What Is Rhetoric?

Paragraph 1: KEY WORDS: practice, manipulation, linguistic, power, listeners. Nothing is set in stone with rhetoric; the rules and how things are done, are always changing. Rhetoric is thought of as the way of changing the meaning of how words to affect you in different ways. The writer strives to pull you into their writing and immerse you in their thoughts and ideas.

Paragraph 2: KEY WORDS: featuring, tool, configures, endorsed, deconstruction. Rhetoric starts to be seen as a tool when we start to use rhetoric for featuring content rather than trying to change content. In different settings the rhetor chooses how the writing will be shaped. Different views are taken on in each setting and literary value is distributed depending on what elements are presented.

Paragraph 3: KEY WORDS: lexicon, analyzing, enterprise, restricted, portrayal. Each writer has his own style of writing and uses his or her own word choice. The word choice usually depends on setting of the writing; and analysing how writers do this has become a huge business. However when rhetoric is analyzed it is held back to the level of the text.

Paragraph 4: KEY WORDS: eloquence, embraces, constructs, changing. The power eloquence holds was described as this power that could change minds. It has been used to layout the roadmap for how people think of the world they live in. Rhetoric is much more than fancy words; it is a game changer.

Paragraph 5: KEY WORDS: verbal, situationally, art, philosophical, practical. Rhetoric is a verbal art that takes on different importance in different types of situations. It has both philosophical and practical qualities. But you need to know there will always be setbacks even when you think you know exactly what you are doing.

Paragraph 6: KEY WORDS: text, limited, ambiguous, self-sufficient, extrinsic.  The word text can be understood by its very literal meaning; a book, a story, or a conversation. Or the word text can be understood by its more philosophical meaning. When looking at rhetoric in this light you begin to see no statement can stand on its own because it would have to have some previous knowledge and context for its mentioning.

Paragraph 7: KEY WORDS: momentary, conversation, contexts, situation, self-contained. We need to think of a text as the moment when the text grabs your attention in its one-way conversation with you. It is full of changing meaning depending on what situation it is being viewed in. And how we define ext so literally is just a convenience for us.

Paragraph 8: KEY WORDS: rhetor, interpret, influence, potentially active. A rhetor is the writer who produces a body of work for a auditor to interpret the meaning of their text. We write with the intention of changing someone’s minds or action; making them think. These texts are called potentially active texts, some are potentially active on purpose and sometimes not.

Paragraph 9: KEY WORDS: verbal, compliment, effect, metaphorically, activates. Rhetoric is mostly a verbal interaction, its medium being spoken and written word. Some use the word more freely describing other mediums of conveying emotion—like art. The rhetoric is found not in the non verbal medium but rather it’s in the verbal knowledge that comes out of what is being learned.

Paragraph 10: KEY WORDS: situationally, timeliness, kairos, stable, ideological. Rhetoric takes on meaning based on the situation it was written in and the situation it was read in; the writer needs to be aware of this. The time, circumstances, and intellectual setting all play a key role in how the text will be interpreted and this must be kept in mind when writing; how will people in the future read and understand my text? There is a word for this and it is kairos, but kairos is very hard to practice for it is extremely hard to predict the future intellectual climate.

Paragraph 11: KEY WORDS: epistemic, communication, transactionally, coparticipants, exchange. Rhetoric directs future writers to understand truth not as something the have talked about before or witnessed before. But rather rhetoric is trying to force writers to be non-biased. Truth, rather, comes from the mutual agreement the writer and reader come upon together.

Paragraph 12: KEY WORDS: exploratory, dialectical, investigation, systematic. Philosophical rhetoric is more concerned with how to build knowledge. The rhetor is more immersed with the subject rather than how the text is put together. Rhetoric pushes writers to dive deep into their subjects and think and ponder deeply; this leads out of the realm of philosophical rhetoric to practical rhetoric.

Paragraph 13: KEY WORDS: logic, reasoning, conclusions, truth,  incontrovertible. Rhetoric can not be perfectly logical. It floats around the realm of uncertainty and truth; it is not unarguable. Writers and readers move from thoughts to conclusions.

