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Slides and notes from class of August 28
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BNL to bring: • Syllabus • Printout of Topic sheets with BNL notes. • Group assignments/sea@ng chart (four copies)
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Each student take a moment to quietly answer these ques@ons. Then in groups. Key here will be that your two genres (of which you have iden@fied examples) will provide insight into the rhetorical situa@ons in which writers and readers in your field find themselves.
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The higher level here is organiza@on by (decreasing) order of importance. The lower level is by cause and effect.
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With effectàcause, you need to be confident that the reader will accept your asser@on that the effect actually exists. Is this an assump@on that he already holds? Is it one that you will have to provide some background or evidence on? Also, when arguing back to a cause, you must be very careful to consider other causal routes (or roots) to the effect. With causeàeffect, you need a complementary approach: Does the audience have an assump@on that the cause really is happening or has happened? If not, what background or evidence can you present to make assump@ons about the cause strong and accessible to your audience? Then, when arguing to the effect, be sure you don’t fall prey to common fallacies. For example, the “slippery slope”
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How do you choose between whole by whole and part by part? BNL view: Part by part is usually more sophis@cated. For example, students wri@ng term papers o]en review sources one by one: A said this; B said that; C said the other. More sophis@cated approach is to analyze the three sources and then synthesize them based on what reader wants to know (or writer wants to convey). So, for our assignment, you might iden@fy things likely in the cogni@ve environments of writers and readers in your field, pick the most interes@ng or important, and then discuss how it is evidenced in the genres you presented. You can also do both. Write your analysis one way and present a summary table using the other approach.
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This is an example of a simple or sentence defini@on. It can actually func@on as a parenthe@cal or clause: • “For her own garden, Mary prefers annuals, plants that complete their life
cycles . . . .” • “Gardeners usually plant a mix of annuals (plants that complete their life
cycles . . . .) and perennials ([defini@on]).” Note that defini@on per genus et differen@am starts with a genus; if the audience does not have accessible assump@ons about what the genus is, then you need to back up one step and define the genus. The ABO “defini@on method of development” entry provides several other op@ons.
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Increasing order: “Some have suggested that A, B, C, and D, are most important, in that order. However, A is less important because . . . ; B is less important because . . .; C is less important because . . . . D is actually the most cri@cal because . . .” If your reader is the one who suggested A was most important, you have to address it first. No@ce, though, how this ends up being kind of a version of decreasing order. Your reader has an assump@on about importance that is likely accessible to her, but you must chip away at the strength of that assump@on before replacing it with your own.
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We’ll now have them at the ends of classes.
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We’ll discuss more next week.
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The usability topic sheet includes a long-‐ish and difficult reading. Don’t try to do it Monday morning.
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