LMartin Culture Jamming Assignment 1

Rhetorical Analysis Through Culture JammingAssignment Sheet

Proposal for Individual Project: Tuesday, Week 2 (5:00 p.m.)Peer Response of Individual Project: Monday, Week 3Individual Final Draft and Presentations: Wednesday/Friday, Week 3

PurposeThe understanding of effective argumentation and of rhetorical strategy is fundamental to any instruction on composition, both written and non-written. Knowing what choices are made in presenting an idea, and how understanding of the audience of a piece affects those choices, is something which should be a major consideration of your future communications. Upon completion of this project, you should be better able to:

• Recognize the rhetorical situation a visual document is designed for, including recognizing how the artifact uses knowledge regarding context, audience, and purpose to be effective.

• Explain how visual presentation choices are influenced by the rhetorical situation• Understand the concept of culture jamming, and the rhetorical choices that go into making

an effective “jam.”• Expand your cultural literacy and ability to think critically about visual arguments that are

presented to you everyday in popular culture.

ReadingsFor this project, we will be reading the following sections from everything’s an argument.

• Pg 301-330 (Visual Analysis)• Pg 262-281 (Humorous Arguments)

We will also be reading excerpts (found on the Moodle) from:• No Logo pg 278-288• Beyond Words pg 490-497

Culture JammingAfter group presentations have occurred, you will take an ad of your choice and “jam” it. You will be expected to have particular rhetorical goals in this “jam”, and be able to explain how your rhetorical choices achieve this goal in a presentation to the class and a reflection paper to be turned in with the “jammed” ad.

It is imperative that you take careful considerations regarding your own rhetorical situation with this project. An ad in the Iowa State Daily will differ heavily from an ad in the New York Times in an effort to maximize its appeal to the different audiences of these newspapers. You too must carefully consider whom you want to appeal to (your audience), and how to effectively seize the opportunities presented by the context to clearly convey the purpose of your work.

The reflection paper will take the form of a rhetorical analysis. It will explain your rhetorical thinking, with special attention to considerations of audiences, context and purpose. This written

component will be the most substantial part of your grade, and should reflect careful consideration of analytical strategies you have learned in this activity as well as throughout the whole semester.

Some Evaluating CriteriaDoes the individual “jammed” artifact:

• Adequately modify the advertisement in an effort to uncover a deeper meaning to the message being conveyed??

• Show a clear understanding of the rhetorical situation?• Demonstrate an attempt to engage culture jamming?

Does the reflection paper:• Logically and lucidly explain the rhetorical choices you made in order to produce an

effective “jammed” advertisement? • Properly reference classroom texts in an effort to demonstrate an engaged understanding of

the concepts behind visual analysis and culture jamming?• Display proper word choice, minimal convention errors and proper formatting?

Assignment: Rhetorical Analysis Through Culture Jamming

Evaluation for: Highly

EffectiveEffective

Somewhat Effective

Needs Work

Context

Original title illustrates the essay's themeEssay introduces the jammed advertisement's rhetorical situation (audience, context, purpose)Apparent and relevant thesis statement Substance

Essay responds appropriately to the assignmentEssay uses appropriate language and proper toneEssay appropriately uses paraphrasing, summarizing and quotes for supportEssay uses specific details from scholarly sources to support claimsEssay demonstrates an understanding of key rhetorical terms: logos, pathos, ethos Organization

Coherent & unified paragraph structureThe relationship of ideas is clear; transitional devices are used to guide the reader Style

Vivid, precise word choice is presentSentence construction is effectiveNo word-level errorsNo conventional errors Delivery

Correct MLA format for Works Cited page; in-text citations used correctlyHeadings enhance organization and appearance of the essay“Jammed” advertisement adequately modifies the original to uncover a deeper meaning or message“Jammed” advertisement demonstrates a clear understanding of the rhetorical situation

You turned in all the required elements on time. You participated in peer response.

