Genre of Sources

All three sources are meant to be formal, clear, and informational, without overwhelming the students with facts. I will use these sources to inform the audience (students) on what they can generally expect for writing as well as to promote discussion between them on the topic of writing in Speech Pathology. The sources will provide a thorough background as well as main points of what the professionals in the specific field are expected to contribute in their writing. Two of the sources are non-academic as they are written in slightly less formal language and contain less citations. Additionally, the other source is academic as it is written by experts in the field in great detail by the association for Speech-Language Pathologists.

Academic:

http://www.asha.org/policy/TR2001-00148/

Non-Academic:

http://courses.washington.edu/sop/ReportWritingChapter.pdf

http://www.asha.org/uploadedFiles/ASHA/Publications/leader/2011/110315/Hottest-CSD-Topics.pdf

Academic vs. Non-academic Sources

By Group 1: Victoria, Logan, Jack, and Hannah 

Academic Sources:

-Formal (impersonal), has a fixed structure, and uses logical (logos) writing

-Writing contains more citations and details

-Promotes academic discussion between professionals in the field
-Specific audience in that field of study

-Articles and research are peer (those in the same field) reviewed in order to prevent mistakes

Non-Academic Sources:

-Less formal (more personal), less fixed structure, and more entertaining

-Often less detail and less citations

-Books, newspapers articles, magazines, reports

-Sources share information but are not written by a professional in the field
-Audience usually just the general public 

Similarities:

-Both generate discussion on the related topic

-Both convey a message to an audience

-Both have a purpose to inform
-Both can use different mediums in presenting the information

Differences:

-Different audiences (Ex: professionals vs. curious individuals)

-Straight fact vs. informed opinion
-Length (Longer and more detailed vs. short and to the point) 

-Media use may be different (Ex: Power point vs. online news article)

Examples of Academic Sources:

http://onlinelibrary.wiley.com/doi/10.1002/1097-0142(19940415)73:8%3C2013::AID-CNCR2820730802%3E3.0.CO;2-J/pdf

http://ajp.psychiatryonline.org/doi/10.1176/ajp.155.1.4

Examples of Non-Academic Sources:

http://www.buzzfeed.com/rubycramer/hillary-clinton-wants-to-talk-to-you-about-love-and-kindness#.mdNVA2BMB

http://www.buzzfeed.com/buzzfeednews/whats-going-on-around-the-world-today-jan-26#.mszN41Ar1

Informative Report Analysis

The purpose of the informational report is to inform and create awareness for the audience, high school students, who are interested in going into the field I am involved with and have interviewed a professional about. For example, I will be discussing Speech and Hearing Science for this report. The genre will be informational, presenting a professional’s position in the prospective field told through me. My stance will be passionate about the field yet competent and informed, as I will be discussing what my interviewee said as well as my own experiences. Lastly, the media will be through a virtual copy of the report and, if necessary, a hard copy too.

Rhetorical Situations

My rhetorical situation was when I was assigned to compose a poem for a creative writing class in college. We were given the freedom to choose how to write the poem, influencing our choice of purpose, audience, genre, stance, and media. 

With no definite purpose assigned, I was inspired to choose something I found fascinating: sound. My purpose was to have my audience feel and see sound, influencing how I wrote it. I used vivid phrases such as “richness of the bass marches to the beat.”

The audience was known as well as college aged, so I did not want to be too simplistic or complicated in my writing either, presenting the poem with simplicity and short lines to help the reader understand: “each sputter, hum, and squeak.”

Trying to communicate something abstract helped me to decide on the genre of poem, influencing the style of writing.

Curiosity influenced my stance in writing the poem: exploring sound and trying to show the readers my interest, gave the poem a tone of passion and respect with lines such as: “listen closely.”

Having the poem written rather than read was to help my classmates contemplate the words. Additionally, I capitalized sounds like “MUSIC” in order to have them further reflect, utilizing my use of media.  

All of these characteristics of the rhetorical situation influenced greatly what, how, and to whom I wrote the poem.

Lastly, I failed to adapt the poem to the rhetorical situation in that there were times I used very dense vocabulary. This aspect may have overcomplicated the poem, confusing the younger audience I wanted to reach.

Welcome

Welcome to Rhetoric 1040:30.