In chapter one, I learned how to expand my writing to make it more effective. I learned that genres are flexible and can overlap. This was very surpassing to me because I had believed that the genre you choose for your writing must be constant throughout the entirety of one’s paper and that you should only choose one genre to make your paper easier to read. I was already familiar with rhetoric; however, I have never considered the reader's expectations when composing a rhetorical work. If I start writing towards these expectations I can create a more informative, concise, and effect work. I also learned that I should address the readers directly to create a connection with my audience and so I can improve my writing by knowing who I am writing for. I should also match my style of writing to the tone and message I am trying to convey to my audience as how Giladhiz did on his blog post that included a fun relaxed tone to present his casual blog on page 10. Chapter one has made me realize that this semester my writing needs to go more in-depth and be more direct when writing in multiple genres
This text showed me how us as readers perceive a certain font or text and how it can influence our mood and how we feel about a certain reading. It also showed me how elaborate texts can draw us into something such as a poster or a title page of a book. Also how very bland fonts do not appeal to many readers as they might think of it as boring and plain. This gives me a lot to think about as project three comes closer. It makes me think of the reader and what type of fonts might draw them into my website, social media page, etc. This text was very helpful for this type of assignment.
I agree that when writing it is essential to the piece that there is one genre throughout. I also am going to strive to keep my style and message of writing compatible this semester.
ReplyDeleteI also, learned genres can overlap. A book, movie, or song can be categorized many ways. I agree this does allow writers to address the reader more directly.
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