Instructor's Annotated Edition tne an} Reading and Using Visual Arguments A visual argument uses images to engage and convince readers, Advertisements often provide the most vivid and memorable exan ples, but writers in almost every field—from astronomy to music to physiology—support their claims with images. In this chapter you'll learn how to read visual arguments critically (below) and how to Use images to strengthen your own arguments (p. 225) Note This chapter builds on the previous three, which discuss forming a critical perspective (including viewing images critically), reading an argument critically, and writing an argument. If you haven't already done so, read those chapters before this one. [MMA Reading visual arguments critically Chapter 9 explains the three main elements of any argument claims, evidence, and assumptions, To read visual arguments criti- ly, you'll analyze all three elements. [Hil Testing claims Claims are positive statements that require support (see pp. 180, 181-83). Ina visual argument, claims may be made by compo- sition as wall as by coatent, with or without accompanying words Here are a few examples of visual claims: Image A magnetic sticker shaped like a ribbon and decorated with the colors and symbols of the American flag, positioned prominently on a car. Claim {support American troops overseas, and you should, too. Image A photograph framing hundreds of chickens crammed into small cages, resembling farniliar images of World War II con= centration camps. Claim Commercial poultry-rasing practices are cruel and unethical 219 mycomplab Datel Nght Lal nino eom av ci iach roc HIGHLIGHTS ‘This chapters new © the 10th edition of The Line, Brown Hendbook. lis covernge of visual ar tgument should be very timely for students who are bombarded with visual images on television, in the print media, and online. The first half of the chapter teaches students how to read images for thelr underying claims; how to evaluate the kinds of evidence used by's visual argument; how to identify the underlying assumptions upon ‘which the image's claims are based; and hav recognize fallacies. in visual arguments. The ‘chapter's secon! half focuses on to how 0 use v- ‘sual arguments fo optimum effect. Students are ‘showin how to choose images, how to use them as evidence, and how to evaluate their appeal to readers, Throughout the chapter, examples of vi sual arguments are provided as concrete illustra tou of the concepts yesented inv each section, IMAGE CAPTIONING Collect a gvoup of magazine ads that make claims visually: Cover the captions or text of each image so only the image is visible. Then have ‘your students trv to guess what the caption is by looking at the image alone. This exereise might produce hilarious results, and you cam use it 9 hrlp students understand how text and picture work together. co ENT ees ‘See page IAE-S8 for companion Web site content description.220 Reading and using visual arguments Instrudor’s Annotated Edition GET MORE MILK The celebrity milk ads are so abundant that students may know of many additional examples. Ask them to bring those in and compare their ims «0 that of the Oscar de la Hoya exampl provided in this section. Most willbe similar, but Subtle differences in claims may be enlighten, tostudents, They can also flnd mary ofthe ads at ‘whymilk.comveclebrity archive htm, Image A chart with dramatically contrasting bars that represent the ‘optimism, stress, and weight reported by people before and after they partidpated in a program of dally walking Claim Daily exercise leads to a healthier and happler ie Image A cartoon featuring affluent-looking young adulls on an atfluent-looking college campus, conversing and frowning sadly as they gaze downhill at rough-looking teens in a dilap- idated schoolyard. The caption reads, “Yes, it's sad what’s happening to schools today. But everyone knows that throw: ing money at the problem isn’t the solution.” Claim Better funding makes for better schcols. The following image is one of a series of advertisements ing unnamed but well-known people as milk drinkers. The celebrity here is Oscar de Ia Hoya, a boxing champion, The advertisement makes several claims both in the photograph and in the text Claims in an image Image lai: Coot, tough monénn mike Image cain: Asctive people dine mile Image claim: Atte dnk Text claim: Mikis a good Source at mutton, helping te buaid muscles, ‘Advertisement by the Milk Processor Education ProgramInstructor's Annotated Edition [Bl Weighing evidence The kinds of evidence provided in images parallel those found in written arguments (see pp. 183-85): ' Facts can be verified by observation or researeh. In visual argu: ‘ments they may be data, as in a graph showing a five-year rise in oil prices. Or they may be inferences drawn from data, as in the statement in the preceding ad that milk provides “high- ‘quality protein for your muscles without the fat.” Sometimes images serve as facts themselves, objects that are analyzed in accompanying writing, as the milk ad is examined by this text or as the ad from Time magazine is examined by John Latner in the essay on pazes 175-77. = Examples illustra‘e and reinforce a point. Visual arguments of- ten focus on an instar en's claims, as Oscar de la Hoya does in the milk ad. Another ad might feature multiple mages as examples: a Sizzler TV commercial, for instance, shows a sequence of luscious-looking foods to be had at the restaurant. An image might also illustrate a claim made in ac- companying writing, as, again, the milk ad does in this text » Expert opinions are the