II. Getting Started
2.4 Purpose, Audience, Tone, and Content
Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; Kirk Swenson; and Terri Pantuso
Now that you have determined the assignment , it’s time to begin drafting. While doing so, it is important to remain focused on your topic and in order to guide your reader through the essay. Imagine reading one long block of text with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely lose interest in what the author has to say very quickly. During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Keep in mind that three main elements shape the content of each essay (see Figure 2.4.1).
- Purpose: The reason the writer composes the essay.
- Audience: The individual or group whom the writer intends to address.
- Tone: The attitude the writer conveys about the essay’s subject.
The assignment’s purpose, audience, and tone dictate what each paragraph of the essay covers and how the paragraph supports the main point or thesis.
Identifying Common Academic Purposes
The purpose for a piece of writing identifies the reason you write it by, basically, answering the question “Why?” For example, why write a play? To entertain a packed theater. Why write instructions to the babysitter? To inform him or her of your schedule and rules. Why write a letter to your congressman? To persuade him to address your community’s needs.
In academic settings, the reasons for writing typically fulfill four main purposes:
- to classify
- to analyze
- to synthesize
- to evaluate
A classification shrinks a large amount of information into only the , using your own words; although shorter than the original piece of writing, a classification should still communicate all the key points and key support of the original document without quoting the original text. Keep in mind that classification moves beyond simple to be .
An analysis, on the other hand, separates complex materials into their different parts and studies how the parts relate to one another. In the sciences, for example, the analysis of simple table salt would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride: simple table salt.
In an academic analysis, instead of deconstructing compounds, the essay takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.
The third type of writing—synthesis—combines two or more items to create an entirely new item. Take, for example, the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound. The purpose of an academic is to blend individual documents into a new document by considering the main points from one or more pieces of writing and linking the main points together to create a new point, one not in either document.
Finally, an evaluation judges the value of something and determines its worth. Evaluations in everyday life are often not only dictated by set standards but also influenced by opinion and prior knowledge such as a supervisor’s evaluation of an employee in a particular job. Academic evaluations, likewise, communicate your opinion and its justifications about a particular document or a topic of discussion. They are influenced by your reading of the document as well as your prior knowledge and experience with the topic or issue. Evaluations typically require more critical thinking and a combination of , , and skills.
You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure and, because reading and writing work together, your writing skills will improve as you read. Remember that the purpose for writing will guide you through each part of your paper, helping you make decisions about and .
When reviewing directions for assignments, look for the verbs that ask you to classify, analyze, synthesize, or evaluate. Instructors often use these words to clearly indicate the assignment’s purpose. These words will cue you on how to complete the assignment because you will know its exact purpose.
Identifying the Audience
Imagine you must give a presentation to a group of executives in an office. Weeks before the big day, you spend time creating and rehearsing the presentation. You must make important, careful decisions not only about the content but also about your delivery. Will the presentation require technology to project figures and charts? Should the presentation define important words, or will the executives already know the terms? Should you wear your suit and dress shirt? The answers to these questions will help you develop an appropriate relationship with your audience, making them more receptive to your message.
Now imagine you must explain the same business concepts from your presentation to a group of high school students. Those important questions you previously answered may now require different answers. The figures and charts may be too sophisticated, and the terms will certainly require definitions. You may even reconsider your outfit and sport a more casual look. Because the audience has shifted, your presentation and delivery will shift as well to create a new relationship with the new audience.
In these two situations, the audience—the individuals who will watch and listen to the presentation—plays a role in the development of presentation. As you prepare the presentation, you visualize the audience to anticipate their expectations and reactions. What you imagine affects the information you choose to present and how you will present it. Then, during the presentation, you meet the audience in person and discover immediately how well you perform.
