Crystal Fodrey

Fall 2013

UNIT 3: WRITTEN AND VISUAL PUBLIC ARGUMENTS

MAJOR TASKS:
1. Primarily Written Public Argument Final draft due 12/10 Worth 5 to 20 of your final grade !to be combined "ith #isual Public Argument for total of 25 $ 2. #isual Public Argument Final draft due 12/10 Worth 5 to 20 of your final grade !to be combined "ith Written Public Argument for total of 25 $ 3. Presentation of Public Argument %ue on 12/3 or 12/5 Worth 2 of final grade

PRIMARILY WRITTEN PUBLIC ARGUMENT

After com&leting your 'nit 2 Contro(ersy Analysis )ssay* you "ill li+ely ha(e gone through the follo"ing &rocess by the time you start "riting your &ublic argument, 1. 2. 3. 1. -elect an issue related to the course material that interests you and determine your &ur&ose and audience. %efine a research .uestion about that to&ic. Analy/e that .uestion !i.e.* brea+ it into &arts so that you can better understand and e0&lain it$ 2esearch multi&le &ers&ecti(es on the .uestion. 3ou might research these reasons to confirm and/or re(ise your analysis* either loo+ing at sources that disagree "ith you and/or "ith each other come from different &oints of (ie" come from different &laces or times 5. Analy/e your research until you reach an ans"er to your .uestion. That answe w!"" #e$%&e the $"a!& '%( &a)e !n #%th '%( w !tten an* +!s(a" a ,(&ents4. 5hen A6% 7683 59)6 are you ready to :oin the con(ersation by creating both a "ritten and a (isual &ublic argument that foregrounds your ideas/beliefs on the research to&ic and uses your research as e(idence. 3ou can actually use the &rocess of creating your "ritten and (isual arguments to refine your &osition on your chosen issue. T% $%&.%se the w !tten .(#"!$ a ,(&ent* you decide "here to situate yourself among these multi&le &ers&ecti(es; then you use your categories of analysis !from <3 abo(e$ to come u& "ith your reasons to su&&ort your thesis; finally* you use your research and your o"n reasoning as e(idence to su&&ort each reason. 5his "ill result in a "ritten te0t created to &ersuade a &ublic audience of your choosing. 3our "ritten te0t can ta+e the form of an editorial/o&inion column* a letter to the editor* an o&en letter* a letter/&ro&osal to a s&ecific &erson or grou& of &eo&le* or a &ersonal essay !li+e "hat is found in The New York Times= >?odern 8o(e@ or >8i(es@ columns or on a blog li+e tressiemc.com$. Feel free to &ro&ose another "ritten genre if "hat you "ant to "rite is not on this list. A(*!en$e: A &ublic audience of your choosing that is li+ely less informed on your to&ic than you are but "ants to +no" more about your informed o&inion on an issue. Feel free to choose a s&ecific &ublication li+e the Daily Wildcat or Arizona Daily Star or an online &ublication li+e The Huffington Post or The Christian Science onitor!s >9ome Forum@ column so that you can best tailor your message to a s&ecific audience. 3ou could also choose to "rite a letter or &ro&osal to an indi(idual or grou& that you feel needs to hear your message.

Crystal Fodrey

Fall 2013

/% &at: 5he genre of your "ritten argument "ill hel& determine your format* but remember to consider both "ritten and (isual design elements.

GRADING RUBRIC /OR PRIMARILY WRITTEN PUBLIC ARGUMENT

AA BA CA %A )A )0ceeds e0&ectation in creati(e* effecti(e "ays Com&etently meets e0&ectation Attem&ts to meet e0&ectation* could be im&ro(ed -till (ery rough in this area* needs a lot of "or+C(ery unclear or unde(elo&ed )0tremely ineffecti(e or does not address this area

