Essay Sample on Gaining Authority Over Text

Introduction

Attaining authority over text is the extent of sincerity one authenticates to a text. It is how a writer or a speaker expresses himself/herself in a text. Establishing authority to the text gives a writer/speaker power over his/her audience/reader, besides instilling trust in the audience through the text. A speaker's authority, then, is the supremacy vested to an individual writer or speaker, which majors on their statements as acknowledged by their definite audiences or speakers of a specific discourse community (Wardle, 2017). Individuals who are competent and skilled at what they do gain more supremacy over their text in their involvements than those who are not skilled in what they do. Authoritative writing is about attaining the capacity to move the reader as one presents his/her assertations and makes enthusiastic and connected to what is in the text.

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This is not the same as condemning a reader/speaker into the suggestion (Wardle, 2017). Instead, the text itself moves the reader into submission by persuading them that the text's ideas can be reliable. A competent writer registers vagueness where suitable (Jindapitak & Boonsuk, 2018). The writer or the speaker uses his/her original words to communicate with authority and power. Developing into authority is not about the writer or speaker but rather the audience who connects with the text since it concerns their existence, fears, difficulties, and vision.

Influential Words

Speaker's/writer's words are incredibly influential. Eloquent authors move their audiences into sentimental reflections with their pieces. The audience is glued to the text to infer the author's message. Some express their feedback somehow; some may laugh, cry, smile, or even move into action. Once one's established his/her authority in the text, the audience pays attention to the information or even acts according to the information. An author's words can inspire and motivate the audience into believing. For instance, the operative market page inspires readers to get glued and make a purchase. Robust public media sites move individuals to dig deeper into them. Convincing web posts stir readers into believing the information therein and acts upon it.

A well-structured and authoritative author's piece displays his/her confidence in expressing information and his faith in whatever he/she is communicating. A well-fashioned piece provides precise information for his/her audience and avoids creating erratic text. The author ensures avoiding illogicalities in the text. Establishing one's authority in the text is devoid of erratic communications, distinctive style, and incoherent assertions, which indicates the author is conversant with the information therein (Canilao, 2018). In a discourse community not known to a writer/speaker, one has to launch his/her authority more fashionably to avoid being at the mercy of such a community member. For instance, I had difficulties explaining myself in a specific new music community, and it was after I described my background that I gained authority. It would not have been the same if it was a discourse community; I had established myself. A reader/speaker can comprehend and appraise an intricate text besides forming real opinions without substantial support. Additionally, a skilled author's piece can elicit different audience reactions, such as asking appropriate questions.

Formulating Ideas

Competent writers/speakers understand the topic, his/her audiences, and the circumstances in which the information in the text will be applicable. Such authors establish this by formulating their ideas, planning, and unifying his/her ideas into familiar outlines that the audience will comprehend and apply. This is implemented by choosing a suitable system style, applying strategies of simple but convincing style to fashion a more appealing and persuasive piece. The subject of language variation is vital and applies to various communities. Thus, writers/speakers need to understand every discourse community's aspects and needs. This helps solidify the author's knowledge in the selection of content to feed his/her audience. Timely commencement of writing/speaking is where the author captures the experiences and applies them in distinct circumstances. The writer's understanding should be based on his/her prior knowledge of various/distinct discourse communities. Thus, the author should understand that he/she is writing the result of the influence of the circumstance in which she/he is addressing. Not all information by the author is applicable is various discourse communities. Let's takes the case of Malcolm, who is a new member of a particular business establishment. The manager of that company requests him to write a statement of account report.

The manager assumes that Malcolm is conversant with the report, and also Malcolm may acknowledge the statement to be true. However, the manager should recognize that Malcolm has never encountered a report in this particular company. The employee does not yet understand what the human resource in this environment visualizes as necessary. Thus, Malcolm needs to be informed of the setting demands, language use, and culture to gain authority over the information he provides to this discourse community. Additionally, children find it hard when getting along in a new school. Also, when adapting to a new level of learning, e.g., learning in a college is more detailed than learning in high school. Thus, the students need to be conversant with the terms and language used in a college. This accounts for new writing/speaking conventions in a new setting.

