2.2: The Rhetorical Situation
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Not only did Aristotle define rhetoric, he also explained how it works when it is used. He called it the rhetorical situation.
A rhetorical situation happens every time you use language to communicate. This could be speaking, writing, using signs, symbols, or images. When you’re asked a question in class, you get a text from your friend, send a gif, or get a writing assignment, you are in a rhetorical situation.
The rhetorical situation has five elements that are depicted in the rhetorical triangle depicted in figure 1 and described throughout the rest of the chapter.
Aristotle described the elements of rhetoric that we use in a rhetorical situation. At that time, public communication was primarily spoken, so the elements he identified are speaker, audience, message, occasion, and context. Because this book focuses on writing, we will use writer and reader in place of speaker and audience. Regardless of the label, the elements work together in the same way.
To depict this process, Aristotle designed the rhetorical triangle. It attempts to illustrate how communication works in a rhetorical situation.
The writer (left corner) has a message (top corner) that they want to communicate to their reader (right corner). The inside of the triangle represents the occasion for the message. The space around depicts the context of the message.
The elements of the rhetorical situation interact with each other in several ways as described and depicted below (figure 2).
First, the writer considers the the rhetorical situation. The occasion within the triangle, starts the process. It is the purpose the writer shares their message (represented by the arrow from writer to message).
At the same time, writers consider their readers' needs. They choose writing techniques that will best engage and persuade their readers (shown by arrow from writer to reader).
As the readers consider the message, they try understand it. They want the writer to be clear, organized, and interesting (show by arrow pointing back to the writer).
The rhetorical triangle depicts the relationship among the reader, writer, and message. Designed by LauraLee Miller with Canva.
The message is what writers want to communicate. It should be something significant and unique to the conversation* surrounding that topic. So, writers need to examine the topic, its conversation, and their own perspective. Even though writers share their point of view, they need to keep their readers in mind. The message needs thorough development with concrete details and evidence. It should contain enough for readers to understand the . After all, readers can only read your words, not your mind.
The writer should also include applicable context, (which surrounds the triangle). This is to help readers understand information that is relevant to the message. This might be background, history, development, or opposition. The writer makes intentional choices about the context they share. It should be relevant to the message and not random facts about the topic. The context lays the foundation for the argument.
Here are some examples of rhetorical situations that you may encounter:
The write
r should also include applicable context, (which surrounds the triangle). This is to help readers understand information that is relevant to the message. This might be background, history, development, or opposition. The writer makes intentional choices about the details they share. Context should be relevant to the message, not random facts about the topic. The context lays the foundation for the argument.
Photo 1 by Marius Muresan on Unsplash. Groom and bride look lovingly at each other.
Photo 2. The speaker is the instructor. The students are the audience. The message is whatever the instructor is teaching, depicted on the screen. The purpose is to educate, and the context is this business.
Photo 2 by Hkeely Femal college professor in front of students.
Photo 3. The speaker is the doctor. The patient is the audience. The test results are the message. The 
purpose is to inform, and the context is the doctor’s office.
Photo 3 by National Cancer Institute on Unsplash . Female doctor in white coat talks to a patient.
Nothing is written in a vacuum. No matter what you write about, there are others who have their own perspective and ideas. This brings us back to you, the writer trying to communicate your own point of view. When this happens, you should keep the rhetorical situation in mind, thinking about your reader, purpose, and the context you need to explain. It will help you make the writing choices you need to be an effective communicator.
Rhetorical situation activity. Find three different kinds of images from the internet or around your school. Analyze the rhetorical situation of each image. Examine the author, message, audience, purpose, and context of the image. Contrast each part of the rhetorical situation among the images. What would happen if the audience and purpose of an image changed?
When we say "conversation" we mean what people are saying about your topic. This includes similar perspectives to yours and all opposing or adjacent ideas. It also includes the development of the topic and any related terms. For example, if your topic is social media use by children, the conversation would include positives and negatives about children using social media. It would also include the development, purpose, and dangerous uses of it. Whatever people are saying in relation to children using social media would be part of the current conversation. When you explain the context of your topic, you include the parts of the conversation relevant to your particular perspective.
Media Attribution
Photo 1 by Marius Muresan on Unsplash. Groom and bride look lovingly at each other.
Photo 2 by Harrison Keely at wikimedia creative commons. Femal college professor in front of students.
Photo 3 by National Cancer Institute on Unsplash . Female doctor in white coat talks to a patient.
Images 1 and 2: Miller, LauraLee. "Evaluation analysis chart." designed using Canva, Canva.com