Reflection
- Metacognition
- Complication
- Nuance
Author: David
Evidence
- Data
- Sources
- Backing
BEAM
In “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing,” Joseph Bizup advocates for a new vocabulary around the use of evidence and sources for students. Instead of primary, secondary, and tertiary as the main classifications of sources, Bizup proposes the acronym BEAM:
- Background for materials a writer relies on for general information or for factual evidence;
- Exhibit for materials a writer analyzes or interprets;
- Argument for materials whose claims a writer engages; and
- Method for materials from which a writer takes a governing concept or derives a manner of working.
Work Cited
Bizup, Joseph. “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing.” Rhetoric Review 27.1: 2008. 72-86.
Arrangement
- Organization
- Structure
- Mode
- Multimodal
(Critical) Analysis
- Pattern recognition
- Close reading
Controlling Idea
- Thesis
- Claim
- Argument
- Warrant
Genre
- Signaling characteristics
- Social action
- Tone
- Style
- Speech genre
- Register
- What is it?
Conversation
- Discourse community
- Intertextuality
- Writer-based/reader-based
- Invention
- Motive
- Collaboration
Audience
- Reader
- Listener
- Interlocutor
- Who reads it?
Rhetorical Context/Situation
- Purpose
- Exigence
- Kairos
- What’s it for?
FYW Practices
Inventing topics (which proceeds from attending to and then and moving to enter a conversation)
Writing in multiple drafts
Developing, finding, and vetting evidence/sources
Revising, remixing, and remediating material in genres appropriate for a variety of contexts and conversations
Communicating via voice, visual, and gesture in ways that inform and are informed by their writing
Developing a portfolio and reflective letter within which students use key terms to argue that they’ve achieved course outcomes as well as to explain their theory of writing