{"id":253,"date":"2014-07-25T20:09:55","date_gmt":"2014-07-25T20:09:55","guid":{"rendered":"https:\/\/courses.candelalearning.com\/writershandbook\/?post_type=chapter&#038;p=253"},"modified":"2017-01-04T22:54:07","modified_gmt":"2017-01-04T22:54:07","slug":"5-3-developing-your-purposes-for-writing","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/chapter\/5-3-developing-your-purposes-for-writing\/","title":{"raw":"5.3 Developing Your Purposes for Writing","rendered":"5.3 Developing Your Purposes for Writing"},"content":{"raw":"&nbsp;\r\n<div class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\"><span class=\"im_title-prefix\">5.3<\/span> Developing Your Purposes for Writing<\/h2>\r\n<div id=\"mccrimmon-ch05_s03_n01\" class=\"im_learning_objectives im_editable im_block\">\r\n<h3 class=\"im_title\">Learning Objectives<\/h3>\r\n<ol id=\"mccrimmon-ch05_s03_l01\" class=\"im_orderedlist\">\r\n \t<li>Know how to identify the ideal voice, audience, and message for a given topic.<\/li>\r\n \t<li>Explore the multiple purposes you have for writing.<\/li>\r\n \t<li>Recognize how your writing process depends on the relationship between voice and message (attitude), message and audience (reception), and voice and audience (tone).<\/li>\r\n \t<li>Learn how to use a statement of purpose as a tool for strategizing about, reflecting on, and presenting your work.<\/li>\r\n<\/ol>\r\n<\/div>\r\nAfter you have settled on a specific writing topic, it\u2019s time to return to some of the basic principles of rhetoric introduced in <a href=\"https:\/\/courses.candelalearning.com\/styleguide1x30master\/chapter\/chapter-4-joining-the-conversation\/\">Chapter 4 \"Joining the Conversation\"<\/a> so that you can think through your real purposes for writing and explore the key details of your rhetorical situation. This section will show you how to use both the corners and the sides of the rhetorical triangle as tools for thinking, planning, and writing. Notice how these choices you make about purpose, message, audience, and voice are never made in isolation.\r\n<ul id=\"mccrimmon-ch05_s03_l02\" class=\"im_itemizedlist im_editable im_block\">\r\n \t<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Purpose<\/span><\/span>: You may think that purpose can be boiled down to one of these single verbs or phrases:\r\n<ul id=\"mccrimmon-ch05_s03_l03\" class=\"im_itemizedlist\">\r\n \t<li>To analyze<\/li>\r\n \t<li>To ask for support<\/li>\r\n \t<li>To call to action<\/li>\r\n \t<li>To clarify<\/li>\r\n \t<li>To convince<\/li>\r\n \t<li>To counter a previously stated opinion<\/li>\r\n \t<li>To describe<\/li>\r\n \t<li>To entertain<\/li>\r\n \t<li>To inform<\/li>\r\n \t<li>To make a request<\/li>\r\n \t<li>To make people think<\/li>\r\n \t<li>To persuade<\/li>\r\n \t<li>To share feelings<\/li>\r\n \t<li>To state an opinion<\/li>\r\n \t<li>To summarize<\/li>\r\n<\/ul>\r\nHowever, your real purposes for writing are really more complicated, interesting, and dynamic than this simple list. Purpose involves all three sides and all three corners of the rhetorical triangle: not only do you want to make your audience feel or think a certain way about your message, but you also want to explore and refine your own thoughts and feelings about that message, and furthermore, you want to establish a certain kind of relationship with your audience through the act of conveying your message to them.<\/li>\r\n \t<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Audience<\/span><\/span>: Sometimes your instructor will specify the audience for an essay assignment, but more often than not, this choice will be left up to you. If it\u2019s your call, ask yourself, \u201cWho would benefit the most from receiving this message?\u201d Not asking that simple question, not choosing a specific audience for your essay, will be a missed opportunity to sharpen your skills as a communicator. By identifying your audience, you can conjecture how much your readers will know about your topic and thus gauge the level of information you should provide. You can determine what kind of <span class=\"im_margin_term\"><span class=\"im_glossterm\">tone<\/span><\/span> is best for your audience (e.g., formal or informal, humorous or serious). Based on what you know about your audience, you can even decide the form you want your writing to take (e.g., whether to write a descriptive or more persuasive essay). Knowing your audience will guide many of the other choices you make along the way.<\/li>\r\n \t<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Message<\/span><\/span>: Regardless of whether your topic is assigned to you or you come up with it on your own, you still have some room to develop your message. Be prepared to revise your message once you have fleshed out your own thinking about it (perhaps through asking and answering the Twenty Questions about Self, Text, and Context in <a href=\"https:\/\/courses.candelalearning.com\/styleguide1x30master\/chapter\/chapter-1-writing-to-think-and-writing-to-learn\/\">Chapter 1 \"Writing to Think and Writing to Learn\"<\/a>) and sharpened your sense of audience and purpose thinking.