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• The rhetorical problem includes the rhetorical situation, the audience and
the writer’s goals.
o Writers frequently reduce this collection to a simplified problem
(such as “write a paper for English class).
• People can only sovle problems they define for themselves. If the
writer’s representation of the rhetorical problem is inaccurate or
underdeveloped she won’t solve the missing portions.
o This explains why students “connect” with certain 1013
assignments (e.g. Community Writing) and fail to connect as
well with others
• Incoherent writing either indicates that the text exerted too little
influence or the writer failed to consolidate new ideas with previously
written statements
• One of the characteristics of a basic writer is the concern for extending a
previous sentence and a reluctance to move from sentence level issues to
global issues
• The text itself is also competing with the knowledge in the writer’s long-
term memory and the writer’s plans for dealing with the rhetorical
problem
Long-Term Memory
Planning
1. generating ideas
o includes retrieving information from long-term memory
o this information may be either pre-formed in Standard English or
fragmentary
2. organizing
o allows the writer to identify categories
o search for subordinate and superordinate ideas
o plans for reaching the audience
o often guided by major goals established in the next sub-process
3. goal setting
o procedural (“I want to start with energy”)
o substantive (“I have to relate A to B”
o generated by the writer
o created, developed and revised by the same processes that
generate and organize new ideas
o occurs in all points of the writing process
Translating
Monitor
• The writer starts with high-level goals and then fleshes out the sub-goals
• As the goals become more concrete, the writer has a connection between
ideas and intentions for the actual text
• The writer begins creating prose in this section and returns to the
previous steps as needed
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