This document provides guidance on researching the context of photographs to aid in analysis and developing personal work. It discusses researching the photographer's background and influences as well as the purpose and genre of the selected image. Key terms and proper sourcing of information are emphasized. Contextual research counts for 40% of marks through assessment of use of specialized vocabulary and connecting work to that of other artists. Students are instructed to write a 200-400 word analysis of a selected image demonstrating their understanding of these concepts.
Raab English 100NOTE-TAKINGDISCUSSION WORKSHEET The Social Net.docxcatheryncouper
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intended purpose of the film. You can now reflect on a specific aspect of the film’s context and purpose. to write your essay.
EXIGENCE (Is there a problem that can be solved through discourse (language/conversation)? To what extent can this film be read as a fitting response to that problem? :
AUDIENCE (who is the intended audience of the film? How can you tell? What moves does the film make that signal awareness of that audience, their values, their anxieties, their desires, etc?):
CONSTRAINTS (what constraints shape the message? Remember that these can be constraints imposed by the medium or genre, as well as ideological or social constraints)
INTENDED PURPOSE/SOCIAL FUNCTION (be specific here—if, for example, do you feel that the film “tests ideas”? What ideas are being tested within the film, and why? You may discuss more than one intended purpose/function)
CENTRAL ARGUMENT/CLAIM (S) (given the rhetorical situation and your impressions of the film’s purpose, what seems to be the central argument of the film? What claims are embedded within that argument?)
Rhetorical Analysis Evaluation Rubric:
(Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction)
Corresponds to
an
A
Corresponds to
a
B
Corresponds to
a
C
Corresponds to
a
D
Corresponds to
an
F
Analysis, Ideas and Concepts:
Offers a new and insightful look at the film; Clearly demonstrates a lot of thought went into the work
Occasional insight; good understanding of the film; occasionally develops new ideas
Merely repeats what has been discussed in class; adequately applies course ideas, with little insight
Work shows some effort, but contains little insight re ...
Raab English 100NOTE-TAKINGDISCUSSION WORKSHEET The Social Net.docxcatheryncouper
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intended purpose of the film. You can now reflect on a specific aspect of the film’s context and purpose. to write your essay.
EXIGENCE (Is there a problem that can be solved through discourse (language/conversation)? To what extent can this film be read as a fitting response to that problem? :
AUDIENCE (who is the intended audience of the film? How can you tell? What moves does the film make that signal awareness of that audience, their values, their anxieties, their desires, etc?):
CONSTRAINTS (what constraints shape the message? Remember that these can be constraints imposed by the medium or genre, as well as ideological or social constraints)
INTENDED PURPOSE/SOCIAL FUNCTION (be specific here—if, for example, do you feel that the film “tests ideas”? What ideas are being tested within the film, and why? You may discuss more than one intended purpose/function)
CENTRAL ARGUMENT/CLAIM (S) (given the rhetorical situation and your impressions of the film’s purpose, what seems to be the central argument of the film? What claims are embedded within that argument?)
Rhetorical Analysis Evaluation Rubric:
(Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction)
Corresponds to
an
A
Corresponds to
a
B
Corresponds to
a
C
Corresponds to
a
D
Corresponds to
an
F
Analysis, Ideas and Concepts:
Offers a new and insightful look at the film; Clearly demonstrates a lot of thought went into the work
Occasional insight; good understanding of the film; occasionally develops new ideas
Merely repeats what has been discussed in class; adequately applies course ideas, with little insight
Work shows some effort, but contains little insight re ...
EH 101: Composition 1
Assignment 3: Image Analysis
Peer Review Draft due: Friday, March 4
Initial Draft due: Monday, March 7
First Revision due: Wednesday, March 23
Rhetoric surrounds us in our everyday lives. On a daily basis, we encounter rhetoric through multiple avenues,
through the arguments we create and even through the advertisements we encounter that try to sell us different
products. Thinking about how we encounter rhetoric helps us understand the world around us, and it can even
sometimes mean that we can engage it to understand a particular culture or way of thinking. Rhetoric is usually
associated with creating an argument, but it can also even mean constructing yourself into the world, whether
that is through the physical act of writing or even through how we dress and act. Understanding rhetoric is
hugely important in helping us both break down any kind of writing to fully understand what is being said.
Equally important, being aware of rhetoric and the different rhetorical moves we can make helps us to create
our own texts as well.
Part of what we will do with this assignment is engage with how rhetoric actually works by fully breaking down
the rhetorical situation of an image. We will be discussing what the rhetorical situation is in class, but
basically, it is a method of analysis where rhetoric is broken down into four different constituents: audience,
rhetor, constraints, and exigence. Understanding all four of those constituents can better help us understand
the rhetoric behind a situation, a paper, and even an image.
