⚡ Reflection On Rhetoric

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Reflection On Rhetoric

Reflection On Rhetoric complaint against the model Reflection On Rhetoric Technical Rationality also mirrors the debate classical rhetoricians had between whether the Reflection On Rhetoric of rhetoric was a science or an art. That's a Reflection On Rhetoric idea, but, I am aware that there Reflection On Rhetoric specific Reflection On Rhetoric The Bell Jar Sylvia Plath Research Paper for academic writing for college Reflection On Rhetoric work. The Reflection On Rhetoric range is endless. If Reflection On Rhetoric are struggling Reflection On Rhetoric gauge your own feelings Reflection On Rhetoric pinpoint Reflection On Rhetoric own response, try asking yourself questions about the Reflection On Rhetoric or reading and how it relates to you.

Reflections on Writing \u0026 Rhetoric with Dr. Janas

Here you can order a professional work. Find a price that suits your requirements. The first learning objective is about how to identify and access a socially and intellectual topic, then compose and deliver an oral presentation on this topic. As the semester first started out, I vaguely understood what this objective meant or how it could be applied to my speech. The topic for my first speech, the tribute speech, vaguely had any socially significance. As a result, I only managed to complete a part of the first objective for my first speech, which was delivering an oral presentation with a keyword outline.

As the semester proceed, I started to gain more knowledge about how to choose a socially and intellectual significant topic. Through these newly incorporated materials, I was able to analyze whether or not the topic I chose was significant. By the end of the semester, I have a full knowledge of what the first learning objective is all about. So did you know that the martial art disciplines Christie and Eddy are doing is called Capoeira. Body 3. So not only did I need to choose a significant topic for my last speech the persuasive speech , but I also need to convince my audience that my topic was socially significant. Then, I would deliver an oral presentation using note cards or a keywords outline.

As this first learning objective guide me through my speeches, I realize that this objective is an important objective to meet. One valuable lesson that I have obtained while I delivered my speeches was that my audiences are most likely to be distracted from the speech if the topic of the speech was not significant to them. Knowing importance of this first objective, I feel that I will have to revisit it in the future when I am in a working environment as a businessperson. When I deliver my speeches to engage consumer to buy my product, I need to find significance of the product in order to attract their attention.

The second learning objective is about being able to engage in an analytical and critical listening. At the beginning of the semester, I was able to engage in an analytical listening but not quite critical. For the first speech, I was able to listen and analyze the speech according to the peer review guidelines. However, my view of analysis was very limited because I was only able to identify what is missing from the speech, such as purpose or credibility. As I got farther into the semester, I was able to identify more ways on how to actively peer review. For instance, I was able to point out pieces of unclear informations from the speeches and formulate critical questions to ask the speakers. Especially for the last speech, the second learning objective was highly applicable.

I was actively engaged in an analytical and critical listening. For the persuasive speech, I was able to analyze the speech through series of questions of whether or not the speeches contain fallacies. Also, I was able to come up with critical questions that challenge the speeches. When I am engaged in analytical and critical listening, I feel like I am actually doing a personal reflection of what I should or should not being doing for my own speech. With this analogy, I believe that the second learning objective is important to meet. Knowing how important this objective can be, I am certain that I will be applying this skill whenever I am listening to a speech or presentation.

Social psychologist Amy Cuddy presents a formal demonstrative speech on body language. The general purpose of the speech was to inform. She was dressed in black high heels, black stockings, a black skirt, a long thin black cover-up, and jewelry—a heavy necklace and hoop earrings. She started her speech by Through the engagement of analytical and critical listening, I will be able to find ways on how I can improve on my speech and presentation.

The third objective is about how I can analyze the audience, adapt to diverse audiences, and use the informations to form the purpose of the speech. For my first speech, I have completely leaved out this objective from my speech. As the semester started out, I vaguely understand what this object is all about. When the audience listened to my tribute speech, they may have felt that it was a little irrelevant because it did not connect to them.

As a result, I have made sure that I have related the topic of my second speech to my audiences. However, I did not realize that I was so distracted by forming a connection with the audiences that I have forgotten to mention about the actual purpose of my speech. For the last speech, I was not only able to connect my speech to the audience but also develop a purpose that would focus on a group of target audience only. All these connections fold together well within Linda Flower's framing of reflection as a strategic process. The questions is whether it would really help students, as I say, "develop rhetorical sensitivity. As most of the cognitivist researchers have shown, knowledge and working memory are one of the most important factors that determine what students see, judge, and eventually do in their writing.

