Essay Multimodal Analysis

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Essay #2 Multimodal Analysis

In this 4-5 page paper, you will pick an advertisement about The Walking Dead to analyze and

evaluate how it creates an argument through multimodality.

Most media you encounter each day combines modes—news articles include photographs;

television shows include audio, verbal text, and gestures; websites make use of alphabetic text

and spatial arrangement; music contains both lyrics and sound. Even an academic paper has

multimodal elements such as font choice, double-spacing, margins, etc. By analyzing multimodal

texts you can become a more active viewer of the media that surrounds us and understand how

media shapes our understanding of the world.

Ultimately, your goal is to recognize and evaluate different modes in order to discover how the

modes work together to create arguments and how they respond to rhetorical situations. Your

thesis should make an argument for how you interpret the ad’s message and whether the ad is

successful or not (i.e. is it persuasive for its intended audience) based on its use of visual and

rhetorical strategies. In other words, you will take a stance about the piece and make an argument

about its messages and rhetorical strategies. In the body of your essay, you will use rhetorical

appeals (ethos, pathos, logos) and concepts from visual design to specifically focus on HOW the

visual rhetoric works, not simply WHAT it conveys: discuss how the use of rhetorical appeals

determines the effectiveness of the visual argument. To complete the essay successfully, you

will need to discuss specific and concrete elements of the image/commercial as visual and/or

audio evidence.

Assignment Objectives

• To gain the ability to recognize the modes and media elements in a multimodal text.

• To use multimodal evidence to make an argument.

• To improve the ability to describe evidence in specific detail.

• To strengthen critical thinking and analysis skills

• To understand a multimodal text in terms of its rhetorical situation.

• To become an active viewer of multimodal texts.

Assignment Requirements

• 4-5 page essay, double-spaced, 12-point TNR font

• Includes a clear introduction that identifies all elements of rhetorical situation for the ad (speaker, purpose/message, intended audience, contexts)

• Includes an argumentative thesis that provides an interpretation of the ad’s message and a claim about its rhetorical effectiveness based on rhetorical and visual/audio strategies

• Includes clear, claim-based topic sentences that organize the essay around analytical points

• Analyzes evidence from the ad (does not summarize) by interpreting concrete details for the reader

• A conclusion that summarizes main points and provides some kind of application for readers

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Aspects of Multimodality to Consider

The following are the five main modes that can be found in a multimodal text with some

examples of elements of each mode. Each media you choose will also include more specific

language and elements. Be sure to reference terms related to your chosen media when

brainstorming and drafting.

• Linguistic – word choice; delivery of spoken or written text (tone); organization into sentences, phrases, paragraphs, etc.; coherence of individual words and ideas.

• Visual – color, layout, style, size, perspective

• Gestural – facial expressions, hand gestures, body language, interactions between people

• Spatial – arrangement, organization, proximity between people and objects.

• Audio – music; sound effects; ambient noise/sounds; silence; tone; emphasis and accent of voice in spoken language; volume of sound.

Tips for Constructing Your Paper

• Your intended audience is someone who has seen your chosen ad, but has not thought in depth about it. Your audience are consumers who are interested in how ads influence

their choices through rhetoric and visual design. You should adopt a formal, but engaging

tone/ethos. Your purpose is to make an argument about an ad’s purpose/message and

target audience and to analyze how it achieves its purpose and reaches its target audience

either effectively or ineffectively through rhetorical and visual strategies. The context for

your writing is that interested consumers would like to know more about the products

they buy.

• Do not simply summarize or describe the images (though you will probably need to do this briefly in the introduction). The paper should be focused on the strategies the creators

of the image use and the effectiveness of their choices in reaching the targeted audience.

• Make sure your argument is framed objectively. In other words, it should be based on evidence from the ad, rather than on personal beliefs. This paper isn’t about your feelings

on whatever product, topic, etc. the image represents. Your decision on if the visual is

effective should not be based on whether you agree or disagree with the image’s

message, but rather on the uses of rhetorical strategies and whether they are persuasive

for the ad’s target audience.

