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Rhetorical Visions: Reading and Writing in a Visual Culture
ISBN-10: 0131773453
ISBN-13: 9780131773455
Publisher: Longman
Copyright: 2007
Format: Paper; 656 pp
Published: 11/14/2006
Status: Instock
Customers outside the U.S., click here.
Description
A thematic, visual reader for courses in composition and cultural studies.
Rhetorical Visions is the visual reader with the most support for analytical writing.
This thematic, visual reader uses rhetoric as the frame for investigating the verbal and visual texts of our culture. Rhetorical Visions is designed to help tap into the considerable rhetorical awareness that students already possess, in order to to help them put their insights into words in well-crafted academic papers and projects.
In order to exercise their analytical reading and writing skills, Rhetorical Visions provides occasions for students to explore and apply key rhetorical concepts such as narrative, description, interpretation, genre, context, rhetorical appeals (ethos, logos, pathos), and memory to the analysis of print and non-print texts.
Features
How do you move student writing beyond summary and reflection and into real analyisis?
Rhetorical Visions uses rhetoric as the frame for investigating the verbal and visual texts of our culture.
The reading and writing assignments offered in this book are designed to enable students to move from surface description into engaged analysis.
Thematic Readings: Chapters 3-7 invite students to exercise their analytical reading and writing skills while exploring themes about
Reworking the Family Album / Witnessing Nations / Shaping Mobile Identities / Made in the USA? / Representing History. (see TOC p. vi)
"Critical Frame" is the introductory section for each thematic chapter. (see p. 54-74)
- KEY RHETORICAL CONCEPTS are introduced within each of these Critical Frame sections. (see p. 54)
- KEY RHETORICAL CONCEPTS AND WRITING spreads provide writing exercises as an opportunity for students to practice working with each identified concept. (see p. 60, 61, 64, 65, 70-73)
Readings section offers a range of texts that employ different expressions of a particular theme. (see p. 75)
- Strong critical thinking and writing prompts follow each selection and lead students to question, challenge, describe and analyze representational patterns in the text. (see p. 77,78)
- Prompts are organized into three parts 1) RE-READING: Conversations with text 2) RE-SEEING & RE-WRITING 3) INTERTEXT Comparisons
- Varied length, complexity and types of texts (essays, articles, ads, poetry, family photos, news photos, short fiction, and letters) provide flexibility & multiple points of view. (see p. 387-423)
Rhetorical Analysis: The first two chapters offer a comprehensive guide to engaging, analyzing, and creating texts.
- Introductory chapters help students identify 1)Compositional elements of a text 2)Historical and cultural context of its production 3)Historical and cultural concept of its reception. (see p. 1-5)
- READING RHETORICALLY BOXES are introduced to help students use rhetoric as the primary tool to investigate texts. (see p. 7, 38, 39)
- Student Samples in these rhetorical chapters illustrate and reinforce ways of understanding and creating texts. (See Chapter 2’s student essay & map describing growing up in suburban Detroit and how it supports the key rhetorical concepts of identification and difference.) (see p. 41-55)
Research: Chapter 8 presents methods for working with primary and secondary sources. (see p. 571)
- This chapter offers step-by-step guidance in preparing an annotated bibliography, research prospectus, and research paper. (see p. 574)
- WRITE NOTE BOXES identify the different stages of the research process and offer best practices for moving through the process. (see p. 577)
___________________________________________________________________________________________________________________________________________________________________
Assignment Sequences:
Four assignment sequences appear at the end of Rhetorical Visions. Each sequence brings together selections and themes from two readings chapters, encouraging students to make connections across chapters while applying and testing out critical concepts and arguments through a series of assignments. (see p. 599)
Book Specific Website - Visual Rhetoric Activites for Rhetorical Visions:
This site extends the content and writing support of Rhetorical Visions by offering additional opportunities for students to investigate multimedia texts. It is organized in modules that reflect the specific themes and key rhetorical concepts of the book.
Instructor’s Manual for Rhetorical Visions:
The Instructor’s Manual provides an opportunity for teachers of composition to address the pedagogical questions that arise when integrating visual texts into first-year writing and writing-intensive courses. It also helps them design their courses in way that reflects an understanding of visual integration, while positioning rhetoric at the center of the composition classroom.
New To This Edition
Thematic Readings: Chapters 3-7 invite students to exercise their analytical reading and writing skills while exploring themes about
Reworking the Family Album / Witnessing Nations / Shaping Mobile Identities / Made in the USA? / Representing History.
"Critcal Frame" is the introductory section for each thematic chapter.