DEll &ro(ide a letter grade and comments for each of the follo"ing categories* "hich "ill lead to your holistically determined &ercentage grade for this assignment. 5he &ercentage grade "ill them be con(erted to a numerical grade based on "hat &ercentage of your final grade you decide you "ant for this assignment. Fenre, -tudent dis&layed a clear understanding of the e0&ectations of the genre in "hich they decided to create their "ritten argument. -tudent transferred +no"ledge in analy/ing from the models gi(en in class to creation of their o"n &ro:ects. Pur&oseGG 5he "riting ma+es a clear* effecti(e argument about a contro(ersy. 5he author clearly articulated the intentions of the document. 5he author directed the audience to ado&t a &osition on the to&ic and offered suggestions for further action. AudienceGG 5he author tailored the argument for their chosen audience. 5he audienceEs ob:ections "ere antici&ated* and the audienceEs (alues and beliefs "ere ta+en into account. %e(elo&ment and 7rgani/ationC5he document is arranged in a logical order. 5he author clearly e0&lains their central claim* &ro(ides logical reasons to su&&ort that claim* and &ro(ides e(idence to su&&ort each reason. Additional 2hetorical -trategiesGG 5he author used ethos/&athos/logos and other s&ecific rhetorical strategies. 5he author also &roduced a technically &olished and (isually logical document.

PRIMARILY VISUAL PUBLIC ARGUMENT

#isuals often &lay an im&ortant role in &ublic arguments* so remember to ta+e into consideration the strategies of (isual rhetoric that "e "ill discuss in class as you create your (isual &ublic argument. Consider "hat form "ill best con(ey your &articular argument. YOU CANNOT CREATE A POWERPOINT PRESENTATION /OR T0IS PORTION O/ T0E ASSIGNMENT1 3our (isual argument can ta+e one of the follo"ing forms, Y%(T(#e V!*e%: Would narrati(e* li(e inter(ie"s* dra"ings* bac+ground music* and/or statistics be most effecti(e for your audienceH 3ou can use sites li+e htt&,//goanimate.com/ !free$* htt&,//animoto.com/ !basic (ersion free$* or htt&,//""".mu(ee.com/ !15 day free trial$ if you ha(e no &re(ious (ideo creation/editing e0&erience. We#s!te2B"%,: 5hin+ of ho" to effecti(ely arrange information* ho" to create lin+s* and ho" to incor&orate (isuals and/or music. 9o" do you "ant &eo&le to mo(e through your designH ?a+e sure to be userGfriendly and in(o+e ethos through your design. 3ou can use """."i0.com or you are "elcome to use other "eb/blog design &rograms li+e Word&ress or Blogger. P e3!: Pay s&ecial attention to the relation bet"een (isual and te0tual elements as you arrange your interacti(e &resentation if you choose to &ublish your "or+ in this format. In4%, a.h!$: Would your argument best reach your target audience through a gra&hic dis&laying information shared through (arious social mediaH For this you could use a free tem&late on """.&ictochart.com.

Crystal Fodrey

Fall 2013

Ph%t% Essa': Would a series of selfGta+en &hotos "ith ca&tions or (oiceo(er best illustrate your argument to an audienceH Df you do this* consider "here you "ould &ost it. 3ou5ubeH 7n a blogH Othe Gen es: Please see me if you ha(e an idea for "hy a different genre "ould be &articularly effecti(e for your (isual argument. DEm (ery o&en to creati(ityI

The Rhet% !$a" S!t(at!%n: A(*!en$e: 3our &rimary audience for this argument is an audience of your choosing that you feel is most a&&ro&riate for your &ur&ose and issue. Where might your audience disagree "ith youH What might they sayH 9o" "ould you res&ondH Dmagine a con(ersation "ith those (oices. 5o ma+e a con(incing argument* you must recogni/e differing (ie"s on the issue. S.ea)e : %ecide ho" and to "hat e0tent you "ant to &resent yourself in your argument* and "hy. What elements of yourselfC&ersonal e0&eriences* age* &ersonality* etcC should you include !or not include$ in order to build credibility "ith this &articular audienceH What tone "ill be most effecti(e and "hyH P( .%se: %ecide "hat your s&ecific &ur&ose for the argument isCdo you "ant to raise a"areness* call to action* change o&inions* etcH 9o" does your issue im&act your intended audienceH C%nte5t: Consider "hat current e(ents and issues "ill im&act ho" your audiences relate to your argument. V!s(a" E"e&ents: V!s(a" !&.a$t J 5he o(erall effect and a&&eal that a (isual com&osition has on an audience. What effect are you trying to createH V!s(a" $%he en$e J 5he e0tent to "hich (isual elements of a com&osition are tied together "ith color* sha&e* image* lines of sight* theme* etc. Why "ould you "ant your com&osition to be unified or disunifiedH 9o" "ill you unify your &ieceH V!s(a" sa"!en$e J Dm&ortance or &rominence of a (isual element. Why do you gi(e &rominence to certain elementsH V!s(a" % ,an!3at!%n J Pattern of arrangement that relates (isual elements to one another in a "ay that ma+es them easier for readers/(ie"ers to com&rehend. Are you directing ho" our eyes mo(e across your &iece in a &ur&oseful "ayH

