Aplang

1. Aplang Campolmi Beginning week of 9.16

2. 9.16/9.17 objectives • Understand the different aspects of visual rhetoric • Analyze a speech for rhetorical devices

3. 9.16/9.17 Warm-up • Turn to p. 12 in your Shea’s. • Read Priam’s speech from The Iliad and create a SOAPSTone for it. • Each section of your analysis should be 1-2 sentences with textual evidence to support your claim. • When looking at tone, be sure to note any changes in tone.

4. Warm Up • What is the rhetoric in the above image? • What sort of people might have put it together? • What is their purpose? • Who is their audience?

5. Visual rhetoric • Surprisingly a lot like reg’lar ol’ rhetoric ‘cept it’s got some purty pictures . . . • The same elements (SOAPStone, triangle, ethos/pathos/logos) that go into rhetoric go into visual rhetoric. • So just like a speaker must consider how she chooses her words and composes her sentences, so too must an artist consider how she puts her images together.

6. Creating visual rhetoric • COMPOSITION: the arrangement of the images, how it is designed to “catch the eye.” • Distortion/hyperbole: is something being exaggerated or is an image being manipulated. • Satire: claims to argue for something but is, in fact, arguing the opposite (not all V.R. use satire, but one very specific group of V.R. does use it extensively). • Words vs. Images: what is said and what is left unsaid. • Besides ads, what are some examples of visual rhetoric?

7. Visual Rhetoric

8. Visual Rhetoric • This cartoon was published on the occasion of Rosa Parks’s death in 2006. • Elements of the rhetorical triangle: • Who is the speaker? • Who is the audience? • How does Toles interact with his audience? • What is his intention/purpose? • What kinds of appeals do you think are present? Why?

9. Tips for Analyzing a Visual Image from The Longwood guide to Writing, 4th ed. Ronald F. Lunsford and Bill Bridges, eds. • How does the image work with any caption or title given? Does that caption or title help explain the image or set a context for it? If there are other words in the image itself, how do they work with the graphic elements? • How is the image designed? What catches your eye first, second and so on? Why is your eye drawn to these elements in this order? • How does this image resonate with other images you’ve seen before? • What associations do you have with the image? Are these positive? Negative? Why?

10. Visual Rhetoric

11. Visual Rhetoric

12. Visual Rhetoric • Conduct a brief SOAPSTone analysis of the cartoon you are about to see. • Do you think that the cartoonist is effective (does he reach his audience with this cartoon)? Why or why not? • What appeals does the cartoonist use? Make sure to explain your answers.

13. Visual Rhetoric

14. Visual Rhetoric

15. Obama’s speech from 9.10 • The country of Syria is involved in a civil war. • The Syrian people, unhappy with their president’s dictatorship, is fighting to overthrow him. • Evidence suggests that Syria’s President Assad has used the chemical weapon sarin on his own people. • This was his regime’s response to a supposed assassination attempt. • The use of any chemical weapon is prohibited by international war. • Obama has called for the U.S. to strike Assad but is asking Congress for approval of the strike. • He is not finding the support, and most Americans do not want to engage in the Syrian conflict.

16. Ethos, pathos, logos in Obama’s speech

17. SOAPSTone

18. HW: Find an ad • Find an ad (print), bring it in and create a rhetorical triangle for it. • Ad can be printed off the internet or from a magazine, but I need you to bring a physical product (not, in other words, a commercial you saw)!

19. Closing: Answer these questions • What facts does Obama cite to prove Assad’s brutality? • What specific emotional language does Obama use to prove the brutality of the gas attacks? • Why does Obama allude to WW1 and WW2? • How does Obama “know the Assad regime was responsible” (19)?

20. According to Obama, is striking against Assad critical for American security even if no immediate threat is presented? • Obama addresses several “hard questions” (43) to his position. Name two of them. • Why does he present (and answer) these questions? • “For sometimes resolutions and statements of condemnation are simply not enough” (70-71). What does Obama mean here and how does it fit into his rhetoric?

21. 9.18/9.19 Objectives • Pass your vocab. quiz. • Analyze a speech for rhetoric. • Complete background notes for The Scarlet Letter (TSL) • Retrieve your HW.

22. Triangle terms defined! • Speaker/rhetor: who the person is and what their position is • Audience: to whom the message is intended • Content: the message being delivered

23. Continued • Tone: the attitude of the speaker. • Expectations: what the audience knows already about the content. • Intention: the purpose; how the speaker intends to persuade the audience.

24. Continued • Context: think of this as the setting. • Exigency: what is behind the speaker’s purpose that is creating urgency in his message.

25. The Rhetorical Triangle Content Exigency Intention Expectations Exigency Exigency Audience Tone Speaker Context Exigency

26. Let’s go back to Atticus Finch • Speaker: Atticus. A lawyer defending a black man in Maycomb, AL. • Audience: The jury and judge; those assembled in the courtroom; his children. • Content: Tom Robinson is not guilty, etc.

27. Atticus • Tone: measured, calm, desperate, passionate • Expectations: audience expects Atticus to lose, but they expect him to try. • Intention: to see that justice is done or at least that the injustice being done is acknowledged.

