eng110_v3_wk2_responses_to_rhetorical_situations_worksheet
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Apr 3, 2024
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Responses to Rhetorical Situations Worksheet
For this assessment, you will review 3 passages from 3 different genres of writing you might encounter in your daily life. The title of each passage has been removed. You’ll be asked to make informed responses about the following aspects of rhetorical situation for each of the passages:
•
Writer’s purpose
•
Passage’s audience
•
Genre of the writing
•
Passage’s context
•
Organization and structure of the passage
While there are no absolute right or wrong answers, your goal is to make informed responses about the rhetorical situation for each passage. Informed responses will include specific characteristics and examples from the passage that support your conclusions about the aspects of the rhetorical situation. Review Tools for Investigating Rhetorical Situations
. Because many details from the passages have been removed, this resource will help you spot clues to make better guesses.
Review the “Example: Written Passage and Rhetorical Situation Response” section of this document to guide for your own responses.
In the “Written Passages and Rhetorical Situation Responses” section of this document,
read Passages 1, 2, and 3.
For each passage, complete the Rhetorical Situation Informed Response Table by writing an informed response about the rhetorical situation and noting specific passage examples to support your informed response. Do this by responding to the following aspects of rhetorical situation in the Aspects column: •
The writer’s purpose
•
The audience
•
The genre
•
The context •
The organization and structure
Example: Written Passage and Rhetorical Situation Response Example Passage
I’m writing to you because I am concerned about Elliot. He comes home exhausted and doesn’t remember what he learned in class that day. Since he can’t recall the content, he struggles greatly with the homework and I am unable to help him. The fourth graders at Riverdale Elementary school do not have enough time to eat lunch. The lunch period should be extended to protect students’ physical health and academic performance.
You must allow students time to rest, recharge, and relax to enhance their focus in class
. You have the power to change this policy and improve the health of students and faculty alike
. Example Completed Rhetorical Situation Informed Response Table
Aspects Response and Specific Passage Examples
Writer’s purpose: Who is this writer?
I think the writer is a parent whose goal is to convey their concerns about their child. The writers talk about their son, homework, fourth grade, and the frustration of limited lunch time. The writer advocates giving students a longer lunch break.
Audience: Who does the writer address?
I think the author is talking to the principal or school board members as an audience. The writer seems to believe that the person can extend the lunch break. The phrase “You have the power to change this policy and improve the health of students and faculty” leads me to believe that this person was not writing to the teacher but to someone with more authority during the school day.
Genre: What is the genre of this passage?
I think the category could be letter or email. The writer uses second person. The sentence “You need to give students time to rest, recharge, and relax to improve their ability to concentrate in class” makes me think that the writer is speaking directly to a specific person and not to an large audience. This could also be a newspaper editorial, but I don't have enough information to be sure. If I include the beginning of the paragraph, I can get a better estimate. I might be looking for a greeting or a subject line.
Context: What is the context of this passage?
“The fourth graders at Riverdale Elementary school do not have enough time to each lunch. The lunch period should be extended to protect students’ physical health and academic performance.” The writer thinks there is a problem. The context of the passage is to propose a solution and explain why solving the problem is important
Organization/structure:
What is the organization or structure (e.g., problem and solution, cause and effect) of this passage? What types of This passage discusses a problem and a potential solution. The author presents the problem of 4th grade students not having enough time to eat. The author suggested that the manager extend the meal time to solve this problem. Paragraphs consist of sentences and are written in paragraph form.
