It’s Time for a Breather

In the short time we have had in this course, WEPO, I have been presented with a whole new perspective on composition: its process and function. Initially, it was just the process of writing a paper as an assignment for a grade, or in the workplace a manner of communicating with clients, co-workers, or outside entities. But there are many key elements that are connected to, associated with or incorporated into the act of composing –most of which I did not know of or even consider. After reflecting on my own theory of composing, I selected the following as my key terms for rhetoric and composition:

Rhetorical Situation: According to Lloyd Bitzer, the rhetorical situation is probably the most important component of rhetorical theory, he states that it is a “controlling and fundamental concern of rhetorical theory.” (The Rhetorical Situation, 3) But after viewing this concept in the context of composition and through the Assignments we have had to complete for this class, I also understand how it is imperative in all writing situations. For each main and mini assignments we are expected to complete for course credit, our instructor provides us an outline with instructions and her expectations; in each of the instructions we are provided with the rhetorical situation which dictates the content of the end-product. The rhetorical situation in essence instructs discourse and acts as a guide for what needs to be addressed in all writing situations.

Arrangement: This element is the second canon of the “Five Traditional Canons of Rhetoric according to The Rhetorical Tradition. It is most important to me because it contain the formula we use to construct a paper or a speech – the five part structure of an essay. In the arrangement stage, we situate our text or speeches in a manner that will clearly convey our messages; therefore, our “arguments devised through invention are placed in the most effective order.” (The Rhetorical Tradition, 5)

Delivery: Another element of the Five Traditional Canons of Rhetoric, coming in at number five, delivery is the final step of the composition process. Ancient rhetoricians such as Aristotle did not put much emphasis on delivery in the realm of rhetoric but it is essential to me because it makes the difference between a good and bad salesman. In public speaking and writing your ability to convey the message in voice or words also affect your ability to persuade or even inform an audience. Delivery in writing is somewhat difference than oral delivery in that written discourse provides many mediums through which a composition can be delivered. The impact that the various methods of delivery has on one’s ability to convey a message or persuade an audience is phenomenal. Powerpoint presentations, digital forums such as websites, blogs, etc., Word documents are just a few methods for delivering written discourse that work to inform or persuade because of the ability to incorporate other texts, images, an audio.

Audience: This is important in rhetoric as well as composition because both determine the type of discourse to be presented. Bitzer is of the opinion that the audience is a part of what makes up the rhetorical situation because in order for the situation to be rhetorical you have to a speaker convey a discuss to an audience who can be influenced or bring about change. From the rhetorical perspective, Aristotle believed that understanding the characteristics of one’s audience is key to the persuasive component of rhetoric.

Revision: As a component of composition, I have come to view as very important. Nancy Sommers explains this part of the writing process in terms of its ability to help writers ensure that their text contains the meaning they are trying to convey. It also overlaps with audience because the reader response is what she says we need to try and anticipate in revising our texts.

I feel that reflection is also a very important part of the composing process because it allows you to learn from yourself. You see the things that you did or said in a text and you have time to think about the different ways you would have approached them. You think about the moment you were in while you were composing and determine whether that had any bearing on how your text turned out. It also gives instructors insight on how their students produce the texts they are assigned or how they tackled the assignment in general which starts a conversation between student and teacher about how to improve one’s writing process.