Writing Theory

An articulate writer is akin to quarterback of words, throwing words like a football, using

structures like formations, reading an audience like a blitzing defense, and always reflecting on

writing like it is game film. In the writing program at UNC Charlotte, there are 5 Student

Learning Outcomes that used to help evaluate the writing of the students. These SLOs are

beneficial for any student and serve as a guide to effectively writing in any field.

Rhetorical Knowledge

Rhetorical knowledge is defined as the ability to recognize and use strategies that fit to a

myriad of writing situations. This not only applies to writing but all forms of conveying a

message. Rhetorical knowledge is usually divided into the concepts of audience, context, and

purpose. These make up the rhetorical triangle and affect the genre, diction, structure, tone and

style of a work. An articulate writer uses rhetorical knowledge as a means of navigation, like a

map or playbook, and can even switch styles, tone, etc. in while drafting if such action fits. For

example, in my literacy narrative from UWRT 1104, I shifted my diction, tone, and style to style

more reflective of poetry when talking about my beginnings in audio engineering, music

critiquing, and music creation.

In this excerpt, I tried to emulate the style of music I make, hip-hop by rhyming every sentence

while still keeping the message clear. Another example, comes from my annotated bibliography

for my inquiry thesis paper for UWRT. In this excerpt, my appositive (which was required)

establishes ethos for a source in the first sentence.

Critical Reading

Critical reading is the ability to create, understand, and judge ideas and information. An

articulate writer uses this not only in the formation of their writing but in drafting and reviewing

process as well. An articulate writer uses critical reading as a litmus test for research and for their

own writing. In my example of demonstration of critical reading, I use the source of James

Truslow Adams as the basis of my section of my groups thesis paper, Adams is the primary

source for the American Dream as he is the first to define it.

For my other example (coming from the same thesis), I use the example of my group for this

project. The original purpose of our inquiry was to determine what the American Dream for our

generation was. However, we same a better thread and switched to changing the conversation

around the American Dream.

Composing Process

A composing process is a method of composing from conceptualization to finalization.

There are many different types of composing processes for each part (conceptualization to

finalization) and an articulate knows how to use each of these process to elevate their writing. An
articulate writer also knows when to use a specific process. In my examples, I show how

feedback on my literacy narrative was used to further elevate my paper.

Knowledge of Conventions
 Convention is the structure and formal nature of writing, the use of correct grammar,

spelling, and punctuation. Knowledge of these conventions make for coherent and fluid writing.

An articulate writer not only knows the conventions but how use them in creative ways to create

intriguing writing. In my first example, I demonstrate the knowledge of conventions with the use

of the oxford comma from my literacy narrative.

In my second example, I showcase this knowledge of conventions with the use of transition

words in my thesis, American Dream.

Critical Reflection

Critical reflection is the analysis of work, the studying of your game film. Its a

difficult thing to do. An articulate writer makes an effort to always reflect on their writing at any

stage. In my examples, I reflect upon the processes of writing the two drafts of my literacy

narrative.