<\/li>\r\n \t<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Voice<\/span><\/span>: Regardless of whether you\u2019re writing in an academic or a nonacademic context, you draw from a range of voices to achieve a variety of purposes. Each of the purposes listed above has an appropriate voice. If you are writing an essay to fulfill a class assignment, with your instructor as your primary if not exclusive audience, then your voice has pretty much been established for you. In such an instance, you are a student writing in a traditional academic context, subject to the evaluation of your instructor as an expert authorized to judge your work. But even in this most restrictive case, you should still try to develop a distinctive voice based on what you hope to accomplish through your writing.<\/li>\r\n<\/ul>\r\nOnce you have identified your purposes and the corners of the rhetorical triangle, it\u2019s time to do some preliminary thinking about the relationships between those corners\u2014that is, the sides: voice and message (attitude), message and audience (reception), and voice and audience (tone). Finish the sentences below.\r\n<div id=\"mccrimmon-ch05_s03_f01\" class=\"im_figure im_large im_editable im_block\">\r\n<h6><span class=\"im_title-prefix\">Figure 5.2<\/span> Your Rhetorical Situation<\/h6>\r\n<a href=\"https:\/\/textimgs.s3.amazonaws.com\/writershandbook\/section_09\/2d44d339cf1b2d90caed7addafb7a7be.jpg\" target=\"_blank\"><img src=\"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-content\/uploads\/sites\/3922\/2014\/07\/sm_2d44d339cf1b2d90caed7addafb7a7be1.jpg\" alt=\"\" \/><\/a>\r\n\r\n<\/div>\r\nNear the beginning of the writing project, you could write up a preliminary <span class=\"im_margin_term\"><span class=\"im_glossterm\">statement of purpose<\/span><\/span> based on how you complete these sentences and use it as a strategy memo of sorts:\r\n<div class=\"im_informaltable im_block\">\r\n<table cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Voice<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I am writing as<\/strong> a person unfamiliar with South Dakota culture who has been assigned the task of writing about it.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Message<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want to convey the message that<\/strong> the Sturgis Motorcycle Rally is an interesting phenomenon of popular culture.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Audience<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want to write to<\/strong> my teacher and the other members of my writing group.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Attitude<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">My attitude toward the subject is<\/strong> pretty neutral right now, bordering on bored, until I find out more about the topic.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Reception<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want my audience to<\/strong> know that I know how to research and write about any topic thrown at me.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Tone<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">My tone toward my readers is<\/strong> semiformal, fairly objective, like a reporter, journalist, or anthropologist.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\nBecause all the elements of the triangle are related to each other, all are subject to change when the direction of your work changes, so be open to the idea of returning to these questions several times over the course of your writing project. When you are ready to turn in your project, revise your preliminary statement of purpose into a final version, or <span class=\"im_margin_term\"><span class=\"im_glossterm\">writer\u2019s memo<\/span><\/span>, as a way of presenting and packaging your project, especially if your instructor invites such reflection and commentary.\r\n\r\nHere\u2019s an example of a writer\u2019s memo submitted with the Sturgis Motorcycle Rally essay:\r\n<div class=\"im_informaltable im_block\">\r\n<table cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Voice<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I am writing as<\/strong> a kind of social historian and observer of a specific example of popular culture.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Message<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want to convey the message that<\/strong> the Sturgis Motorcycle Rally has become an important part of the identity of Sturgis and the surrounding area.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Audience<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want to write to<\/strong> my instructor and classmates\u2014but also to the citizens of Sturgis, South Dakota.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Attitude<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">My attitude toward the subject is<\/strong> neutral to positive. In general I think the rally has been good for Sturgis over the years.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Reception<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">I want my audience to<\/strong> understand and appreciate Sturgis Motorcycle Rally, and maybe to think about how something like it could work well in our community.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"im_emphasis im_bold\">Tone<\/strong><\/td>\r\n<td><strong class=\"im_emphasis im_bold\">My tone toward my readers will be<\/strong> informal but informative, and occasionally humorous, to fit the craziness of Sturgis Motorcycle Rally.