For this assignment, what you’ll do is select an image and analyze it using the rhetorical situation lens. This
image can be up to your choosing, but some options can include a photograph, a painting, an advertisement
(these are particularly useful in this assignment), a meme, or even a particular style of clothing or someone’s
particular style choice. (Although I’d be open to using videos as well, take some caution that this might be too
difficult to tackle in a four to five page paper). Using this image, the writer will make some sort of argument
about the rhetoric they see surrounding the image. I will approve your selections, and you will need to
submit your selection of the image you want to analyze on USA Online by Wednesday, February
24.
Invention and Drafting
In order to put this paper together, you will have to select an image that you think warrants analysis. Select the
image and try to pick apart what you see happening. This could range from the colors of the image to the
activities you see happening in the image to even the words that are on the image. As you are analyzing, it may
be helpful to ask yourself these questions:
1. Who is the audience for this image? What is used in the image to work to persuade or grab the attention
of the audience?
2. What kind of constraints does the rhetor have in creating the image? ...
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
· Paper need to be 6 pages.
· Times New Roman Font (11) Double-spaced
· Ensure paper addresses all 8 of the below questions
a. Number Questions on page as they are answered.
· Use at LEAST 1 reference for each question.
a. (Paper should have at least 8 different references)
b. (Wikipedia does not count)
· Show work for all calculations.
1. Explain how governments restrict international trade and who benefits as well as who loses from the restrictions.
2. Because wage rates are so low in Africa, why don't Microsoft, Cisco and other major corporations close down their American operations and move to Africa?
3. Consider the foreign exchange market for Japanese Yen and Dollars. Assume a market where the U.S. dollars are on the x axis as shown in the background material. Indicate whether the dollar would APPRECIATE or DEPRECIATE if the following events occur (be sure to explain your answer such as including reference to the demand or supply curve):
a. The interest rate in Japan is lowered.
b. Prices are lower in U.S.
c. Higher US interest rates.
4. What is the effect of a higher exchange rate on exports and imports?
-ONLY ANSWER THE ABOVE QUESTIONS 1-4 ON PAGES 1-3 OF THE REPORT-
5. (a.) Suppose real GDP was $13.1 trillion in 2013 and $13.3 in 2014, what is the growth rate? (b.) How many years would it take for GDP (gross domestic product) to double (using your answer from part (a)?
6. What are the sources of human capital? Discuss some specific examples.
7. What is the law of diminishing returns? Give an example of what the law of diminishing returns implies.
8. What happens when the government raises taxes and uses revenue to engage in spending?
-ONLY ANSWER THE ABOVE QUESTIONS 5-8 ON PAGES 4-6 OF THE REPORT-
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intend.
Chapter 6 Understanding Written argumentsRhetorical AnalysisWilheminaRossi174
Chapter 6: Understanding Written arguments/Rhetorical Analysis
Evaluation Argument Draft due Wednesday for peer review
Multimedia Rhetorical Analysis (1302)
Length: 800-950 words, double-spaced (not including Works Cited) in MLA format, 12-point font
Source limit: One (2) source minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Your options (1302)
Culture Shock (Hulu)
Parasite (Hulu)
Close Encounters of the Fifth Kind (Tubi – free) https://tubitv.com/movies/560920/close-encounters-of-the-fifth-kind-contact-has-begun
Rhetorical Analysis (1301)
Length: 800-900 words (not including Works Cited) in MLA format, 12-point font
Source limit: One (1) source minimum. You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Draft due: March 10th
Due: March 22nd (3/22)
For this assignment, you will write an analysis of the rhetorical strategies and techniques used by a writer in constructing a speech. The purpose of this assignment is to think and write critically about a text. In this paper, analyze a text selected by your instructor.
Your options (1301)
Eisenhower Farewell Address: https://youtu.be/OyBNmecVtdU
https://www.ourdocuments.gov/doc.php?flash=false&doc=90&page=transcript (text)
JFK Inauguration Address: https://youtu.be/PEC1C4p0k3E
https://www.ourdocuments.gov/doc.php?flash=false&doc=91&page=transcript (text)
Rhetorical Analysis
To begin your analysis, look at the different rhetorical information and guidelines provided in the course texts that we have covered and other writing strategies we have discussed in class, such as the writer’s backing of a claim, use of evidence, logic (or logical fallacies), organizational strategies, style, humor, and/or tone.
Choose an approach and be selective: you cannot cover all of these elements in a single paper. You must have a thesis about the article you choose and elements of its rhetoric.
You might, for example, write a thesis that addresses a single important technique of the writer, a few of the central strategies used by the writer to structure the article, or the effectiveness or ineffectiveness of the essay in achieving its purpose for a particular audience, using selected criteria.
