Posts Tagged: rhetoric texts

Posts Tagged ‘rhetoric texts’

Oct 12 2010

Strategies for Teaching Students Writing Process Strategies – Tips Adapted from our Rhetorics

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Writing: A Manual for the Digital Age by David Blakesley and Jeffrey L. Hoogeveen

  • Invention (Chapter 1-3):
    • Thinking about Context from the writer’s perspective and the reader’s perspective.
    • Analysis of the textual, immediate, and social and historical contexts for the writing situation.
    • Examine the rhetorical situation.
    • Freewrite. (See p. 34 for tips on freewriting on a computer.)
    • Generate alternatives with group brainstorming.
    • Write a dialogue to represent multiple perspectives.
    • Make a cluster map.
    • Define, compare, or examine cause/effect.
    • Researching as invention (see p. 41).
  • Drafting (Chapter 4):
    • Work with a partner to narrow your topic by asking each other questions and considering the subtopics of most interest to you.
    • Refine the thesis statement (see pp. 47-51 for activities).
    • Examine whether the writing situation calls for a thesis (see p. 4).
    • Examine body paragraph structure with T-R-I (Topic, Restriction, Illustration) and T-R-I-R (Topic, Restriction, Illustration, Restriction) examples (see pp. 54-55).
    • Color code key terms used to keep the reader on track (pp. 56-57).
    • Examine the functions of transitional expressions (see p. 58).
    • Write alternative conclusions.
    • Create working or topical outlines.
  • Drafting & Revising to Develop Ideas (Chapter 5):
    • Revise a paragraph, or the whole paper, for unity.
    • Revise for topical flow.
    • Color-code transitions, pronouns, and other lexical ties that aid coherence.
    • Experiment with using parallel structure to create coherence.
    • Extend description or process analysis (see pp. 76-77).
    • Analyze use of: cause and effect, definition, contrast, problem-solution paragraphs, narration, exemplification, and/or classification and division.
    • Diagram classification and division.
  • Revising (Chapter 6):
    • Use a self-evaluation checklist (see p. 88).
    • Examine your response to the rhetorical situation. See p. 90 for self-assessment questions focused on audience and purpose.
    • Respond from a reader’s point of view.
    • Focus on small parts of the draft: the introduction, a body paragraph, or the conclusion.
    • Evaluate evidence used (see pp. 94-95).
    • Gloss paragraphs to reassess the organization of the text.
    • Track versions with file naming conventions (see p. 98 for an example).
    • Point, summarize, and reflect (see p. 101).
  • Editing (Chapter 6):
    • Use the paramedic method (see p. 99).
    • Have your computer read aloud (see p. 107).
    • Read line by line.
    • Read sentences in reverse order.
    • Focus on global issues, then local issues.
    • Review for your own patterns of errors (see p. 109 for some common style and mechanics mistakes/errors).
  • Reflection: Describe your writing process. Consider how the writing process might change depending on the type of project and the rhetorical situation.
  • Part 1 (the first six chapters) of the text focuses on “Managing Your Writing Process,” and others process strategies are scattered throughout discussions of research, design, style, and reading and writing critically.

Everything’s an Argument by Andrea A. Lunsford and John J. Ruszkiewicz

  • This text includes a variety of rhetorical strategies that could be introduced as part of the planning or drafting processes.
  • The faculty member would need to help student connect these rhetorical strategies to the development of their own writing process strategies.

The Academic Writer by Lisa Ede

  • Part 1 (Chapters 1-3) examine the rhetorical writing processes.
  • Part 3 (Chapters 8-12) offer additional strategies.
  • Invention:
    • Freewriting, looping, and brainstorming.
    • Clustering and asking journalistic questions.
    • Asking topical questions.
    • Research and discover drafts.
  • Planning and Drafting:
    • Write a workable plan.
    • Manage your own drafting process (see pp. 256-259).
    • Focus on thesis statement.
    • Follow textual conventions.
  • Revising:
    • Self-assessment (see p. 283).
    • Soliciting feedback from different groups of readers and using that feedback.
    • Revise for style (coherence and voice).
  • Reflection:
    • Reflect on your experience as a writer.
    • Identify and analyze your composing process (see questions on p. 35).

Meeting of Minds by Patsy Callaghan and Ann Dobyns

  • Chapter 1 includes an extended discussion about writing process strategies.
  • Chapter 2 includes an extended discussion about rhetorical situations and includes strategies for matching rhetorical choices to the situation.
  • Chapter 11 includes 27 pages of strategies for revising.
  • Chapter 12 focuses on editing.
  • Planning:
    • Brainstorm
    • Sketch
    • Talk to people
    • Ask questions
    • Argue against your idea
    • Gather information
  • Revising:
    • Add material
    • Delete material
    • Reorder material
    • Connect ideas
    • Make substitutions for clarity or emphasis.

Oct 14 2009


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Computer Read Aloud, Microsoft Word Tools (Spell Check, Grammar Check, and Thesaurus), Highlighting Parallel Structures, Tracking Common Errors

  • Computer Read Aloud: The computer will read the paper exactly as it’s written, helping writers examine their writing more closely. Adobe Acrobat (installed in some labs) has this capability, but students also can download a free program like CutePDF Writer. In Adobe Acrobat, choose “View” from the top menu bar and select “Read Out Loud.”
  • Rhetorics as Resources: Writing: A Manual for the Digital Age (Chapters 5, 6)

Oct 14 2009


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Developing a Revision Plan, Examining Content, Examining Organization, Planning Dedicated Revision Time, Revising for Style, Paragraph Glossing, Cutting and Pasting, Computer Read Aloud, Color Coding

  • Color Coding Example: Students could mark transitions, lexical ties, and pronouns in three different colors to illustrate how they are using coherence strategies.
  • Rhetorics as Resources: The Academic Writer (Chapter 12), Writing: A Manual for the Digital Age (Chapters 5, 6), Harbrace Guide to Writing (Chapter 3)

Oct 14 2009

Peer Response and Other Feedback

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Identifying Goals for Feedback, Framing Questions for Feedback, Point/Summarize/Reflect, Comment Tags for Situated Questions

  • Targeted Feedback – Activity Contributed by Victoria Shropshire
    “I setup a discussion board in BB in which all students must post 2 versions of the introduction to the essay on which they are all currently working, and then their classmates must reply as to which version of the PRG they prefer, and why (emphasis on this latter part).  I post a series of questions to consider for those who need guidance with peer review and then let them at it!  The posts are typically insightful, and the authors really like the “free space” to try out new ideas, but it also forces students to look critically at this particular piece of writing, a skill they can always hone and use towards their own. I try to reply to everyone the first time I use such a DB, but as the semester progresses, I will read them all but only comment on a few.

    “Students are assessed on a complete/incomplete scale so the pressure of assessment is virtually removed. 10 points for the original post, and 5 points each for 2 responses to classmates for a 20 point (total) DB, which is like a quiz grade. I praise really in-depth and insightful responses and mention the need for more substance in ones that are non-committal, but the directions include a few comments about the importance and value of substantial responses, and thus far I am pleased with the result.”

  • Conferencing
  • Rhetorics as Resources: The Academic Writer (Chapter 12), Writing: A Manual for the Digital Age (Chapter 6)