Classwork/Homework

May 28, 2014 (Homework)

Advertisement Analysis:
This advertisement by Moms Demand Action, creates a very serious mood. It does so by showing two children, who are probably in middle school, with one holding a dodgeball and the other holding an assault weapon. In addition to this, there is writing at the top that states, “ONE CHILD IS HOLDING SOMETHING THAT’S BEEN BANNED IN AMERICA TO PROTECT THEM. GUESS WHICH ONE”. The relationship between both the picture and words goes hand in hand. This is because, the words are meant to be seen first because they are placed at the top. Then looking under them, the picture of the two boys is seen. Now, it is expected that the audience viewing the advertisement, will answer the question, which is banned, a dodgeball or an assault weapon? Automatically, the audience would think an assault weapon, mainly because children are meant to play, not fight, especially with weapons. Seeing a picture with a young boy holding an assault weapon in a school environment, specifically gym, will strike a nerve with many people, especially parents. Now looking under that picture, there is something written in a very small, white text. It says, “We ban the game dodgeball because it’s viewed as being too violent. Why not assault weapons?” Assault weapon, would be the answer to the initial question. Reading what it says under the picture may come as a surprise to some, or just a sad forgotten truth to others. This advertisement directly targets the gun control issue.

May 29, 2014 (Classwork)
What did we learn in class today?

Today in class, I learned that almost everything I do throughout the day requires text, reading, and analyzing. I had not thought about how much reading and analyzing I actually do throughout a day. In addition to this, we also learned about advertisement. Advertisement has 5 criteria of: purpose, audience, stance, genre, and media/design/form.

May 29, 2014 (Classwork)
Advertisement Analysis:

Purpose: This advertisement targets gun control in the aspect of keeping it away from kids.
Audience: The audience targeted through this ad are parents and the government.
Stance: The stance in this advertisement is mothers demanding gun sense in America.
Genre: The Genre is more of a public service announcement.
Media/Design/Form: This ad is a form of media because it is a picture found on the internet and seen on television.

May 29, 2014 (Homework)
Ethos Pathos and Logos Advertisement Analysis:

Ethos Pathos and Logos can be seen in this advertisement. The purpose of this advertisement is to target the female audience and encourage them to buy Covergirl’s product. The stance in this advertisement is to encourage make-up usage to hide imperfections. Ethos is seen through famous singer, Katy Perry, being featured promoting the product. Having Katy Perry featured with this product increases the chances for Covergirl’s sales. Had someone ordinary been featured with this product, they would not catch the same attention as a celebrity, like Katy Perry, would. Pathos is seen through the words “Insta-Gorgeous” and Katy Perry’s “Insta-Glam” collection. “Insta-Gorgeous” and “Insta-Glam” suggests that once this foundation product is used, it will instantaneously make a girl look beautiful. It plays on girls emotions of wanting to look and feel beautiful. Logos is seen through the actual function of the product. The product is foundation. The main purpose of foundation is even out skin tone and cover up blemishes (freckles, dark spots, etc). The logical aspect to this advertisement would be to cover-up imperfections, and look better.

May 29, 2014 (Homework)

This symbol is a triquetra. The triquetra (without the circle) often signifies lunar or solar phases to the ancient Celtics. It can also mean spirit, mind, and body, or thought, feeling, and emotion, or even mother, father, and child. It can have many meanings to it but all revolving around the same aspect. The triquetra with the circle signifies infinity, eternity, and even protection.

June 3, 2014 (Homework)
Spike Lee Video:

This video shows explicit details, has an implicit message, and has an extended meaning. The explicit details in this video are a colored community having fun with the fire hydrant. When another colored person comes along, two boys block the fire hydrant so he won’t get wet. Soon after, a white man comes along. The boys say he won’t get wet, but once he starts passing, they let the water flow and get the white man wet along with his “antique” car. The implicit message here is that the colored race is portrayed as inferior and poor whereas the white is seen as superior and wealthy. The authority present were two police officers, and one of them had a wrench to fix the fire hydrant. They were not seen as too demanding or authoritative. They language use mostly used were profanities and slang. The extended meaning here would be the presence of racism is still around.

Analysis of Personal Writing with 3 Rhetorical Methods:

Personal Writing:

Women and Advancement: An Analysis of How Society’s Association of FEMININITY with EMOTIONALITY Restricts a Woman’s Tomorrow in America

English 101 Final Research Paper

Analysis:
Rhetorical Context- The purpose of this work was to persuade the reader that women’s advancement was being held back because of an age old thought of femininity being associated with emotions. Women are not able to advance socially because they are seen as emotional fools. The audience is an academic audience consisting of professors and peers. My stance in this paper is being a young woman breaking away from that tradition a home, and then going out into the real world and experiencing that it is not only a fight limited to home, but more against society. The genre of this paper is a personal narrative mixed with a research. The medium through which it is presented is a research paper.

