1. An approach for the analysis of videos without an explicit claim Prof. Q

2.  Communication creates reality  Symbols not only create the reality for the individual, but that individual’s meaning of the symbols can converge to create a shared reality or community consciousness.  Convergence – consensus or general agreement on subjective meanings.  Fantasy – “the creative and imaginative interpretation of events” (98).  Fantasy-theme – the means through which the interpretation is accomplished in communication (98).

3.  Depicts characters, actions, and setting.  These can be interpreted as “themes”.  Fantasy situations must be removed from the current group situation (past, future, elsewhere).  There must be an organized and artistic quality.  They must create a credible interpretation of an experience.  There can be varying levels of complexity.

4.  Setting themes – statements that depict where the action is taking place  Character themes – describe the agents or actors in the drama  Action themes – describe the action that takes place

5.  Fantasy-Type  When similar scenarios involving a particular setting, character, and action themes are shared by the members of a community.  Encourage groups to fit new events into familiar patterns.  Rhetorical Vision  Unified putting-together of shared fantasies.  Participation in a rhetorical vision motivates individuals to particular actions.  These actions make little sense to those not participating in that rhetorical vision.

6.  Select an artifact  Analyze the artifact  Formulate a research question  Write an essay

7.  You should have some evidence that  Symbolic convergence has taken place  There is a shared fantasy theme and rhetorical vision  Examples  Popular artifacts  Artifacts created by popular figures  Important!!!11!!1ONE  Artifacts should touch on themes that resonate with the audience  Both discursive and non-discursive artifacts can be used with this approach

8.  Step 1: Coding the artifact  Carefully analyze the artifact sentence by sentence or image by image  Identify the settings theme  Identify the characters theme *Note: Nonhuman characters engaging in human actions count  Identify the actions theme  In case of a theme fitting in two or more categories, place it on both  Step 2: Constructing the rhetorical vision  Look for fantasy themes  Identify the major themes  Dismiss minor themes  Construct rhetorical vision from themes patterns  NOTE: Artifacts can have more than one rhetorical vision

9.  Ask varied questions  Using strategies to accomplish specific objectives  The kind of messages being communicated through rhetorical visions  Implications of rhetorical visions for specific societies

10.  Introduction – discuss research questions, rhetorical contribution, significance  Description of the artifact and its context  Description of the method of criticism to be used  Reports of findings of the analysis  Fantasy themes and rhetorical vision  Discussion of the contribution that the analysis makes to rhetorical theory

11. Dear Mr. President, Come take a walk with me. Let’s pretend we’re just two people and You’re not better than me. I’d like to ask you some questions if we can speak honestly. What do you feel when you see all those homeless on the street? What do you pray for at night when you go to sleep? What do you feel when you look into the mirror? Are you proud?

12.  Setting themes: Street and night  Character themes: Mr. President, me, we, two people, I, you, and homeless.  Mr. President = You  We = two people  Total characters: ‘You’, ‘I’, ‘We’, ‘Homeless’.  Action themes:  Take a walk (we)  Pretend (we)  Ask (I)  Speak honestly (we)  Feel (you)  See (you)  Pray (you)  Sleep (you)  Look in the mirror (you)

13.  Link setting and action themes to character themes.  Mr President Pretend you’re not better than me  Mr President Speak honestly for once  Mr President Pray, look in the mirror, feel  Rhetorical vision: the president (or on a broader level politicians) are deceitful liars who think themselves better than others and don’t have any empathy

15.  Setting Themes: Classroom, “last year”, “this year”, “next year”  Character themes: “I”, “you”, “last year’s teacher”, “this year’s teacher”, “next year’s teacher”  Action themes: “teach (not)”, “learn”, “skip”, “remember”

16.  I (teacher) not teach, skip  You (student / viewer) learn, remember  Rhetorical Vision: Teachers skip over important stuff and then expect students to know the content.