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div id=\"mccrimmon-ch05_s03_n02\" class=\"im_key_takeaways im_editable im_block\">\r\n<h3 class=\"im_title\">Key Takeaways<\/h3>\r\n<ul id=\"mccrimmon-ch05_s03_l04\" class=\"im_itemizedlist\">\r\n \t<li>When completing a class assignment, your instructor will often dictate a required writing form. When you are able to choose your own writing form, you should choose a form that you think would work well for your planned writing.<\/li>\r\n \t<li>Understanding your audience allows you to gauge the level of information you should provide, choose a tone you want to use, and decide the approach you want to take.<\/li>\r\n \t<li>Your purposes for writing include what you want to learn about your own message, how you want your audience to receive your message, and the kind of working relationship you want to establish with your audience.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div id=\"mccrimmon-ch05_s03_n03\" class=\"im_exercises im_editable im_block\">\r\n<h3 class=\"im_title\">Exercises<\/h3>\r\n<ol id=\"mccrimmon-ch05_s03_l05\" class=\"im_orderedlist\">\r\n \t<li>Describe five possible topics you could use as the basis for an opinion essay.<\/li>\r\n \t<li>You are to writing an essay that is a call to action. List five topics you could write about.<\/li>\r\n \t<li>You are being asked to describe an important event in your childhood. What form of writing from the list in this section would be <em class=\"im_emphasis im_bolditalic\">most<\/em> appropriate?<\/li>\r\n \t<li>You are writing a letter of application for a college scholarship sponsored by a local business. For what audiences would you write the letter?<\/li>\r\n \t<li>You are writing an opinion essay and submitting it as a letter to the editor at your local newspaper. For what audiences would you write this letter?<\/li>\r\n \t<li>From the list of purposes in this section, choose a purpose that would match this assignment: Write a letter to the editor for the school paper detailing why your classmates should vote for you for class president.<\/li>\r\n \t<li>With your writing group, use the statement of purpose questions to sketch out the details on voice, message, audience, attitude, reception, and tone for the writing ideas you generated for Question 1 and Question 2 above.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>&nbsp;<\/p>\n<div class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\"><span class=\"im_title-prefix\">5.3<\/span> Developing Your Purposes for Writing<\/h2>\n<div id=\"mccrimmon-ch05_s03_n01\" class=\"im_learning_objectives im_editable im_block\">\n<h3 class=\"im_title\">Learning Objectives<\/h3>\n<ol id=\"mccrimmon-ch05_s03_l01\" class=\"im_orderedlist\">\n<li>Know how to identify the ideal voice, audience, and message for a given topic.<\/li>\n<li>Explore the multiple purposes you have for writing.<\/li>\n<li>Recognize how your writing process depends on the relationship between voice and message (attitude), message and audience (reception), and voice and audience (tone).<\/li>\n<li>Learn how to use a statement of purpose as a tool for strategizing about, reflecting on, and presenting your work.<\/li>\n<\/ol>\n<\/div>\n<p>After you have settled on a specific writing topic, it\u2019s time to return to some of the basic principles of rhetoric introduced in <a href=\"https:\/\/courses.candelalearning.com\/styleguide1x30master\/chapter\/chapter-4-joining-the-conversation\/\">Chapter 4 &#8220;Joining the Conversation&#8221;<\/a> so that you can think through your real purposes for writing and explore the key details of your rhetorical situation. This section will show you how to use both the corners and the sides of the rhetorical triangle as tools for thinking, planning, and writing. Notice how these choices you make about purpose, message, audience, and voice are never made in isolation.<\/p>\n<ul id=\"mccrimmon-ch05_s03_l02\" class=\"im_itemizedlist im_editable im_block\">\n<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Purpose<\/span><\/span>: You may think that purpose can be boiled down to one of these single verbs or phrases:\n<ul id=\"mccrimmon-ch05_s03_l03\" class=\"im_itemizedlist\">\n<li>To analyze<\/li>\n<li>To ask for support<\/li>\n<li>To call to action<\/li>\n<li>To clarify<\/li>\n<li>To convince<\/li>\n<li>To counter a previously stated opinion<\/li>\n<li>To describe<\/li>\n<li>To entertain<\/li>\n<li>To inform<\/li>\n<li>To make a request<\/li>\n<li>To make people think<\/li>\n<li>To persuade<\/li>\n<li>To share feelings<\/li>\n<li>To state an opinion<\/li>\n<li>To summarize<\/li>\n<\/ul>\n<p>However, your real purposes for writing are really more complicated, interesting, and dynamic than this simple list. Purpose involves all three sides and all three corners of the rhetorical triangle: not only do you want to make your audience feel or think a certain way about your message, but you also want to explore and refine your own thoughts and feelings about that message, and furthermore, you want to establish a certain kind of relationship with your audience through the act of conveying your message to them.<\/li>\n<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Audience<\/span><\/span>: Sometimes your instructor will specify the audience for an essay assignment, but more often than not, this choice will be left up to you. If it\u2019s your call, ask yourself, \u201cWho would benefit the most from receiving this message?