Rhetorical Analysis Of Writing In College
In the selection "Writing in College", the authors' are explaining wide awakenings and epiphanies that high schoolers can experience when transitioning to college. The rhetoric used in this selection speak to the audience in a direct way explaining the differences that make this transition hard for some students. The authors' diction, intended audience, purpose, appeals to ethos and logos all make the selection and help show what the passage is intended to .
At the beginning, the writers' diction portrays they have knowledge of college and high school writing. Their diction is both colloquial and direct much like an expository essay. The formal language used is similar to a lecture and adds appeals to students looking for a shortened version
the can simply read almost as if they were your professors. One way they appear to have seen this first hand is when they explain, some instructors will expect you to stay close to the assignment.....(Williams McEnerey3) The diction used by the authors' makes it appear that they have experience or previous knowledge. This persuades the intended audience to read the selection because, of its credibility which, adds an appeal to ethos. Throughout the passages Williams and McEnerey foreshadow many things that a new college student can expect while writing. Not only that but, also the didactic style in writing foreshadows the purpose and audience.
Other representations given of ethos is in the passage, "But what's a good point?". Adding even more ethos appeal, the writers' nicely explain what a good point is by pointing out, A good point or claim typically has several key characteristics....(Williams McEnerey5) This text feels as if a college professor is telling you exactly what his expectations on how a point could be considered good. Towards the end of the passage the writers' give a few examples of what makes a good point.
While reading, it is easy to tell the intended audience is high school students that are going to college and possibly college students. The writers' use of second person point of view makes it appear like, they are talking to the reader directly and giving he or she advice. For example, you'll be asked to use writing to fulfill different tasks...(Williams McEnerey1). By using the following diction the two writers' add an appeal to their selection by making it seem as if the reader is receiving top secret information. All of the logical diction in the passages adds an appeal to logos showing the reader that the information is factual and can be used as a base to look back on for advice while writing.
In the passage, "Interpreting assignments", the authors' state, Not all of your instructors will be equally clear about what they expect...(Williams McEnerey3) , this is a perfect example that will prove the selections' purpose. All of the passages start and end with at least two helpful things to know for when you're writing in college. Another example, you are unlikely to know exactly what point you will make...(Williams McEnerey5) It can be confirmed from the majority of the text that the purpose is to give advice to students.
Finally, from gathering information about topic, diction, and audience of the passages it can be concluded that the purpose is to inform the readers about writing in college. By using the many rhetoric concepts explained above Williams and McEnerey clearly stated their ideas on writing in college.
At the beginning, the writers' diction portrays they have knowledge of college and high school writing. Their diction is both colloquial and direct much like an expository essay. The formal language used is similar to a lecture and adds appeals to students looking for a shortened version
the can simply read almost as if they were your professors. One way they appear to have seen this first hand is when they explain, some instructors will expect you to stay close to the assignment.....(Williams McEnerey3) The diction used by the authors' makes it appear that they have experience or previous knowledge. This persuades the intended audience to read the selection because, of its credibility which, adds an appeal to ethos. Throughout the passages Williams and McEnerey foreshadow many things that a new college student can expect while writing. Not only that but, also the didactic style in writing foreshadows the purpose and audience.
Other representations given of ethos is in the passage, "But what's a good point?". Adding even more ethos appeal, the writers' nicely explain what a good point is by pointing out, A good point or claim typically has several key characteristics....(Williams McEnerey5) This text feels as if a college professor is telling you exactly what his expectations on how a point could be considered good. Towards the end of the passage the writers' give a few examples of what makes a good point.
While reading, it is easy to tell the intended audience is high school students that are going to college and possibly college students. The writers' use of second person point of view makes it appear like, they are talking to the reader directly and giving he or she advice. For example, you'll be asked to use writing to fulfill different tasks...(Williams McEnerey1). By using the following diction the two writers' add an appeal to their selection by making it seem as if the reader is receiving top secret information. All of the logical diction in the passages adds an appeal to logos showing the reader that the information is factual and can be used as a base to look back on for advice while writing.
In the passage, "Interpreting assignments", the authors' state, Not all of your instructors will be equally clear about what they expect...(Williams McEnerey3) , this is a perfect example that will prove the selections' purpose. All of the passages start and end with at least two helpful things to know for when you're writing in college. Another example, you are unlikely to know exactly what point you will make...(Williams McEnerey5) It can be confirmed from the majority of the text that the purpose is to give advice to students.
Finally, from gathering information about topic, diction, and audience of the passages it can be concluded that the purpose is to inform the readers about writing in college. By using the many rhetoric concepts explained above Williams and McEnerey clearly stated their ideas on writing in college.