Working with the visual argumentPay attention to images you are looking at online or in the world this week. Pick one image that you feel makes some kind of argument, tries to convey a message, or to persuade.Note: Memes (images combined with words) might be a good choice since you can talk about how the words and the image work together – it is more to work with. And memes are everywhere these days!Recommended: use a piece of advertising, since these are clearly designed to persuade an audience.Goal: To practice recognizing strategies of persuading you, of affecting people’s minds.Write:What appears to be the purpose of this image?Does this image convey a message?Does this image create pathos or ethos/character?What audience does it appear to be targeting with this persuasion? (guessing is fine)Any logos/reasoning to persuade?Practice describing the image visually—how the image guides your eye: what is given importance? How its features can be interpreted. 4. Working with a song or poem: Or you can use one of the stanzas of the Star-Spangled Banner since it is handyBut it is easy to copy lyrics off the internet. Who is speaking?To what audience? Can you tell?What is the situation? What is the purpose?Is the purpose partly to move through changes of emotion? Does it arrive at a better feeling?Is the purpose to persuade with some kind of reasons?Does the writing convey a sense of the character of the writer? What is this person like—at least at this moment? And another question I did have attached you the screenshot and even the document .So, by looking at that you have to do these assisgnmnet.And these two are different assignment so should be in different file.We will probably start this exercise in class.
Listening to the voices
Let’s practice sorting out how a writer works with the opinions of other people, sources. How
does a writer manage to present and evaluate the opinions of others at the same time as giving
us the writer’s own opinions?
Here are three short readings to practice with.
Your task is just to download this Word document and mark where you see the writer
presenting his or her thoughts, and where you see anyone else’s thoughts or voices appear in
the passage.
Use the highlighter function. Mark any phrases that belong to the author in green. Mark any
phrases that bring someone else’s voice or opinion in with yellow. You could choose a third
color if you think there is yet another perspective present worth pointing out. Much of each
reading should be highlighted somehow.
But the coach starts out with his class already burning white-hot with excitement; these
kids will work for him to a degree unimaginable in a classroom, and with an eagerness that only
creative kids in school ever experience. An English teacher looking at a football drill or a pep
rally must overflow with envy: if he could capture just one ounce of such energy for his poetry
class, his students would be the wonder of the nation.
Yet sports don’t have to be the teacher’s enemy. At least the young athletes have
learned discipline from somewhere, and there are no harder workers than jocks or ex-jocks if
they can be made to see the point of it as clearly as they see the point of sports. Arthur Ashe
once suggested that if making the team were made to depend entirely on one’s grades, the
grades would be achieved somehow or other by these highly competitive spirits.
Americans still tend to say, when asked, that individuals can make their own place in
society. According to one survey 61 percent of Americans agree with the statement that
“people get rewarded for their effort,” compared with 49 percent in Canada and only 23
percent in France (Hertz, 2006). In reality, however, America has vast inequality of opportunity
as well as results. We may believe that anyone can succeeded through hard work and
determination, but the facts say otherwise. (2007)
Yet too many Americans have concluded, in effect, that those languishing at the margins of our
society are simply harvesting what they have planted. Their suffering is seen as having nothing
to do with us—as not being evidence of systemic failures that can be corrected through society
taking action. Thus, as I have said before, we have given up on the idea of rehabilitating
criminals, and have settled for simply warehousing them. So we accept (though we don’t say it)
that it is almost impossible to educate the children of the poor. Despite the best efforts of good
people, it remains the case that in the country as a whole there is no general demand for
reform, no moral outrage, no self-criticism or public reflection on this massive social failure.
The core of the problem is that those at the margins of society are not seen as belonging
to the same general public body as the rest of us. It therefore becomes impossible to do
anything with them. Our community pretends as though some people are different from the
rest, and because of their bad values, their self-destructive behavior, their crimes, their lack of
responsibility, they deserve their fate.
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Listen to the voices
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