28. Atticus • Context: 1930s, segregated Alabama town, the trial. • Exigency: while not a Civil Rights activist, Atticus is desperate for people to see the injustice being done.

29. Visual Rhetoric

30. The Rhetorical Triangle Content Exigency Intention Expectations Exigency Exigency Audience Tone Speaker Context Exigency

31. 9.18/9.19 Warm-up • Trade your ad that you rhetorically triangled (triangulated? Hmmm. Yeah, I like that) and exchange it with a friend/enemy/neighbor. Have them triangulate it then compare your triangulations. • TRIANGLE MAN!!! • http://www.youtube.com/watch?v=sNT8SMlqLJA

32. Vocab. 1 quiz • Please write neatly. • Place quiz in the appropriately colored folder. • Pick up the speech next to the folder and SOAPSTone or triangulate and answer the questions with it.

33. The Scarlet Letter Nathaniel Hawthorne

35. About the Author • July 4th 1804-1864 • Wrote about his Inherited Guilt • Born in Salem, Massachusetts and is the descendent of a prominent Puritan family • Judge Hathorne- Ancestor played key role in the Salem witch trials • Appointed Surveyor of the Salem Custom House, which is what the first part of The Scarlet Letter is based off of • Found a piece of cloth with the Letter “A” on it. Became his main symbol to represent the puritan lifestyle • Lost his job in 1848 • Wife Sophia encouraged him to write his novel based off of his experiences there.

36. The Custom House • Acts as a Frame Story • Ex. “The Princess Bride” • Found a piece of cloth with the Letter “A” on it. Became his main symbol to represent the puritan lifestyle • Also claims to have found a letter BY Hester Prynne and uses the novel to relate her experiences • **The novel is not based on historical fact** but there are real people mentioned. • What credibility does Hawthorne gain by writing his novel with the historical background of The Custom House?

37. The Puritans • Puritanism- the belief that the church of England had too much influence from the Catholic church • “The godly” • Strict code- people were expected to act modestly and were judged upon • Puritan leaders did not tolerate religious beliefs different from their own • No aspect of life is truly private • If you sinned- you were punished publicly.

38. Predestination • Man is innately sinful; original sin means that we are incapable of any depravity • Only those who are chosen by God (the elect) are saved; salvation is not based on your beliefs or good works • The chosen will follow the path of righteousness • If you live a godly life, it was evidence that you had been “chosen” by God. • However... Nobody knows who will or will not be saved

39. As a result... • Puritans were always looking for specific signs • They scrutinized daily events • Felt that God was involved in every daily aspect- no matter how small or insignificant • Everything has a reason

40. Puritan Beliefs • High education value- necessary to be able to read the Bible • Wives and children obeyed the husband/ father • Kept things simple so that they could concentrate on God • No excessive religious rituals or adornments • Constant struggle between the forces of God and of Satan • God rewards the good and punishes the bad.

41. Theocracy • Greek Word • Theo= God • Cratos= Rule • A government where laws are based on religious laws • Leaders in a theocracy are most likely important religious leaders • Modern Example: Afghanistan pre- 2001 • The Taliban controlled religious & civil laws

42. Setting of the novel • Boston, MA 1760s • Puritan Village/ Theocratic society • Puritans wanted to return the Christian church to a “pure” state. • No gambling, drunkenness or adultery. • Crime against the church (or God) was a punishable offense • Seen as the equivalent of a crime against another person or against “the state”

43. Key Characters • Hester Prynne • Husband is believed to be dead. • Brought her to Boston but did not arrive himself. • She has committed adultery. • Sentenced to wear a red “A” on her chest. • Daughter is Pearl. • No one knows who the father is.

44. Key Characters • Roger Chillingworth • Mysterious doctor. • Arrives in town at beginning of story • Begins treating Rev. Dimmesdale • Revealed early on that he is Hester’s husband but is keeping it a secret • Rev. Arthur Dimmesdale • Town’s minister. • Young and well-liked. • Failing health. • Has begun acting strangely for unknown reasons . . .

45. Key Characters • Pearl • Hester’s daughter • A wild child • Doesn’t act like a normal child • Doesn’t go to school or church • Dresses in fancy clothes

46. Romanticism • An American literary movement. • Early to mid-1800s. • Reaction to Industrial Revolution and slavery. • Man is free. • Nature is pure. • Reaction against rationalization of the world. • Basically hippies . . .

47. Closing • Let’s go over the MC questions from your post-quiz activity.

48. HW • In TSL, find two passages. • One that you think is thematically important. • One that you think is symbolically important. • Come prepared to ask questions and explain why you think those passages are important. • Please don’t use Spark Notes for this HW. • Thank you. Love, Campolmi.

49. 20/23 Objective • Analyze visual rhetoric. • Discuss and analyze themes/symbols in TSL. • Pass your TSL Quiz 1 (Ch. 1-8)

50. 20/23 warm-up 1 (A block only) • Let’s review the rhetorical triangle and clear up all and any confusion . . .