Reflection on Project 3

In the following blog post I will be answering on the 9 questions provided in Writing Public Lives page 520 in order to reflect on the progress of my drafts and final product.

1. What was specifically revised from one draft to another?
             I specifically added images for the sake of obliging to genre conventions and then I added more of a focus on my personal interest and perspective on the issue itself; I made my personal opinion on the issue.

2. Point to global changes: how did you reconsider your thesis or organization?
             I thought about making my personal feelings much clearer in the introduction of my personal opinion and goal.

3. What led you to these changes? A reconsideration of audience? A shift in purpose?
            After my peer reviews and teacher conference, I realized that because of my lacked assertiveness and direct claim, I was losing the understanding of my readers, as well as their interest in the argument as a whole.

4. How do these changes affect your credibility as an author?
             These changes don't weaken me rediculously, but since I do turn to my own opinions a couple of times, it's possible that my level-headedness and professionalism could be questioned.

5 How will these changes better address the audience or venue?
              These changed make it much easier for the reader to fully understand what exactly it is that I'm arguing and what it is that I want them to feel.

6. Point to local changes: how did you reconsider sentence structure and style?
               I made sentences slightly more direct and less formal by changing word choice and sentence length.

7. How will these changes assist your audience in understanding your purpose?
              These brisker, more direct sentences help the readers to understand what it is that I'm criticizing and that they should feel frustrated about the issue as well.

8. Did you have to reconsider the conventions of the particular genre in which you are writing?
              I made sure to include images and links in the argument, though those were the only additions I made because I adhered rather well to the other conventions of the genre.

9. Finally, how does the process of reflection help you reconsider your identity as a writer?
              The process of reflection greatly helps me to remember specific weak points in my writing that may come up again. My identity as a writer becomes clearer with the mistakes that I've made, as well as how I repaired those mistakes, while staying true to the purpose of my writing.

Lancaster, Sean "Mirror, mirror leaning on the wall..."
3/31/15 via Flickr.com

Publishing Public Argument

In the following blog post, I will be publishing a link to my final public argument, as well as reflect on its content and provide links to the genre.

HERE is a link to my finished product.

1. Mark with an "x" where you feel your target audience currently stands on the issue (before reading/watcing/hearing your argument) below:

←----------------------------------------------X------|------------------------------------------------------->

Strongly                                            Totally neutral                                                    Strongly 

agree                                                                                                                          disagree

2. Now mark with an "x" where you feel your target audience should be (after they've read/watched/heard your argument) below:

←--------X--------------------------------------------|--------------------------------------------------------->

Strongly                                            Totally neutral                                                    Strongly

agree                                                                                                                          disagree

3. Check one (and only one) of the argument types below for your public argument:

         _______ My public argument etablishes an original pro position on an issue of debate.

         _______ My public argument establishes an original con position on an issue of debate.

         ___X___ My public argument clarifies the causes for a problem that is being debated.

         _______ My public argument prooposes a solution for a problem that is being debated.

         _______ My public argument positively evaluate a specific solution or policy under debate (and       clearly identifies the idea I'm supporting).

         _______ My public argument openly refutes a specific solution or policy under debate (and clearly identifies the idea I'm refuting).

4. Briefly explain how your public argument doesn’t simply restate information from other sources, but provides original context and insight into the situation:
      
            My argument is a causal argument that takes the weaknesses of multiple different areas related to education from different sources and ties them together in a cumulative conclusion regarding the inequality of funding. When most of my sources look at single sources of conflict, I combine multiple as the causes of the overarching problem. 

5. Identify the specific rhetorical appeals you believe you've employedi n your public argument below:

Ethical or credibility-establishing appeals

                    _____ Telling personal stories that establish a credible point-of-view

                    __X__ Referring to credible sources (established journalism, credentialed experts, etc.)

                    __X__ Employing carefully chosen key words or phrases that demonstrate you are credible (proper terminology, strong but clear vocabulary, etc.)

