Blog #8

In the article “Material Literacy and Visual Design” by Lester Faigley, the conceptions of literacy and the differentiation between oral and literate cultures is expounded upon. Culture baggage is attached to the conception of literacy and how it is regarded by society either positively or negatively. However, the visual component of imagery within literacy is typically negatively associated with “ignorance, illiteracy, and deceit” in a way that depicts even popular image technology as a perpetuation of “dumb Art.” The author proposes that the argument that literacy has always been inclusive of varying media, but only now that computer capabilities and technologies are discovered are they able to be apparent within society. The author describes the “grand narrative of alphabetic literacy” and the supposed significance from the shift of the oral to literate culture. Faigley suggests that cultures freely borrow and adapt systems for information and storage when the need arises, thereby negating previously established theories. The utilization of the Internet may be “self referential” but has “material consequences,” given the example of the Zapatista struggle. I thoroughly enjoyed reading the various articles within the website and it definitely makes clear the misperceptions and negative connotations associated with varying forms of media other than the written word. This is critical particularly for the EWM major because the entire basis of our major is constituted by the varying modes of discourse and forms of media that can utilize writing and composition.

Blog #7

I was pleasantly surprised by the content and overall message of Sondra Perl’s “Understanding Composing.” In the article, she explains that after observing a variety of writers, a certain thought process became evident that is continually present within composition. It is necessary to consider the idea that writing is not a specific, formulaic process - such as plan/write/revise - in order to comprehend the proposed processes that simultaneously exist while writing. Writing exhibits the inclusion of all extraneous thoughts and ideas, making it nearly impossible to totally isolate thoughts pertaining to the writing topic. Recursiveness within the composition process is exhibited by consistent revision of discourse, recollection of intent for further explication, and through what is called the “felt sense.” The chosen topic may evoke a sense and elicit a response from within the body, therefore creating a step toward gaining momentum and propelling writing. It informs the writer of “where one is and what one needs to do” by a recollection of “images, words, and concepts and careful attention to inner reflections and bodily sensations.” Paying attention is therefore critical to the process of “retrospective structuring” or recalling the felt sense. “Projective structuring” considers the intelligible formation and construction of the composition for the reader/audience. However, some focus solely on this process which in turn excludes the felt sense because of intentional writing or composing on behalf of the expectations of others. Perl suggests that the process of composing incorporates both of these forms of structuring and is specific to the individual writer. This article was extremely interesting and thought provoking, particularly with regard to the psychological elements of writing and reasons why the creative process exhibits fluidity. I connected the ideas within the article to the process of writing this blog, and also considered previous writing experiences. Being aware of these processes undoubtedly furthers understanding and fosters development of writing for the future.

Blog #6

In Peter Vandenberg’s “Keywords in Composition Studies,” a variety of elements are discussed that may be applied and utilized when considering texts and various modes of communication. Audience, coherence, collaboration, form/structure, freshman English, process, revision, rhetoric and style are all critical components of composition studies. The utilization of all of these elements aid in the productive and effective formation of composing publications, texts, modes of communication, etc. in that they account for possibilities of reception. The terminology and enumerations of the definitions no doubt benefit the reader as well as the composer, and they allow for a necessary consideration of these functions in order to produce a work that encompasses all foundational building blocks of writing. Though this piece may be helpful and accessible to the EWM student or writer, it is indistinct in quality due to its glossary-like presentation. However, because it is presented by way of name/definition, it becomes accessible to the person utilizing these functions.

Blog #5

In William Covino and David Joliffe’s “What is Rhetoric,” various definitions of rhetoric are provided in order to shape and enumerate the various stances rhetoric has been interpreted as in its function and utilization. It may be considered a culmination of effects that the reader experience as an active or inactive participant, as well as the multifarious factors that are presented when addressing a rhetorical situation or discourse. There are various elements of rhetoric that may be applied to a variety of modes of communication, discourse and writing. The rhetorical situation, audience, proofs, and the five canons of rhetoric (invention, arrangement, style, memory, and delivery) all compose the basic elements of rhetoric. Emphasis is placed on the intention of the author and how the author relates the material to the overall message. Incorporating all techniques and functions within rhetoric aid in the process of deduction and categorizing in order to ensure all characteristics are accounted for. I enjoyed reading the article and it allowed me to have a greater grasp of the rhetorical creation process and therefore reveals the necessary components that will be utilized within the EWM major.

Blog #4

In the article, “Writing in the 21st Century” by Katherine Blake Yancey, she explores the growing and rapidly changing realm of technology and composition that is encompassing all facets of society. She expounds upon the historical significance of writing, in addition to its gradual movement from being negligible to significant. Writing has long been perpetuated as less than and undesirable, specifically in comparison to reading. This is largely due in part to the societal control enacted that creates a systematic way of reading and censoring. Therefore, lack of availability and access as well as the labor pains associated with writing long portrayed writing in a negative light. The distinction from handwriting was also blurred, making the art of writing appear to be a rudimentary skill. However, the growth of technology has allowed for “self-sponsored writing,” that is, the appropriation of assertiveness and initiative within communities and societies unlike ever before. The desire to write has grown as a result, especially due to the user-friendly and all-encompassing way that technology and the internet has allowed for. Yancey proposes that the “role of writing for the public,” “new curriculum for K-graduate school,” and “new models of teaching,” all be implemented in order to accommodate and keep pace with the technologically changing societal view of composition and writing.
This article was by far the most impressive out of all of the articles and drove the point home with regard to the importance and significance of writing in all societal realms. The prevalence of writing and composition cannot be denied, and the redefining nature that technology has boosted is certainly significant to the field of Editing, Writing and Media. Specifically, the asides at the end of the paragraphs throughout the article, “And still…people wrote,” definitely contributed to the effectiveness of the argument within the article and allowed for contextual understanding of the significance and deeply rooted nature of writing within society. If I could speak with the author, I would express excitement and heightened interest that resulted after reading the article.