- KEY RHETORICAL CONCEPTS are introduced within each of these Critical Frame sections.
- KEY RHETORICAL CONCEPTS AND WRITING spreads provide writing exercises as an opportunity for students to practice working with each identified concept
Readings section offers a range of texts that employ different expressions of a particular theme.
- Strong critical thinking and writing prompts follow each selection and lead students to question, challenge, describe and analyze representational patterns in the text.
- Prompts are organized into three parts 1) RE-READING: Conversations with text 2) RE-SEEING & RE-WRITING 3) INTERTEXT Comparisons
- Varied length, complexity and types of texts (essays, articles, ads, poetry, family photos, news photos, short fiction, and letters) provide flexibility & multiple points of view
Rhetorical Analysis: The first two chapters offer a comprehensive guide to engaging, analyzing, and creating texts.
- Introductory chapters help students identify 1)Compositional elements of a text 2)Historical and cultural context of its production 3)Historical and cultural concept of its reception.
- READING RHETORICALLY BOXES are introduced to help students use rhetoric as the primary tool to investigate texts.
- Student Samples in these rhetorical chapters illustrate and reinforce ways of understanding and creating texts. (See Chapter 2’s student essay & map describing growing up in suburban Detroit and how it supports the key rhetorical concepts of identification and difference.)
Research: Chapter 8 presents methods for working with primary and secondary sources.
- This chapter offers step-by-step guidance in preparing an annotated bibliography, research prospectus, and research paper
- WRITE NOTE BOXES identify the different stages of the research process and offer best practices for moving through the process.
___________________________________________________________________________________________________________________________________________________________________
Assignment Sequences:
Four assignment sequences appear at the end of Rhetorical Visions. Each sequence brings together selections and themes from two readings chapters, encouraging students to make connections across chapters while applying and testing out critical concepts and arguments through a series of assignments.
Book Specific Website - Visual Rhetoric Activites for Rhetorical Visions:
This site extends the content and writing support of Rhetorical Visions by offering additional opportunities for students to investigate multimedia texts. It is organized in modules that reflect the specific themes and key rhetorical concepts of the book.
Instructor’s Manual for Rhetorical Visions:
The Instructor’s Manual provides an opportunity for teachers of composition to address the pedagogical questions that arise when integrating visual texts into first-year writing and writing-intensive courses. It also helps them design their courses in way that reflects an understanding of visual integration, while positioning rhetoric at the center of the composition classroom.
Table of Contents
Table of Contents
Preface: About This Book
CHAPTER I
INTRODUCTION: RHETORICAL VISIONS
Rhetoric: All the Available Means of Persuasion
Understanding Rhetorical Context
Rhetor
Audience
Text
Rhetorical Analysis: A Summation
The Political Power of Rhetoric
The Rhetorical Gaze
Identification and Difference
CHAPTER II
READING AND WRITING RHETORICALLY
Analysis and Genesis: Twin Rhetorical Acts
Form and Content: The “How” and “What” of Rhetorical Analysis
KRC’s: Tools of Rhetorical Analysis
Writing Rhetorical Texts
Invention
Arrangement
Style
Memory
Delivery
Explication and Analysis
Sample Student Text
READINGS
CHAPTER III
FAMILIAL GAZES: REWORKING THE FAMILY ALBUM
Key Rhetorical Concepts: memory, description, interpretation, narrative
Critical Frame
Archives and Familial Gazes
Reading Family Photographs: Moving from Description to Interpretation
What is Seen
What is Not Seen
Reading Contexts
Linking Family Stories
Popular Images of the American Family
Memory and Interpretation
Readings
Maxine Hong Kingston, “Photograph of My Parents” Memoir
bell hooks, “In Our Glory: Photography and Black Life” Essay
Mark Jeffreys, “The Visible Cripple (Scars and Other Disfiguring
Displays Included)” Essay/Memoir