• Usually, this assignment works best when the ad you choose is provocative, provoking, or somehow controversial. This gives you more leeway to analyze the strategies used

and to figure out if they are persuasive in terms of the ad’s target audience.

• Write a solid intro and thesis statement! This assignment requires you to figure out several things before you can even begin writing: First, figure out who the speaker of the

ad is! Then, 1) The ad’s intended message (what is it trying to say to viewers?) 2) The

ad’s intended audience (To whom is it addressed and how do you know?) 3) What is the

ad’s context (when was it published? Does this matter? Does it respond to an event, a

specific time, a phenomenon?) 4) What visual and rhetorical strategies does the ad use to

convey its message in this very specific rhetorical situation? And finally, 5) Do you think

the ad is persuasive? Why, why not? All of these components should come together in

your thesis.

• See Everything’s an Argument pages 388-390 for helpful questions to get you started.

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Essay A B C D F

Rhetorical Situation: Interprets and identifies all elements of rhetorical situation (speaker, message/purpose, target audience, and context) of ad.

The rhetorical situation is clearly identified in the introduction and thesis in a sophisticated and engaging manner. Awareness of the ad’s rhetorical situation is constant throughout the body of the essay and is used expertly as a foundation for the rhetorical analysis.

The rhetorical situation is clearly identified in the introduction and thesis. Awareness of the ad’s rhetorical situation is constant throughout the body of the essay and is used as a foundation for the rhetorical analysis.

The rhetorical situation is identified in the introduction and thesis, although it may not be completely clear or correct. Awareness of the ad’s rhetorical situation is somewhat present throughout the body of the essay and is used sometimes as a foundation for the rhetorical analysis.

The rhetorical situation is not clearly identified in the introduction or thesis; it is not used throughout the essay as a foundation for rhetorical analysis (although it may be mentioned from time to time). Perhaps some elements of the situation are mentioned but others are missing or incomplete.

The writer makes no attempt to identify rhetorical situation or use it as a foundation for analysis. Writer is unaware of or misinterprets rhetorical situation. Analysis is not grounded in any sense of speaker/purpose/audience.

Rhetorical Appeals: Uses rhetorical terms such as ethos, pathos, logos, and Kairos to analyze the ad’s persuasiveness.

The writer expertly uses rhetorical appeals to break down how the ad attempts to persuade a target audience. Appeals are used correctly and defined appropriately. Writer shows awareness of the complexity and overlap of appeals and does a good job of explaining the ad’s persuasiveness based on these complex intersections.

The writer uses rhetorical appeals to break down the ad’s persuasiveness for a target audience. Rhetorical terms are used correctly. The writer may not show the same sophistication and complexity of an “A” paper, but they demonstrate comprehension of each appeal.

The writer uses rhetorical appeals at times to break down the ad’s persuasiveness, but may use terms incorrectly sometimes. While the writer demonstrates basic comprehension of terms, deeper understanding may be lacking, leading to very simple analysis. Terms may not be applied to the ad convincingly or in enough detail.

The writer may mention rhetorical appeals, but fails to define or use them correctly. The writer may misunderstand terms or apply them inappropriately. The writer’s analysis of the ad will be unconvincing due to inability to use terms correctly.

The writer does not mention or use rhetorical appeals to analyze the ad.

Visual/Aural Components: visual design, use of images, use of color, use of text, use of sound, etc.

Writer shows sophisticated understanding of how visual and/or aural elements contribute to an ad’s effectiveness or ineffectiveness. The writer expertly uses knowledge of visual and aural design to analyze the ad in great detail.

The writer shows understanding of how visual and/or aural elements contribute to an ad’s effectiveness or ineffectiveness. The writer uses sufficient knowledge of visual and aural design to analyze the ad in some detail.

The writer mentions some visual and/or aural details when analyzing the ad, but may not go into much detail or may misinterpret details. The writer may miss compelling visual/aural elements or not go into enough depth about them.

The writer shows little understanding of how visual/aural elements contribute to an ad’s persuasiveness. Some visual/aural details may be mentioned, but analysis may not be sufficient or arguments may not be clear.