Blog #3

Wayne Booth’s article, “The Rhetorical Stance,” outlines a proposed and necessary balance for a writer to seek in order to maintain equilibrium in the realm of rhetorical writing. He explains that the best writing alternates between utter disregard for the audience and one that is overbearing – a dichotomy of “pedants” versus “advertisers.” Ideally, the half-way mark is what should be attained in order to secure a voice and maintain rhetorical stance and persuasion, therefore embodying the art of persuasion that has been otherwise overlooked or undiscovered due to lack of education in the area. He refers to the stance as containing “the available arguments about the subject itself, the interests and peculiarities of the audiences, and the voice, the implied character, of the speaker” (Booth 172). Additionally, within writing courses, it is necessary for students to regard the prompt or purpose of a composition as being led to see a question that is worth answering. Therefore, the audience is not necessarily the professor or worse, no one at all. Booth emphasizes that even perfect grammar, punctuation and sentence structure does not make up for a writing that has no purpose or audience. It is necessary to teach within rhetoric courses and writing courses the art of persuasion so that writers have an audience and purpose worthy of exposing. This article was the first to spark the most interest because of the style of writing that was conveyed, in addition to the point that was being addressed. I am interested in the incorporation of these ideas within different English courses, specifically courses related to the EWM major, because of the applicable nature of the content. This is particularly relevant to our course because we are utilizing techniques and writing strategies that should effectually convey and persuade with rhetorical style. The different ways of prompting and practicing in order to discover and maintain a specific rhetorical stance is therefore intriguing and something I hope to attain throughout the remainder of the course.

Blog #2

In Douglas Park’s “The Meaning of Audience,” he explores the elusiveness of the word audience that is evident within written discourse. He notes that because of its ambiguous nature in relation to construction and creation of a work, the presence of a rhetorical situation or lack thereof often shapes in the clarification of an audience. It is possible that an audience may be readily identifiable; however, it is all contingent upon the author’s intent, content/subject matter and overall purpose of the work. Park references Baxter’s article and emphasizes that the more structured a rhetorical situation is (with reference to the example of Reagan), the more specific the features of the audience can be determined. Therefore, a context must be constructed for the creation of the audience. Park determines that it’s possible for an external audience to be readily identifiable, but also an implicit audience that is constructed within the discourse itself.
In responding to the author’s article, I was initially even more confused with regard to the differing possibilities of audience and the implicit/explicit qualities that are associated as a result. However, throughout the article, the primary message of the work began to become clear; specifically, the relation of the ambiguous audience to composition in the classroom and the possibility of oversight or misunderstanding due to the unaddressed nature of audience. This particularly applies to this course in relation to editing and composing in print and online, since it is not extremely apparent who/what the audience may be in any form of composition, let alone the blogs we are required to maintain. It is therefore necessary to consider differences in context and reception of an audience, and to regard the audience not necessarily as a singular entity, but one that may encompass a wide variety of assumptions and beliefs.

Blog #1

In Lloyd Bitzer’s article “The Rhetorical Situation,” he seeks to define and construct a rhetorical situation and in turn its relevance to rhetorical discourse and context. The author maintains as his main argument that a rhetorical discourse is the result of a rhetorical situation, though a rhetorical discourse cannot exist without a rhetorical situation already in place. However, a rhetorical situation may exist without discourse. A situation, therefore, calls discourse into existence. Additionally, a rhetorical situation and discourse is purposeful and “always persuasive” as a result (Bitzer 4). The verbal responses to a rhetorical situation, if it fulfills the situational requirements (i.e. exhibits an exigence, audience, and constraints), are bound to be fitting.
My reactions to the article were initially confusion and frustration, specifically due to the influx of new vocabulary and structure. However, the description regarding the necessity of a rhetorical situation to inspire a rhetorical discourse became clear. Also, the different requirements for a situation/discourse to be rhetorical was at first unclear, but after re-visiting the article a second time it is beginning to make more sense. Understanding the meaning and specifics of rhetoric also became apparent when the author referenced specific rhetorical discourses such as the Gettysburg Address and overall response to the JFK assassination – both easier to relate because of their context within society. The author’s point regarding the recurrence of situations and therefore the long-lasting significance of specific rhetorical discourses is evident. If I were to discuss with the author his proposed ideas, I would suggest introducing the different elements perhaps in a more concise, less repetitious order for a more comprehensive understanding of the content.

Introduction

The purpose of this blog is to convey my responses and thoughts to various articles concerned with rhetoric, editing, writing and media. The rhetorical situation, therefore, is the position of potential influence and discernment of the realm of rhetoric while in this class. I intend to maintain a balanced rhetorical stance, keeping in mind the intent of my postings in addition to the discourse that will arise as a result. The 21^st century audience may include various students of rhetoric, English, journalism and composition in addition to interested parties, since the availability and visibility of the blog is quite versatile.