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Julia Gallert

Writing Theory Draft

17 November 2019

Writing Theory Draft

Rhetorical Knowledge:

Rhetorical knowledge can be explained as an ability to understand and interact with

audiences, purpose, and context when writing. The rhetorical situation ties into this because it is

the circumstance consisting of an issue, audience, and a set of constraints. Elements that also

play a role is the genre, a category of artistic nature, and audience, who you are writing

conveying your message to. Finally, purpose is the reason why you are writing and how you

present it. An articulate writer is able to recognize all of these aspects and apply them when

reading and writing.

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Throughout my writing, I was able to incorporate rhetorical knowledge. By doing this, I

engaged with the appropriate audience, analyzed texts and used them in my work, and explained

unfamiliar subjects to my audience. In doing this, I found my writing to be stronger and have

more substance. In the first example, I explained what mental health is and how it can relate to

performance in school. Moreover, I was able to incorporate rhetorical knowledge and inform my

audience. In the second example, I explained how factors that persuade educational performance
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come from many outside factors. While listing these factors, I explained what they were and the

effect they can have.

Critical Reading:

Critical reading is when one deeply analyzes a text to interpret it for their writing. One

also uses claims and supporting evidence to understand the text. Critical reading goes beyond
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just reading a text; moreover, it encompasses the fact that one is carefully considering each part

of the text. An articulate writer is able to take a piece of text and understand it from a level of

truly grasping what is being spoken about.

Critical reading allowed me to fully

understand texts to the extent that I could

grasp whether they would aid my writing or not. I was able to fully analyze a text and use it to

make my argument stronger. In the first example, I used a text from The Journals of
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Gerontology, to help aid what I was attempting to say in my paper. In the second example, I used

this text from Education Next to pinpoint exactly what point I wanted to make in my thesis. I

was able to use quotes and understand that it was a credible source.

Knowledge of Conventions:

Knowledge of Conventions are the formal rules and informal guidelines that define what

is considered to be correct and incorrect in a piece of writing. We see this in various ways when

we are in the process of peer editing. When we know right from wrong we can make our texts

stronger in the process. An articulate writer realizes right from wrong and is able to apply this to

their writing.

By utilizing knowledge of conventions, I was able to correctly emphasize what I was

trying to say. In the first example I used a semicolon which allowed me to connect two similar
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ideas within the same sentence. In the second example, I used MLA citation to give credit to the

source of the quote I used. In the third example, I used a period to separate two different ideas.

Composing Processes:

The composing process refers to the way in which we write a piece of text. The process

consists of three parts: planning, formulating, and revising. This process allows us to fully

compose our text so all aspects are covered. An articulate writer can use this process to critize

and revise their own work to supply the best text that they can.

Within my composing process, I made a lot of changes. I was able to receive beneficial

feedback and better my paper. In the first example I have my intro. At first I thought I would
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stick with what I had, but I soon realized that it could start off on a better note and grab the

reader's attention in a more effective way. In the second example, I have my conclusion. When I

first was coming up with ideas I did not really know what to talk about besides tying all the

pieces together. With the help of peers, I was able to create a stronger conclusion in my final

thesis. Finally, for the third example I have one of my various paragraphs that encompasses the

idea of children and the effect that their parents can have on their education. Later in my editing,
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I had comments that helped me to realize that instead of talking about children, I should talk

more about college students; therefore, I changed it and focused in on college students.

Critical Reflection:

Consists of the way that writers look back on their work and analyze what things they did

well, and what they did not. This is a very important part of writing and allows for self criticism.
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An articulate writer is able to look back at their work and understand that there are things that

they can change and make better.

Reflection is a crucial part of writing and allows you to take a step back to understand

what one is writing. In the first example, I was able to reflect on how the process of writing my

inquiry went and was difficult for me. In the second example, I reflected on one of my sources

and how I could effectively incorporate it into my paper. I feel as though I am stronger in

reflecting now and am able to learn and apply this to my writing.