Paragraph 14: KEY WORDS: dialectic, reasoning, exploration, shape, premises. Rhetoric should not be a source of discussion, but it has been considered its counterpart. Dialectic work discusses work that has some sort of uncertainty; and where rhetoric does discuss such subjects it is more directed towards how the rhetor changes and shapes their ideas in the text. The rhetor, also, is appealing more to the reader’s thoughts and feelings and is more up to date than dialectic work.

Paragraph 15: KEY WORDS: poetics, literary, artifacts, perspective, composition. Rhetoric is not considered poetics either even though they are closely related. Poetics looks at texts as linguistic artifacts. The  other main difference being rhetoric’s focus on the invention of the text.

Paragraph 16: KEY WORDS: organization, one-sided, intellectual, ornamentation. Rhetoric is more than a one-sided, wordy text; it is meant to sway readers thoughts and emotions. It deals with the construction and word choice, but also the broader more metaphorical side of it. Rhetoric is also the effect the text or speach has on the the reader.

My Class Notes: 29 October 2014

  • Making the claim if we dress up on Friday we get extra-credit.
  • Extra effort, cost, embarrassment.
  • A request is a claim.
  • All the time we are making claims, constantly.
  • Counter claim or rebuttal.
  • Some won’t dress up so it separates the class.
  • Embarrassment is eternal, judgment is in the eyes of others.
  • Some might think they are too old to dress up.
  • Might be considered a distraction in the class before Comp.
  • Fun, it’s Halloween, show off costume, make connections, tradition, might get candy.
  • Half a letter grade if you dress up.
  • As a scholar Bill needs to be able to give an academic reason for giving us points.
  • Those who show up dressed up as a sign of the process of arguing (for and against) shall be given half a letter grade for the final self assessment.
  • We fight with people all the time to get what we want.
  • Jessika “participated and listened.”
  • “Understand the process of argument.” -Sammie
  • Need to be able to paraphrase.
  • If we understand and show we understand by dressing up we get extra-credit.
  • Understanding is followed by some sort of proof.
  • “Blog helps us argue outside the classroom.” -Joe
  • Reconnects us to thoughts we had in class.
  • Encourages collaboration.
  • Everything outside the academy is all collaborative.
  • Visit and comment on each other’s blogs.
  • Writing will improve when we pay attention to your talking.

Reflection For 27 October 2014

I found my experience in my Comp 150 class on Friday to be very beneficial. Bill started class by telling us all to grab a pencil and paper and to spread out around the room. He then informed us that we would be writing for ten minutes. Ten minutes to simply write about anything; from what you ate for breakfast, to a story, or random thoughts that popped in your head. The goal was just to write and not stop writing for the entire ten minutes. Meanwhile, mind you, Bill wondered around the room distracting us with his off and on talking. He said we would have to tune out his voice and keep our focus on our writing and the sound of our pencil hitting the paper. I used his voice like I use my iPod, to drown out background noise so I could focus on my thoughts.  Then Bill gave us three topics to write about and we would again have to write anything we wanted but about those three topics, all in the ten minutes aloud. Both of these tasks were meant to get us thinking and making connections.

These tasks were both really fun and helpful. I find I don’t get to write about whatever I feel like writing about very often. In school you write to complete an assignment given to you by your teacher. But Bill gave us a chance to be free and take these writings in whatever direction we wanted to. It took me back to writing as a child. I loved to write short stories when I was a kid and as I have aged I have stopped writing in my free time.

It was also a cool experience because Bill instructed us to write for ten minutes without stopping. This I found to be a bit challenging, especially with Bill’s blabbering. Bill did give us one tip, to write slower. This gave me more time to think of exactly what I was looking to say. This was not only a challenging task but a fun one as well. Thank you Bill for this pleasant experience.

Connections To Our Writing

We are not just killing time, we are using our brains and thinking. We are learning critical thinking, how language works, how to articulate a position, and how to make knowledge. The semester is half way over and we are starting to really move fast and the best thing for us to do is buckle down. According to Bill, he has many scholars in his 150 Comp classes that are not taking the course seriously. In order to move on and progress in the class, but also with our learning and writing, we need to get more engaged. This lack of motivation is being shown in my scholars work, and some of mine as well. I would not say all my scholars are not taking the class seriously; and I would even go as far to say that most of my work shows the level of seriousness I take with each assignment. But like Bill said there are some students that are not taking their work serious. And I should be held accountable.

