Rhetoric and Rhetorical Situation — Notes

Definition and scope of rhetoric

  • Guiding definition (broad): we study and use written, spoken, and visual language to investigate how texts organize and maintain social groups, construct meaning, identities, behavior, mediate power, persuade, produce change, and create knowledge.

  • Not limited to persuasion: rhetoric encompasses how texts produce knowledge, mediate power and hierarchies, and shape social reality.

  • Texts are not limited to written pages: include spoken language, visual language, spatial language (spaces we inhabit), advertising, signage, and other non-textual surroundings.

  • Texts can be anything that is readable or interpretable as conveying meaning through language, visuals, or arrangement.

  • Why study rhetoric? (purpose and signficance)

    • Rhetoric is everywhere; we often encounter it unconsciously or deliberately.
    • By understanding how texts persuade or influence, we become more informed decision-makers and deliberate, effective communicators.
    • We learn to read subtle and not-so-subtle messages in everyday communication with classmates, family, professors, bosses, and others.
    • Rhetorical reading expands beyond papers to spaces and practices in daily life.

  • Spatial language as text (illustrative example): the space can function as a text that conveys messages about power, surveillance, and behavior.

    • Bentham’s panopticon (seventeenth hundreds / i.e., the 1700s): circular prison design where inmates sit around a central watchtower with a boundary (glass) that creates the sense of perpetual observation.
    • Effect: self-surveillance and reduced misbehavior due to the possibility of being watched.
    • Modern relevance: similar surveillance principles operate in contemporary spaces and digital environments.
    • Everyday technological and architectural cues that mediate behavior: traffic cameras, “Smile you’re on camera” signs, home security signs, etc.
    • Classroom design as text: seating and desk arrangement convey power and control (e.g., standing posture of the instructor signals authority; desks facing the front focus attention forward and reduce student interaction; uniform desks suggest sameness and downplay individuality).
    • Informal self-presentation through text/style: how we present ourselves in informal messages, tone, or persona can signal credibility, attitude, or stance even when content is similar.

  • Reading and analyzing texts rhetorically (process):

    • We read text with the rhetorical situation in mind: purpose, audience, author, context, and how these influence what a text does, not just what it says.
    • Reading for rhetoric is a multi-pass process:
    • Pre-reading: identify the rhetorical situation and initial goals.
    • Subsequent readings: annotate for rhetoric, not just comprehension.
    • The goal: understand what the text is doing to its audience and why it matters, not only memorize its ideas.

  • The rhetorical situation (core framework)

    • Concept: a set of influencing factors that shape a text’s creation and reception.
    • Core elements (often depicted in a circle of influence):
    • Purpose: what the text seeks to accomplish.
    • Audience: who the text is meant for; never a single universal audience; often narrowed by demographic cues (age, gender, culture, class).
    • Author: who created the text; their background, values, expertise, and perspective.
    • Context: the surrounding social, economic, cultural, political, and historical realities at the time of creation.
    • Why it matters:
    • Understanding these factors helps us assess how convincing a text is and how best to communicate in similar situations.
    • It guides how we adapt our own writing to different audiences and scenarios.

  • Applying the rhetorical situation to ads (genre example)

    • Ad example: Dove Men+Care deodorant (illustrative)
    • Audience clues
    • Target likely includes men, especially fathers or active men who identify with masculinity that involves caregiving and toughness.
    • Depictions of the model (carrying a child) suggest a family-oriented, responsible male image.
    • Author cues (brand identity)
    • Brand signaling masculinity balanced with care; visual choices (gray/black-and-white tones) imply tradition, seriousness, and a traditional masculine image.
    • Color scheme and imagery may imply a “real man” who is tough but caring.
    • Context cues
    • Contemporary norms around masculinity, shifting from rigid, traditional roles to more nuanced ones where men can be caregivers and involved fathers.
    • Public discourse about what constitutes a “real man” and how brands leverage those norms to connect with audiences.
    • How the text uses rhetoric to persuade
    • The combination of visuals and wording aligns with the audience’s values and contemporary context to position the product as fitting a modern, versatile masculine identity.

  • Reading and analyzing a written genre (email) through the rhetorical situation

    • Task: assess the email’s alignment with its rhetorical situation (purpose, audience, author, context) and identify misalignments or gaps.
    • In-class exercise (group discussion):
    • Audience: professor; implicit expectations about professionalism and class policies.
    • Purpose: inform about a situation, and request a term extension.
    • Author: student; considerations include credibility, tone, and alignment with syllabus/policies.
    • Context: student’s circumstances (unforeseen) and the importance of not failing; class timing and policy constraints.
    • Observed issues and suggested revisions (typical critique points)
    • Tone and blame: avoid blaming the professor or roommate; instead express responsibility and seek collaboration.
    • Greeting and identification: begin with a professional greeting and identify who you are and which class you’re in.
    • Reference to syllabus/policy: demonstrate awareness of existing rules before requesting an exception.
    • Specific, concrete request: propose a concrete extension window or alternative (e.g., office hours, makeup work) rather than a vague plea.
    • Professional closing: express appreciation and willingness to follow up.
    • Suggested revision strategies
    • Start with a brief greeting and self-identification (name, class).
    • Acknowledge the policy and demonstrate familiarity with the syllabus.
    • State the request clearly and concretely (e.g., “Could I have a one-week extension until [date]?”).
    • Offer concrete next steps or alternatives (e.g., meeting during office hours, submitting a plan for catching up).
    • Maintain a respectful, collaborative tone rather than a tone of blame or desperation.

  • Recap and key takeaways

    • We are all rhetoricians in everyday life; rhetoric is a lens for understanding and guiding our communication.
    • There is no one-size-fits-all rule for communication; effectiveness depends on the audience, purpose, context, and author’s position.
    • Understanding the rhetorical situation helps us adapt our messages to different scenarios and audiences.
    • Being conscious of these factors can prevent miscommunication and improve outcomes (e.g., in academic email exchanges or public-facing communication).

  • Free write at the end of class (two options)

    • Option 1: Typing
    • Open a Google Doc and write in a single ongoing document for the semester; label today with the date.
    • Content: stream-of-consciousness ideas; no need to worry about grammar; focus on capturing thoughts.
    • Option 2: Handwriting
    • Use a blank sheet of paper for today’s free write.
    • Prompts for today’s free write
    • What did you learn today that seemed most important?
    • What was the clearest point you feel confident about?
    • What is still shaky or challenging?
    • Any questions or unresolved curiosities based on today’s material?

  • Important contextual notes and links to broader ideas

    • Foundational links: connects to classical rhetoric concepts (ethos, pathos, logos) and to modern rhetorical-critical literacy.
    • Practical implications: skills in identifying audience and context apply to marketing, education, workplace communication, and civic discourse.
    • Ethical implications: when analyzing or crafting messages, consider honesty, transparency, and responsibility; avoid manipulative or exploitative tactics.

  • Hypothetical extension beyond the slide content

    • If we analyzed a digital interface (e.g., a campus app) as a text, what would the rhetorical situation look like? Consider audience (students, faculty, staff), purpose (communication, navigation, persuasion), author (institution, designer), and context (campus culture, policy updates, time-sensitive information).
    • How might space design in a campus library (layout, signage, lighting) function as a text that influence study behavior and collaboration? Consider surveillance, accessibility, and inclusivity in your analysis.