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| Hunt, Tara "Audience" Septemer 9th, 2013 Attribution ShareAlike Generic |
- Who am I writing for? What are my audience's beliefs and assumptions?
According to our rubric for this project, my audience would be a freshman or entry-level student in my field. They will have a basic knowledge of the topic and field, but nothing in-depth. It's likely we will share similar beliefs in art and and freedom of speech. They may hold the assumption that
- What position might they take on this issue? How will I need to respond to this position?
They will either agree or disagree with Spiegelman. If they're in my field, there is a good chance they will agree with Spiegelman's position disapproving of the removal of "Maus". I will respond with Spiegleman's thoughts and comments as well as adding outside context so they see both sides of the argument. It is not necessarily my job to judge the "correctness" of the author's argument, so I will not go past analysis and information.
- What will they want to know?
Extra general information to gain further understanding of the issue. What are the pros and cons of this? What is the context of the argument and what cultural values may be different? What is the background of this issue? I will need to provide extra context and give both sides of the argument.
- How might they react to my argument?
Assuming my audience are new comers to my field, they may be unfamiliar with how rhetorical analysis works. They are likely to be interested in the topic as it's related to the field and have will require an active debate.
- How am I trying to relate to or connect with my audience?
My audience and I have the same major, so I am trying to relate to them on a disciplinary level. We have common interests, beliefs, and ideas. That will be the basis of our connection, as I don't know them on a face-to-face level.
- Are there specific words, ideas, or modes of presentation that will help relate to them this way?
Since my audience and I share disciplines, they will have a general knowledge of key terms and phrases that I will be able to use. I'll want to pique their interest in the topic without sounding too verbose or pretentious. My diction should be straight-forward, even, and professional. I want to be able to relate to my audience, without sounding too unprofessional.
Reflection:
I read both Casey and Bri's blog posts. While comparing mine, I feel as though my own analysis lined up fairly well. My blog post is fairly well developed, though some sections in their blogs were stronger than my own and may require a little tinkering. I feel as though I could have done a slightly better job trying to consider the likely interests and traits of Art History students. I should definitely be aware of my audience so that I can tailor my writing to them.
Reflection:
I read both Casey and Bri's blog posts. While comparing mine, I feel as though my own analysis lined up fairly well. My blog post is fairly well developed, though some sections in their blogs were stronger than my own and may require a little tinkering. I feel as though I could have done a slightly better job trying to consider the likely interests and traits of Art History students. I should definitely be aware of my audience so that I can tailor my writing to them.
I think you did a lot better at this than I did. It was certainly helpful to read how you approached writing each of your subsections for this and I think I will have to revise my own post some. Good luck on Project 2; it seems like you have a really interesting article.
ReplyDeleteI really like what you said about not commenting on the "correctness" of the speaker's argument. After all we're here to analyze how these arguments are constructed, not whether the speaker is correct in what they're preaching. Also, what you said about connecting with the audience, while not being too unprofessional is an excellent point. There is definitely a find line to be found.
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