Your reflection should be 2- to 3-pages double spaced (must be at least two full pages). Use the following prompts to guide you. Think about the rhetorical choices you’ve made this semester and that y

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Your reflection should be 2- to 3-pages double spaced (must be at least two full pages). Use the following prompts to guide you.

Think about the rhetorical choices you’ve made this semester and that you know you’ll make in future writing situations:

  • What is most important to consider in understanding the audience(s) when you’re writing, and what influence does the audience have on the choice of genre (or genre on the choice of audience)? Are genre and audience equally important? Are they always intertwined or can one be considered without the other? Which of these two concepts is most important for a writer to understand?
  • What do you think is most important to know about the rhetorical situation?
  • What did you learn from creating the three genre samples in Project 3? What was most challenging thing to know about when creating them? What do you know now that you would do differently if you had more time and the benefit of hindsight to create those three genre samples again?
  • What can you theorize is most important to know about writing? If you were telling someone what successful writing requires and what you need to know as a writer in order to be successful, what would you say? How would you articulate the success you’ve had and what it requires, based on your knowledge of writing concepts?
  • How did reflection and critical thinking help you determine the rhetorical choices you made for writing in this course? What do you think makes reflection an effective tool for a writer?
  • Explain how you think you’ll use reflection in your future writing.
  • Which knowledge about writing from this class do you think you’ll be able to adapt to other writing contexts?

Your reflection should be 2- to 3-pages double spaced (must be at least two full pages). Use the following prompts to guide you. Think about the rhetorical choices you’ve made this semester and that y
5 Before deciding the most suitable genre to be used by the community, I began by surveying the community to monitor the activities and how people of the community communicate with one another. As I was surveying the community, I noted that it was mainly made by young people who lived in the community who were anxious and willing to know the activities that took place and liked to share stories while they were free. Since most of the people in the community were always anxious to know what would happen next, I felt that a rhetorical narrative would be the best means to communicate with them as they would be willing to know the activities that are willing to take place. Furthermore, this will give me to have their full attention when I am communicating with them. The rhetorical genre allowed me to ask them what they thought happened, allowing me to understand their reasoning. (Tardy et al. 2014) The narrative was another genre that was used often in the community. This can be justified when the community members liked sharing stories when they were free and discussing matters taking place in the community. Residents of the community were seen to be great when discussing issues with one another, and they would brainstorm with one another, allowing them to find a solution regarding the issue that might be taking place Since most of the people in the community were young, entertainment was their top priority, as they liked listening to pop music. Upon asking them why they listened to music, they suggested that music was not only entertaining, but it had important messages from the author to the audience, allowing them to know what was expected from them in society. Other suggested music allowed them to be active as they concentrated on various activities and chores. Integrating with the community was essential as it helped me to understand how different communities use genre to pass information from one party to another without contradictions. Since the community had different culture compared to other communities, it allowed members to use rhetoric, allowing the community to pass the information confidentially without fearing it to be compromised by members of other communities. Genres such as narrative were essential in bringing people of the community together, and they were able to solve issues faced by the community. This allowed them to brainstorm as a team, thus allowing them to get a solution to various problems impacting the community would be solved. Furthermore, the narrative allowed them to discuss projects they wanted to be carried out in the community, thus leading to development in the community. (Balaman 2018) Genres such as music were essential to the community as they kept members of the community active, and they were able to concentrate on multiple activities. This allowed them to be capable of working longer shifts, thus allowing them to achieve their objectives. Furthermore, since music was made incorporating multiple tones, it allowed various stakeholders to relax, thus allowing them to carry out several activities comfortably. This was an essential process for the community members, allowing them to depend on themselves. I decided on the audience by focusing on the most active audience and participating the most within the institution. The active community taught me a lot about how they communicated and carried out multiple social activities together. This allowed me to understand better how they used genres in communication and what they tended to avoid during their communication process. I did not only learn the use of genres in communication but also how they could be used to clarify the message between the presenter and the audience, thus allowing more robust communication. (Tardy et al. 2014) The purpose of the audience was to see how they could understand the genres provided by the author and the clarity of the message. This allowed me to understand if the audience could understand how it required it to and the barriers that existed when two members from a similar community communicated. This will allow me to be a better place to advise the community members on how they can improve their communication, thus improving the delivery of the message from one person to another. I assumed that people in the community were raised in a common environment allowing them to share the strategies used in communication. The second assumption was that most people in the community were age mates who used similar communication strategies. This allowed me to put them under a standard test to examine how they used the genres when communicating. The third assumption was that all the participants were raised using a typical environment where they shared a common environment as it mattered how they understood one another, thus facilitating effective communication. During the tests, the first test did not have any genre; it ought to give them text messages in plain, while the second one made use of genres, and they were seen to perform better on the one with genres as they were able to concentrate more. I adapted to the knowledge of the situation by improving my problem-solving skills. To adapt to the problem, I began by evaluating the problem that was being faced and tried to resolve specific issues when communicating with the community members. After solving the issues, I embraced the changes, allowing me to resolve problems whenever they emerged in the communication process quickly. (Plomp et al. 2021) Whenever I was communicating with the audience, I kept myself open-minded to adapt all the issues I faced as I was communicating. When I was engaging with the audience, I had to be mindful of the questions I asked them as I would ask them some questions and they would not answer them appropriately, thus making me get vague answers that could hardly be validated at the end of the research. Reference Tardy, C. M., & Swales, J. M. (2014). Genre analysis. Pragmatics of discourse, 3, 165. Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. Plomp, A., & Forceville, C. (2021). Evaluating animentary’s potential as a rhetorical genre. Visual Communication, 20(3), 353-373.

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