Your understanding of the importance of audience, purpose, and genre

Topic 1: Your understanding of the importance of audience, purpose, and genre for effective writing and communication
How do you understand the importance of identifying your audience and shaping your message for that specific audience?
Why is it important to make purposeful design choices when presenting information to a specific audience? How can design impact an audience’s experience understanding and/or interacting with information?
In what ways does genre impact the ways in which information is presented and designed?
In what ways does the specific audience, purpose, and genre impact what counts as “effective” writing and communication in a specific rhetorical situation?
How might your understanding of audience, purpose, and genre impact the ways in which you will approach future writing tasks in professional, personal, and/or academic contexts?

Topic 2: Your understanding of research as a rhetorical process
What do you understand about the fluid nature of research and the ways in which audience, genre, and purpose can shift throughout one’s research process?
What do you understand to be the relationship between researched sources and credibility? Here, you might discuss the ways in which sources can impact your credibility as a writer/researcher and/or the ways in which audience and genre can impact the types of sources that are deemed credible.
What do you understand about the importance of continually reflecting on your research question and process as you continue to research and learn more about your research topic?

Topic 3: Your understanding of the importance of information literacy within and/or beyond academic contexts
Academic contexts:
What do you understand about the importance of information literacy in helping students to evaluate the persuasiveness and credibility of researched sources?
How do your ideas about information literacy shape your understanding of research and interacting with information in academic contexts beyond the classroom?
In what ways does information literacy help students to be more credible, informed, and/or thorough writers and researchers?
Non-Academic Contexts:
What do you understand about the potential for research to spark meaningful change?
What do you understand about the importance of information literacy beyond the classroom, as it exists in non-academic contexts?
What do you understand about the importance of information literacy on social media and other digital writing contexts?
What do you understand to be the important aspects of research when it comes to moving an audience to action?

Topic 4: Your understanding of your own writing has improved, or how you are better at producing “research-based writing” that adapts to specific rhetorical situations.
What do you understand about choosing rhetorically effective media/genre for different audiences?
What do you understand about how information is packaged for outside audiences–and how you might package information for your audience?
What do you understand about researching and composing researched writing in a multimodal, digital world?

Topic 5: Your understanding of responsible rhetorical research and effective research.
What do you understand about ways to effectively research, including tools and methods available to you?
What do you understand about the ethical use of information?
What do you understand about evaluating sources for reliability and validity for rhetorical context (selecting sources that meet information need, based on audience, context, purpose, etc)?
What do you understand about research as a repetitive process, driven by questions?

Topic 6: Reflection and metacognition as part of the writing and research process
What do you understand about the importance of reflection in the writing process? In the research process?
What do you understand about the importance of revision in the writing/research process?
What do you understand about the importance of critical reading as part of the research process?
Be organized into paragraphs, with each paragraph focusing on one idea
Include examples in each paragraph.

Be free of grammatical errors
Organized in an order that makes sense to the reader.
Address the major topics required in the guiding questions.
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