Questions to ask about “style” and “medium”
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This document provides questions to consider when analyzing the style and medium of a creative work. For style, it suggests considering the tone of the author, how they establish credibility, any images used, and whether they aim to create an emotional impact or logical argument. For medium, it recommends examining the type of work, its length, visual layout, intended purpose, target audience, and how it is meant to be consumed. Analyzing these elements can provide insight into how the work was created and intended to be interpreted.
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1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
Introtoa2course g325criticalperspectivesinmedia-questionb-100614040938-phpapp...
The document provides guidance for students on how to approach section A, question 1b of the A2 media exam. It outlines the key concepts of genre, narrative, representation, audience and media language that students need to understand. It provides examples of how to apply various theories related to each concept to analyze a piece of coursework. Students are instructed to create revision documents using digital technologies that analyze their coursework through applying all five concepts and incorporating relevant theories.
Poster tar
This document summarizes audience feedback from testing a movie poster. Participants felt the poster's use of Polaroids and mysterious tone effectively intrigued viewers about the film's themes of loneliness and isolation. While ideas about the story varied, most agreed the tagline "the camera always lies" best captured the film's mystery. The bleak color palette was described as creepy and eerie, fitting the intended style. Based on the feedback, the poster successfully aimed at and appealed to its target mature, media-educated audience.
Rhetorical analysis assignment brainstorming
The document provides guidance for analyzing two advertisements by identifying their purpose, audience, imagery, language, emotional and logical appeals. The analysis involves describing the people, setting, objects, colors and design choices in each ad. It also prompts considering why certain elements were selected and how they aim to position the product and message. Students are asked to compare and contrast the ads' similarities and differences in rhetorical strategies over time.
Unit #2 Lecture Online
This document provides instructions for students to complete a unit essay assignment analyzing an advertisement. It begins by defining advertising and its purpose. It then discusses why advertisements are worth analyzing, noting the billions spent on advertising annually. The document outlines the assignment, instructing students to choose a print ad, research the company and ad placement, and analyze components of the ad like images, text and themes. It provides examples of thesis statements and outlines. Finally, it reviews the writing and revision process, emphasizing using resources like peer review and the online writing lab. The overall purpose is to guide students through effectively analyzing an advertisement in a 3-5 page essay.
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This document provides instructions for creating a "listicle", which is a list-based article format, as a way to remediate and share research findings. It instructs students to choose 4 examples in a category related to their research topic, summarize each example in 1-2 sentences with details like who, what, where, when, why, and what readers can learn. An image with caption should accompany each example. Students should include a link to a relevant source after each example and present their listicle in 2-3 minutes for optional bonus points. The listicle is worth up to 50 points total.
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This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Research paper ( 2500 words or 8 pages) edited
This document outlines the requirements for a research paper that will analyze an issue by considering different perspectives and solutions. It provides questions for students to guide their research and analysis. The paper should be 8 pages and include an introduction discussing the student's perspective on the issue and how their background shapes their view. The main body will present research from 3-4 sources that support the student's approach and 1-2 sources with alternative views. A conclusion will synthesize what was learned and reflect on the research process. Students must incorporate different source types, including an image, data, and an unconventional source.
Palmer Spring 2018 eng 102 schedule 3
This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
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CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Palmer 102 Personal Essay
This personal essay prompts the writer to tell a story about themselves using the themes of knowledge, experience, and familiarity. The essay should be 3-4 pages and focus on something the writer knows to be true about themselves based on their unique experiences. The essay should have 3 parts: setting the scene by describing a situation, developing the situation by providing context, and resolving the situation while reflecting on how it affected the writer then and now. Elements like coming back to an initial item or image at the end and using specific details in their own voice are encouraged.
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Spring 2018 102 syllabus
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
“The pitch” due wed, dec 6
The document provides instructions for a one to two minute presentation to pitch a research paper. It outlines the components that should be included in the presentation: an image, explanation of the image, facts the audience already knows ("set-up"), something new revealed in research ("closer look"), and why the topic matters ("So What?"). Transitions should tie each piece of information together, moving from the image to set-up, set-up to closer look, and closer look to why it matters. An example presentation is provided that discusses independent films, revealing they have higher representation of women and minorities than blockbuster films, and concluding audiences would be missing important voices if they did not investigate these films.