                    __X__ Adopting a tone that is inviting and trustworthy rather than distancing or alienating

                    _____ Arranging visual elements properly (not employing watermarked images, cropping images carefully, avoiding sloppy presentation)

                    _____ Establishing your own public image in an inviting way (using an appropriate images of yourself, if you appear on camera dressing in a warm or friendly or professional manner, appearing against a background that’s welcoming or credibility-establishing)

                    _____ Sharing any personal expertise you may possess about the subject (your identity as a student in your discipline affords you some authority here)

                    _____ Openly acknowledging counterarguments and refuting them intelligently

                    __X__ Appealing openly to the values and beliefs shared by the audience (remember that the website/platform/YouTube channel your argument is designed for helps determine the kind of audience who will encounter your piece)

                    _____ Other: 

Emotional appeals

                    _____ Telling personal stories that create an appropriate emotional impact for the debate

                    _____ Telling emotionally compelling narratives drawn from history and/or the current culture 

                    __X__ Employing the repetition of key words or phrases that create an appropriate emotional impact 

                    __X__ Employing an appropriate level of formality for the subject matter (through appearance, formatting, style of language, etc.)

                    _____ Appropriate use of humor for subject matter, platform/website, audience

                    __X__ Use of “shocking” statistics in order to underline a specific point

                    _____ Use of imagery to create an appropriate emotional impact for the debate

                    _____ Employing an attractive color palette that sets an appropriate emotional tone (no clashing or ‘ugly’ colors, no overuse of too many variant colors, etc.)

                    _____ Use of music to create an appropriate emotional impact for the debate

                    _____ Use of sound effects to create an appropriate emotional impact for the debate

                    ____ Employing an engaging and appropriate tone of voice for the debate

                    _____ Other: 

Logical or rational appeals

                    _____ Using historical records from credible sources in order to establish precedents, trends, or patterns

                    __X__ Using statistics from credible sources in order to establish precedents, trends, or patterns

                    __X__ Using interviews from stakeholders that help affirm your stance or position

                    __X__ Using expert opinions that help affirm your stance or position

                    __X__ Effective organization of elements, images, text, etc. 

                    _____ Clear transitions between different sections of the argument (by using title cards, interstitial music, voiceover, etc.)

                    _____ Crafted sequencing of images/text/content in order to make linear arguments

                    _____ Intentional emphasis on specific images/text/content in order to strengthen argument

                    _____ Careful design of size/color relationships between objects to effectively direct the viewer’s attention/gaze (for visual arguments)

                    _____ Other: 

HERE is a link to one example entitled: "How one impoverished public school district is making strides"

HERE is a link to an example entitled: "What we need from the next secretary of education: An overhaul of financial aid, to start"

HERE is a final example entitled: "Arne Duncan blasts House effort to revise No Child Left Behind"

Lipson, Harry, "Boston Marathon Finish Line"
4/15/13 via Flickr.com

Reflection on Project 3 Draft

In the following blog post I will be reflecting on the process of peer review and the changes I need to make on my draft.

I reviewed the drafts of Michael and Laurence (as well as Michael, upon request)

1. I had Andrea, Michael, and Michael review my draft.

2. Andrea's feedback was honest and more of what I expected regarding my opinion in the piece. The fact that I'm not forward about my opinion causes confusion, which is to be expected. However, the ineffectiveness of my form of argument was a little surprising, but provides insight for me on things to focus on. The low score I consistently received on my rhetorical strategies is an important note that I didn't realize. I gained generally higher scores from Michael B, which also pointed out some of the stronger points that I had on the assignment. The low score I received from Andrea on the Genre was unexpected and confused me slightly, since it was one of a stronger areas I felt. Michael F's review was the most positive of all of them, pointing out specific examples that were very strong. I got a great degree of bad and good reviews, which I couldn't be happier with.

3. Based on these evaluations, I think I really have to focus on voicing my personal opinion of the school funding conflict. I think argumentation needs the most work in regards to my argument as a whole. I could use a little work on audience and how well I communicate my opinion to them.

4. I think my paper is on the right track, though it is still very weak on the subject of my personal opinion. I really need to keep track of the fact that this is an opinion piece. After both the conference and peer review, I understand that I need to be more forward and honest about my opinion.

Díaz, Carlos "Ina" 1/11/09 via Flickr.com

Draft of Public Argument

In the following blog post, I'll be providing a link to my draft of Project 3.

vincent.zp "Drafting Tools Set" 12/23/09 via Flickr.com

HERE is a link to my project 3.

I'm a little concerned about my use of images as well as the coherency of my ideas and feel that they really need to have a fluid connection and I think I'm lacking in that area. I'd love to get some feedback regarding the transition of ideas and how the images contribute to the argument as a whole.

Considering Visual Elements

In the following blog post I will be examining the visual elements of the genre I've decided by answering 6-10 questions provided in pages 395-402 of Writing Public Lives. 

