Patel Unit Exam 2
Prashant Patel July 29, 2018 Unit Exam 2 Scenario three The Development of a Rhetorically-Based Teaching Materials A Lesson plan for St. Victoria College, English department.
I. A clear statement for the goals of the lesson plan
The goal of this activity is the creation of a lesson plan. This lesson plan is intended to help professors of the English department at St. Victoria College. More specifically, this lesson plan is intended to help instructors to highlight the factors of rhetorical communication, this lesson plan will facilitate the ability of a professor to instruct college freshman who is English majors and non-English majors, on the significance of a rhetorical situation. This lesson plan is to be implemented for survey courses that will introduce freshman students to the concepts of a rhetorical situation. This lesson plan is intended to be implemented for an entire semester. The duration of a semester at St. Victoria College is 16 weeks. This lesson plan will assist a professor in meeting the following objectives.
Help a student understand the origins of a rhetorical situation and place it within an appropriate historical context
For a professor to facilitate the capability of a student to understand trends and issues that are taking place in contemporary scholarship regarding a rhetorical situation.
For a professor to help students identify how a rhetorical situation influences rhetorical communication.
A student will be required to speak on a topic in front of the class and will be graded on their performance by the professor. The criteria for the public speaking requirement will be explained in the following subsection. This assignment will help a professor to ascertain whether a student was able to incorporate all the concepts that are included in a rhetorical situation.
II. A clear explanation of the procedures associated with this lesson plan
The purpose of the procedures that are associated with this lesson plan is to assist a professor of English in determining whether a student has mastered an understanding on the relation to the concepts and ideas that form a rhetorical situation. An explanation of the procedures that are associated with this lesson plan are as follows:
A professor will assign the articles written by the three authors that have influenced the scholarship in the matter of rhetorical situations. First is Lloyd F Bitzer who wrote “The rhetorical situation. After reading Blitzer students will be required to read the “The myth of the rhetorical situation” written by Richard E. Vatz. Students will then proceed to read an article which is titled: “Kairos and the rhetorical situation; seizing the moment. This is written by professors Crowley and Hawhee.
In assigning these three articles to be read in this class a professor will be providing a student an overarching framework of how scholars have viewed the importance of the rhetorical situation to the practice of rhetoric. In addition to this, the Crowley and Hawhee article will give students insight into the origins of how a rhetorical situation was cultivated.
Following reading these articles which will take about a week, over the course of next initial weeks there will be classes in which a professor will instruct students to the basic concepts that are incorporated in a reading, the professor will instruct students on factors that have influenced how a particular author views a rhetorical situation.
Students will be instructed to provide their reflections on how they understood the work in the form of a one-page reflection paper. This paper will ask students to incorporate themes and issues that were a part of in the reading as a part of their responses. For example, how would they respond to a rhetorical environment that is similar to the one articulated in the paper of Lloyd F Blitzer? Reflection papers will be evaluated on the following criteria:
Does a student incorporate important key theoretical components of an author’s framework in their analysis?
Is a student capable to identify similarities and differences between different articles and set those articles within a larger rhetorical framework?
Can a student understand how the perspective taken in the article is position is beneficial to the study of a rhetorical situation?
Does the student recognize the importance of how this particular work formed and shaped the debate amongst scholars
All three reflection papers will be graded by a professor on a 10-point scale. Each reflection paper is worth 5% towards a student’s overall grade.
The reason for this reflection paper assignment is for a professor to assess if a student has a sufficient understanding of the basic concepts of a rhetorical situation. More importantly, however, the reflection paper will allow a professor to intervene if a professor believes that a student has not fully understood the basic concepts that form a rhetorical situation. This intervention can take place during, the instructors’ office hours. The reflection paper is worth 5% of a student’s overall grade in the course.