Notes on the conclusion
The document provides guidance for reflecting on key aspects of the research process in the conclusion of a research paper, including the research process itself, sources used, concepts explored, and a single source. It emphasizes using specific examples and details rather than vague statements. For reflecting on the research process, it advises addressing whether the original question was answered or proved more complicated, and suggesting avenues for further research. When discussing sources, it recommends describing the range of perspectives incorporated. In reflecting on concepts, it prompts naming concepts that were not covered but could be. And for analyzing a source, it says to discuss how its style and format contributed to its message and credibility.
Steps for research CP
This document provides steps for conducting research for an English 102 class. It outlines strategies for developing a thesis question such as combining a topic with additional keywords. Some key steps include asking librarians, classmates, or experts about sources; Googling examples to find related articles and keywords; checking citations on Wikipedia pages; and following sources in other articles' citation sections. The document also recommends finding stories related to the thesis angle, researching how different groups are affected by the topic, using anecdotes, and including relevant statistics.
Fall 17 end of sept (4)
This document outlines the schedule and assignments for a Fall 2017 semester course. It includes readings and assignments due each week for the first 14 weeks of the semester. Topics covered include digital and visual mediums, print mediums, academic mediums, and a library research week. Assignments include essays, a video project, critical analysis and research paper drafts, and a book review. Presentations are scheduled for the last week of class.
Paraphrasing and quoting
The document provides guidance on paraphrasing and quoting sources. It discusses paraphrasing by describing the content and function of information in a source. It also discusses when to quote, summarize, or paraphrase based on factors like impactful language, authority, or statistics. The document advises introducing quotes with attribution and context, and integrating them grammatically into own sentences. It also offers punctuation choices for quoting and a two-step process for summarizing and quoting.
Fall 17 end of sept
This document outlines the schedule and assignments for a Fall 2017 semester rhetoric course. It includes weekly readings, in-class activities, and assignment due dates. The course covers a range of mediums including digital, visual, print, academic, and multimodal. Key assignments include Essay 1 on a resonant message, a video project in small groups, a critical analysis rough draft, book review, and research paper with drafts and peer review. Readings are primarily from the textbook "Becoming Rhetorical" and discuss rhetorical analysis and composition across different mediums.
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This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
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- Writing assignments due most weeks such as drafts of two essays and a research paper.
- Class activities and discussions focused on developing writing and research skills.
- Library visits to learn about source types and research techniques.
- Presentation of final projects during the last few weeks of the semester.
The schedule provides students an overview of the reading materials, assignments, and classroom activities they will complete throughout the semester to improve their writing and research abilities.
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This document outlines the requirements for Assignment 4 Research Paper. It asks students to research one issue in depth by developing their own claim and answering an initial question. The paper should have three sections - an introduction explaining the student's perspective on the issue; a research section analyzing at least three representative sources, one to two alternative sources, and one to two supporting sources; and a conclusion reflecting on what was learned and how the research broadened or focused the issue. Students are asked to consider their background and how it shapes their view of the issue. The research section should incorporate different source types and address images, studies, and an unconventional source.
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Questions to ask about “style” and “medium”
- 1. Questions to ask about “Style” and “Medium”: Style: - What are 3 words you can use to describe the ‘voice,’ or tone of the author? What would you point to as examples for why? - How does the author present themselves as credible - either in the text itself, as part of a bio, or through affiliations to where it’s published? - Are there images? Describe them how we did in class - where’s the emphasis or focal point, what colors are their, what’s the sharpness to blurriness scale, where does the frame begin and end? What’s the distance to the subject? What thought or emotional responses do these things create in the viewer? - Does the author try to create an emotional impact, or pathos? Do they try to build a credible argument with proof, through logos? Where are examples of these in the piece? - What does the headline or title tell you right away about it and what use can this have for the creators? Medium: - What’s the type: verbal, print, visual (video), digital? What’s the type: article, blog post, movie, collage, photo essay? - How long or short is it? How much does this invite you to read it, or tell you about how much energy to invest? - Are there headings, subtitles, white space? What does the visual layout look like? Is it inviting to read, or no? What makes you say so? - What’s the purpose for each piece? Are they supposed to be used differently? What does its use tell you about what to do with the info? - Who’s the audience for the piece? Does the creator acknowledge this explicitly (in so many words)? Do they acknowledge it implicitly (by assuming who the reader is)? What assumptions are made? - How is this piece meant to be consumed: on a screen (computer, phone) through buying or not?