GRADING RUBRIC /OR PRIMARILY VISUAL PUBLIC ARGUMENT

AA BA CA %A )A )0ceeds e0&ectation in creati(e* effecti(e "ays Com&etently meets e0&ectation Attem&ts to meet e0&ectation* could be im&ro(ed -till (ery rough in this area* needs a lot of "or+C(ery unclear or unde(elo&ed )0tremely ineffecti(e or does not address this area

DEll &ro(ide a letter grade and comments for each of the follo"ing categories* "hich "ill lead to your holistically determined &ercentage grade for this assignment. 5he &ercentage grade "ill them be con(erted to a numerical grade based on "hat &ercentage of your final grade you decide you "ant for this assignment. Fenre, -tudent dis&layed a clear understanding of the e0&ectations of the genre in "hich they decided to create their (isual arguments. -tudent transferred +no"ledge in analy/ing from the models gi(en in class to creation of their o"n &ro:ects. Pur&oseGG 5he (isual ma+es a clear* effecti(e argument about a contro(ersy. 5he author e0&lained "hat the audience should get out of the (isual &ro:ect. 5he author directed the audience to ado&t a &osition on the to&ic and offered suggestions for further action. AudienceGG 5he author tailored the argument for their chosen audience. 5he audienceEs ob:ections "ere antici&ated* and the audienceEs (alues and beliefs "ere ta+en into account. #isual )lementsGG 5he author used (isual salience* (isual organi/ation* and (isual coherence intentionally and rhetorically to ma+e the argument.

Crystal Fodrey

Fall 2013

Additional 2hetorical -trategiesGG 5he author used ethos/&athos/logos and other s&ecific rhetorical strategies. 5he author also &roduced a technically &olished (isual.

Crystal Fodrey

Fall 2013

PRESENTATION O/ PUBLIC ARGUMENT

7n either %ecember 3 or %ecember 5* you "ill &resent your &ublic argument to the class. 3ou "ill ha(e 1G5 minutes to bring your message to your &eers. 3ou can either a$ address your classmates and teacher directly or b$ &retend that you are addressing the &ublic audience to "hom you ha(e directed your "ritten and/or (isual &ublic argument. 2emember that the final drafts of your "ritten and (isual arguments are due the day you &resent. Y%( $an $ eate a P%we P%!nt % $ eate s%&e %the s% t %4 +!s(a" 4% th!s . esentat!%n6 #(t th!s w!"" #e , a*e* as .a t %4 the . esentat!%n %n"'- Re&e&#e that '%( $ann%t $ eate a P%we P%!nt as '%( +!s(a" .(#"!$ a ,(&ent- 5his is the rubric that "ill be used to grade the &resentation. AA BA CA %A )A )0ceeds e0&ectation in creati(e* effecti(e "ays Com&etently meets e0&ectation Attem&ts to meet e0&ectation* could be im&ro(ed -till (ery rough in this area* needs a lot of "or+ )0tremely ineffecti(e or does not address this area
PREPAREDNESS o Dntroduction, )ngages audience "ith an interesting introduction A B C % Clearly articulates main claim/argument A B C o o Body, Closing, % ) )

Presents main &oints a&&ro&riately for a listening audience A B C % ) Articulates larger significance in a &ersuasi(e "ay A B C % )

)nds "ith a clear* contentGrelated sentence or .uestion A B C % ) o 7(erall Pre&aration, 9as materials ready and meets length re.uirements A B C %

PRO/ESSIONALISM o #ocal Com&etence,

?a+es sure entire audience can hear !loudness/s&eed$ A B C % % % ) ) )

Con(eys enthusiasm "hile remaining calm A B C A(oids slo&&y language habits A B PURPOSE o Confident A&&earance, C

?aintains eye contact/a(oids reading directly from a scri&t A B C % ) )m&loys a&&ro&riate gestures/signal "ords and &hrases A B C % )

5he grade for your &resentation "ill be determined holistically based on the o(erall .uality of all ma:or com&onents of your &resentation; slightly more "eight is &ut on &re&aredness than the other t"o ma:or criteria.