Annette Kuhn, “Remembrance” Essay/Memoir
Connie May Fowler, “No Snapshots in the Attic: A Grandmother’s
Search for a Cherokee Past” Memoir
Dorothy and Thomas Hoobler, “La Familia” Interview/Memoir
Tomas Rivera, “The Portrait” Short Story
Jeffrey Wolin, Images from Written in Memory: Portraits of the Holocaust Portraits
Marianne Hirsch, “Reframing the Human Family Romance” Essay
Sharon Olds, “I Go Back to May 1937” Poem
– “Looking at Them Asleep” Poem
CHAPTER IV
NATIONAL GAZES: WITNESSING NATIONS
Key Rhetorical Concepts: context, metonymy, metaphor
Critical Frame
Intersections: Familial and National Gazes
The Rhetorical Work of Memorials
Reading Contexts through Metaphor and Metonymy
Remembrance: Rituals and Collective Identification
Readings
Dinitia Smith, “Slave Site as Memorial for Freedom” Newspaper Article
Marita Sturken, “The Image as Memorial” Essay
Roadside memorials Photographs
Diana Taylor,”Lost in the Field of Vision: Witnessing September 11” Essay
Four Images from the Franklin Delano Roosevelt Archives Portraits
Wendy Kozol, “The Kind of People Who Make Good Americans” Essay
The U.S. Flag as Cultural Icon Photographs
Aurora Morales, “Child of the Americas” Poem
Robert Kaplan, “The Rusted Iron Curtain” Essay
Maya Angelou, “Champion of the World” Memoir
Orlando Patterson and Jason Kaufman, “Bowling for Democracy” Op-Ed
CHAPTER V
TRAVELING GAZES: SHAPING MOBILE IDENTITIES
Key Rhetorical Concepts: identification and difference
Critical Frame
Identifying Tourists and Tourism
Troubling Binaries
The Economics of Tourism
Far and Away Places
Touring Differently
Readings
Elizabeth Bishop, “Questions of Travel” Poem
Adrienne Rich, “Atlas of the World” Poem
Catherine Lutz and Collins, “The Photograph as an Intersection of Gazes” Essay
Travel to India Recruitment poster/
Web page
James Clifford, “White Ethnicity” Essay
John Hockenberry, “Walking with the Kurds” Memoir
Jamaica Kincaid, “A Small Place” Essay
Haunani-Kay Trask, “Tourists, Stay Home” Essay
Evelyn Alsultany, “Los Intersticos: Recasting Moving Selves” Essay
Audre Lorde, “The Fourth of July” Memoir
Lilo and Stitch Movie poster
Lisa Nakamura, “Where Do You Want to Go Today? Cybernetic Tourism,
the Internet, and Transnationality” Essay
Jane Kuenz, “It’s a Small World” Essay
CHAPTER VI
CONSUMER GAZES: MADE IN THE USA?
Key Rhetorical Concepts: the appeals: logos, pathos, ethos
Critical Frame
Consumer Appeal
Logic, Ethics, and Emotion in Ads
Consuming College
Readings
Cynthia Enloe, “The Globetrotting Sneaker” Essay
Adbusters Advertisements
Charles Kernaghan, “An Appeal to Walt Disney” Letter
Martin Espada, “Coca Cola and Coco Frio” Poem
Espada/ the Nike Corporation Letters
Liza Featherstone, “Student Activists versus the Corporate University” Essay
Child labor Photographs
Sweatshop Poems
Denise Duhamel, “Manifest Destiny” Poem
Robert Pinsky, “Shirt” Poem
Naomi Shihab Nye, “Catalogue Army” Poem
Barbara Ehrenreich, “Maid to Order” Essay
Pam Spaulding, “New York City 1989” Portrait
Barbie/Doll Suite
Heid E. Erdrich, “Butter Maiden and Maize Girl Survive Death Leap” Poem
Susan Deer Cloud “Her Pocahontas” Poem
Denise Duhamel, “Oriental Barbie” Poem
–-, “Buddha Barbie” Poem
Rabbi Susan Schnur, “Barbie Does Yom Kipper” Essay
Sarala Nagala, “’Om’ Hinduism in American Popular Culture:
Global Strategy or Sacrilegious Mistake?” Essay
CHAPTER VII
DOCUMENTARY GAZES: REPRESENTING HISTORY
Key Rhetorical Concepts: documentary, genre, kairos
Critical Frame
Understanding (the) Genre
Documentary Images at War
Interventionist and Humane Gazes
Documentary as Advocacy
Documentary Outlaws: Challening Audience Expectations
Readings
Michael Ignatieff, “The Stories We Tell: Television and Humanitarian Aid” Essay
Susan Sontag, “Regarding the Pain of Others” Essay
Barbie Zelizer, “Conveying Atrocity in Image” Essay
Robert Coles, “The Tradition: Fact and Fiction” Essay
Paul Fischer, “Moore’s Lore Re-evaluates U.S. Gun Culture” Interview
Georgina Kleege, “Dream Museum: Blindness, Language, and Visual Art” Essay
Rosemarie Garland-Thomson, “The Politics of Staring: Visual Rhetorics
of Disability in Popular Photography” Essay
Catherine Filloux “Photographs from S-21” Play
Photography, Art, Blindness Photographs/
Catalog cover
CHAPTER VIII
DOING RESEARCH
Selection and Analysis of Primary Texts
Collect a set of primary sources and begin taking notes.
