In the article “Teaching Rhetorical Analysis To promote Transfer Of Learning” by Nelson Graff discusses how he helps students write in ways that enhance their work beyond an english or composition class. Students learn and analyze how rhetorical analysis is used for many different purposes. In fact conducting rhetorical analysis with students illustrates how language works in everyday life. In addition these new skills and knowledge students acquire can be utilized for future occasion in or out of school.

In the article by Nelson Graff provides many examples of the points being conveyed. It also illustrates readers how students learn to adapt new skills while still enhancing their background knowledge they have. One word I learned was Implicitly, which means not directly expressed.

In the article “Backpacks vs. Briefcases: Steps Towards Rhetorical Analysis” by Laura Bolin Caroll explains how rhetoric surrounds us as it is seen around the world in many different ways. Persuasion is what defines rhetoric. Caroll. In addition in the forth century, Aristotle educated the men of Athens on how to persuade audiences using different types of rhetorical situations. This lead to his three “artistic appeals”, which are logos, pathos, and ethos. Caroll also argues about the three parts to understanding the context of a rhetorical moment. Exigence, Audience, and Constraints. exigence is a response to a problem . The audience is whom respond to the exigence and the constraints have the power to take decisions and actions to modify the exigence.

Rhetorical situations happen in our everyday life and many people are not aware of that. The article clearly presents all points in a very clear and organized manner. I learned the word constrain, which is to compel or force someone to follow a particular course or action.