findings of subject-matter authorities based on their research and experience. A visual argument might present a chart from an expert showing a trend in, say, unemployment arong high school graduates. The familiar TV ad that features a doctor recommending a particular medicine to a patient offersthe doctor as an expert. * Appeals to beliefs or needs reinforce readers’ values or truths. Many visual arguments make such appeals by depicting how things clearly ought to be (an antidrug ad featuring a teenager who is confidently refusing peer pressure) or, in contrast, by showing how things clearly should not be (a Web site for an antihunger campaign featuring images of emaciated children). of the argun The evidence in a visual argument should be judged by the same criteria as that in a written argument (pp. 185-87): = Is the evidence accurate? Images can be manipulated just as words can, and [ke words they should be analyzed for their fairness, precision, and trustworthiness. For example, a graph claiming to show changes in college living expenses between 1995 and 2005 should identify the source and purpose of the re- search, supply data for all the years, and clarify the definition of living expenses (the cost of room and board only, or trans- portation, recreat on, and other expenses as well?) ® Is the evidence relevant and adequate? An image should per- tain to the claims made in the larger argument and should sufficiently demonstrate its own claims. In an article on eating Reading visual arguments 21 FASHION DESIGN EXAMPLES I your suudents are interested in fasion, you ‘could ask them bring in vers or catalogs from their favorite designers oF stores. Photographic ‘examples of clothing can be compared from de: Signer to designer or store to store PSEUDO-EXPERTS Students ate often very savey about adverts {ng claims. Ask chen to Tecate an image using an (Geert erallon ie ity Bead meted ane tox plain to the rest of the class why they think the “exper” may not be credible. Dae GALLERY OF APPEALS Ask studen's to look around on the Web and collect visual appeals that reinforce readers’ val- tes. They can provide links to the Web site and 3 brief analysis en your clays Web site of the values to which the images appeal. eT rure Rils's IMAGES Jacob Rils, the famous photojournalist, pro- vides an excellent example of using visual images to advance an argument in his classic text How the Ovier Half Lives (New York: Charles Serib- e's Sons, 1890), Have students work topether evaluate selected images and the accompanying data and tex.222 Reading and usng visual arguments “Accuracy: Trustworthy because based on Gata from the US Census, but perhaps Somewhat distorted by the census feline on information volunteered by respondents Relevance and adequacy: shows n= omen nv cumed Out Re imimesiatly current cae the US ‘Census is conducted on every ten yeas sentaiveness: uly representative ens sap ath i dk ote Instrucior’s Annotated Edition disorders, for instance, relevant and adequate images might in- clude a medical diagram showing the liver damage from mal- nutrition and a photograph of a frail-badied person suffering from anorexia. However, a photograph of skinny model or ac- tor would be neither relevant nor adequate, merely sensational- istic, unless the subject had publicly conirmed that his or her low weight resulted from an eating disorcer = Does the evidence represent the context? Representative vic sual evidence reflects the full range of the sample i's drawn from and does not overrepresent or hicle important elements of the subject. For example, a photographic =ssay claiming to doc- tument the poor working conditions of migrant farm workers might reasonably include images of one worker's scarred hands and another worker suffering from heat orostration. But to be representative, the essay would also neel to illustrate the full range of migrant workers’ experiences, The annotations on the following pie chert demonstrate a way to analyze the evidence in a visual argument—even when, as in this case, the image comes from a highly reputable source. (The Social Science Data Analysis Network is a scholarly organization.) evidencs ' visual argument 700 Using visual arguments 27 SEARCHING FOR VISUALS. Some scarch engines, such as Google, allow tasers to limit asearch to images only, which ean Ihelpstdents scarch more efficent. SUGGESTED READINGS Langreh Don, “From a Semilotic Perspective: In- ference Formation and the Critiell Compre- hension of Televiston Advertising.” Reading Online 9 (May 2005), Langreby illustrates the Aificulty sudenis have “reading” television advertisements and offers adviee on Improv Ing this dimension of visual literacy. Sellen, Mary. ‘Information Literacy in the Gen- feral Edveaion: A New Requirement for the 2ist Centery.” Jounal of General Education 51 (2002); 115-126, ellen suggests that there is « need for instruction in multimedia liter acy because shdents can now incorporat ‘wal and aural information into their texts, Stroupe, Cri. "Visualizing English: Recogniz: ing the Hybrid Literaey of Visual and Verbal Authorship on the Web” College Esglish 62 (May 2000, 607-632, ‘troupe presents. ‘method for combining verbal and nonverbal Teatures i student texts, made possible by the advances in visa digitlity228 Reading and usng visual arguments Instrucor’s Annotated Edition Images as evidence ‘A decorative image that Sersationalizes but does fotilumnate the argu. ment ‘An uninformative caption Fig. 2. A participant on the television show Extreme Makeover, Maw the marrige fom Walt Disney Internet Group, ABC Extreme