The writer does not discuss any visual/aural elements in their analysis of the ad.

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Thesis Statement The writer includes a strong, argumentative thesis that shows awareness of the rhetorical situation, provides a clear interpretation of the ad’s message, and provides a rationale for this interpretation based on specific rhetorical and visual/aural strategies used in the ad. The thesis is well written and sophisticated, showing complexity of thought and excellent critical thinking skills. Based on the thesis, readers know exactly what the essay will argue and how it will proceed.

The writer includes an argumentative thesis that shows awareness of the rhetorical situation, provides a clear interpretation of the ad’s message, and provides a rationale for this interpretation based on specific rhetorical and visual/aural strategies used in the ad. The thesis is mostly well written and shows some showing complexity of thought. Based on the thesis, readers will know what the essay will argue and how it will proceed.

A thesis is evidence, but one or two components may be missing or unclear. The thesis may not demonstrate complexity of thought or originality. Based on the thesis, readers may have a general idea of the purpose of the essay, but they may be unclear as to how the argument will develop and how the essay will proceed.

An attempt at a thesis is present, but it does not present an arguable claim or may be too vague and/or simple. A reader would be confused what the purpose of the essay was based on the thesis.

No thesis statement is evident.

Evidence Analysis/interpretation of visual rhetoric always supported effectively with close readings, evidence, or source material. Concrete details from the ad are referenced throughout in order to support claims about rhetorical effectiveness and appeals. The writer shows critical thinking and depth of thought in their choice and inclusion of evidence.

Analysis mostly well-supported with evidence.

Analysis sometimes supported with evidence, but many interpretations not explained or backed up.

Analysis supported once or twice, but mostly the author offers no evidence for his or her interpretations.

Author uses little or no evidence to support his or her analysis, or uses some evidence incorrectly.

Analysis of Evidence The writer provides sophisticated, in-depth analyses of all included pieces of evidence. Evidence is never “dropped” in without discussion of how it works in the ad. The writer takes considerable time and space to break down evidence to show readers how it works to make the ad persuasive or unpersuasive to the intended audience.

The writer analyzes all pieces of evidence included in the paper. The writer breaks down most pieces of evidence sufficiently to support their claims.

The writer sometimes analyzes evidence, but at other times, evidence is included without further explanation or analysis. This leads to some confusion for the reader.

The writer includes evidence, but does not take time to analyze it in the majority of instances. The reader is left unconvinced by the writer’s claims based on insufficient analysis of evidence.

The writer makes no attempt to analyze evidence.

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Organization/Topic Sentences

Paper is organized so there is a clear introduction, body, and conclusion. Paragraphing is used deliberately to move from claim to claim. Topic sentences are used sophisticatedly to present sub- arguments and to establish “flow” from one idea to the next.

The essay contains a clear introduction, body, and conclusion. Paragraphing is used to separate ideas, and topic sentences present claims. However, one or two things may be out of place, or transitions may not be used as optimally as possible.

Information has been organized in some manner, but the method of organization is ineffective (wrong order, no flow). Or organization might be too reductive (paragraphs do not acknowledge complexity of analaysis). Topic sentences may be present, but they may not state claims or they may not transition.

Little, if any organization or structure. Blind meandering. Topic sentences are not used effectively to present new ideas and to transition.

No organization. Merely a list of information with no creative thought present.

Content Contains all info pertinent to target audience.

Contains most relevant info.

Contains some good info, but also unnecessary info.

Show little audience awareness in selection of included info.

No rhyme or reason to included info/content.

Response to Feedback/Writing as Process

Incorporates peer review/instructor feedback into final draft; Final draft addresses higher order concerns

Incorporates most feedback; Final draft addresses most higher order concerns

Incorporates an idea or two from feedback; Final draft addresses middle order concerns but has significant HOCs

Little attention paid to feedback; some changes made at the sentence level; Final draft addresses lower order concerns

Feedback not taken into consideration; Final draft does not change significantly in any area