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5 Elements of the rhetorical situation

5 elements of the rhetorical situation

What are the (5) elements of the rhetorical situation?

Employing the art of rhetoric creates opportunities to build more informed understanding by considering a text (cultural artifact) in its rhetorical situation. It is one way to systematically study effective symbolic expression (Herrick, p. 10). Doing so provides opportunities to identify and consider the rhetorical choices made by makers during the process of creating, designing, or composing any text (cultural artifact) in the collaborative co-construction of meaning. Additionally, it is a process of facilitating emergent articulation of what we think we know or believe to be true–whether in speaking, writing, or other forms of symbolic expression–which is an essential part of the learning process. Examples of symbolic communication can include words (spoken and written), gestures (body language, sign language, dance), sounds (music, sound effects, silence), and images (art, photography, digital images, still and moving pictures). We communicate, or transmit messages, using a variety of multimodal symbolic means.

The Rhetorical Situation

The rhetorical situation refers to the context in which a rhetorical act takes place. A rhetorical act involves persuasive communication that affects how an audience feels, thinks, and acts. Rather than telling students what to think, we can facilitate opportunities for students to come to their own informed conclusions during the process of change that is inherent in the process of learning. A rhetorical act minimally consists of a rhetor, issue, and audience. The context in which it occurs can be broad (historical, cultural, social, political) or narrow (specific circumstances that pertain to a particular issue).

Rhetor. The rhetor refers to any person or group of people that composes discourse intended to affect an audience's or broader community's feeling, thoughts, and actions.

Audience. The audience refers to any people designated by the rhetor as readers or hearers of his/her/their composed text (cultural artifact). The audience can be real or imagined, contemporary or historical, as well as primary or secondary, and intended or unintended.

Exigence. An exigence is any event or occurrence that prompts rhetorical discourse. It calls for joining a conversation that propels the information cycle forward. In other words, it prompts rhetorical discourse about a particular issue. For example, Hurricane Katrina prompted rhetorical discourse about class and race in the United States. Likewise, school shootings prompts rhetorical discourse about gun violence and gun rights. Events and occurrences often draw attention to–and reignite conversation around–sociocultural issues.

Purpose. When systematically studying or intentionally practicing rhetorical moves in the composition of texts (cultural artifacts), it is important to identify any intended outcomes of the rhetorical discourse identified–implicitly or explicitly–by the rhetor. The purpose(s) can be primary or secondary and intended or unintended. Examples include: challenge, entertain, advocate, agree, contend, suggest, offer, provide, summarize, admit, support, extend, advertise, claim, question, etc.

Constraints. These are the chosen or required limitations in which a rhetor must work. Constraints might be related to genre, medium, language register (formal, academic, creative, social), time, space, word count, among many other things. For example, advertising teams must create commercials for a thirty second spot. Artists (anyone) might challenge themselves to create daily self-portraits on paper using only black and white media for one hundred consecutive days as a means of reflecting on, processing and building understanding of both self and others.

Prompt

Find a text (cultural artifact) to analyze and consider in its rhetorical situation. All texts exist within a con(text). A text (cultural artifact) could be a song, book cover, TikTok, film, painting, photograph, Instagram story, website, documentary, billboard, bumper sticker, tattoo, Super Bowl commercial, course syllabus, assignment prompt, PowerPoint slideshow, recorded lecture, etc. Engage your curiosity. Ask questions. Take notes.

• Who is the rhetor? Do some initial research. What can you find out about them? Are your sources credible and trustworthy?

• Who is the intended audience? Who is the intended audience? Are you part of that audience?

• What is the exigence? What is the rhetor responding to (movie premiere, political election, natural disaster, fashion show, album release, cartoon, etc)? When and where did it happen? What is the context?

• What is/are the intended purpose(s)? What is the rhetor attempting to do to affect the audience? (entertain, advocate, highlight, sensationalize, dismiss, diminish, argue, promote, advertise, condemn, motivate, energize, balance, consider, etc).

• What are the constraints? What are the limitations within which the rhetor had to work to compose this piece of rhetorical discourse? Was their a time limit? Word count? Space limitations? How did these constraints inform and influence the choices made by the rhetor when composing the rhetorical discourse?

Critical thinking is essential to democracy