Although the audience for writing assignments—your readers—may not appear in person, they play an equally vital role. Even in everyday writing activities, you identify your readers’ characteristics, interests, and expectations before making decisions about what you write. In fact, thinking about the audience has become so common that you may not even detect the audience-driven decisions. For example, you update your status on a social networking site with the awareness of who will digitally follow the post. If you want to brag about a good grade, you may write the post to please family members. If you want to describe a funny moment, you may write with your friends’ senses of humor in mind. Even at work, you send emails with an awareness of an unintended receiver who could the message.
In other words, being aware of “invisible” readers is a skill you most likely already possess and one you rely on every day. Consider the following paragraphs. Which one would the author send to her parents? Which one would she send to her best friend?
Last Saturday, I volunteered at a local hospital. The visit was fun and rewarding. I even learned how to do cardiopulmonary resuscitation, or CPR. Unfortunately, I think I caught a cold from one of the patients. This week, I will rest in bed and drink plenty of clear fluids. I hope I am well by next Saturday to volunteer again.
OMG! You won’t believe this! My advisor forced me to do my community service hours at this hospital all weekend! We learned CPR but we did it on dummies, not even real peeps. And some kid sneezed on me and got me sick! I was so bored and sniffling all weekend; I hope I don’t have to go back next week. I def do NOT want to miss the basketball tournament!
Most likely, you matched each paragraph to its intended audience with little hesitation. Because each paragraph reveals the author’s relationship with the intended readers, you can identify the audience fairly quickly. When writing your own essays, you must engage with your audience to build an appropriate relationship given your subject.
Imagining your readers during each stage of the writing process will help you make decisions about your writing. Ultimately, the people you visualize will affect what and how you write.
While giving a speech, you may an inspiring or critical message, but if you left your hair a mess and laced up mismatched shoes, your audience might not take you seriously. They may be too distracted by your appearance to listen to your words.
Similarly, grammar and sentence structure serve as the appearance of a piece of writing. Polishing your work using correct grammar will impress your readers and allow them to focus on what you have to say.
Because focusing on your intended will enhance your writing, your process, and your finished product, you must consider the specific of your audience members. Use your imagination to anticipate the readers’ demographics, education, prior knowledge, and expectations.
These measure important data about a group of people such as their age range, their ethnicity, their religious beliefs, or their gender. Certain topics and assignments will require these kinds of considerations about your audience. For other topics and assignments, these measurements may not influence your writing in the end. Regardless, it is important to consider demographics when you begin to think about your purpose for writing.
Education considers the audience’s level of schooling. If audience members have earned a doctorate degree, for example, you may need to elevate your style and use more formal language. Or, if audience members are still in college, you could write in a more relaxed style. An audience member’s major or emphasis may also dictate your writing.
This refers to what the audience already knows about your topic. If your readers have studied certain topics, they may already know some terms and concepts related to the topic. You may decide whether to define terms and explain concepts based on your audience’s prior knowledge. Although you cannot peer inside the brains of your readers to discover their knowledge, you can make reasonable . For instance, a nursing major would presumably know more about health-related topics than a business major would.
These indicate what readers will look for while reading your assignment. Readers may expect consistencies in the assignment’s appearance such as correct grammar and traditional formatting like double-spaced lines and legible font. Readers may also have content-based expectations given the assignment’s purpose and organization. In an essay titled “The Economics of Enlightenment: The Effects of Rising Tuition,” for example, audience members may expect to read about the economic of college tuition costs.
Selecting an Appropriate Tone
Tone identifies a speaker’s attitude toward a subject or another person. You may pick up a person’s tone of voice fairly easily in conversation. A friend who tells you about her weekend may speak excitedly about a fun skiing trip. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. Or, a coworker who needs to let off some steam after a long meeting may crack a sarcastic joke.
Just as speakers transmit emotion through voice, writers can transmit a range of attitudes and emotions through –from excited and humorous to somber and critical. These emotions create connections among the audience, the author, and the subject, ultimately building a relationship between the audience and the text. To stimulate these connections, writers convey their attitudes and feelings with useful devices such as sentence structure, word choice, punctuation, and formal or informal language. Keep in mind that the writer’s attitude should always appropriately match the audience and the purpose.