Kristybee, "Polaroid and a Happy New Year" 12/31/09
Via Flickr.com

If the image is a graph or chart, does it clearly support a major point of my argument, or is it superfluous?: I'm concerned about using a graph, but many of my sources and examples use them, so I think it can be very helpful for my argument. I plan on using a graph that is understandable, but hard hitting, regarding the statistics of school funding and other sources of funding.

Does the image inform or emphasize my argument in an important way, or does it seem superficial and unrelated to my argument?: I think this is an important question to keep in mind when choosing a photo to include in my argument because it's possible I could use an image that seems motivating, but doesn't have much relevance. I want to focus on the student and the direct response students have to the funding situation.

Is the visual-rhetorical tone consistent through your argument?: This is an important part of the look to be conscious of because I need to be conscious of the topic of my images because I'll be bouncing between logos and ethos based images. This can be powerful if I do it accurately, but only if the images possess the tone of what I'm writing about.

Do too many visual elements make your text too busy or disorganized and what might I omit?: I feel like I can easily fall into the trap of throwing a bunch of images into a text when I have that freedom. I must omit images that, though the could be individually impactful, do not help to construct the argument.

If your text contains large blocks of text, could they be broken up?: This is actually a trap that I fell into that broke the convention of my genre and I didn't realize it. In my genre, few images are used and no heading or lines are used. I almost fell into the trap of having the freedom to try to make my text more accessible, but nearly broke the conventions of my news genre.

Are my images placed in the most convincing way?: I fell into the trap of being to focused on emotions in my preconception of my document. I wanted to start and end with a protest image, but when put on paper, that turned out to look rather unconvincing. I found that leaving the images with a powerful stat was how many of the articles I looked at ended convincingly.

Project 3 Outline

In the following blog post, I will be providing an entire outline of my argument based on the different tips and guidelines provided by Writing Public Lives. 

INTRODUCTION

Walker, Samantha "Screenshot from my computer"
11/7/15

Since I'm working with a causal argument examining the reasons current school funding is inadequate and the politics surrounding it, I feel that I should focus on a "Frame the Consequences" introduction. By looking at the causes of the problem in the body of my argument, an ominous premonition of the consequences of leaving the funding situation on the track it's on would both engage the reader, grab them by their liberal beliefs and foreshadow the severity of poor funding. It allows me to access many points of the audience while catching their attention quickly. However, it could sound too preachy if I'm too condemning of the future. I can try to include some positive results if my argument is pursued. 

BODY

Walker, Samantha "Screenshot from my computer"
11/7/15

1. Major Supporting Arguments

• Current legislation led by conservative House board neglects impoverished, high-minority districts
• Funding for education is the lowest of all federal funds when it should be one of the highest
• State legislature has barely any government regulation to avoid the unfair funding of underprivileged vs privileged schools 
• Current brutal legislation has forced and encouraged school districts to cut corners and attempt to do what little they can with low funds

2. Major Criticisms

• The government should not be overbearing in the regulation of state education legislature because it is an overstep of their bounds
• To blame conservative led committees is neglectful of the point that Education Secretary Arne is liberal and has also fallen short in regulating funding
• The sweeping criticism that funding needs change fails to address the issue of the current economic situation

3. Chosen Support and Rebuttals 

Current legislation led by conservative House committees neglects impoverished, high-minority districts: Important to address because it really hits home for my liberal audience

Current brutal legislation has forced and encouraged school districts to cut corners: this is important because it looks more into the foundational causes of the issues

To blame conservative led committees is neglectful of the point that Education Secretary Arne is liberal and has also fallen short in regulating funding: It's important to address a key source of doubt for my audience and redirect the concern onto something else

4. Topic Sentences

Conservatives have held power in the House and have halted many legislative changes, including education changes, led by a conservative committee. 

Current legislation such as No Child Left Behind has districts backed into a financial corner where cuts are being forced and districts must sacrifice quality in order to abide to convoluted, restrictive legislation. 

Not all blame for either issue can be forced entirely on conservative shoulders; liberal Secretary of Education Arne Duncan is guilty of retaining educative power through legislative bail outs and lack of action. 

5. Evidence
Look at both perspectives of conservative and liberal legislation and faults

A great example of potential liberal change
Credible source reflecting on the state of education from liberal perspective

6. HERE is a link to a coggle I made of my argument as a whole

CONCLUSION

Walker, Samantha "Screenshot from my computer"
11/7/15

Positive Consequences

Since I've spent so much time in my argument discussing heavy, depressing, and frustrating concepts that have now (hopefully) generated a lot of passion in my audience, I think it's important to direct them to the positive results of what will happen when action is taken in the right direction. Rather than spending the entirety of my argument being negative, it's important to give the readers hope that the situation can improve.



