Rhetoric and Audiences Discussion Essay Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Rhetoric and Audiences Discussion Essay Paper
Writer’s Journal #13
Background
Reflecting on the distinction between audience addressed and audience invoked is a great conceptual starting point as you begin to think about the complexities of audience.
Purpose
In this journal entry, you will have the opportunity to reflect on a recent act of communication where you invoked an audience that did not match up with the audience addressed in that particular situation, and you will be able to consider how you might have acted otherwise given your developing understanding of audience.
Skills and Outcomes
Interpreting a past rhetorical situation (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Differentiating audience invoked and audience addressed in a past rhetorical situation (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Producing an alternative communicative plan for a past rhetorical situation (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Habits of Mind Practiced
Openness
Creativity
Responsibility
Flexibility
Metacognition
Tasks
Your journal entry should describe a past act of communication where your audience invoked did not match up with the audience addressed. How did they differ? Where do you think this difference came from (how did you come to invoke an audience that differed from the audience addressed)?
Your entry should consider how you might invoke an audience in that rhetorical situation that more closely aligned with the audience addressed? What sort of rhetorical choices could you have made in your address that would have more accurately captured who the audience really was?
Note: there are many different ways to approach these tasks, but you should aim to be as thorough as possible in your response (approximately 500 words is a good target length).
Criteria for Success
In each Writer’s Journal, you should:
clearly address each question or task;
employ many details, examples, and explanations in answering each question or task; and,
create an internally-organized text, employing sentences (or notes where applicable) that clearly relate to one another.
Be sure to follow all the submission instructions carefully and to assess your journal immediately after you submit it.
Writer’s Journal #14
Background
We have been learning about how context creates and constrains certain possibilities when addressing and invoking audiences. Understanding this relationship is an important step in learning how to meaningfully communicate with audiences in one’s writing.
Purpose
In this journal, you will have the opportunity to reflect on a context within which you regularly communicate and how this context affects which audiences are invoked therein.
Skills and Outcomes
Explaining how a particular context invokes a particular audience (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Producing and explaining an imagined revision to the context which expands the invoked audience (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Habits of Mind Practiced
Openness
Creativity
Flexibility
Metacognition
Tasks
Pick one context within which you communicate regularly and describe how that context invokes a particular kind of audience. This context can be a social media platform, e-mail communication, message boards, voice phone calls, etc. Remember that the ways the context creates constraints and affordances will contribute to which audience is invoked.
This next task requires some imagination: how might the context expand the invoked audience? Put another way, what changes could you make to the context to expand the invoked audience? How would those changes work?
Note: there are many different ways to approach these tasks, but you should aim to be as thorough as possible in your response (approximately 500 words is a good target length).
Writer’s Journal #15
Background
In our course, we have begun to consider both audience and stakeholders. Many students are surprised and sometimes intimidated when they first think about their writing in relation to both audience and stakeholders, but such considerations are necessary components of good writing.
Purpose
In this journal, you will have the opportunity to consider the ethical responsibilities that writers have to their readers.
Skills and Outcomes
Explaining the ethical relationships among writers and readers (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Explaining how the writer might attend to these ethical dimensions (Rhetorical Knowledge; Critical Thinking, Reading and Composing)
Habits of Mind Practiced
Openness
Engagement
Responsibility
Flexibility
Tasks
First, try to make a list of the different ethical obligations writers might have in relation to their readers. What actions might writers be responsible for in different contexts?
Second, consider how writers should address their ethical obligations to stakeholders.
Note: there are many different ways to approach these tasks, but you should aim to be as thorough as possible in your response (approximately 500 words is a good target length).
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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