Read the following paragraph and consider the writer’s tone. How would you describe the writer’s attitude toward wildlife conservation?
“Many species of plants and animals are disappearing right before our eyes. If we don’t act fast, it might be too late to save them. Human activities, including pollution, deforestation, hunting, and overpopulation, are devastating the natural environment. Without our help, many species will not survive long enough for our children to see them in the wild. Take the tiger, for example. Today, tigers occupy just seven percent of their historical range, and many local populations are already extinct. Hunted for their beautiful pelts and other body parts, the tiger population has plummeted from one hundred thousand in 1920 to just a few thousand. Contact your local wildlife conservation society today to find out how you can stop this terrible destruction.”
Choosing Appropriate, Interesting Content
Content refers to all the written substance in a document. After selecting an audience and a purpose, you must choose what information will make it to the page. Content may consist of examples, statistics, facts, , , and observations, but no matter the type, the information must be appropriate and interesting for the audience and purpose. An essay written for third graders that summarizes the legislative process, for example, would have to contain and simple content.
Content is also shaped by . When the tone matches the content, the audience will be more engaged, and you will build a stronger relationship with your readers. When applied to that audience of third graders, you would choose simple content that the audience would easily understand, and you would express that content through an enthusiastic tone.
The same considerations apply to all audiences and purposes.
This section contains material from:
Crowther, Kathryn, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson. Successful College Composition. 2nd edition. Book 8. Georgia: English Open Textbooks, 2016. http://oer.galileo.usg.edu/english-textbooks/8. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- “The Rhetorical Triangle” was derived by Brandi Gomez from an image in: Kathryn Crowther et al., Successful College Composition, 2nd ed. Book 8. (Georgia: English Open Textbooks, 2016), https://oer.galileo.usg.edu/english-textbooks/8/. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. ↵
The bounds, limits, or confines of something.
A statement, usually one sentence, that summarizes an argument that will later be explained, expanded upon, and developed in a longer essay or research paper. In undergraduate writing, a thesis statement is often found in the introductory paragraph of an essay. The plural of thesis is theses.
The essence of something; those things that compose the foundational elements of a thing; the basics.
A brief and concise statement or series of statements that outlines the main point(s) of a longer work. To summarize is to create a brief and concise statement or series of statements that outlines the main point(s) of a longer work.
To give or relay information; explanatory.
The fusion, combination, or integration of two or more ideas or objects that create new ideas or objects.
To copy, duplicate, or reproduce.
To organize or arrange.
The process of critically examining, investigating, or interpreting a specific topic or subject matter in order to come to an original conclusion.
The subject matter; the information contained within a text; the configuration of ideas that make up an argument.
The choices that a writer makes in order to make their argument or express their ideas; putting different elements of writing together in order to present an argument. Style refers to the way an argument is framed, written, and presented.
To interrupt, stop, or prevent someone or something from coming to pass or getting from one place to the other.
Clear or lucid speech; the expression of an idea in a coherent or logical manner; the communication of a concept in a way that is easily understandable to an audience.
The person or group of people who view and analyze the work of a writer, researcher, or other content creator.
Qualities, features, or attributes relating to something, particularly personal characteristics.
Taking something for granted; an expected result; to be predisposed towards a certain outcome.
Consequences; the impact, usually negative, of an action or event.
Writing that is produced in sentence form; the opposite of poetry, verse, or song. Some of the most common types of prose include research papers, essays, articles, novels, and short stories.
A short account or telling of an incident or story, either personal or historical; anecdotal evidence is frequently found in the form of a personal experience rather than objective data or widespread occurrence.
Verbal or written proof from an individual; the statement made by a witness that is understood to be truth. Testimony can be a formal process, such as a testimony made in official court proceedings, or an informal process, such as claiming that a company’s product or service works.
To express an idea in as few words as possible; concise, brief, or to the point.
The feeling or attitude of the writer which can be inferred by the reader, usually conveyed through vocabulary, word choice, and phrasing; associated with emotion.