Rhetoric, Critical Thinking, and the Writing Process — Lecture Notes

Jeep Ad and Rhetorical Thinking

• Observation from the discussion: the ad features Rihanna and was interpreted as having a political undertone. The group discusses that the ad aims to unite people across opposing views while pushing Jeep’s product. The ending phrase is read as a sign of unity (e.g., “Reunited States Of America”).
• Key interpretation: the ad is less about Jeep specifics (safety ratings, fuel economy, cost) and more about rhetoric and messaging for a purpose. It demonstrates how rhetoric shapes meaning and audience perception.
• Target audience: identified as American citizens.
• Discussion of what the ad reveals about Jeep: the portrayal suggests Jeep as a unifier rather than focusing on product details. This aligns with the political context of polarization in the U.S.
• Critical questions for rhetorical analysis:
  • What is being emphasized in the ad?
  • What is being left out, and why?
  • How does the ad aim to shape a message for a purpose?
• Core concept introduced: rhetorical thinking is not just persuasion but ethical communication that situates a text within a larger context and purpose.
• Steps to thinking rhetorically:
  • Think critically: go beyond surface-level opinions; ask why you feel a certain way; consider how others might respond differently to the same ad.
  • Consider broader context: the ad emerges from a politically polarized moment; context affects both the message and audience reception.
  • Practice openness: listen to multiple sides, acknowledge where your own ideas come from, and give credit to borrowed ideas.
• Ethical communication emphasis: rhetorical thinking involves humility, awareness, and respect; it is a habit of mind rather than mere persuasion.
• Free writing exercise prompt and purpose:
  • Prompt: reflect on what makes critical thinking different from criticizing or simply offering critique.
  • Time allocation: approximately eight minutes (time adjustments noted: 04:47, 01:47, 01:50–01:55 timing references in the lecture).
  • Goal: generate ideas without self-censorship to clarify understanding of the distinction between critical thinking and critique.
  • Outcome: to surface personal thinking about the process rather than producing polished writing.
• Transition back to the broader discussion of rhetoric: the instructor aims to connect rhetorical thinking to engaging with others who disagree and to the writing process.

Engaging with Dissent and Building Civic Habits

• Sean Blanda’s argument: the “other side is not dumb.” People surround themselves with like-minded voices, which can lead to dismissiveness toward dissent. Dissent often comes from real experiences, values, or reasoning.
• Rhetorical thinking goal: approach differences with curiosity, ask what we might be wrong about, and consider what valuable insights the opposing view could offer.
• Meeting in the middle is not about conceding all points but about communicating and understanding values while still arguing your position.
• Humility, patience, and empathy are essential to effective rhetoric and civic dialogue.
• Wayne Booth’s provocative claim: “the only real alternative to war is rhetoric.”
  • Implication: when groups or nations disagree, dialogue and persuasive, ethical communication can prevent conflict from escalating to violence.
  • Real-world relevance: rhetoric matters in protests, debates, and everyday conversations; framing positions rhetorically can increase the likelihood that others hear, understand, and potentially reconsider their views.
• Personal and societal benefits of rhetorical thinking:
  • Clarifies one’s own values and beliefs by articulating reasons and framing to others.
  • Improves persuasiveness by aligning argument with audience understanding.
  • Fosters better citizenship and constructive engagement in a society where disagreement is inevitable.
• Margaret Mead quote used to illustrate social change through rhetoric:
  • Quote: “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has.”
  • Application: social movements (civil rights, women's suffrage, indigenous rights, truth and reconciliation) began with small groups employing rhetorical strategies to inspire broader change.
• Practical takeaway: rhetoric is not abstract theory but a tool used to drive social change and everyday discussion.

The Writing Process: From Thinking to Writing to Revision

• Core shift: writing is a process, not a single act. The class emphasizes process-oriented thinking as essential to strong writing.
• Prewriting: includes brainstorming, planning, rough notes, outlining. Establishes a foundation before drafting.
• Drafting: acknowledge that there is no single ‘right’ way to draft; different writers use different approaches (e.g., drafting sentences first vs. outlining bullets first).
• Revision: the stage where writing truly comes alive; may involve restructuring paragraphs, breaking up or combining sections, and refining evidence and tone.
• Non-linearity of writing: revision can send you back to brainstorming; drafting can lead to more research; the process loops rather than proceeds linearly.
• Anecdotal reflection on editing: a personal example of spending six hours on a single paragraph in a doctoral thesis illustrates the non-linear, labor-intensive nature of revision; it’s part of the normal process.
• Reading as preparation: reading widely (fiction and non-fiction) strengthens writing ability and helps develop one’s own voice.
• Feedback culture: feedback from peers or instructors is not a personal attack; it targets the writing, not the writer. Use feedback to revise and improve.
• Writing as a practice of learning: not a test of intelligence; it is an ongoing development of skills.
• Value of process: embracing the prewriting, drafting, and revision stages reduces anxiety, fosters exploration, and leads to stronger, more adaptable writing.
• Practical empathy for writers:
  • Even pros may crave a more seamless drafting flow, but the iterative process yields better structure and clarity.
  • The instructor’s anecdote about Pauline Rankin emphasizes the value of deliberate thinking before writing; reading and writing cultivate a mature, refined voice.
• Outcomes for students:
  • Lowered pressure to produce perfect first drafts.
  • More enjoyment and engagement with writing as an exploratory process.
  • Clearer articulation of arguments through revision and feedback.
• Distinction reinforced: writing is not about proving one’s intelligence but about learning and communicating effectively.
• Closing note on the writing lifecycle:
  • Prewriting, drafting, revision, and feedback cycles together build stronger arguments and clearer expression.
  • The process-oriented mindset is what separates strong writers from those who struggle with producing a final piece.

Synthesis: Why Rhetoric, Critical Thinking, and the Writing Process Matter

• Recap of core ideas:
  • Rhetoric involves purposeful, audience-aware, ethical communication; it’s about making deliberate choices to achieve a communicative goal.
  • Rhetorical thinking combines critical thinking, contextual awareness, and openness to multiple perspectives to foster better dialogue and understanding.
  • The writing process (prewriting, drafting, revision) makes thinking visible and improves not only writing but reasoning and civic engagement.
• Practical implications for students:
  • When engaging in debates, protests, or family conversations, frame positions to maximize understanding and potential influence rather than simply to win.
  • Approach feedback as a strategic tool for improvement, not as a personal judgment.
  • View writing as an instrument for learning and communicating with clarity, empathy, and accountability.
• Preview of next topics:
  • Academic integrity will be covered in the next class—an extension of ethical communication in academic work.
• Final exhortation:
  • The class aims to cultivate a broader appreciation for writing as a skill and as a way of engaging with the world, not just as a coursework requirement.

Quick References and Contextual Notes

• Ad analysis cues discussed:
  • The ad’s use of popular culture (Rihanna) to frame a political message.
  • The tension between unity and product promotion.
  • The lack of substantive product details in favor of ideological messaging.
• Core terms to remember:
  • Rhetorical thinking
  • Critical thinking
  • Free writing
  • Revision
  • Feedback
  • Audience and purpose in writing
  • Ethical communication
• Notable quotes:
  • Wayne Booth: "the only real alternative to war is rhetoric."
  • Margaret Mead: "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has."

Next Steps

• Prepare for the next class on academic integrity.
• Bring any questions or reflections on today’s discussion and the writing process.
• Consider how you might apply rhetorical thinking to a current issue or a future assignment.