Comments:

Rhetorical Analysis Unit -1- Culture Jamming &for English 105 the Rhetorical Situation

Three Week Unit Map

WEEK 1 Monday Wednesday Friday

Goal(s) Introduce visual argument and rhetorical analysis

Continue visual argument and rhetorical analysis

Introduce humorous arguments

Activity

Examine/summarize composition/rhetorical situation of print ads with students doing a short write and share exercise

Discuss reading and have each group analyze a specific print ad rhetorically (ie not just summarizing it)

Introduce humor by looking at examples of print ads that use humor and project culture jamming by introducing assignment

Have Read eaa: 301-315 eaa: 315-330 eaa: 262-281

Homework Assigned eaa: 315-330 eaa: 262-281

No Logo: 278-88 (Moodle) Create a double-entry journal for this reading.Start looking for an individual print ad they could culture jam

Teaching Notes

1.Spend 20 minutes viewing and discussing notable images from history, beginning with those in the EAA text, in the context of argument: what statement is a wordless photo making?

2.Ask students to select the visual that most strongly affected them and have them quick-write for 10 minutes about the argument the visual makes and why it affected them more powerfully than another image.

3.Students will peer-share with volunteers then sharing their answers with the group.

1.Lead into an explanation of rhetorical analysis by formally defining the term through visual means, perhaps a brief ppt, then show students examples of print ads to discuss corporately the rhetorical means by which the creator is attempting to persuade a particular audience.

2.Then assign a print ad to small groups with each group responsible to answer rhetorical analysis questions (e.g., define the rh. situation) and present their findings to the class.

1.Begin class discussion by asking students what type of ads they find hilarious; bring several examples to help target their thinking as good examples of satire and parody. Also discuss appropriate and poor places to use humor in communication.

2.Have students do a quick-write for five minutes about the role of commercialism in the U.S., particularly if they think certain companies/organizations are especially gifted at taking advantage of consumers. Have them share.

3.Introduce the definition of culture jamming and hand out the assignment sheet for the capstone project.



Goal(s) Introduce culture jamming Group presentations of culture jam exercise

Introduction to rhetorical analysis of electronic medium/Workshop Day

ActivityAssign same groups as Wednesday to culture jam assigned (and separate) print ads

PresentationsDiscussion on how to use the electronic medium in assignment/workshop time

Have Read No Logo: 278-88 Beyond Words: 490-7

Homework Assigned

Proposal due by Tuesday at 5:00 finalizing which print ad students will use in their individual assignment

Beyond Words: 490-7Finish rough draft of culture jam assignment for peer review

Teaching Notes

1.Discuss culture jamming in detail by showing the ppt. with original ads and their culture-jammed counterpart.

2.Assign print ads to small groups for them to develop into a culture-jammed ad. Have groups brainstorm ideas and decide how they want to visually present their re-creation to the class from a rhetorical analysis p.o.v.

3.Emphasize the individual culture jamming assignment and remind students to choose their ad by the following day.

Use a rhetorical analysis rubric to make helpful comments on group presentations, emphasizing points that will help them improve their upcoming individual assignment.

1.Introduce culture jamming, electronic style, by showing students sites like www.adbusters.com.

2.Discuss credibility and electronic media/websites.

3.Set aside 20-25 minutes for teacher/student conferences. This would be a good time to clarify the assignment: What do students still need help with? What aspects of the assignment and evaluation criteria are unclear? This is also a good time to make sure their projects are on the right track. While you are conferring with students, the rest of the class can use the time to workshop their project.

http://www.adbusters.com/



Goal(s) Peer Response Day Presentation of individual culture jam example

Presentation of individual culture jam example

Activity Peer Response Presentations13 students

Presentations13 students—All projects due.

Have Read

Homework Assigned

Finish final assignment and prepare for presentation

Teaching Notes

Construct questions for peer responders to answer and be accountable for during the peer response process. Questions might include:

1.Is the rhetorical situation of the original ad effectively summarized?

2.What are the student’s objectives for the “jammed” ad? Are they effective visually?

3.Who is the audience for each ad? What is the audience being asked to consider or do?

4.How could the message of the “jammed” ad come across to the audience more effectively?

5.What are the main points of the rhetorical analysis essay?

6.How could the structure/organization of the essay be improved?

Use the same sort of rubric to grade oral presentations as well as the rhetorical analysis essay students turn in.

Use the same sort of rubric to grade oral presentations as well as the rhetorical analysis essay students turn in.

LMartin Culture Jamming Assignment 1

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