Reading rhetorically journals and their articles in your research area is vital for understanding the audiences that the journal addresses. Based on the chapter, list (as sentences) at least three ways in which you can focus your reading in order to identify the intended audiences of the journal and of specific articles in it.
Example: Read the table of contents in order to learn the diversity or narrowness of the research topics in issues of the journal (including any special issues)
Please note that this exercise is not scored.
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Identify the level of technical language and assumed knowledge in the abstracts of the articles.
Identify the amount of background description—such as definition of key terms, references to research history, descriptions of basic concepts—in the Introduction sections of articles.
Identify the level of technical language and assumed knowledge in the Methods/Materials and the Results sections of the articles.
Identify how broadly or narrowly the Discussion section of the articles applies the results of the research.
Look in the Guidelines for Authors of the journal for any explicit comments about intended readers.
Based on the explanation in the chapter, list (a) at least two reasons why the Methods and Materials (M/M) section of the IMRD article is least likely to be read, and then (b) three techniques a writer can use to make the Methods and Materials section of the IMRD article more “reader friendly.”
a. Most readers are more interested in the Abstract, Introduction, Results, and Discussion sections than in M/M, because they are not interested in performing the experiments themselves.
The M/M section is likely to be the longest and most technically specialized section of the IMRD article.
The M/M section is increasingly not even included in total in online or print articles but is instead included in a downloadable supplement.
b. For ease of reading, a very lengthy M/M section may have a Table of Contents to guide readers.
Writers should use bolded subheadings to help guide readers through the M/M section.
Writers might subdivide the M/M section according to the template of questions that the M/M section usually answers, as suggested by the chapter.