So how can we start to take our writing more serious? It starts by helping one another. We need to start working together and collaborating to get things done; so as to stop all past hardships from continuing in the future. Like Ethan commented, “we have to start taking responsibility for our own learning, but work together to improve.” Scholars need to also start turning in their work on time; it’s their duty as scholars to take responsibility for their own actions. This half hearted crap can not continue.

In order to improve our writing we need to get serious. It is the only way. We are all in college now, this high school level effort can not continue if any of us want to succeed. I truly believe if you want to to learn, to expand your knowledge, and better your writing skills you might want to start think about taking this course, and obviously your own writing, a little bit more seriously.

Connections To The World

How can we take ourselves more seriously? It is a question that has been brought up by Bill in class. It is something I have thought about much of this weekend. We as scholars can start by holding ourselves accountable for our actions. If we want to make it anywhere in life this is what we need to do. Be responsible.

The world is a harsh place to try and survive in, so you need to be strong. The only way I see any of my scholars succeeding in life is by asking themselves how can they make it. And the only real way is by putting in the time and effort even when it is not fun. Life is not always a picnic. Sometimes you need to grow up, mature, and take on your responsibilities head on. Only then, when you finally start taking things seriously, will you truly be able to succeed and achieve your desired goals.

It is within each and every one of us to do good. It’s up to us, though, to decide whether or not we take the bull by the horns. In the words of the late and great Johnny Cash, “Son, this world is rough. And if a man’s gonna make it, he’s gotta be tough… I knew you’d have to get tough or die.” So man-up, take some responsibility for your learning, you are a scholar, act the part and take your work more seriously. It is the only way you will succeed in life.

My Class Notes: 24 October 2014

COMP 150 / SEC 11

  • Need to get back to the assignment on activity theory.
  • Need to get back to blogging.
  • Looking forward to self assignment at the end of the term.
  • Looking for a robust engaged conversation.
  • Bill wants us all to help him.
  • He takes the academic rigor very seriously, students should hold themselves accountable.
  • He only messed with 5 of the grades.
  • Has a decent amount of scholars in 150 that aren’t participating in the self assessment or not turning them in on time or not being very rigorous.
  • Do not want us to think of ourselves of whether we did the assignment.
  • How can we work together to get things done.
  • How do we collaborate.
  • We don’t want the past hardships to continue in the future.
  • How do we fix past habits.
  • How can we fix it so we are more motivated? – Andrew
  • How to more rigorously self assess ourselves.
  • We are talking about a certain genre (self assessment is a genre).
  • How can we try to take it more seriously? – John
  • How do we take things more seriously?
  • We are learning critical thinking, how language works, how to articulate  a position, how to make knowledge.
  • Not just killing time, using our brain and thinking.
  • Take responsibility for our own learning, but work together to improve. – Ethan
  • Get each other more involved in our conversations. – Joey
  • Engage in our learning and work together. – Marcelle
  • Scholars need to be turning in their work on time, it’s our responsibility as scholars. – Realyne
  • Take more responsibility for our actions. – Janel
  • How would serious be embodied?
  • Not half-hearted. -John
  • John set a word in opposition.
  • Involves a high level of rigor, done to the best of your ability, need to care about it, if you don’t care you won’t use your best ability. – John
  • Another helpful way is to give examples of how the word is used. – Andrew
  • He wants to pass, so he needs to take the test more seriously. – Joe
  • Seriously hard or seriously messed up, means very much so. – Ben
  • Should you take it as credible expression of your true intentions. – Bill
  • Intention to turn something in or to improve your learning. – Claire
  • Interrogation or statement.
  • Date rape at alarming levels.
  • Serious Texas BBQ, I didn’t think she was serious when she said no.
  • Exactly the same word, very different meaning, cost, intention, and motivation.
  • How many times I write or speak am I really getting my point across? – Andrew
  • Our paper is the cite of knowledge.
  • When we write papers we think wrongly, that the words in our papers are fixed.
  • They are not.
  • Bill reads these with entirely experiences, intentions, and ways of reading.
  • We need to anticipate how Bill will read these.
  • Our words are not solid, they are moving, Bill sometimes gets our words spot on.
  • Challenge the word interpretation when it’s used exclusively for reading.
  • Interpretation is also used for writing.
  • Defining common words, phrases without using the the word.
  • Make a connection between listening and serious.
  • Learn how to talk, recall, write, and connect.
  • How knowledge is made a leave class saying you’ve learned something.
  • Serious, try, responsibility, self assessment, rigor, learning, how these words are used and as scholars we should care.

