Classness!

Kairos questions: the rhetor needs to know the pressing questions about the topic.  He/she needs to keep in mind the people in the audience--rhetor writes in a way that stresses the main point.  Rhetor can bring in the people who are removed by miles--makes the problem present.

Tracing the writing processes--

ex. Start with a successful text, we try to understand the text, in order to find out how it was written...this helps when we want to study how the writer writes...how did it come to look the way it does? Why does the text look the way it does?  Why?/So what?  help us to understand what effective writing process looks like?  

ex. How could this text have been written better?  Only looking at the text...removes the writer from the text (when we're not the writer).  How did the text come to meet certain goals, and not others?  The people writing may have understood the ideas differently.

ex. The process of the person--they did all the mapping of the people included in the other people...

Class handouts

Analysis of the texts--

Assignment description--3--we know what the writer was aiming for; we see this through the way in which the writer interprets the text and prompt. Description of the "target document", what it looks like. To understand the writer's objectives. Guidelines for writing the final text.  

Old one--

how the person is writing, broad audience, specific?  e.g.--If it is broad, the reader might think that the writer does not have a particular direction in mind.

teacher comments--the student needs to 

FROM AARON AND ERIN
---

AUXILIARY ASSIGNMENT:

The "finishing" process of the text hinges entirely upon the peer review comments of the young man's contemporaries and instructor. At this point, he has assembled a text that he finds at least satisfactory, but the final polish is added after direct criticism is supplied from sources outside of the audience. In examining the notes taken during this finishing process, we can begin to understand what aspects of the paper-- in its nearly completed form-- were cut entirely, and what aspects were found to be satisfactory and/or deserved further focus and enhancement.

Example:
Professor Wible's comment on a sentence in which the student discussed a previous internship as well as many hours spent working on a farm-- in the original draft this is a small sentence, after peer review, it is very much expanded and therefore manages to augment the student's "argument" that he is the best candidate and deserving of the position for which he is applying.

PAGE BY PAGE BREAKDOWN

Page 13: The peer review comments enable the writer to see how his audience is interpreting his text, to see if he is meeting his goal in the text.

Page 14: Again, the structure of the outline lets the audience know how organized the person is, this influences how the audience views the outline.

Pages 15-16: Skipped by instruction

Page 17: The instructor's comments work in association with the peer comments. They both let the writer know what is important to say. This is important because it allows the writer to have an idea of how affective the document is. The instructor's comments will help the writer to bring out the details in his text that otherwise would not have been expanded upon.