RWS 305W UCSD Why It Is Challenging for Expert Authors to Communicate to Non Expert Audiences PPT Need 6 slides in 4 hours from now, the rest you can finis

RWS 305W UCSD Why It Is Challenging for Expert Authors to Communicate to Non Expert Audiences PPT Need 6 slides in 4 hours from now, the rest you can finish in by the 23rd which is 3 days from now. Lecture pictures are in folder, prompet is provided and sample project is provided. Writing Project 2:
Comparative Analysis of Rhetorical Approaches Taken When Constructing Arguments for
Expert and Non-Expert Audiences
Introduction:
Academics, researchers, scholars, and scientists are generally viewed as experts, people who
possess extended training and education and/or intense experience through practice. As experts,
they regularly produce arguments for groups of people who are also experts, others who also
possess specialized knowledge or training. Jean Twenge, a faculty member in SDSU’s Psychology
department, is a perfect example of such a person. Over her 20+ year career, she has researched
generational differences and published her findings in over 100 articles in peer-reviewed
publications. Within the academic community, Twenge is viewed as an expert.
However, the transmission of knowledge from experts to broader, non-expert populations has
proved challenging. Many people have recognized this as a problem because experts base their
careers on addressing issues that everyday people do or should care about.
For instance, Anthony Fauci is an immunologist who has directed the National Institute of Allergy
and Infectious Diseases since the mid-1980s. Though the science behind his research with
rheumatology, HIV/AIDS, and Ebola virus is beyond my understanding, I know his work with these
viruses impacts the lives of millions of people in this nation. Presently, Fauci is tackling the
coronavirus pandemic. When people realized around early March that the coronavirus pandemic
was going to persist in the U.S.A., Fauci asserted that wearing face masks or shields consistently
would reduce coronavirus transmission. However, as we witness daily on social media and our own
personal observations, some Americans are slow to embrace this expert’s recommendation. Why is
this happening? And more broadly, why are experts’ views often overlooked or discounted in
American society?
I’m going to propose that we approach addressing this question from a rhetorical perspective. To do
this, we have to accept a few ground rules.
• First, we will work from the assumption that successful authors have a keen awareness of
their target audience’s expectations.
• Second, we will contend that the expectations of expert and non-expert audiences are
different, thus requiring authors (who want to be successful in delivering their message) to
make different rhetorical decisions to meet these distinct audiences’ expectations.
• Third, something is happening when experts make arguments that lead to the unsuccessful
delivery of their messages to non-expert audiences.
One way to approach this issue is to examine the effectiveness of arguments for expert audiences,
and then turn our attention to those designed for non-expert audiences. By exploring arguments
made for expert and non-expert audiences, we can reach meaningful conclusions about the
rhetorical choices experts should make that could help them communicate their messages
successfully to non-experts.
In completing this assignment, you have two options about which texts you will use.
Option One: Let Parker select which texts you will use.
If you take Option One, I will take care of the research component for you. Please select one of the
following pairs of readings/texts to work with:
1. How might technology impact Generation Z?
a. Text # 1: “Has the Smartphone Destroyed a Generation?” by Jean Twenge, which is
available here: https://www.theatlantic.com/magazine/archive/2017/09/has-thesmartphone-destroyed-a-generation/534198/
b. Text # 2: “Psychological Well-Being Among American Adolescents After 2012 and
Links to Screen Time During the Rise of Smartphone Technology” by Jean M. Twenge,
Gabrielle N. Martin, and W. Keith Campbell, which is available through the Module 2 /
Readings folder on Blackboard.
2. What are microaggressions and how might they impact people’s lives?
a. Text # 1: Microaggressions, the Anti-PC Movement, and the N-Word” by The
Responsible Consumer https://theresponsibleconsumer.wordpress.com/microaggressionsand-the-anti-pc-movement/#Microaggressions (only need to read the section on
Microaggressions)
b. Text # 2: “Microaggressions: Intervening in Three Acts” by Amie Thurber & Robin
DiAngelo, which is available through the Module 2 / Readings folder on Blackboard.
Option Two: You will do the research yourself.