My Class Notes: 20 October 2014

  • This is the week of the common reading experience.
  • Freshman issued Dead Man Walking.
  • Sister Helen will be speaking.
  • Talk tomorrow night.
  • Take notes, write into essay.
  • Work on formatting.
  • Do work like scholars in this environment.
  • The key is within us.
  • This grade has nothing to do with your final grade.
  • 2 classes basically. First 7 weeks second 7 weeks.
  • Presentation needs to be perfect.
  • Sloppy – no reason for it.
  • Depth is needed.
  • Reference.
  • Presentation, specificity (depth), setting the self assessment in a larger context by quoting or bringing in other sources.

My Class Notes: 13 October 2014

  • Bill has 99 students, 50 hours tomorrow at 8 and Thursday at 8.
  • Bring books, notebooks, papers.
  •  Making sure we are doing what is asked.
  • See how we can improve.
  • See if we are on task.
  • Wants us to learn, best way is to ask questions.
  • Working on foundation skills.
  • Notetaking, annotation, discussion, trying to make knowledge.
  • Every time you write you work on hand, eye, ear coordination.
  • Students think they can get better at writing without writing.
  • If you are not swinging you are not hitting.
  • Ear, eye, hand, and mind coordination.
  • If it is complicated you need more time.
  • I need to annotate!
  • Complicated: eyes glaze over, find something else to do, hope our teacher will tell us the answer.
  • If it is complicated expect more of yourself and less of others.
  • Best resource is your time on task.
  • There are no secrets to getting smart, just a lot of work.
  • Language causes things to happen.
  • Over time being introduced to tools and skills that have now become operationalized.
  • We operationalized our language but we need to change so we can be conscious so we can improve.
  • Tools can be concepts.
  • Language is a tool.
  • Ethnography.
  • The more complicated it is the earlier you start.
  • Fear is not you friend.
  • Success is not the moment of action, it starts way earlier.

My Class Notes: 10 October 2014

  • Make new knowledge.
  • Linkage.
  • Looking for good notes that we can refer to clearly.
  • Learning more about our language.
  • We assume we know how our language works.
  • We think writing class is where you get knowledge dumped.
  • Need to go back and clarify.
  • This is a class for discussion.
  • Not the standard class where we get info dumped on us.
  • Revised – looked at word, challenge word, rethink word, adjust.
  • Rephrased – look at past speech, rethink, and adjust.
  • You are expected to do the same thing while writing.
  • Revising is the art of caring for words.
  • Revision on a paper should be twice as long as what you put in the draft.
  • Bill has gone through 15 revisions, he has put 7 hours in a two page paper.
  • We are going into the workforce where we write,write, write.
  • Incident report, job evaluation, memo, work order, resume, job application, cover letter, business plan, job description, manual.
  • Writing is everywhere.
  • I live in a world where language is everywhere.
  • It is required of me all the time to be attentive.
  • Participation changes us, how we hear, and use words.
  • This is a class you need for life, not for college.
  • If you don’t want to be successful in life don’t be attentive.
  • Need to learn to work with language or you will be left behind.
  • When people claim to know what we think we are pleased but if they are wrong we are pissed.
  • Language can help us, build voice and confidence. Voice is important.
  • Democracy works best when everyone speaks up.
  • If we want to make the world a better place you need to care about your words.
  • Bill wants us to be comfortable with our language/words.
  • You have to claim your voice, use your words to change the world around you.
  • We play with our papers for 30 – 40 minutes and we don’t even look at it.
  • We see kits of papers where people just play with words.
  • Scholarship is attentiveness.
  • Academic rigor students need to learn to take responsibility for their own learning.

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