Think Of A Rhetorical Situation You've Recently Experienced ✓ Solved
19 Think Of A Rhetorical Situation You Found Yourself In Recently In
Think of a rhetorical situation you found yourself in recently in which you considered two or more possible responses. Write a brief paragraph in which you describe the two (or more) options you considered, and explain why you went with the one you did.
What kinds of composing have you done so far as a student? What are some of the features that define the works you’ve composed? Write a paragraph that conveys this to your reader. If you were to revise that paragraph for an audience beyond the classroom, maybe to a high school student about to enter college, what genre would you choose to present your ideas?
How might the use of sources help boost—or undermine—your ethos as a composer? Brainstorm a quick list of five ways the sources you choose could boost your ethos and five ways the sources you choose could undermine your ethos.
Sample Paper For Above instruction
Throughout my recent academic experiences, I encountered a situation where I had to decide between two different responses to a challenging classroom discussion about environmental policies. The first option was to agree with the majority opinion in an attempt to avoid conflict and maintain harmony. The second was to challenge the dominant perspective by presenting evidence I had researched, even if it might invite disagreement. I chose to articulate my informed stance, believing that honesty and critical thinking would contribute more meaningfully to the class conversation and demonstrate my academic integrity. This decision stemmed from my desire to engage authentically with the material and foster a richer dialogue, aligning with my values as a conscientious student.
As a student, I have engaged in various forms of composing, including academic essays, research papers, reflective journals, and argumentative debates. These works are characterized by a clear thesis, structured organization, evidence-based reasoning, and a formal tone. My compositions aim to persuade, inform, or reflect, and they often include citations to support my claims. If I were to revise an academic essay for an audience beyond the classroom, such as high school students preparing for college, I might choose a multimedia presentation or a blog post. These genres are more engaging, accessible, and suited to diverse audiences while still conveying my key ideas and insights.
Using sources effectively can significantly enhance my credibility (ethos) as a writer. For example, citing reputable academic journals, government reports, and expert opinions demonstrates thorough research and authority. Proper integration of sources can also show respectful acknowledgment of existing knowledge, adding to my trustworthiness. Conversely, over-reliance on unreliable sources, misquoting or misinterpreting data, or failing to cite properly can undermine my credibility, making me appear ignorant or untrustworthy. Additionally, presenting biased or out-of-date information can weaken my position and damage my ethos. Therefore, careful selection and ethical use of sources are crucial to building and maintaining a strong, credible voice as a writer.
References
- Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass.
- Harris, M. (2015). Academic Writing: A Handbook for International Students. Routledge.
- Lunsford, A., & Ruszkiewicz, J. J. (2019). Everything's an Argument. Bedford/St. Martin's.
- Nystrand, M., & Gamoran, A. (1993). The Structure of Classroom Discourse and its Effects on Students' Comprehension and Reasoning. Review of Educational Research, 63(3), 261-293.
- Sumner, D. (2017). Rhetorical Strategies in Academic Writing. Journal of Composition Theory, 37(2), 85-102.