Wk6_e1301

MWP2VisualAnalysis.docx

PAPER #2:

Analyzing a Visual Representation of a Culture or Ethnic Group

Weight: 20% of Final Grade

Length and Formatting: 4-5 pages, typed, double-spaced, with a left-justified margin, and black 12-point Times New Roman font, utilizing APA style.

Assignment Preparation: List how the Culture or Ethnic Group that you wrote about in Paper #1 have been depicted on a billboard, on TV, or in print. What visual representations come to mind? Complete a free write on what those representations have in common and what makes each of those representations different. Then ask yourself: which one of those representations seems to be the most interesting or complex?

Assignment: Select a visual representation (e.g., poster, billboard, photograph) of the culture or ethnic group that you wrote about for Paper #1. Note: A webpage or movie will not work for this assignment. Analyze how that representation is achieving or not achieving its creators’ desired effect. The point here is not to evaluate the representation, but to walk your readers through the specifics of how that representation is working, or attempting to work, on a group of viewers.

Please limit your focus to 3 key strategies that the creator of the representation uses; these strategies should come from our reading in our course textbook “Writing Guide with Handbook” pages 537-573.

*You will need to include the selected image in your essay and pre-writing.

Research: If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or LSC Libraries. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

You will need to cite the source both in and out of text correctly using APA format, and make sure that you are not overusing quotes within the paper.

Note: If unapproved outside sources are used or plagiarism is found in your paper a zero will be entered into the gradebook.

Audience: Local high school seniors who generally believe what they see on a billboard, TV, or in print. These students are avid and usually unreflective consumers not only of products but also of images—of ideas. Imagine that they are reading your essay as part of an extracurricular club on exploring life and cultures.

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Rationale: Although you will probably not write visual analyses throughout your life, you will encounter many occasions, in and after college, when you must break down how a topic is working, asking yourself what its key parts are and how those parts relate to each other. Paper #2 gives you practice making precisely those moves. Moreover, the level of specificity required in Paper #1 is retained, perhaps even enhanced, here in Paper #2. Finally, by forcing you to include a visual, this assignment acknowledges that writers may communicate not with alphabetic text alone but sometimes—depending on the occasion, the genre, and the audience’s needs—with alphabetic text in conjunction with other methods.

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MWP1MindMap.docx

MWP #1

Mind Map Instructions

Purpose: Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

Assignment : Create a power point that is a both written and a visual representation of your thoughts. Tip: Use your brainstorming activity from the essay instructions.

Constraints: You will create a 7-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

· Heading Information MLA format (slide #1)

· Introduction (slide #2)

· Thesis Statement (slide #3)

· 3 key terms (slides #4, #5, #6)

· Conclusion (slide #7)

Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.

Components:

Introduction: Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of four sentences.

Thesis: Your thesis should do two things, help the reader transition from your introduction into

the body of your essay and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only one or two sentences.

Key Terms: First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Write a minimum of three-four sentences about each key term. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should in some way link itself to the next key term.

Conclusion: After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write three sentences with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

Research: You should be using your knowledge for this essay. DO NOT use google to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and libraries Data Base. I have provided you with these links within the course forum. Make sure to keep notes of your research (if needed) for both in text citations and a work cited page.

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MWP1MindMap.pptx

A Profile of Mexican American Culture in the United States Mind Map

xxxxx Professor xxxxx xxxxxx

xxxxxx

Introduction

Mexican Americans are the largest Latino subgroup in the U.S.

Their culture blends Mexican traditions with American experiences.

Outsiders often view them through stereotypes of food or holidays, but the reality is much deeper.

This culture influences beliefs, education, and social practices in significant ways

Thesis Statement

Mexican American culture demonstrates the importance of family and belief systems, education, and social preferences, which together shape identity, resilience, and community life in the United States

Key Term 1: Family and Belief Systems

Family is central: extends beyond the nuclear household.

Familism values loyalty, respect, and collective responsibility (Tsai et al. 6).

Roman Catholicism plays a large role, but newer generations blend traditions with modern influences.

Cultural celebrations like Día de los Muertos and quinceañeras express both faith and family ties.

Key Term 2: Educational Resilience

Historically, Mexican Americans faced systemic barriers in schools.

Many are bilingual, balancing Spanish at home and English at school.

Families use “funds of knowledge” to guide children’s educational paths (Kiyama 4).

Education is viewed as a reflection of family pride, not just individual success.

Key Term 3: Social Preferences

Community life often revolves around food, music, and festivals.

Events such as fiestas or cookouts reinforce cultural pride and resilience.

Outsiders are welcomed, though traditions hold deeper meanings for insiders.

Social gatherings link generations and create belonging.

Conclusion

Mexican American culture is more than stereotypes, it is rooted in family, education, and social life.

It shows resilience and adaptation while maintaining pride in heritage.

Students who engage with Mexican American peers should recognize their traditions as central to identity and community

Works Cited

Kiyama, Judy M. "College Aspirations and Limitations." American Educational Research Journal, vol. 47, no. 2, 2010, pp. 330-356.

Tsai, Kim M., et al. "Parental Cultural Socialization of Mexican‐American Adolescents’ Family Obligation Values and Behaviors." Child Development, vol. 86, no. 4, 2015, pp. 1241-1252.

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