We are often reminded throughout this semester that writing is both personal and societal. We learn how to write for a variety of purposes and audiences. We are prepared for the many outcomes offered by this course, such as analyzing writing and reading a range of genres and rhetorical settings or accessing resources in the CCNY library databases. We frequently collaborate with peers to provide guidance. Class discussions and activities focus on both reading and writing, and students are expected to be involved participants of the classroom community.

 

Recognize and practice key rhetorical terms and strategies when engaged in writing situations.

When we’re in a writing situation, we’re taught to recognize and use crucial rhetorical terminology and methods. The following are some of the rhetorical words that were covered in this course:

– rhetorical situation, which is the setting of an event that consists of a problem, an audience, and a set of limitations.

– audience, who is the person for whom a writer writes, or a composer composes. According to what he knows about his audience, a writer utilizes a certain style of language, tone, and substance. According to what he knows about his audience, a writer utilizes a certain style of language, tone, and substance.

-Genre, the form of your writing.

I’ve analyzed each rhetorical device in each of my sources in my Source-Based Essay. As I learnt how to include my audience more into my writing, this helped me realize how to properly order my essay. Knowing your audience may help you decide what information to include, how to organize that material, and what type of supporting elements are required for the reader to grasp what you’re presenting. It also has an impact in the writing’s tone and organization.

 

Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias

In addition to my Source-Based Essay, we have been directed through the CCNY library databases, which comprise of websites that include material on a variety of topics. There are around 6,500 publications in total, including over 6,000 peer-reviewed journals. This application is incredibly handy because it is simple to use and well-organized. Every form of content, from political to medical, may be found in the databases. I’ve utilized the CCNY database in other classes, such as Neurotoxicology.

 

Engage in the collaborative and social aspects of writing processes.

Finally, we work in small groups on collaborative writing projects. Some of the work that would be completed during this period would include peer review, in which students would give each other constructive critique of their work; or answering questions based on an article, which would be completed through a google document that was shared between the students.

We were divided into groups for my Composition of Two Genres assignment, and we answered questions about our writing choices. Students suggested political cartoon as one of my genres, something I hadn’t considered before.

I was taught that accepting the criticism of others could very well benefit you in the long run because they are also your audience. It is critical to understand your target audience since it is one of the most crucial aspects of writing, regardless of the author’s talent or expertise.