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The authors of RAW identify 2 critical components of rhetorical knowledge that t
The authors of RAW identify 2 critical components of rhetorical knowledge that they suggest are essential for students to develop as part of their first-year writing courses: rhetorical awareness and rhetorical adaptability. Review the definitions provided on page 109 (near the beginning of Chapter 5) of these two components and then, for each component, compose a set of instructions for a group learning activity that will help students better understand and apply the component. Then, for each set of activity instructions, explain why you have designed the activity as you have. Be sure to draw on/quote from/paraphrase the readings for this week in your explanation. In other words, you should post
1 set of instructions for a group learning activity that promotes rhetorical awareness, accompanied by a justification that refers to the readings, for that learning activity, and
1 set of instructions for a group learning activity that promotes rhetorical adaptability, accompanied by a justification that refers to the readings, for that activity.
As you are thinking about how to construct these activities, feel free to draw ideas and inspiration from the readings. Chapter 5 from RAW especially helpful, particularly the section on “Strategies for Teaching Rhetorical Awareness and Adaptability,” on pp. 127-130 of RAW.
2. Peer review sessions and peer workshops, for many reasons (not the least of which is the heavy teaching load most instructors at two-year colleges carry), can be a very valuable component of a college writing course and can, if well implemented, foster attitudes toward writing and habits of revision that will benefit students in many other rhetorical situations (as Getchell and Gonso argue). Which of the several ideas for helping students be effective peer-reviewers and peer workshop participants is most appealing to you as a writing instructor (or future writing instructor) and why? In other words, which one do you think would be most effective/impactful? Which one do you think you would be most comfortable implementing? Why? Please draw on the readings to support your choice. Which strategy or strategies for fostering productive peer review and peer workshops do you think would be most challenging to implement and why? What are some things you might do to make it more likely that students would benefit from those strategies?
3. Provide 1 question that the readings raised for you. Please include both the question itself and an explanation of what areas of the readings (point to specific pages or passages) prompted the question for you.
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