitzer also expands on the notion of a rhetorical audience, which is central to his theory of situational rhetoric. Bitzer defines a rhetorical audience as persons who, through discourse, are subject to influence and as persons who can be compelled to bring about the change called for by a rhetorical situation (37). Bitzer also identifies constraints as being a vital component to his theory, which he defines as anything within the rhetorical situation which has the power to “constrain decision” (38).
Pollan’s article provides a solid base to the conversation, defining what to do in order to eat healthy. Holding this concept of eating healthy, Joe Pinsker in “Why So Many Rich Kids Come to Enjoy the Taste of Healthier Foods” enters into the conversation and questions the connection of difference in families’ income and how healthy children eat (129-132). He argues that how much families earn largely affect how healthy children eat — income is one of the most important factors preventing people from eating healthy (129-132). In his article, Pinsker utilizes a study done by Caitlin Daniel to illustrate that level of income does affect children’s diet (130). In Daniel’s research, among 75 Boston-area parents, those rich families value children’s healthy diet more than food wasted when children refused to accept those healthier but
The impact and effectiveness of using proper rhetoric was a strategy of “good” writing that I was not aware of until my senior year of high school. While taking AP Language and Composition my junior year, my fellow students and I believed that we had survived countless essay workshop activities and writing assignments with emphasis on word choices, grammatical structure, syntax, punctuation and spelling. By the time we had entered AP Literature our senior year, we felt we could achieve success; we already knew how to write in the correct format and structur...
In The Rhetorical Situation, Lloyd F. Bitzer argues that what makes a situation rhetorical is similar to that which constitutes a moral action as he writes that, “an act is moral because it is an act performed in a situation of a certain kind; similarly, a work is rhetorical because it is a response to a situation of a certain kind”.(3) By defining the rhetorical situation in this way, Bitzer further contends that rhetoric is a means to altering reality. (4) It is through the use of discourse that one is capable of changing reality through thought and action. (4) Bitzer then elaborates upon the nature of a rhetorical situation by explaining that rhetorical discourse enters a situation when: providing a response to its state of affairs; rhetorical discourse is given significant presence by the situation; the situation exists as a necessary condition for rhetorical discourse to have effect; a rhetorical situation or event may mature or decay over time; the rhetorical situation invites the use of discourse to alter its reality; the rhetorical response given to the situation is appropriate; and the situation controls the response of the discourse. While Bitzer notes that these are parameters for a situation to qualify as being rhetorical, he further discusses three constituents that are present in any rhetorical situation prior to the presence and manipulation of discourse. (6) Exigence, audience, and constraints are seen to be necessary elements in a rhetorical situation for Bitzer. Exegince, “is an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be undone, a thing which is other than it should be”. (6) An audience whose members may function as mediators of change is required, as rhetoric alw...
Harris, Robert A. Writing with Clarity and Style: A Guide to Rhetorical Devices for Contemporary Writers. Los Angeles, CA: Pyrczak Pub., 2003. Print.
Today’s economy and the environment are hurting due to the lack of nurture we have been providing. Conventional farming rules the world of agriculture, but not without a fight from organic farming. Organic farming is seen as the way of farming that might potentially nurture our nature back to health along with the added benefit of improving our own health. With her piece “Organic farming healthier, more efficient than Status Quo,” published in the Kansas State Collegian on September 3, 2013, writer Anurag Muthyam brings forth the importance behind organic farming methods. Muthyam is a senior at Kansas State University working towards a degree in Management. This piece paints the picture of how organic farming methods
Clark (2016) suggests that rhetoric isn’t limited to oral communication, but currently has a permanent foothold in written works: magazine or newspaper excerpts, novels, and scientific reports. Not only written
Business Communication for Success describes good writing as characterized by “correctness, ease of reading, and attractiveness; and yet also meets the reader’s expectations and is clear, concise, efficient, and effective. The rhetorical elements (logos, ethos, and pathos) and cognate strategies (clarity, conciseness, arrangement, credibility, expectation, reference, tone, emphasis, and engagement) are goals that are achieved in good business writing” [McClean. S., 2010]. Outlined below are 5 of these strategies found in Chapter 4 that are used in business writing:
Jonathan Kozol revealed the early period’s situation of education in American schools in his article Savage Inequalities. It seems like during that period, the inequality existed everywhere and no one had the ability to change it; however, Kozol tried his best to turn around this situation and keep track of all he saw. In the article, he used rhetorical strategies effectively to describe what he saw in that situation, such as pathos, logos and ethos.
Heller writes about two questions: when do animals seem to have rights and, if we admit such rights, might new technologies--namely, robots--be accorded rights as well. Heller uses the infamous example of Harambe, the Cincinnati Zoo’s gorilla that (who?) made headlines for his actions involving a boy who fell into the enclosed gorilla pit. Following his death, Harambe gained popularity and the fight for animals rights took on new life. When introducing the idea of technology possessing the same rights, ethicists must explore the issue of intent from both animals and technology to humans.
discussed the rhetorical skills in the writing styles and analysis. The main components of this learning was to be able to differentiate and understand the ethos, logos, and pathos appeals associated with the particular feeling and help develop understanding. Using the ethos, logos, and pathos appeals the writers and speakers can convince their readers to some image or understanding regarding the group or association. Every one of us is associated with different discourse communities that have different specialties and meaning. Everyone must have to learn the ways the communities interact with their members and how the communities understand a person from outside the community. Being outside from the community there is need to learn regarding