Select analytical tools to guide your analysis.
Analyze your primary sources.
Identify a representational trend.
Develop a preliminary argument.
Research and Annotation
Search library databases and websites.
Evaluate the quality and relevance of sources.
Genre
Subheadings and text features
Read and take notes on sources.
Drafting and Revision
The Annotated Bibliography
Bibliographic entry
Annotation: Summary
Evaluation
The Research Prospectus
Situating your topic: background and content
Situating the problem: kairos, or exigency
Situating your audience: significance
Situating your authority: ethos
Writing the (Draft) Research Paper
Describe and analyze primary sources.
Introduce secondary sources.
Refine and complicate your initial thesis.
Arrange the research paper draft.
Organize analytical claims and support.
Generate and place revised thesis.
Consider introductions.
Consider conclusions.
Finishing the Paper
APPENDIX
CONVERSATIONS ACROSS SECTIONS: ASSIGNMENT SEQUENCES
Sequence 1: Reworking the Family Album [Familial and National]
Sequence 2: Racing the Nation/Erasing Discrimination [National/Documentary Gazes]
Sequence 3: Under Western Eyes [Consumer/Traveling Gazes]
Sequence 4: Normalizing Gazes [multiple sections]
Reviews
Rhetorical Visions uses the visual world that college freshmen live in and turns it into a rhetorical learning place.”
Beverly Neiderman, Kent State University
“From silence and passive immersion, students are brought into articulate and critical engagement
with the world of images and texts, and thereby, with the world itself.”
Adrielle Mitchell, Nazareth College of Rochester
“…[U]nlike many texts I have used to teach composition, the connections between key rhetorical elements and the thematic readings are
clear and coherent, challenging students to make connections between the two as they read…"
Justin Bain, Westminster College
Backcover Copy
This important new thematic reader systematically explores key rhetorical concepts in every chapter to help students analyze verbal and visual texts and to write with greater insight and purpose. RHETORICAL VISIONS engages the eye, challenges notions of ourselves and the world around us, and inspires well-developed academic writing. Included are:
* over 50 reading selections by important thinkers of our era.
* more than 180 images -- from funny to frightening
* generous support for thinking, reading, writing, and research
* access to a rich Web site for RHETORICAL VISIONS at www.prenhall.com/hesford
"RHETORICAL VISIONS uses the visual world that college freshmen live in and turns it into a rhetorical learning place."
- Beverly Neiderman, Kent State University
"From silence and passive immersion, students are brought into articulate and critical engagement with the world of images and texts, and thereby, with the world itself."
- Adrielle Mitchell, Nazareth College of Rochester
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ISBN-13: 9780205715114
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What Every Student Should Know About Creating Portfolios
Eyman
©2008
|
Longman
|
Paper; 48 pp
|
Instock
ISBN-10: 0205572502 |
ISBN-13: 9780205572502
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What Every Student Should Know About Practicing Peer Review
Trim
©2007
|
Longman
|
Paper
|
Instock
ISBN-10: 0321448480 |
ISBN-13: 9780321448484
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What Every Student Should Know About Preparing Effective Oral Presentations
Cox
©2007
|
Longman
|
Paper; 96 pp
|
Instock
ISBN-10: 0205505457 |
ISBN-13: 9780205505456
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What Every Student Should Know About Procrastination
Hoffman
©2008
|
Longman
|
Paper; 64 pp
|
Instock
ISBN-10: 0205582117 |
ISBN-13: 9780205582112
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What Every Student Should Know About Reading a Novel
Bonilla
©2013
|
Longman
|
Paper
|
Instock
ISBN-10: 020587052X |
ISBN-13: 9780205870523
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What Every Student Should Know About Researching Online
Munger & Campbell
©2007
|
Longman
|
Paper
|
Instock
ISBN-10: 0321445317 |
ISBN-13: 9780321445315
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What Every Student Should Know About Study Skills
Pearson Longman
©2007
|
Longman
|
Paper; 72 pp
|
Instock
ISBN-10: 0321447360 |
ISBN-13: 9780321447364
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What Every Student Should Know About Using a Handbook
Murray
©2009
|
Longman
|
Paper; 80 pp
|
Instock
ISBN-10: 0205563848 |
ISBN-13: 9780205563845
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Websites and Online Courses
Hesford
©2007
|
Longman
|
On-line Supplement
|
Live
ISBN-10: 0131842412 |
ISBN-13: 9780131842410
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