“genre” and “modality”

You are officially free from the fetters of the university. But what is the next step for your project? Since the goal for this unit is to compose a text for an audience who is not academic but who is otherwise affected by or implicated in your project, the first step is to identify and then work to understand that audience. To help you make composing decisions about genre and modality in response to your rhetorical situation, read the following chapters from Critical Reading, Critical Writing: A Handbook to Understanding College Composition: * Chapter 8: Navigating Genres * Chapter 9: Multimodal Communication Next, identify a group of people who are affected by or implicated in your project, and write a few detailed paragraphs explaining: * What matters to that group (in relation to your topic) * What kinds of writing and/or media they most likely consume * What kinds of appeals they would find most persuasive (for example, would they be most persuaded by statistical data? Or by a heart-wrenching story? A satirical piece?) Then, in the span of several more detailed paragraphs: * Explain what the audience you identified currently thinks, knows, and or believes about your topic, and what you want them to think, feel, and/or do as a result of your research * Identify and explain which genre and/or modality would likely be effective with your selected audience (note: “genre” and “modality” are overlapping terms that refer to the style, content, and form of a composition, though “genre” is a little more focused on content and style while “modality” is more focused on form; examples of genres are satirical essays, love stories, and news articles, while examples of modalities might be essays, documentaries, and websites). * Consider which rhetorical strategies or forms of appeal you might employ to best persuade your audience. Requirements: Word doc, double spaced, 12pt font

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