\u201d Not asking that simple question, not choosing a specific audience for your essay, will be a missed opportunity to sharpen your skills as a communicator. By identifying your audience, you can conjecture how much your readers will know about your topic and thus gauge the level of information you should provide. You can determine what kind of <span class=\"im_margin_term\"><span class=\"im_glossterm\">tone<\/span><\/span> is best for your audience (e.g., formal or informal, humorous or serious). Based on what you know about your audience, you can even decide the form you want your writing to take (e.g., whether to write a descriptive or more persuasive essay). Knowing your audience will guide many of the other choices you make along the way.<\/li>\n<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Message<\/span><\/span>: Regardless of whether your topic is assigned to you or you come up with it on your own, you still have some room to develop your message. Be prepared to revise your message once you have fleshed out your own thinking about it (perhaps through asking and answering the Twenty Questions about Self, Text, and Context in <a href=\"https:\/\/courses.candelalearning.com\/styleguide1x30master\/chapter\/chapter-1-writing-to-think-and-writing-to-learn\/\">Chapter 1 &#8220;Writing to Think and Writing to Learn&#8221;<\/a>) and sharpened your sense of audience and purpose thinking.<\/li>\n<li><span class=\"im_margin_term\"><span class=\"im_glossterm\">Voice<\/span><\/span>: Regardless of whether you\u2019re writing in an academic or a nonacademic context, you draw from a range of voices to achieve a variety of purposes. Each of the purposes listed above has an appropriate voice. If you are writing an essay to fulfill a class assignment, with your instructor as your primary if not exclusive audience, then your voice has pretty much been established for you. In such an instance, you are a student writing in a traditional academic context, subject to the evaluation of your instructor as an expert authorized to judge your work. But even in this most restrictive case, you should still try to develop a distinctive voice based on what you hope to accomplish through your writing.<\/li>\n<\/ul>\n<p>Once you have identified your purposes and the corners of the rhetorical triangle, it\u2019s time to do some preliminary thinking about the relationships between those corners\u2014that is, the sides: voice and message (attitude), message and audience (reception), and voice and audience (tone). Finish the sentences below.<\/p>\n<div id=\"mccrimmon-ch05_s03_f01\" class=\"im_figure im_large im_editable im_block\">\n<h6><span class=\"im_title-prefix\">Figure 5.2<\/span> Your Rhetorical Situation<\/h6>\n<p><a href=\"https:\/\/textimgs.s3.amazonaws.com\/writershandbook\/section_09\/2d44d339cf1b2d90caed7addafb7a7be.jpg\" target=\"_blank\"><img decoding=\"async\" src=\"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-content\/uploads\/sites\/3922\/2014\/07\/sm_2d44d339cf1b2d90caed7addafb7a7be1.jpg\" alt=\"\" \/><\/a><\/p>\n<\/div>\n<p>Near the beginning of the writing project, you could write up a preliminary <span class=\"im_margin_term\"><span class=\"im_glossterm\">statement of purpose<\/span><\/span> based on how you complete these sentences and use it as a strategy memo of sorts:<\/p>\n<div class=\"im_informaltable im_block\">\n<table cellpadding=\"0\" style=\"border-spacing: 0px;\">\n<tbody>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Voice<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I am writing as<\/strong> a person unfamiliar with South Dakota culture who has been assigned the task of writing about it.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Message<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want to convey the message that<\/strong> the Sturgis Motorcycle Rally is an interesting phenomenon of popular culture.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Audience<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want to write to<\/strong> my teacher and the other members of my writing group.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Attitude<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">My attitude toward the subject is<\/strong> pretty neutral right now, bordering on bored, until I find out more about the topic.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Reception<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want my audience to<\/strong> know that I know how to research and write about any topic thrown at me.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Tone<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">My tone toward my readers is<\/strong> semiformal, fairly objective, like a reporter, journalist, or anthropologist.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>Because all the elements of the triangle are related to each other, all are subject to change when the direction of your work changes, so be open to the idea of returning to these questions several times over the course of your writing project. When you are ready to turn in your project, revise your preliminary statement of purpose into a final version, or <span class=\"im_margin_term\"><span class=\"im_glossterm\">writer\u2019s memo<\/span><\/span>, as a way of presenting and packaging your project, especially if your instructor invites such reflection and commentary.