Using Different Rhetorical Strategies

Using Different Rhetorical Strategies
Organizing academic writing can be challenging. What should be included? How do you structure your main ideas and key points? Dissertations and other forms of academic writing have established guidelines for the structure. The structure is purposeful and is an indication of scholarly writing. However, within the structure, you choose which rhetorical structure best presents and supports your main ideas and key points. Even though using rhetorical strategies might be a new concept to you it is well understood and applied among scholars, especially in the areas of verbal and written communication. One effective way to organize your thoughts is to choose one of the following 7 Rhetorical Strategies. Each rhetorical strategy allows you to structure arguments, pose questions, explore ideas and review literature. Read through the 7 strategies below. Note how each strategy offers a structure for organizing your thoughts and arguments.
1. Chronology (time): chronological/reverse chronological order. Use this approach when you would like to show how events unfolded in a certain order. For example, if you wanted to describe how diversity in education has evolved from the passing of the Civil Rights Acts through Affirmative Action, a chronological order shows the progression and significant events.

2. Spatial order (space): organized by layout, design, direction, or location. Use this approach when you would like to begin at one geographic point and move logically through others. For example, if you wanted to discuss the distance between different beaches on the Gulf Coast and the impact of an oil spill on tourism, spatial order shows the relationship between different locations.

3. Order of importance: least to most/most to least. Use this approach when you would like to emphasize the merit or importance of certain points as they relate to your topic, purpose statement or position. For example, if you wanted to emphasize that teacher readiness is a more critical need than using new technologies in education today, order of importance lets you choose, describe and support the points you want to emphasize in the order you would like them to be considered.

4. Order of generality: general to specific/specific to general. Use this approach when you would like a whole to represent a part (general principle or theory to specific instance) or a part to represent a whole (specific instance to a general principle). For example, if you wanted to describe how transformational learning occurs in a classroom, order of generality lets you first describe the theory of transformational learning and then describe specific instances you observed in the classroom. Or you could describe themes emerging from your data analysis and show how they represent a general principle or theory.

5. Order of formation: whole to parts/parts to whole. Use this approach when you would like to describe how the whole relates to the parts or the parts to the whole. For example, if you wanted to describe how classroom seating impacts learning activities, order of formation shows how the arrangements of chairs and desks are related to the whole class.

6. Order of complexity: simple to complex/familiar to unfamiliar. Use this approach when you want to describe a concept that is complex or unfamiliar. For example, if you wanted to describe how political campaigns focused on a separate issue impacted school funding, order of complexity shows how the assumptions voters make about unrelated political issues can eventually affect budget choices and could divert funds away from education to another issue. Or, you could describe an unfamiliar topic, idea or position by first starting with a more familiar topic, idea or position and showing how they are connected.

7. Order of materiality: concrete to abstract/abstract to concrete. This approach is similar to order of complexity; however, instead of focusing on simple to complex or familiar to unfamiliar, this approach is used to move between concrete and abstract ideas or positions. For example, you could use this approach if you wanted to describe how assessing learning outcomes allows an instructor to evaluate the more abstract concept of learning. You could also start by describing the abstract concept of learning and then show how learning can be assessed.
Write three separate paragraphs describing the topic, “Introduction of religious studies in the curriculum of public schools”;each using a different rhetorical strategy. Attached are the different rhetorical. Please state the style you’re using.

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