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Sample Praxis Paper John Student 1/22/10 The audience of Reading Rhetorically by John C. Bean, Virginia A. Chappell, and Alice M. Gillam is new college students who are just starting college and need to learn how to write college papers. College students are clearly the audience because, first, it is a textbook, not something that just anyone would pick up and read, and second, the authors explicitly refer to "college writing assignments" in the Preface (xiv). That the target audience is actually new college students can be seen when the authors refer to how "Many college students are surprised, even overwhelmed, by the heavy reading they are assigned, and bewildered by their teachers' expectations" (4). This sentence implies that the reader has never been to college before and does not know what to expect. The reason why Bean, Chappell, and Gillam wrote Reading Rhetorically is because they believe college reading and writing is different than regular reading and writing and that college students need to learn these new skills so that they can quickly become successful university students. Though the authors never explictly say these things, this rhetorical situation is implied by their repeated statements throughout Chapter 1 that "academic reading" is "unique" (5) or that it presents special "challenges" (6). That other textbooks do not place enough emphasis upon academic reading as a precursor to academic writing is also evident in their title and in their decision to write and sell the book. The purpose of Reading Rhetorically is to teach academic reading and writing to college students. The authors are very straightforward about their purpose. They write, "This book is designed to help you find that path and thus accelerate your growth as a strong academic reader and writer" (4). One can see the purpose both in the authors' direct communication of it and in how the authors write as well. For example, they say that reading and writing is conversation (7). To teach this to readers, they use language that works to get students' to respond to the text conversationally. The authors frequently use the word "you." Such word choices as these demonstrate that they see the textbook itself as modeling as well as explaining their purpose.
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