Ethos Pathos Logos- Ethos in this work of mine is my credibility as a young woman who grew up in a conservative household who was able to break away from the traditional mindset of women being limited to home. Pathos in this work hits every girl, every person who has a girl in their life whether it be mother, daughter, sister, cousin, etc., who they want to see advance in their life. It connects with the emotion of wanting to succeed, demanding a chance, and the aggression needed for change. This work tackles all those emotions of wanting change in society. Logos in this writing would be the logical facts of the U.S. Census Bureau and research my Cambridge University included in this work.

Explicit Implicit Extended- The explicit details in this paper are those facts about the traditional way of thinking before women’s rights, where there is a difference in the amount of women employed against men, the amount of women actually in a powerful position in the workplace, and how much a woman is paid in comparison to a man. The implicit message here is, women are not treated equal to men in the workplace therefore, it is hard for them to advance in life. The traditional attitude towards women doing something else besides what they used to do before women’s rights were implemented has been taken away by government by granting women equal rights. The extended meaning here is about how even though women are granted equal rights as men, they are not treated equally. This is because all of this thought process goes back to traditional thinking of women being inferior to men mainly because they are feminine. Feminine is automatically associated with gentle, feeble, and emotional, essentially saying women are too WEAK to advance — according to society.

June 10, 2014 (Homework)
Annotated Bibliographies Multilingualism and Codeswitching
Annotated Bib Multilingualism Codeswitching

June 11, 2014 (Classwork)
Dialogue
Tahreem is short, has brown eyes, and dark brown hair. She is multilingual. She can speak English, Urdu, Hindi, and she can read Arabic. Tahreem is standing at the 42nd Street Times Square station waiting for the 7 train going towards Main Street, Flushing. She is standing dressed in running shoes, blue jeans, white shirt, and black hoodie with a silver purse on her shoulder.

Tahreem: Oh my God this train is taking forever.
Jeff J: yea mon me kno
Devil Dog: Train run as a likkle turtle seen
Pierre: oh oh, apa train sa pa janm vini?
Tahreem: Yeah, run, train? OMG IS THAT THE TRAIN!?
Jeff J: Yes gal! lets go
Devil Dog: Crowded metle cart a must. mi a work so late. Tssssssk.
Pierre: ou kwe se train sa poum pran?
Tahreem: We’re going to the Carnival we’re going to the Carnivaaaaal! Just kidding ☺ Hopefully it doesn’t stop again. I’m going to college! Where are you guys going?
Devil Dog: Mi affi work. Mi affi feed I an I anna rent man come soon.
Jeff J: You want work me have a job for U

June 12, 2014 (Classwork)
Vincent Palmeri Quantitative Data – Rhetorical Context Analysis

Audience: This paper is written towards an academic audience.
Purpose: The purpose of this paper is to analyze how ethnolinguistic interactions affect the author’s personal language usage.
Genre: The genre of this paper is a research paper.
Stance: The stance of the author is to try and prove as a multilingual person, how so many languages effect him.
Media/Design: It is presented through a research paper.

June 18, 2014 (Homework)
Jamilla Lyiscott

Rhetorical Analysis: The purpose for Jamilla’s video was to show how she is now called “articulate”. The audience she is speaking to consists of professors. Her stance is being a college student from a West Indies background with an ability to able to talk in their native tounge, slang, and in proper English. The genre of this content is spoken poetry. Finally, the medium through which she is getting her message across is poetry.

She is trying to tell her audience that she is multilingual. This is because she is able to speak a West Indies language, along with two dialects of English.

June 19, 2014 (Classwork)
Poems in Class:

There once was a monkey named Chunky
He thought his tounge was so very hunky
He tried to impress with great English
But spoke in an ancient British
And ended up looking so very funky

Language is the world
It is up, down, and around
We are surrounded

June 23, 2014 (Homework)
Annotated Bibliographies on Literacy Crisis in the United States

Researching Literacy Annotated Bibs
June 25, 2014 (Classwork)
Group Work

Today in class I worked with Joseph and Khadija. Joeseph discussed on how his paper had a few sentence structure errors. He also pointed out how grammar check was incorrectly fixing a word. Khadija was discussing how she can better her advertisement. She came up with a few new ideas of how to better her project. For example, she came up with books vs. technology as something to argue.