Makeover, 2005, heimage tothe argu 30 Hay 2005 Before and aterm prowling both a aaa Fecord an visual examples ofthe arguments clan Caption explaining the Fig. 2. Before ané after images of a participant on the television images and the woman's show Extreme Makeover. In ation te the change in ptzonal cosmetic teatments ng arene Makeover 18 adit ein the Images to the text of style implied by the change in dothes had, and body lan- the pea age, this participant also underwent nose suger a brow li, eye surgery, dental work, Uposucton, and breast augmentation Photographs from Wat Disney Inteme: Group, ABE. Extreme Makeover, 2005, 30 May 2005 , Ian area ac tourna asec: en Rerr as Soha Sa Emotional appeal: Re- benefits of Watching; the man’s sol tion maybe disturbing, but hvexciement fs pleasog Ethical appeal Com thewrters competence ness ofthe mage forthe Using visual arguments 229 Earetrn Benn ‘TESTING APPEAL Divide students into small groups, and give ceach group a visual image to vie. Ask them to maker list offeslings or ideas evoked by the im age. Each greup can then use its list to help a Sess the ratimal, emotional, and/or ethical ap peal of the image m Coren CONTEST OF IMAGES. After students have completed Bxercise 11.3, have each group find or create an image to go swith each of the five argument subjects. Hold a class contest to choose the best image for each argument subject, ANSWERS: EXERCISE 11.3, Possible answers |. Images helpful: photographs of seniors and their pas; graph relating pet care and life improvement.20 Reading and using visual arguments 2. Images somewhat helpful; photographs of people gathered in building entrances or bother places sere smokers congregate, em- phasizing variety of people an! obvious in 3. Images essential: Miltary reccuiment ads targeted to certain kinds of pecple. 4. Images helpful: photograph of solk-waste Jandhill; chart showing current and pro- posed volume of campus waste; diagram Showing proposed recycling prices. 5. Images not help unless data demonstrate relation of music listening an¢ information retention ANSWERS: EXERCISE 11.4 ‘Additional images might inchde a graph showing the inerease in viewers watching TV makeover shows (to complemen: the graph ‘hossing an inerease in cosmetic procedures) an ‘additional before and ster phetographs of ‘women having makeovers on such shows (to ro- Inforce the claim that the shows encourage a “particular beauty standard.” er en As a follow-up to Exercise 114, ask students to conduct a Web search to Find additional i= ages to support the argument abuut cosmetic procedures. ANSWERS: EXERCISE 11.5 Inlvidual response, ANSWERS: EXERCISE 11.6, Individual response, ANSWERS: EXERCISE 11.7, Indiviclal response. Mee ened DAILy SHOWS ‘Television comedians like Jon Stewart often use visual Images ina dliberavely bad way to exe pose ironies and poke fun at public figures. As a follow-up to Exerese 1.8, have your class create and perform its own daily news spoof show, ju taposing images and text fr sarica effect. Instructor's Annotated Edition EXERCISE 11.3 Brainstorming images for avisual argument Working on your own or with others in a smal group, apply the four questions for choosing images (p. 226) to the argument subjects be low. Which subject Would most likely benef from images? Which would be most difficult to illustrate? Why? (You can do ths exercise niine at abongman.com/ttlebrown.) 1. A program to help senior citizens adopt and care for a pet would improve seniors’ lives and benefit the community. 2. Smoking cigarettes is a good way to meet interesting people. 3. Today's military-recruitment advertising targets certain kinds of people more than others 4. Our campus needs a better recycling program. 5. Listening to music while studying helps one retain information "EXERCISE 14 Fling gapsin aval argument Toke anther lok st the graph he pied photographs on pases 221-20 taken roma paper camng ta 1 rkeoe sho encour Soe ween to have cnmetieprocedre nore o cao fo Panicle bet sander. Whit ational rages ms oes the tourer? care expel ow you mihtsupeent he gph i connet he nerease in court: procedures the ong POP Unity FV maleover shows hat entre suhpocere “EXERCISE 11.5 Revising an oversimplified visual argument ‘The red and blue map on page 224 comes fron Maps and Cartagroms ofthe 2004 US Presidential Election Results at wvw-personaLumih eda “mejn/election. Visit the site to see Hlustration: that capture more of the complexity of the 2004 election. Then wite a bref visual argu ‘ment based on one of the other images. Alteratively, write abril ar ument about the orginal red and biue map, explaining is Haws. (Re- | member to include and cite In your paper ary mage you discuss) EXERCISE 11.6 Creating a deliberately bad visual argument Purposely breaking the rules of argument can te fun and illuminating, building your knowledge about what works best and why. Using one Of the topics listed in Exercise 11.3 or a new ore, create a visual argu ‘ment and an accompanying paragraph of text that deliberately antag- Oonize readers instead of appealing to them. De your best to do your ‘worst: instead of demonstrating logic, use flawed reasoning or confus- ing examples; instead of appealing to readers’ values and emotions, let your argument be boring or hostile; instead of communicating your Credibility and expertise, display ignorance or ireptness EXERCISE 117 Locate an infective visual argument, and use the quidlines on page 229 toimprove its Hely appeal to readers your cassmates completed Exercise 116, you could revise another student's deliberate bad argu ment