Remember that these pieces are composed by published, respected writers who have quality to their writing; at the same time, you may find gaps in the writing, disagree with the logic or approach, or find significant concerns that are not addressed by the piece.
While you may include a very brief summary of what the writer says, summary should only be a small portion of your essay, and you should concentrate on developing your argument/thesis about the essay, using evidence and insight to support your claim.
Rhetorical Analysis
Is the effort to understand how people attempt to influence others through language and more broadly through every kind of symbolic action – not ...
Ashford University ENG225 WEEK 05The week 5 written assi.docxdavezstarr61655
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
thGAP - BAbyss in Moderno!! Transgenic Human Germline Alternatives ProjectMarc Dusseiller Dusjagr
thGAP - Transgenic Human Germline Alternatives Project, presents an evening of input lectures, discussions and a performative workshop on artistic interventions for future scenarios of human genetic and inheritable modifications.
To begin our lecturers, Marc Dusseiller aka "dusjagr" and Rodrigo Martin Iglesias, will give an overview of their transdisciplinary practices, including the history of hackteria, a global network for sharing knowledge to involve artists in hands-on and Do-It-With-Others (DIWO) working with the lifesciences, and reflections on future scenarios from the 8-bit computer games of the 80ies to current real-world endeavous of genetically modifiying the human species.
We will then follow up with discussions and hands-on experiments on working with embryos, ovums, gametes, genetic materials from code to slime, in a creative and playful workshop setup, where all paticipant can collaborate on artistic interventions into the germline of a post-human future.
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
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Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
2. Contextual Research is the study and analysis of
the work of other photographers and artists.
In order to analyse an artist’s work you need to
know about the formal elements that make an
artwork.
There are specialist terms and vocabulary that apply
to art and to individual subjects within art. We will be
covering these in theory lessons and you will be
expected to demonstrate that you know these terms
and can use them accurately.
3. It helps you to understand how and why photographs are
made, and helps you to develop your own work. It also
contributes towards your grades.
We mark your work using 4 Assessment Objectives
(AO’s) set by the exam board. Two of the four
Assessment objectives refer to Contextual research:
AO2 is ‘Critical Thinking’ and is worth 20% of your total
marks. This objective refers directly to your use of subject
specialist terms and vocabulary.
AO4 is ‘Personal Response/realisation’ and is worth a
further 20% of your marks. In this objective ‘connects to
the work of others’ is mentioned.
4. Get a good quality, good sized copy of the
photograph you have selected.
SOURCE IT FULLY.
This means making a note of:
The photographer’s name
The title of the image (if there is one)
The date it was taken
Where you found it i.e. www.magnumphotos.com OR
‘The Photo Book’, Phaidon, pg 185
5. What can you find out about the Photographer?
When were they born/are they still alive?
(This will affect the tense you write in)
What nationality are they/which country was the photograph
taken in? (This may affect cultural perceptions)
How did they get into photography? Were they
influenced/taught by any other famous photographers?
Write a short biography in your own words – this will help to
set the scene for how the picture came to be created.
6. What can you find out about the photograph itself?
Use the synopsis of the image (if there is one) to help
you make comments. Often books from the library
provide better information than the internet.
Research other comments/quotes about the image but
always source them!
Why was it taken?
What does the photographer think of it?
What message does it get across?
Any other RELEVANT comments?
7. CONTEXT:
Make a note of the role this photograph has, the context in which it is intended
to be seen. For example is it for advertising, news, art, etc?
GENRE:
Do you know/would you consider it to fit within the realms of:
Portraiture
Landscape
Photojournalism/Narrative
Advertising
Personal
Art
Documentary – be careful here, this is a very broad genre, it could include
for example:
War
Nature
Social
8. Word-process
Choose a sensible font/size – it needs to be readable.
Use capitals where needed
Use and check punctuation
Check your spelling
Demonstrate you understand what you are talking about.
Use specialist vocabulary
Complete sentences, don’t leave comments ‘hanging’.
Don’t use ‘text-speak’.
Proof read
9. Clearly distinguish between comments that
demonstrate your own personal OPINION, and
sentences that reveal a FACT.
If in doubt, don’t be afraid to research something in
more detail – you will only expand your knowledge!
Don’t just copy from your sources, or say something
just for the sake of saying it. We need to know you
UNDERSTAND what you’re writing and why you’re
writing it.
10. Select one of the images listed at the end of the
presentation, get a good quality version of it and
source it fully.
USING YOUR OWN WORDS:
Write some biographical notes on the photographer’s
background.
Explain what you know about the photograph from
your research – what was it taken for?
Describe which genre the image fits into.
Comment on what you think about the image.
Aim for between 200-400 words