Chapter 4 Use Rhetorical Functions

4.1 Overview

I identified 10 different rhetorical functions across course documents. Most of these functions come from courses’ syllabi, outcome documents, or outcomes listed in the first couple slides of lecture slides. Some of these functions may not be rhetorical functions in the strict sense, but they seemed to fit into this category pretty well. We know about cause–effect and compare–contrast, but students also have to be able to define things, describe the function or role of something, list, talk about something’s structure or composition, categorize and classify, outline, summarize, and describe locations.

4.1.1 Compare–contrast 18/30

Comparing and contrasting is something that appears most frequently across course documents.

BIOL 220

Recall the stages of cell cycle and describe the differences between normal
and cancer cells.

BIOL 101, BIOL 220, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 224, CHEM 450, COMH 201, COMP 111, NUTR 301, PCLN 301, PCLN 302, PSYC 201, PSYC 411, SSCI 412

4.1.2 Define 15/30

Students have to be able to define things.

CHEM 124

Define the terms oxidation, reduction, oxidizing agent, reducing agent,
oxidant and reductant.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 124, CHEM 224, CHEM 450, COMH 201, PCLN 302, PSYC 201, PSYC 411, SSCI 412

4.1.3 Function/Role 14/30

Students often have to define the function or role of something.

BIOL 401

Describe the role of the various elements of the immune system.

BIOL 101, BIOL 220, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 450, COMH 201, NUTR 301, PCLN 302, PSYC 201, PSYC 411

4.1.4 List 14/30

Listing is another thing students need to be able to do. There seem to be many different ways that students need to be able to list things in English.

PSYC 201

List the symptoms that are used to diagnose anorexia nervosa, bulimia
nervosa, muscle dysmorphia and obesidty. Describe the people who are most
likely to develop these disorders and the most likely causes of them.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 224, CHEM 450, COMH 201, NUTR 301, PSYC 201, PSYC 411

4.1.5 Structure–Composition 14/30

Another common function that students need to do is be able to describe the structure or composition of something, such as what a cell membrane is made of.

BIOL 441

State the components of the saliva important in oral hygiene.

BIOL 101, BIOL 220, BIOL 221, BIOL 320, BIOL 321, BIOL 331, BIOL 401, BIOL 441, BIOL 460, CHEM 224, CHEM 450, NUTR 301, PSYC 201, PSYC 411

4.1.6 Categorize or classify 13/30

Students need to be able to categorize or classify information, often by major types or categories.

COMH 201

Describe the two main types of epidemiological studies.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 224, CHEM 450, COMH 201, COMP 111, NUTR 301, PSYC 411

4.1.7 Cause–Effect 13/30

Students have to describe or interpret cause–effect relationships.

BIOL 460

Discuss gallstones, the potential sites where gallstones can be lodged and
explain the effects on the bile flow.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 224, CHEM 450, COMH 201, NUTR 301, PSYC 201, PSYC 411

4.1.8 Outline 12/30

Students need to be able to not just create an outline but outline things verbally and/or in writing.

BIOL 441

Outline the process of skeletal muscle stimulation, contraction and
relaxation at molecular, cellular and tissue levels.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 450, COMH 201, NUTR 301, PCLN 303, SSCI 412

4.1.9 Location 9/30

Students have to describe where things are located, often in relation to something else, or where processes occur.

BIO 101

Describe the general features of epithelial tissue, their location and basic
structure/classification.

BIOL 101, BIOL 221, BIOL 320, BIOL 321, BIOL 401, BIOL 441, BIOL 460, CHEM 450, PSYC 201

4.1.10 Summarize 9/30

Students have to be able to briefly summarize information.

PCLN 301

Summarize the concepts of elaboration, distinctiveness, personalization, and
retrieval as they relate to learning.

BIOL 101, BIOL 220, BIOL 320, CHEM 450, COMH 201, NUTR 301, PCLN 301, PCLN 302, PSYC 201