III. A discussion on the intended audience for this lesson plan
The intended audience for this lesson plan is the professors of English at St. Victoria College. The intent of this lesson plan is to introduce a new pedagogical method to teaching rhetoric and to emphasize the importance of a rhetorical situation in the study of public speaking. Therefore, this lesson plan it is intended to be used by English professors as a means of defining a rhetorical environment as being unique and separate, from the other elements that comprise the study of rhetorical theory. Moreover, this lesson plan was formulated in order to enhance the degree of difficulty in introductory English courses at the college.
Historically the pedagogical method of the English department at St. Victoria College has been to instruct first-year students that have registered as English majors, is to instruct students on the importance of textual analysis as it pertains to writing composition very seldomly does the English department at St. Victoria College teach students the important components that comprise public speaking. St. Victoria College should require a course on public speech in their English department in order to graduate. This lesson plan will assist the English department in designing such a course of study.
IV. A rationale for this lesson plan under discussion of the rhetorical theories and concepts involved
The rationale for this lesson plan it is pedagogical. Incoming College freshman generally do not have the appropriate rhetorical skills which are necessary in order for them to become effective Public speakers. This requires students of St. Victoria College to have a comprehensive understanding of the importance of different types of rhetorical situations. The rhetorical concepts from which this lesson plan is based on has been heavily influenced by the teachings and writings of many scholars in the field of rhetoric.
The writings of professors Crowley and Hawhee, serve as a foundation of this lesson plan. In their article that is titled: Kairos and the rhetorical situation; seizing the moment. Crowley and Hawhee discuss how the idea of a rhetorical situation has evolved throughout history. During The classical periods of Greece and Rome, the word “Kairos was used to define a situation that “suggested a notion of a space and/or time that presented a speaker with an opportunity” (Crowley and Hawhee 37).
Thus, according to the authors “Kairos” presented a speaker with very specific time in which an opportunity presented itself in order to persuade an audience. (Crowley and Hawhee 37). However, over time scholars began to realize that the speaker does not have to capture an exact time and the moment in order to effectively persuade an audience. A speaker can create a rhetorical situation in which the speaker converts their audience into agents to help a speaker to propagate their particular message.
In his article titled: The rhetorical situation, Prof. Lloyd F. Bitzer argues that understanding how a rhetorical situation is constructed can assist a speaker in converting their audience into agents that can be deployed to spread the speaker’s message (Bitzer 8). Therefore, Bitzer emphasizes that a speaker must understand how a rhetorical environment is constructed in order to use it towards changing the perception of an audience. Thus, changing the perception of the audience will contribute to a particular outcome that will benefit the speaker (Bitzer 7).
The third writer that has influenced the design of this lesson plan is Richard E. Vatz. In his article which is titled: The myth of the rhetorical situation. Richard E. Vatz contends that Lloyd F. Bitzer’s contention of the existence of a rhetorical situation is a myth. Vatz argues that a rhetorical situation forces a listener to be constrained by what a speaker is saying. According to the author this it is not a genuine situation since the rhetorical environment is designed according to the reality of a speaker and not the listener (Vatz 157).
Therefore, what is required is to change a rhetorical environment in where a speaker must adapt his or her argument to the needs of the audience to discuss topics that they want to hear (Vatz 157). The importance of this is that a speaker incorporates intrinsic issues the place a certain situation in context two how a listener would view an issue (Vatz 158). Thereby, a listener will not depend on artificial situations that are created by a speaker (Vatz 158).
The concepts and ideas of these three articles form the basis for this lesson plan. This is because these readings provide a professor with a general view of how the concept of a rhetorical situation came about. Then these articles discuss specific debates that have occurred within the Academy about this issue. These three articles Will provide a Prof. holistic picture plan in how to include concepts from these articles in their public speaking assignment.
V. A reflection on the ways that this project has impacted your own understanding of the concept.
As I reflect on how this exercise how’s influenced how I’ve come to think about rhetorical situations. This project as underscored the point that a teacher who instructs students on the elements that comprise a rhetorical situation must use precise and clear language as they go about instructing students. This is because any misconception can influence how a student can come to understand the importance of a rhetorical situation.