<\/p>\n<p>Here\u2019s an example of a writer\u2019s memo submitted with the Sturgis Motorcycle Rally essay:<\/p>\n<div class=\"im_informaltable im_block\">\n<table cellpadding=\"0\" style=\"border-spacing: 0px;\">\n<tbody>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Voice<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I am writing as<\/strong> a kind of social historian and observer of a specific example of popular culture.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Message<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want to convey the message that<\/strong> the Sturgis Motorcycle Rally has become an important part of the identity of Sturgis and the surrounding area.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Audience<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want to write to<\/strong> my instructor and classmates\u2014but also to the citizens of Sturgis, South Dakota.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Attitude<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">My attitude toward the subject is<\/strong> neutral to positive. In general I think the rally has been good for Sturgis over the years.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Reception<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">I want my audience to<\/strong> understand and appreciate Sturgis Motorcycle Rally, and maybe to think about how something like it could work well in our community.<\/td>\n<\/tr>\n<tr>\n<td><strong class=\"im_emphasis im_bold\">Tone<\/strong><\/td>\n<td><strong class=\"im_emphasis im_bold\">My tone toward my readers will be<\/strong> informal but informative, and occasionally humorous, to fit the craziness of Sturgis Motorcycle Rally.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div id=\"mccrimmon-ch05_s03_n02\" class=\"im_key_takeaways im_editable im_block\">\n<h3 class=\"im_title\">Key Takeaways<\/h3>\n<ul id=\"mccrimmon-ch05_s03_l04\" class=\"im_itemizedlist\">\n<li>When completing a class assignment, your instructor will often dictate a required writing form. When you are able to choose your own writing form, you should choose a form that you think would work well for your planned writing.<\/li>\n<li>Understanding your audience allows you to gauge the level of information you should provide, choose a tone you want to use, and decide the approach you want to take.<\/li>\n<li>Your purposes for writing include what you want to learn about your own message, how you want your audience to receive your message, and the kind of working relationship you want to establish with your audience.<\/li>\n<\/ul>\n<\/div>\n<div id=\"mccrimmon-ch05_s03_n03\" class=\"im_exercises im_editable im_block\">\n<h3 class=\"im_title\">Exercises<\/h3>\n<ol id=\"mccrimmon-ch05_s03_l05\" class=\"im_orderedlist\">\n<li>Describe five possible topics you could use as the basis for an opinion essay.<\/li>\n<li>You are to writing an essay that is a call to action. List five topics you could write about.<\/li>\n<li>You are being asked to describe an important event in your childhood. What form of writing from the list in this section would be <em class=\"im_emphasis im_bolditalic\">most<\/em> appropriate?<\/li>\n<li>You are writing a letter of application for a college scholarship sponsored by a local business. For what audiences would you write the letter?<\/li>\n<li>You are writing an opinion essay and submitting it as a letter to the editor at your local newspaper. For what audiences would you write this letter?<\/li>\n<li>From the list of purposes in this section, choose a purpose that would match this assignment: Write a letter to the editor for the school paper detailing why your classmates should vote for you for class president.<\/li>\n<li>With your writing group, use the statement of purpose questions to sketch out the details on voice, message, audience, attitude, reception, and tone for the writing ideas you generated for Question 1 and Question 2 above.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-253\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Writers Handbook. <strong>Authored by<\/strong>: Anonymous. <strong>Provided by<\/strong>: Anonymous. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/2012books.lardbucket.org\/books\/writers-handbook\/\">http:\/\/2012books.lardbucket.org\/books\/writers-handbook\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":5,"menu_order":21,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Writers Handbook\",\"author\":\"Anonymous\",\"organization\":\"Anonymous\",\"url\":\"http:\/\/2012books.lardbucket.org\/books\/writers-handbook\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-253","chapter","type-chapter","status-publish","hentry"],"part":409,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapters\/253","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/wp\/v2\/users\/5"}],"version-history":[{"count":3,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapters\/253\/revisions"}],"predecessor-version":[{"id":843,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapters\/253\/revisions\/843"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/parts\/409"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapters\/253\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/wp\/v2\/media?parent=253"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/pressbooks\/v2\/chapter-type?post=253"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/wp\/v2\/contributor?post=253"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-mcc-styleguide\/wp-json\/wp\/v2\/license?post=253"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}