Instead of using one of the two pairs of texts above, you will locate on your own one argument
designed for a non-expert audience. Using the examples above, magazines like Time and the
Atlantic and blogs like The Responsible Consumer and Bleacher Report are designed for people who
have an interest in a topic but are non-experts. Consider using popular newspapers and magazines
to find such arguments, but don’t forget other common genres (i.e., speeches, podcasts, and blogs).
Stay away from reference materials like dictionaries, encyclopedias, and Wikipedia.
Also, locate at least one argument that addresses the same issue that is published for an
academic/expert audience. This article should be published in a peer-reviewed publication.
Both articles/texts do not need to be authored by the same person. Again, Twenge’s two texts above
show this is possible, but this is not a requirement for this assignment. I do recommend working
with texts published within the last 5 years, so let’s say nothing before 2015.
Important Note: If you choose Option Two, I would encourage you to send me the URL’s of the
expert-audience and non-expert-audience texts. Within a minute, I can let you know if the two texts
you have selected are appropriate for this assignment.
Please scroll down to the next page!
Prompt:
You are asked to create a slide presentation using a popular slide application like Microsoft
PowerPoint, Google Slides, Apply Keynote, or Prezi. Your slide presentation is expected to consist of
19 – 20 slides.
Here is a description for the content of each slide:
Section One: Introduction and Purpose
• Slide 1: Title slide for your presentation;
• Slide 2: Slide that announces the purpose of your presentation.
Section Two: Non-Expert Audience Text
• Slide 3: Introduce the non-expert audience text by providing the author’s name and relevant
credentials, title of the text, publication medium and date, and relevant related image;
• Slide 4: Summarize the topic addressed by the author, identify the author’s central idea, and
present two important supporting claims the author makes;
• Slide 5: Present one important rhetorical strategy used by the author, and demonstrate
multiples uses of this strategy;
• Slide 6: Same as Slide 5 but with a second important rhetorical strategy;
• Slide 7: Same as Slide 5 but with a third important rhetorical strategy;
• Slide 8: Explain how the Slide 7 rhetorical strategy makes the author’s argument successful.
Section Three: Expert Audience Text
• Slide 9: Introduce the expert audience text by providing the author’s name and relevant
credentials, title of the text, publication medium and date, and relevant related image,
• Slide 10: Summarize the topic addressed by the author, identify the author’s central idea,
and present two important supporting claims the author makes;
• Slide 11: Present one important rhetorical strategy used by the author, and demonstrate
multiples uses of this strategy;
• Slide 12: Same as Slide 11 but with a second important rhetorical strategy;
• Slide 13: Same as Slide 11 but with a third important rhetorical strategy;
• Slide 14: Explain how the Slide 13 rhetorical strategy makes the author’s argument
successful.
Section Four: Which Combination of Rhetorical Strategies Works Best with…Your Close Friend?
• Slide 15, Present a short biography of a close friend,
• Slide 16, Using comparison, develop one reason that explains why one text will be more
successful with your close friend,
• Slide 17: Using comparison, develop a second reason that explains why one text will be more
successful with your close friend,
• Slide 18: Consider the implications of your comparative rhetorical analysis for American
society today (and moving forward through the rest of 2020).
Section Five: Works Cited & Image Credits
• Slide 19: Works Cited and image credits (this may be multiple slides depending on how
many entries there are)
Due Dates:
1. The initial draft (which is a partially complete draft) should be submitted by 11:59 p.m.
on Monday, 20 July 2020.
2. The peer assessment is expected to be completed by 11:59 p.m. on Thursday, 23 July
2020.
3. The revised, final draft will be due by 11:59 p.m. on Monday, 27 July 2020.
Course Learning Objectives emphasized in this assignment:
1. Analyze and evaluate complex print, digital, and multimodal texts that engage significant
academic, professional, or civic issues.
2. Apply rhetorical principles appropriate to different purposes and goals, within specific
disciplinary, professional and civic communities.
3. Research and contribute to specific areas of inquiry by evaluating, synthesizing, and
integrating strategies and sources appropriate to genre.
4. Adapt and employ conventions to communicate with diverse audiences who are members of
or affected by a specific area or discipline.
5. Compose a variety of texts, working individually and collaboratively, through processes of
drafting, critiquing, reflecting, and editing.