organizational patterns (e.g., sentences, paragraphs, stanzas, one-word replies, bullet points, charts) are present in this passage? Written Passages and Rhetorical Situation Responses
Passage 1
Fans of the critically acclaimed series, The Haunting of Hill House
, a show that tracks the lives of a fractured and tormented family and the estate that forever became a fixture in their lives, were undoubtedly thrilled to hear that showrunner Mike Flanagan would put his talents to work on a similar series (though not a sequel), The Haunting of Bly Manor
, an adaption of the infamous Henry James novella, The Turn of the Screw
. The Haunting of Bly Manor
takes the viewer far from Hill House and across the pond to England, where a young woman, Dani Clayton (played by Victoria Pedretti) takes an assignment as a nanny to the two orphaned children who live on the estate, Miles and Flora (played by Benjamin Evan Ainsworth and Alice Come, respectively). Upon arrival, Dani meets housekeeper Hannah Grosse (played by T’Nia Miller), estate chef Owen Sharma (played by Rahul Kohli), and the gardener, Jamie (played by Amelia Eve). For as strikingly beautiful as Bly Manor is, it is quickly apparent that all is not well. The housekeeper never seems to eat, and the children often behave as if they are staring off into the distance, with their attention on things that are unseen. Soon after arriving, Dani is sure that she has seen a strange man on the property, someone who is quickly revealed to be that of Peter Quint (played by Oliver Jackson-Cohen), a disgraced employee of the property owner, and uncle to the children, Henry Thomas (played by Henry Wingrave). To complicate this, Dani learns that the former nanny, Rebecca Jessel (played by Tahirah Sharif) met an untimely end while stationed at Bly. What unravels, episode by episode, makes each of these characters face the truths of their own pasts and identities, as well as an Evil that has been lurking at Bly for over a century. (N. Coley, personal communication, Winter 2020/2021)
Passage 1: Rhetorical Situation Informed Response Table
Aspects Response and Specific Passage Examples
Writer’s purpose: Who is this writer?
The writer's goal is to present a summary and introduction of the new series, highlighting its connections and differences from the original series, to inform and interest fans of the show television's "The Haunting of Hill House" on its spin-off series, “The Haunting of Bly Manor.”
N is the writer. Coley, per the citation: "N. Coley, personal communication, Winter 2020/2021."
Audience: Who does the writer address?
The writer believes that the audience knows the original series and its ideas, and understands fans of the series "The Haunting of Hill House" who are eager to know about the spin-off "The Haunting of Bly Manor".
Genre: What is the genre of this passage?
This line is a description of a preview or introduction to a television series. Similar to a promotional synopsis, it provides detailed information about the characters, plot, and setting of the series.
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Context: What is the context of this passage?
This chapter serves as an introduction to the new series and its main components, and was likely written and transmitted in the winter of 2020/2021, most likely as part of a promotional or informational message in connection with the release of "The Haunting of Bly Manor".
Organization and structure:
What is the organization or structure (e.g., problem and solution, cause and effect) of this passage? What types of organizational patterns (e.g., sentences, paragraphs, stanzas, one-word replies, bullet points, charts) are present in this passage?
The organization of the paragraph is both descriptive and chronological. It begins by explaining the previous series and its creators before moving on to describe the plot of the new series, "The Haunting of Bly Manor", including the location, main characters, and interactions. The passage ends with an allusion to the mysteries and difficulties the characters will encounter as they progress. Organize using sentences and paragraphs to convey information clearly and fluently.
Passage 2
Attention: You are invited to "Women of Purpose, Women of Excellence"
During this panel discussion, we will learn about the efforts undertaken by these inspiring female leaders in the fields of government, tech, consulting, education, and research. They will share insight into their leadership journey, and how they actively open doors, support, and empower women of color within their organizations and networks to create a lasting legacy.
Moderators:
•
Dr. Renee Green, Director of Academics, University of Phoenix - Hawaii Campus
•
Dr. Roy Whitmore, Chair, College of Business and IT, University of Phoenix
Please help spread the word to your network and communities. #WeRise #TogetherWeSoar (M. Aviles, personal communication, January 27, 2021)
Passage 2: Rhetorical Situation Informed Response Table
Aspects
Response and Specific Passage Examples
Writer’s purpose: Who is this writer?