REFLECTION

After reading the Visual Elements posts of Swati and Mira. After reading through both of them, I realized that, even if an article may not have an abundance of images, it really helps to be conscious of every image and organizational choice. Mira is doing a National Geographic article, renown for their imagery, but her understanding of the importance of the images helped me realized that images aren't just something to engage, but to also guide the readers feelings. Swati had a similar situation where her genre isn't one to use much imagery, but she brought to light the importance of being very conscious of the relevance of images to the argument itself.

Analyzing My Genre

Walker, Samantha "Screenshot from my computer"
11/3/15

In the following blog post I will be providing 5 links to examples of my genre for this argument and then answer the genre questions provided by Writing Public Lives while referring to my examples.

Example 1
Example 2
Example 3
Example 4
Example 5

Social Context

• The genre tends to be on more formal news sights, such as Washington Post, New York Times, and USA Today. 
• The genre of political commentary news article tend to summarize and evaluate the current state of politics, including legislation, taxes, war, specific politicians etc. and reflect on the implications and impact of those actions or subjects. 
• People interested in politics are the ones who use the genres. Those with distinctive political parties, are slightly older, and are more passionate about voting tend to be the most interested. However, younger people who have specific interests also use the genre to keep up with what's going on in those areas. 
• The genre is constantly used in order to keep people informed regarding all aspects of the governments and politics. However, it becomes notably more active during times of large political change, such as elections and huge legislative movements (for example, legalization of gay marriage or declarations of war). 

Rhetorical Patterns of the Genre

•  The type of information included in this genre is typically a combination of statistics regarding the issue and quotes from those involved. These quotes can be emotional quotes that prompt sympathy from the readers, condemning quotes from opposition, or credible quotes for support. Information that tends to be omitted is complicated terms and history because it loses the readers interest in this fast paced news genre. Some of the examples also included general 
• The most common rhetorical appeals tend to lean toward ethos and logos. In most of the examples I included, they examined money policy relating to education and the implications of it. That approach leads to the combination of an ethical and logical appeal which influences the reader by grabbing their attention with statistics, then impacting their emotions and beliefs by looking at the impact of those facts.
•  The articles tend to be lengthier texts embedded with quotes, with no headings, and including minimal visuals. The introductions of most of these texts describes a situation or concept that helps to frame the overall idea of the paper, such as a recent statement of policy change or an involved organizations. The endings can very, with a couple articles using quotes to conclude their thought on a high note while others end their argument with simple, direct statements of criticism or closure.  
•  Almost all of the articles include a variety of sentence structures, but many fall back on active, complex sentences to describe complex ideas, statistics, or conclusions. The sentences can have a variety of endings, but not all the time. One article used no special punctuation, while another did not shy away from rhetorical questions. The genre is relaxed about punctuation and does not adhere to any one style of sentence structure. 
•  The word choice varies from article to article, but it can be narrowed down to two basic tones: semi-formal or approachable/casual. The topics and relation of the author to said topic would dictate the word choice, but one consistency was in the formality surrounding facts and statistics. 

Analysis

•   The genre includes specifically people geared toward the authors political viewpoint and tends to exclude the opposing political view. That does not mean that all of the articles are one view in particular, though Washington Post tends to be a more liberal lean.
•  The genre encourages readers, typically, as perpetrators of change. The author tends to act more of an accuser of those who have done wrong or a guide to the readers in how they need to change the situation to fit the authors views. 
•  Typically values of change in the political realm are encouraged in the genre. Those who are content with the current situation are not supported or encouraged.
•  The genre treats irrefutable statistics as the most valuable because they tend to be good tools of accusation. The genre tends to ignore opposing political positions because they don't support the views of the authors

REFLECTION

After reading the posts of Chelsea and Evan  I found it interesting to see the different word choice patterns and rhetorical strategies we interpreted. Chelsea is doing a blog post, which is much more informal than my genre and is moderately more accessible for us as writers since it's more in our age range. Evan is working in a genre very similar to mine, but he has found that, based on his examples, the articles appeal more to pathos rather than logos and uses more passionate word choice than my moderately composed, logical word choice. Both were very insightful.