Examining Rhetorical
Choices in Texts for Expert
and Non-Expert Audiences
Why People Who Write for Expert Audiences Have Difficulty in Communicating
Their Messages to Non-Expert Audiences
Purpose of Presentation:
Non-Expert Audience Text
Topic, Central Idea, Key Supporting
Claims
Important Rhetorical Strategy # 1
Important Rhetorical Strategy # 2
Important Rhetorical Strategy # 3
Analysis of Rhetorical Strategy # 3
Expert Audience Text
Kevin A. Stein
? Associate Professor, Communications
? Southern Utah University
? Author, 6 Academic Articles
? “Toward A New Understanding of the
Nuances of Mortification” (2018)
Michael K. Ostrowsky
? Associate Professor, Sociology
? Southern Utah University
? Author, 10+ Academic Articles, 1 Book
? “Sports Fans, Alcohol Use, and Violent
Behavior: A Sociological Review” (2016)
? Article Title
? “Taco the Puppy is Super-Sick:
Student Excuses as a Unique
Form of Apologia Rhetoric
? Publication Medium
? Relevant Rhetoric
? Publication Date
? Volume 7, 2016
? URL:
http://relevantrhetoric.com/Stude
ntExcuses.pdf
What Is Being Investigated in “Taco the
Puppy Is Super Sick”?
? Topic:
? Over the course of their academic
undergraduate careers, college students
may need to apologize for misbehavior in
classroom settings.
? Stein & Ostrowsky examine why students at
American universities apologize to their
instructors and which strategies are used to
account for their academic misbehavior.
? Methods:
? Stein & Ostrowsky investigate 324 email sent
from college students to instructors.
? Using William L. Benoit’s typology of student
apologia, Stein & Ostrowsky hypothesize that
college students use various apology
strategies to repair their image with their
academic instructors.
? Key Findings:
1. While the central conclusions of Benoit’s
previous study were confirmed, the analysis
reveals that apologies tend to feature
language designed to repair
interpersonal/close relationships.
2. Students’ apologies stress that excuses for
misconduct—usually missed deadlines—are
legitimate.
3. College students’ apologies are most likely
to feature attempts to defuse the
seriousness of their misbehavior or identify
uncontrollable circumstances as the cause
of missed assignments were most common.
4. A new form of bolstering strategy called
“pre-giving” emerged in students’
apologies to their instructors.
Important Rhetorical Strategy # 1
Important Rhetorical Strategy # 2
Important Rhetorical Strategy # 3 : Data Tables
Table — a rhetorical strategy in which
research data is arranged into rows and
columns.
? Effective tables will summarize complex
information in order to more clearly
communicate ideas to expert
audiences.
? There are several visuals in Stein &
Ostrowsky’s research article, yet the two
most important visuals are tables that
present:
1.
William Benoit’s (2015) typology of
student apologia and
2.
an updated typology of student
apologies that includes subcategories
of apology types.
The table to the right illustrates the rhetor’s
second Table:
Analysis of Rhetorical Strategy # 3
Data Tables are successful in
satisfying an academic audience’s
expectations because:
Data Tables could be more successful
in meeting an expert audience’s
expectations if:
? Table 1 offers a brief, visual
understanding of the theory that
provides the foundation for the
rhetor’s data analysis.
? Audience members expect more
thorough data from researchers.
Indeed, they would expect the
following questions to be
addressed:
? Table 2 enhances Table 1 based
on the results of the study.
? New sub-categories of student
apologies are presented.
? Brief examples of each type of
student apology are offered for
easier understanding
? How many students’ emails
featured the different categories of
apology?
? Which apology strategies were
used most regularly? Least
frequently by students?
Works Cited
(Note: This is just a partial list—for the final draft, I would also include Works Cited information
for the non-expert text and any other sources like the “Common Rhetorical Strategies”
documents)
Stein, Kevin A. and Michael K. Ostrowsky. “Taco the Puppy Is Super Sick: Student Excuses as
a Unique Form of Apologia Rhetoric. Relevant Rhetoric, Vol. 7 (2016), pages 1 – 19,
http://relevantrhetoric.com/StudentExcuses.pdf
Image Credits
(similar to the Works Cited page, this list of image credits is incomplete, and
the final draft would include source information for other images used like the
table 2 screenshot on Slide 13).
? Slide 9, Image of Kevin A. Stein, copied from Stein’s profile at Southern Utah
University, https://www.suu.edu/experts/profile/?expert=kevin.stein

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