Using Bitzer’s ideas of exigence, audience and constraints, identify each in Hook’s preface. Be sure to offer clear and specific examples from Hooks’ piece. In addition, be clear in your explanation for how your example from Hook exemplifies Bitzer’s definition. Then, choose three of Zinsser’s seven principles and locate where Hooks’ essay illustrates these principles. Again, make use of clear and specific examples from the text and be sure to fully explain your choices. As you write, make use of the Aristotelian model of definition—example—explanation. Your definitions will come from Bitzer and Zinsser, your examples from Hooks’ and the explanation from you as you explain how the example fits the definition. (3 pages). Due: March 13

In the reading, Zinsser is pretty clear about the “Principles of Writing Well.” However, we need to take a deeper look at Lloyd Bitzer and his “Rhetorical Situation.” Be sure you read and consider Bitzer’s perspective of the situation/context that a text emerges from. Second, as you write the assignment for this week, I want you to further consider his ideas of exigence, constraints, and audience as follows. An “exigence” is the reason a writer is writing. As you seek to identify Hooks’ exigence, look no further than her thesis statement or her stated reason for writing. Why does she say she has put together this book? In essay writing, as you will see when you write your own, an exigence often emerges from a very personal place—personal history, circumstance, or situation. Essays are written as a way to “figure out” some deeper personal exigence. But, the writer also has to make the exigence universal enough to appeal to a reader. So, after you have identified her personal exigence, what is the more universal/human issue being addressed? Constraints, as defined by Bitzer are a set of ideas, beliefs, contexts that we use as filters to turn experience into meaning. We are often unaware that we have these. But, anytime we do something and chalk it up to tradition, we are acknowledging a constraint that we are not even aware of. Why do we put up Christmas trees? Why is shaking hands such a big deal? Why is it rude to start eating before everyone is at the table? All of these are justified in what Bitzer calls constraints. Part of being good readers and writers is making ourselves aware of why we believe what we do and why others believe what they do. When you look at Hooks’ essay, does she mention any people, places, or things that inform or influence her thoughts? Does she reference another writer? Who? If you are unfamiliar with that person, do a little research and then speculate about how these people constrain (direct) Hooks’ ideas. Finally, there is you: the audience. Bitzer explains that an audience must be capable of helping the author mediate the exigence. In the world of the essay, this is done more symbolically. That is, you help the situation by considering it. As you consider the exigence, do so rhetorically by addressing your response to the exigence. Are you going to accommodate the exigence—simply say “yes, that is how it is.”? Will you reject the message and respond with “that may be the way she sees it, but I think…”? Or, will you take a more balanced negotiation of her message, “I can see where she is coming from but…”? These ideas will help you read like a writer and write like a reader. Readings: “The Rhetorical Situation” by Lloyd Bitzer (http://www.arts.uwaterloo.ca/%7eraha/309CWeb/Bitzer(1968).pdf) Part One in Zinsser (http://images.pcmac.org/SiSFiles/Schools/CA/AndersonUnion/WestValley/Uploads/Forms/onwritingwell.pdf) “Preface” in Hooks. ( Find it online )