Analyzing the Rhetoric of Visual Arguments Goal: By the end of the period we will be able: Identify steps to analyzing visual rhetoric Identify components of visual rhetoric Analyze how the components of a visual argument work together to persuade.

Deconstructing a Visual Argument We will view a visual argument and deconstruct, the opposite of build or develop, that argument to see how the pieces work and fit together and ultimately form an effective or ineffective argument. Ready???

Deconstructing a Visual Argument The small text reads: “Jacqueline Saburido was 20 years old when the car she was riding in was hit by a drunk driver. Today, at 24, she is still working to put her life back together. Learn more at www.texas.DWI.org, Texas Department of Public Safety, 2003.”

Thinking Out Loud… What is the purpose of this argument? To persuade people not to drink and drive by making them fear death, injury, or arrest. Who is the audience for this argument? Anyone who drives (or rides in a car). Or perhaps those who have loved ones who drive or ride in cars. What appeals or techniques does the argument use? Emotional appeals (fear, sadness, vanity, shame).

Thinking Out Loud… Who is making the argument? The Texas Department of Transportation. What facts are used in the argument? The experience of the young woman, and the effect of her accident (how she looks now vs. how she looked before). What cultural values or ideals does the visual evoke or suggest? Drunk driving is detrimental, beauty is important, no one should have to suffer at the hands of another…

Thinking Out Loud… What is the dominant image: a picture of the young woman after the accident. What colors are most prominent? Black, gray, and purple How is the composition framed or cropped? It is a close up of her face What issues are raised and which ones are ignored? Her appearance and the assumption that her life is so much worse because of the way she looks.

Thinking Out Loud… How does the language or style of the argument work to persuade an audience? The headline “not everyone dies…” implies that being scarred and disfigured is worth than death. How are you directed to move within the argument? There is a link to the Texas Department of Transportation “Save a Life” web site.

Now it’s Your Turn… In small groups: Analyze the effectiveness of the visual text by considering the key elements involved in the creation and display of the visual and present your findings to the class. Your presentation should include: What is the claim of the visual and what are it’s rhetorical components? Which of its rhetorical features will likely influence its readers the most? In what context would this be most effective? (time, environment, audience) In what context would it be least effective? (time, environment, audience) What would make this visual more or less effective? Do some aspects of the argument work better than others? Which ones and why? Remember—it doesn’t matter if you agree or disagree with the argument being presented. You are analyzing its effectiveness, not defending or challenging its argument.

The small text reads: “Milk makes bones strong. Bones no break when Hulk drink milk.”

The small text reads: “It’s your body; it’s your choice. The Pro-Choice Public Education Project. It’s pro-choice or no choice.”

Analyze this ad’s rhetoric. What is the claim and how is it supported Analyze this ad’s rhetoric. What is the claim and how is it supported? Look at details.

The small text reads: “Physicians Against Land Mines. Member of the International Campaign to Ban Land Mines. www.banmines.org.”

The small text begins: “Official prayer sessions in public school seem like a good idea to many Americans provided they get to choose the prayer. But in such a diverse society, how can one prayer satisfy every religious belief? How would you feel if your child were required to say a Catholic prayer in school every day?”

The small text reads: “Whether you know it or not, you could be exposing children to violence every day. By losing your temper with a neighbor. Threatening another motorist. Kids learn to deal with difficult situations by watching us. So the next time you’re around a kid, think about the message you’re sending. To find out what you can do, call 1-888-544-KIDS or visit www.Noviolence.net. Is there any real way to stop youth violence? Try starting with yourself.”