In any writing project, three key factors create a rhetorical context for writing. There is the purpose, the author, and the audience which all work together to create a text in order to communicate to a reader. Revisiting the rhetorical context can help you as you revise your draft. By considering the rhetorical context, you can utilize strategies for making revisions to your essay.

Purpose

When revising a draft, it can be helpful to ask yourself the question, “Why am I writing?” Remember that all writing, no matter the genre, has a purpose. Purpose will sometimes be given to you (by a teacher, for example), while other times, you will decide for yourself. As the author, it’s up to you to make sure that purpose is clear not only for yourself, but also–especially–for your audience. If your purpose is not clear, your audience is not likely to receive your intended message.

There are, of course, many different reasons to write (e.g., to inform, to entertain, to persuade, to ask questions), and you may find that some writing has more than one purpose. When this happens, be sure to consider any conflict between purposes, and remember that you will usually focus on one main purpose as primary.

Figure 1. Just like bored teenagers who don’t understand the purpose of art in a museum, bored readers who don’t understand the purpose of your writing will become disinterested in your work.

Bottom line: Making sure your purpose is clear can help identify areas needing revision or areas for further exploration.

Why Purpose Matters

If you’ve ever listened to a lecture or read an essay and wondered “so what” or “what is this person talking about,” then you know how frustrating it can be when an author’s purpose is not clear. By clearly defining your purpose before you begin writing, it’s less likely you’ll be that author who leaves the audience wondering.

If readers cannot identify the purpose in a text, they usually quit reading. If teachers cannot identify the purpose in your text, they will likely assume you did not understand the assignment and, chances are, you will receive a good grade.

In order for your writing to be maximally effective, you have to think about the audience you’re writing for and adapt your writing approach to their needs, expectations, backgrounds, and interests. Being aware of your audience helps you make better decisions about what to say and how to say it. For example, you have a better idea if you will need to define or explain any terms, and you can make a more conscious effort not to say or do anything that would offend your audience.

Sometimes you know who will read your writing. For example, if you are writing an email to your boss, you know the purpose and the audience. Other times you might have to guess who is likely to read your writing. For example, if you are writing a restaurant view for an app, you know you are writing to people who are interested in that business. You will often write with a primary audience in mind, but there may be other audiences to consider as well.

Consider the Audience

When analyzing your audience, consider these points. Doing this should make it easier to create a profile of your audience, which can help guide your writing choices.

Background Knowledge

In general, you do not want to merely repeat what your audience already knows about the topic; you want to build on their already knowledge. On the other hand, you also do not want to talk over their heads. Anticipate their amount of previous knowledge or experience based on elements like their age, profession, or level of education.

Expectations and Interests

Your audience may expect to find specific points or writing approaches, especially if you are writing for a teacher or a boss. Consider not only what they do want to read about, but also what they do not want to read about.

Attitudes and Biases

Your audience may have predetermined feelings about you or your topic, which can affect how hard you have to work to win them over or appeal to them. The audience’s attitudes and biases also affect their expectations — for example, if they expect to disagree with you, they will likely look for evidence that you have considered their side as well as your own.

Demographics

Consider what else you know about your audience, such as their age, gender, ethnic and cultural backgrounds, political preferences, religious affiliations, job or professional background, and area of residence. Think about how these demographics may affect how much background your audience has about your topic, what types of expectations or interests they have, and what attitudes or biases they may have.