But I have positioned rhetorical reflection right where I think it should be--in the heart of teaching reflective practice. Teachers can help students practice the elements of Rhetorical Stance: voice, audience, purpose, and form. Learning these elements will enable students to flexibly address any writing assignment with dexterity and flair. Students need to be able to adjust their writing to a wide variety of genre in order to communicate effectively. Post a Comment. Writing is always more precise and less precise than our thoughts: that is why our writing pieces glow with being and beckon with the promis In this discussion, I will define rhetorical reflection and outline its relevant links to rhetoric and invention, then discuss the significance of rhetorical reflection as a concept and pedagogical activity within the field of Rhetoric and Composition.

Rhetorical reflection, as I define it, represents a teacher-prompted activity that occurs within the activity or writing for the purpose of validity testing or problem-solving. Typically, these acts of reflection come between the drafts, after peer feedback and before revision begins. The portfolio letter represents the most typical kind of curricular reflection. It asks students to demonstrate their learning even as they construct it. Since this kind of reflection is done once the task is completed, it does not involve the same kind of problem-solving as the strategizing done in rhetorical reflection in the midst of a writing task.

Figure 2: The Three Poles of Reflection's The diagram of the three poles of reflection chart out these two different frameworks for reflection typically used in Composition. Curricular reflection, then, has the predominant purpose of promoting learning, while rhetorical reflection is chiefly characterized by judgment. Kathleen Blake Yancey and Joel English are two of the most prominent scholars in Composition who have directly brought Schon's ideas into the field of Composition.

The world of technical rationality, Schon says, allows for a knowing by way of causal inference that is controlled. Within Schon's two conflicting models of knowledge guiding practice we see the ancient conflict between philosophy and rhetoric. In contrast, Isocrates and Aristotle define the realm of rhetoric as being exactly the indeterminate zones of practice that Schon discusses. For Aristotle, the art of rhetoric deals with things that "belong to no definite science" a , "the probable" or those things that "may be one way or another" a. Distinguishing the contingent from the necessary or the impossible, Aristotle determines the subject matter of the contingent to be "perishable circumstances, incomplete knowledge, and fallible human action" Farrell Norms Schon's complaint against the model of Technical Rationality also mirrors the debate classical rhetoricians had between whether the practice of rhetoric was a science or an art.

We see this same conflict in recent times in post-process thinkers who complain that writing process pedagogy and views of writing have become a form of technical rationality. In this case, rhetorical practice becomes a matter of techne. The classical term for this practical judgment or wisdom is phronesis which Farrell refers to as the "practical ideal of the appropriate" Rhetorical reflection, then, relates to invention because as a form of phronesis it seeks to discover what is appropriate within uncertain and particular situations. I should like to suggest that it is this balance, this rhetorical stance, difficult as it is to describe, that is our main goal as teachers of rhetoric.

Rhetorical stance is a conceptual metaphor that communicates the spacial sense of orienting toward and aligning the various elements and complexity of the writing situation or we might say the writing ecology. Rhetorical reflection, as a teacher-prompted activity, like invention is a heuristic activity designed to guide a student writers' inquiry into establishing their rhetorical stance. If we see the activity of writing as a goal-directed, problem-solving activity as Flowers and Hayes do, then rhetorical reflection is a discursive space where student writers can define and seek invent solutions to problems and felt difficulties they encounter within their process of drafting a paper. It is where students get to practice the phronetic art of rhetoric.

Donald Bartholomae, a chief proponent of teaching academic writing, imagines a composition that teaches a deeper form of criticism than our current practice: "we can imagine that the goal of writing instruction might be to teach an act of criticism that would enable a writer to interrogate his or her own text in relationship to the problems of writing and the problems of disciplinary knowledge.

Joseph Petraglia believes the goal of writing instruction should be the "turn away from developing rhetorical skills and toward development of rhetorical sensibilities" Summing up ideas from Roderick Hart and Don Burks in the field of speech communication, Petraglia states: "the ideal rhetorical training will have at its core the development of sensitivity to the rhetorical possibilities available to students and will provide some guidance as to how they may determine to select among those possibilities" Works Cited Anson, Chris M.

Bartholomae, David. Lynn Z. Bloom, Donald A. Daiker and Edward M. Carbondale: Southern Illonois University Press, Bawarshi, Anis. Logan: Utah State University Press, Booth, Wayne. Dewey, John. How We Think. Boston: DC Heath, English, Joel. Farrell, Thomas B. Norms of Rhetorical Culture. New York: The Guildord Press,

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