1. English 1301

2. Respond to the following: In Chapter 9 of Outliers, Gladwell argues that the problem with the American school system is not that schools do a poor job of teaching skill, but rather there isn’t enough of skill, and this, from his perspective, is the reason economically disadvantages students struggle more. Ultimately, he claims that wealthy students have continued opportunities to learn, while poorer students are not able to access those additional opportunities. Thus, Gladwell presents Kipp Academy as an alternative to the way we have structured the educational process. Develop a position regarding education in the country. Who has advantages? Is anyone inherently disadvantaged because of their circumstances?

4. We must consider and evaluate: Creators and distributors Medium it uses Viewers and readers it hopes to reach Content and purpose Design

5. 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.?

6. 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?

8. 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?

9. 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 tool 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?

10. This is the central image on the Web site of Wikipedia, a collaborative nonprofit encyclopedia project. Since its launch (as Nupedia) in 200, Wikipedia has grown to include 21 million article 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 you eyes move around the page? Do the parts make sense when you put them together?

11. 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)

12. 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

13. 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.

32. 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!

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

34. 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?

35. Gather with your group from yesterday. Elect a spokesperson. Go over your findings from yesterday. Your group will have 1.5 minutes to present your findings. 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?

36. 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?