Studying at York
Writing for Diverse Audiences - CED00001H
- Department: Centre for Lifelong Learning
- Module co-ordinator: Ms. Victoria Jack
- Credit value: 10 credits
- Credit level: H
- Academic year of delivery: 2023-24
- See module specification for other years: 2021-22
Module summary
This module will enhance your ability to present a carefully constructed, focused argument appropriate to your audience. During the module you will explore Aristotle’s ideas of rhetoric, examine rhetorical and linguistic devices and engage in analysis of genre and style. This will provide a strong basis for you to reflect on your own academic writing process and contribute to your personal development as a highly-skilled writer.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2023-24 |
Module aims
This module will enhance your ability to present a carefully constructed, focused argument appropriate to your audience. During the module you will explore Aristotle’s ideas of rhetoric, examine rhetorical and linguistic devices and engage in analysis of genre and style. This will provide a strong basis for you to reflect on your own academic writing process and contribute to your personal development as a highly-skilled writer.
Module learning outcomes
Successful students will be able to:
-
recognise rhetorical devices and make appropriate rhetorical choices in academic arguments to fit the purpose of the text and the target audience;
-
analyse texts for ‘readability’ and identify possible areas for improvement to ensure text is fit for purpose and audience;
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critically analyse and select sources and evidence to use in written work and incorporate such sources into writing smoothly and accurately;
-
reflect on their writing practice, process and progress and set suitable self-development challenges
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produce well-crafted, persuasive written arguments for diverse audiences
Module content
The module runs for 8 weeks and consists of two face-to-face 90 minute sessions per week involving reading, critical discussion and writing based on texts and materials sourced by you and your tutor. You will analyse different texts paying particular attention to genre, purpose, style and rhetorical devices. You will then experiment with different strategies for writing yourself in order to build a ‘writing toolbox’. You will also reflect on this critical process and your approach to writing texts in a weekly reflective journal. In addition to the practical sessions, you are expected to research independently, source material to discuss with your peers, and write, share and critique exemplars of your own writing and the writing of others through peer feedback.
Assessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework Essay |
N/A | 50 |
| Essay/coursework Reflection |
N/A | 50 |
Special assessment rules
None
Reassessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework Essay |
N/A | 50 |
| Essay/coursework Reflection |
N/A | 50 |
Module feedback
Formative Support
Weekly reflective journal: ongoing written feedback by tutor
500 word essay: verbal peer feedback + verbal and written feedback by tutor
Assessment Feedback on summative work
Written report within 4 weeks from submission
Indicative reading
Suggested Reading
Glenn, C. (1997). Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance. Carbondale, USA: Southern Illinois Press.
Herrick, J. A. (2012). History and Theory of Rhetoric: An Introduction. London: Routledge.
Leith, S. (2012). You Talkin' to Me?: Rhetoric from Aristotle to Obama. London: Profile Books.
Ramage, J.D., Bean, J.C., Johnson, J. (2016). Writing Arguments: A Rhetoric with Readings. USA: Pearson Education, Inc.
Risse, T. (2000) “Let’s Argue!”: Communicative Action in World Politics. International Organization, 54(1), 1-39.
Toye (2013) Rhetoric: A Very Short Introduction. Oxford: Oxford University Press.