Empoword

How to Use This Book xli Key words and concepts are formatted like this [with Emphasis style applied] the first time they appear, and they are defined briefly in the Glossary. Near the beginning of each chapter, you will find a table of vocabulary, like the one to the left, for terms used in that chapter. Feedback As with any piece of writing, I acknowledge that this textbook will never really be “finished”: it could always be better. You, as a student using this book, have a meaningful perspective on it. I wholeheartedly welcome your feedback—on content, format, style, accessibility, or otherwise—as I continue ongoing revisions to this text. Please do not hesitate to contact me with your criticism, positive or negative, a t shaneabrams.professional@gmail.com. Chapter Vocabulary Vocabulary Definition learning community a network of learners and teachers, each equipped and empowered to provide support through horizontal power relations. Values diversity insofar as it encourages growth and perspective, but also inclusivity. Also, a community that learns by adapting to its unique needs and advantages. genre a specific category, subcategory, style, form, or medium (or combination of the above) of rhetoric. A genre may have a “generic imperative,” which is an expectation or set of expectations an audience holds for a particular genre of rhetoric; the foundational assumptions that particular genres carry. rhetorical situation the circumstances in which rhetoric is produced, understood using the constituent elements of subject, occasion, audience, and purpose. Each element of the rhetorical situation carries assumptions and imperatives about the kind of rhetoric that will be well received. Rhetorical situation will also influence mode and medium. 1 This is, of course, a call out to Paulo Freire and the school of popular/critical pedagogy and social justice education. While it’s beyond the scope of the book to consider the intersection of critical pedagogy and writing pedagogy, the two are inseparable for me.