This point has also helped and informed my own attitudes towards the concepts that are involved. For example, in his article, Prof. Lloyd F. Blitzer articulate that there are three main obstacles that a speaker must confront in order to transform a group of listeners into advocates for their position, these are the obstacles of exigency, audience, and constraints. (Bitzer 7). A professor who is teaching this topic must be clear in their explanation that they do not confuse a student in believing but there is a difference between the element of audience and constraints, when in fact the component of an audience May serve as a constraint on a speaker (Bitzer 7).
It is my ambition to become a professor of English or a professional writer. In either profession, it will be incumbent upon me to use words precisely either oral or written form. Therefore, I must create a precise rhetorical situation that will facilitate how I express myself in words. Thus, I must provide a potential reader or listener a procedure there will preclude any possible miscommunication or misperception.
Works Cited
Bitzer, Lloyd F. “The Rhetorical Situation.” The Rhetorical Situation, Nov. 1966, pp. 1–14.
Crowley, Sharon, and Deborah Hawhee. “Kairos and the Rhetorical Situation: Seizing the Moment.” Kairos and the Rhetorical Situation; Seizing the Moment, pp. 36–52.
Vatz, Richard E. “The Myth of the Rhetorical Situation” The Myth of the Rhetorical Situation, pp. 154–160.
My Skills
Experience
IV. A rationale for this lesson plan under discussion of the rhetorical theories and concepts involved
The rationale for this lesson plan it is pedagogical. Incoming College freshman generally do not have the appropriate rhetorical skills which are necessary in order for them to become effective Public speakers. This requires students of St. Victoria College to have a comprehensive understanding of the importance of different types of rhetorical situations. The rhetorical concepts from which this lesson plan is based on has been heavily influenced by the teachings and writings of many scholars in the field of rhetoric.
The writings of professors Crowley and Hawhee, serve as a foundation of this lesson plan. In their article that is titled: Kairos and the rhetorical situation; seizing the moment. Crowley and Hawhee discuss how the idea of a rhetorical situation has evolved throughout history. During The classical periods of Greece and Rome, the word “Kairos was used to define a situation that “suggested a notion of a space and/or time that presented a speaker with an opportunity” (Crowley and Hawhee 37).
Thus, according to the authors “Kairos” presented a speaker with very specific time in which an opportunity presented itself in order to persuade an audience. (Crowley and Hawhee 37). However, over time scholars began to realize that the speaker does not have to capture an exact time and the moment in order to effectively persuade an audience. A speaker can create a rhetorical situation in which the speaker converts their audience into agents to help a speaker to propagate their particular message.
In his article titled: The rhetorical situation, Prof. Lloyd F. Bitzer argues that understanding how a rhetorical situation is constructed can assist a speaker in converting their audience into agents that can be deployed to spread the speaker’s message (Bitzer 8). Therefore, Bitzer emphasizes that a speaker must understand how a rhetorical environment is constructed in order to use it towards changing the perception of an audience. Thus, changing the perception of the audience will contribute to a particular outcome that will benefit the speaker (Bitzer 7).
The third writer that has influenced the design of this lesson plan is Richard E. Vatz. In his article which is titled: The myth of the rhetorical situation. Richard E. Vatz contends that Lloyd F. Bitzer’s contention of the existence of a rhetorical situation is a myth. Vatz argues that a rhetorical situation forces a listener to be constrained by what a speaker is saying. According to the author this it is not a genuine situation since the rhetorical environment is designed according to the reality of a speaker and not the listener (Vatz 157).
2012-2013
City of Deltona, Division of Planning & Development Services, Deltona FL
Administrative Assistant & Intern
I have responsibly led a team of 12 designers to help, supervise and approve their designs to make sure it matches client expectations and latest design standards.
Nov2005-Aug2006
Volusia County Managers Office, Deland FL
Administrative Intern
I was responsible for all the in-house and client-based web development assignments. I take pride in having helped the best of clients and getting maximum ratings for the company.
Jan-May 2003
Volusia County Public Transit, Daytona Beach, FL
Government Internship
I was a part of an amazing design team and worked together with them to help design and develop apps and websites for different clients of the company.
Services