The author hopes to inform recipients about the purpose of the event, the topics that will be covered, the featured leaders, and the importance of supporting and empowering women of color.
The author's goal is to invite everyone to participate in a roundtable discussion titled "Women of Purpose, Women of Excellence."
M wrote the piece. Aviles, whose name is given in the source citation as "M. Aviles, personal communication, January 27, 2021." Audience: Who does the writer address?
The author targets individuals interested in gender equality, women's empowerment, leadership, and diversity within the grantee's networks and communities. Authors can target multiple audiences in an effort to promote engagement and support.
Genre: What is the genre of this passage?
This paragraph is classified as an announcement or invitation. It alerts readers to an upcoming opportunity and invites them to join a roundtable.
Context: What is the context of this passage?
The text, which serves as an invitation to a roundtable discussion, was distributed on January 27, 2021. The main goal of the event is to honor and recognize the contributions of women of color in leadership roles in various fields.
Organization and structure:
What is the organization or structure (e.g., problem and solution, cause and effect) of this passage? What types of organizational patterns (e.g., sentences, paragraphs, stanzas, one-word replies, bullet points, charts) are present in this passage?
The text is presented in a clear and detailed message format. You are invited to attend “Women of Purpose, Women of Excellence,” followed by a brief explanation of the event's goals and content. The roundtable moderators are introduced in the following paragraphs. A call to action and hashtags for social media promotion are included in the conclusion of the paragraph. This format uses bullet points and paragraphs to present important information clearly and effectively.
Passage 3
During the past few years, I have focused heavily on preparing myself to become an elementary school teacher. While achieving my Bachelor of Science degree in Education/Elementary Teacher Education, I gained a great understanding of the diversity of student needs, as well as best practices for managing classroom conflict, motivating students, and using technology to enhance learning. I was able to put the knowledge I gained into practice as a student teacher and substitute teacher.
Additionally, working with kindergarten to fifth-grade students has allowed me to strengthen my understanding of the developmental levels of students, giving me the ability to optimize the learning environment for each classroom. Every student is capable of learning if they are given a learning environment that fits their needs. I am confident that I can provide that for your first-grade students. (University of Phoenix Career Services, personal communication, 2021)
Passage 3: Rhetorical Situation Informed Response Table
Aspects
Response and Specific Passage Examples
Writer’s purpose: Who is this writer?
The author's purpose is to present his or her qualifications and experience as a prospective primary school teacher.
They aim to demonstrate training, practical skills and an understanding of student needs, with an emphasis on the ability to create effective learning environments for first-year students.
The author is an individual who recently completed a Bachelor of Science degree in elementary/teacher education and has experience as a classroom teacher and substitute teacher.
Audience: Who does the writer address?
The author is speaking to potential employers or school administrators looking for a qualified elementary school teacher for first graders.
The author wishes to demonstrate their suitability for a teaching position based on their training and practical experience.
Genre: What is the genre of this passage?
This paragraph can be classified as a professional introduction or a cover letter. The writer presents his qualifications and skills to apply for a teaching position.
Context: What is the context of this passage?
This section can be considered a formal introduction or cover letter. To apply for a teaching position, the author describes his or her abilities and qualifications.
Organization and structure:
What is the organization or structure (e.g., problem and solution, cause and effect) of this passage? What types of organizational patterns (e.g., sentences, paragraphs, stanzas, one-word replies, bullet points, charts) are present in this passage?
The structure of the paragraph has a logical flow. It opens with a brief introduction describing the writer's educational background, his goal of becoming an elementary school teacher, and his career goals.
The author then describes their experiences and the abilities they developed during their studies, emphasizing their knowledge of student diversity, classroom management, motivation, and the use of technology.
The paragraph provides more details about their actual experiences as substitute teachers and trainee teachers.
The author ends by affirming their ability to create an ideal learning environment for first grade students.
Each paragraph in the structure addresses a different aspect of the author's training and experience.
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