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The definition of Rhetorical Knowledge is “the ability to identify and apply strategies
across a range of texts and writing situations.” It is important to be able to write with purpose
and to be aware of your audience in order to write a variety of texts for different purposes. With
rhetorical knowledge, a writer knows to create different versions of text when considering
different audiences and their needs.
“A study of California high schools found that if a student failed or did not complete
Algebra I, a general education class, in their Freshman year, that the chance of them graduating
on time or at all was merely six percent. Statistics such as this were part of the reason that North
Carolina established the North Carolina Early College High School Initiative. The NCECHSI
was funded by the North Carolina General Assembly and the Bill and Melinda Gates
Foundation.”
“The students and student leaders, such as mentors and tour guides, have taught me many things
about going to school here. They can often give us freshman tips on how to navigate campus and
I use rhetorical knowledge often in my own writing. In the first example, I wrote that
Algebra I was a general education course. I decided to insert that background information in case
some readers were not aware of the high school curriculum. In the second example, I decided to
mention the specific students and leaders so that people who are not aware of the leaders around
One other source I thought of implementing into my paper was the website of my local
early college high school. I decided not to use it because the page itself did not have an author
and it did not allow much information that I would be able to use in my paper. I also worried that
having information from one specific school would make my paper unbalanced.
programs impact a student’s higher education?” This sample from my Thesis’ introductory
form a question. I put early college in apostrophes as I am introducing the topic without showing
its full technical terminology. Lastly, I used a question mark to end the sentence as a question.