What elements could be added to rhetorical analysis when an argument is visual and/or auditory?

Creators and distributors Medium it uses Viewers and readers it hopes to reach Content and purpose Design

This image from Amnesty International calls on viewers to help “Abolish the use of child soldiers worldwide,” noting that “Children have the right to be children.” This group, a nongovernmental organization with three million members in 150 countries around the globe, has its mission to end “grave abuses of human rights.” How does this information help you “read” the image? Why might an organization have chosen this image? How well does it achieve its purpose? Does it include an analogy, stereotype, hyperbole, etc.?

Who created this visual or multimedia text? Who distributed it? What can you find out about these people and other work that they have done? What does the creator’s attitude seem to be toward the image(s)? What do the creator and the distributor intend its effects to be? Do they have the same intentions?

In 1977, Paul Davis created this poster celebrating Native American political activist Leonard Crowdog. The poster uses simple language and a strong image to express solidarity among Native Americans (and their political allies) and to affirm Crowdog’s call for renewal of Native American traditions. In what ways can visual arguments invoke their audiences or even become a part of their cultural histories? With what similar visual items (posters, memes, CD art, etc.) do you identify?

Take a close look at this photograph taken during the 2008 presidential campaign: is your eye drawn first to the earnest face in the middle, the one with a pink John McCain T-shirt on? If so, pull back and take in the whole photo: what’s with that pair of legs? An Associated Press photographer took this photo of Sarah Palin, causing a flap: was the photo sexist or prurient, or was it upbeat and emblematic of a new kind of feminism? What was the photographer’s purpose in taking the shot? How do you read this message?

This is the central image on the Web site of Wikipedia, a collaborative nonprofit encyclopedia project. Since its launch (as Nupedia) in 2000, Wikipedia has grown to include 21 million articles in 282 languages, all of them authored by volunteers around the world. This central image acts as a logo, a portal to access the site’s content, and, in a way, a mission statement for the organization. How does your eye construct this logo? What do you notice first, and how do your eyes move around the page? Do the parts make sense when you put them together? What might be its mission statement?

Choose images carefully. Every image carries a message; consider all possible interpretations of the image Remember the power of color. Consider the legibility of the text. Consider the warmth or coolness of a color Consider social affiliations with color (political, gender, sexual orientation, organizations, community ideals)

Choose images that build trustworthiness and authority. How do the logos to the right convey credibility and authority? Do they accomplish their goals? Why/why not? Consider how the design reflects your character Serif / Sans serif font All caps, bold, italicized Professional/informal Follow design conventions Science reports are sober and unembellished

Organize information visually Titles, headings, subheadings, enlarged quotations, running heads, boxes, etc. Use visuals to convey data efficiently Pie chart: compares to whole Graph: comparing over time or according to variables diagrams/drawings: used for attention to details Maps: location and spatial relationships Timelines: passage of time Web pages: as an illustration Follow professional guidelines when inserting visuals into text. Remember copyright laws.

Tuesday homework: me a link to a short clip that contains an argument by Wednesday at 5:00 p.m. (no nudity or alcohol) Bring in color print argument on Friday.

In your group, spend 5 minutes planning a 30 second or less ad for America. Your group can decide what you want your argument to be. (humorous, patriotic, cynical, honest, biased, etc.) Ads must be more than a catch phrase or motto. You may use props Plan for 5 minutes… go!

Study for Vocab. I will be checking workbooks today. (units 4-6)

1.How would you state the argument in the cartoon? 2.What position or stance is the cartoonist taking with respect to the topic of the cartoon? 3.What evidence can you cite for your claim? 4.How does the cartoonist use juxtaposition, hyperbole, analogy? 5.Does the cartoonist rely on stereotypes? If yes, how so?

Gather with your group from yesterday. Elect a spokesperson. Go over your findings from yesterday (3 minutes to prepare). Your group will have 1.5 minutes to present your findings. Other groups will have the opportunity to ask questions and discuss the images. Give us the title and page number of your cartoon and present the following: 1.How would you state the argument in the cartoon? 2.What position or stance is the cartoonist taking with respect to the topic of the cartoon? 3.What evidence can you cite for your claim? 4.How does the cartoonist use juxtaposition, hyperbole, analogy? 5.Does the cartoonist rely on stereotypes? If yes, how so?

1.No talking! All “conversation” needs to be written—not spoken. 2.You will rotate every 5 minutes. 3.1 minute travel time between posters. 4.You must write at least one response per poster. You may respond to the piece, ask a question for other students, or answer/comment on a question/comment from other students. Your objective: You will rhetorically analyze the visual argument. Respond critically to visuals. This will prepare you for the visual rhetorical analysis timed writing summative on Tuesday. Think about… How would you state the argument in the cartoon? What position or stance is the cartoonist taking with respect to the topic of the cartoon? What evidence can you cite for your claim? How does the cartoonist use juxtaposition, hyperbole, analogy? Does the cartoonist rely on stereotypes? If yes, how so?

Pick up a reflection sheet. I want you to work on your reflection for minutes. Really concentrate on your strengths and weaknesses. You will be given the opportunity to make revisions and resubmit for a summative grade.

Timed writing moved to Friday next week. Homework due Friday stays the same. Comparative analysis=.5summative Rewrite of comparative analysis= summative (due the day we were going to take a writing test)

You must complete your analysis: What is the author’s purpose? How does the tone affect the piece? How do rhetorical devices contribute to argument?

Create your own argument pertaining to one of the following: Outliers Happiness Project Any of our short pieces American Dream Political issues America/ global image/ national image Approved topic You have 10 minutes to come up with a 30-second ad. You will need to be able to explain the following for your ad: P—purpose A—audience T—tone T—theme R—rhetorical strategies (Consider using this method of tackling your rhetorical analysis timed writing)

In your group, spend 5 minutes planning a 30 second ad about America. Your group can decide what you want your argument to be. (humorous, patriotic, cynical, honest, biased, etc.) Ads must be more than a catch phrase or motto. You may use props Plan for 5 minutes… go!