In order to effectively evaluate a student’s writing composition that is affected by all the various criteria, knowledge, courses materials, standards, the philosophies introduced give a template of judging if the compositions are effective, legible, and comprehended by the instructor based on applying the 4 theories mentioned. Each instructor will have their own ways of evaluating a student’s writing such as grammar, sentence structure, form applying a more concise, obtainable and universal assessment can lessen the variations used by different standards in instructor’s classrooms dampening the student’s efficiency of writing. The communicative value of text and images it may create for the reader or writer should be considered important when determining efficiency and what is relied upon by the writers’ criteria to be understood depending on the social environment the work is produced. The obtainable knowledge of the student and what they already posses intervenes with resistance of self and dialogue.
When each student writes a composition it can range and vary by social experiences or reasons for writing the text leading to numerous interpretations. Philosophies when enacted can help decide if they meet what is expected and required from a type of rhetoric that will play an important role in being considered acceptable by their audience. The writers or students also need the internal formality of experience to write a good composition, which many may lack feeling at the beginning and completion of their composition to communicate effectively to all or prevented from outside social, political forces. A classroom will expose certain formalities missing in the writing compared to a environment of evaluation such needing expression not benefiting from judgement that alienates the self.
There seems to be needed certain axiologies present to assess and compare them. This assist to clarify if the composition included properly functions of the rhetoric being discussed. Also include what is needed for the relevance related to the social forces that play a role in the content of the writings recognizing that they may not being completely academic knowledge but also contain expressive rhetoric. How these text and writing are created and for what reasons brings along with them their own assessing requirements to understand each role the writer has to make sure their writings will suffice rules of composition based from philosophies that are deemed effective overseers. As I interpreted in the Berlin text there are many ideologies at work outside of the writer’s personal and social settings, strategies, activities including the classroom that has a relationship to critiquing its rhetoric. To become free from degrading ones consciousness as a student and being able to fully liberate themselves in the classroom vulnerability aside from the compositional rhetoric from social expectations of teacher, student, ideologies but admire the unpredictability of the receptiveness that will overcome the boundaries of known social, political flexible rhetoric that the structure of criteria communicating meaning seems to protect.
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