Category: Teaching Visuals

Analyzing Visual Representations of Information to Determine Conventions

Creating Visual Representations of Information

• Students collect data and practice representing it in a visual form (table, graph, illustration, etc.).
• The class can compare different representations and discuss what each version emphasizes/deemphasizes, etc.
• Jessie’s favorite version—Colors of M&Ms
  • Provide each student/group with a package of M&Ms. Ask them to count the number of M&Ms in each color. (At this point, the whole class could create a table with “actual per packet,” “total,” and “average” information represented.)
  • Ask each student/group to create a visual representation comparing the amount of candies in each color included in their packet.
  • Give students information about the reported color break-down, as provided on the M&Ms website. (See handout)
  • Ask each student/group to create a second visual, comparing their actual color distribution with the company’s reported distribution.

Repurposing a project for a different audience

• As the examples above demonstrate, re-composed assignments could include a visual component—to inform, to persuade, to clarify, etc.
• The re-composed product also could take an entirely visual or multimedia form:
  • Written proposal (to persuade) –> Video argument (to garner support)
  • Written synthesis of field research (to inform) –> Admissions video (to recruit)
• Or vice-versa:
  • Video argument (to peers) –> Written proposal (to stakeholders)
  • Clustering (to illustrate relationships) –> Analysis paper (to compare one relationship in more detail)
• When these types of activities are paired with a reflective analysis of the choices students are making, they facilitate meta-discussion about conventions and expectations, as related to audience and purpose.

In spring 2006, 10% of students reported never engaging in activities that helped them understand that conventions vary. An additional 11% of students reported engaging in this type of activity only once.

In fall 2006, 9% of students reported never engaging in activities that helped them develop an awareness that writing expectations and conventions vary within the academy and in professional and personal discourse. An additional 11% reported engaging in this type of activity only once.

Even if we are conducting additional activities to develop this awareness, we need to help students identify differences in writing expectations and conventions. As a result, one of our 2006-2007 instructional goals is to provide activities that elicit an awareness that conventions vary. Furthermore, in addition to analyzing a variety of conventions, students should have the opportunity to compose for a variety of audiences and purposes in order to practice adjusting their compositions to account for differences in writing expectations.

For this assignment, you will create an argument map and construct a video argument.

Complete an argument map before you begin constructing your video argument. Use the form at the end of these guidelines.

To submit your argument, post it on Blackboard (as you would with any other assignment) or submit it on CD-Rom. Remember to include your argument map.

You should complete a draft of your argument for Monday, February 21^st. A revised draft is due with your Argument Analysis Portfolio on Monday, February 28^th.

Grading Criteria for Revised Arguments

Note on technology:

If you have questions about using Windows Movie Maker, I encourage you to work with the Elite staff. The Elite program offers support for technology projects and can offer one-to-one instruction in using software programs that are available on campus.

Argument Map

Begin by answering the following questions. Use complete sentences to give detailed responses.

• What is my purpose?
• What is my relationship to my audience?
• What voice is appropriate for this audience and purpose?
• What is the social context for my argument?
• What is my claim?
• What evidence can I use to support my claim?
• How does my evidence actually support my claim?
• What are the larger implications for my main claim?
• Is this an issue of substantiation, evaluation, or policy? Why?
• What differing views can I anticipate?
• How can I use each of the rhetorical appeals as I construct my argument?

Next, fill in an argument map. For each claim, identify four examples of evidence for your claim and articulate your enabling assumptions that allow you to use the evidence to support your claim. Identify two differing views and qualifiers that you could use to acknowledge the presence of these differing views.

Example:

Select an advertisement from http://scriptorium.lib.duke.edu/adaccess/. Note the title of the advertisement and its location in the Ad*Access Database so that you can include this information in the introduction of your essay. Complete a close reading of the advertisement, and in a two- to three-page, double-spaced, persuasive essay, evaluate the overall effectiveness of the visual argument presented in the advertisement. What is the main claim of the advertisement? What type of issue (substantiation, evaluation, policy) does it address? What is the context for the ad? Who is the intended audience? How does the ad use the rhetorical appeals—ethos, pathos, and logos? Does the ad include evidence to support its claim? What other visual features support the ad’s claim? Overall, how effective is the ad’s argument?

Your essay should include an introduction with a thesis statement, body paragraphs with support for your thesis, and a conclusion. You should complete a draft of your essay for Wednesday, February 16^th and submit it on Blackboard. A revised draft is due with your Argument Analysis Portfolio on Wednesday, February 23^rd. I will use the following grading criteria to assess the final, revised version of your Visual Argument Analysis.