Language

Language is the pathway of expressing power over which individuals chase their welfares and demonstrates their active proficiency. Gaining knowledge over different cultures is an added advantage to understanding cultural perceptions besides adopting intercultural capacity, i.e., the capacity to discourse in culturally suitable ways. Achieving intercultural proficiency necessitates a writer/speaker reflection, enlightenment, and examination of other social groups, views, and principles (Carillo, 2017). Knowledge of appropriate writing in new cultures involves the acquisition of specific skills or refining mental capacities. It is a course of engrossment in individual communities, identifying with particular communities, and selecting distinct actions over others. A progression powerfully influenced by associations, practice, and knowledge.

Establishing authority over a text means the author understands that the text's information is not all about them but also the respondent. The respondent uses the author's opinions and knowledge over a particular field to deduce the author's connotation. Thus, authority is about the connection between the creator of content and respondents. The logic of authority of a text depends on how truthful the text's information seems to be. The focus substance of the text should be honest and not biased. The suitability of the patterns used in a text and the piece's situation is an added advantage in establishing the authority and power in a text.

The author should deliberate on how authority functions in a text to develop into a productive and severe piece that an audience can enjoy referring to when in need of specific information for a particular purpose. Thus, the author should explore and consider the conventions and developments necessary to make the text appear more authoritative. Acknowledging that supremacy in a text does not entirely exist with the author makes the author recognize the practical impacts that model meaning in a text, offering pathways through which sense may be probed and made with some precision. Acknowledging how to probe the supremacy of a text and its consistency gives the audience the capability to infer decisive judgments about the legitimacy and reliability of the authority established in a text offer. The consumers of the information understand that the logic of authority used in a text is created and exists between the creators and the respondents. The author thus understands that language structures enhance a logic of authority to a text.

Thus, the authority of a text may be probed over other texts giving diverse viewpoints. Specific categories of texts are a product of association. Texts possess more authority with the application of suitable language, implying authority and punctuation authority. Using the style in a text to solidify authority in a text should be clearly articulated and authenticated. Acknowledgment of authority in a text can transform into authority itself and become a valuable asset to any author. Thus, the author establishes himself/herself as a renowned figure and has little challenges when introducing himself/herself in anew discourse community. Authors may create an understanding of a text but may not be in a position to regulate it. Supremacy in a text is articulated according to how the composer may structure subjects and conformation in diverse ways (Wardle, 2017). Thus, the consumers of information have a huge responsibility in shaping the meaning in a text. Proficient authors avoid ambiguities in their texts and avoid making the consumer perceive their vagueness.

Conclusion

Writing with supremacy brings along experience in a specialized author field besides deepening an author's knowledge over time. Nevertheless, the author needs to gain appropriate knowledge, apply appropriate structures and styles, and follow a coherent text's guidelines. This paper is appropriate for developing individuals who desire to write and excel at an early age in their careers. Knowledge of identifying different writing style helps an author fashion a style that can suitably suit his/her intended discourse community. The author can thus incorporate their preferred style in their writings. Application of the above-discussed information can help an author establish his/her reputation as a writing figure in their respective discourse community.

References

Jindapitak, N., & Boonsuk, Y. (2018). Authoritative discourse in a locally-published ELT textbook in Thailand. Indonesian Journal of Applied Linguistics, 8(2), 265-277.
https://ejournal.upi.edu/index.php/IJAL/article/view/13274

Canilao, M. L. E. N. (2018). English in the teaching of mathematics: Policies, realities, and opportunities. In Reconceptualizing English education in a multilingual society (pp. 137-161). Springer, Singapore. https://link.springer.com/chapter/10.1007/978-981-10-7528-5_9

Carillo, E. C. (2017). Writing knowledge transfers easily. BAD IDEAS, 34. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf#page=45

Wardle, E. (2017). You can learn to write in general. BAD IDEAS, 30. http://www.academia.edu/download/53892149/bad-ideas-fullmss-July17_2017_AUTHORPROOF.pdf#page=40.