DiscussionWeek 7: Critical Reading Response: Exploring Multi…

Description The core of the Advocacy Text and Rhetorical Analysis assignment is a proposal argument so this week you will take a deep dive into the features and structure of proposal arguments. Irrespective of the topic you chose for this final assignment, your advocacy is contingent upon a (1) a call for change, often in response to a problem (2) focused on creating a better future or greater good, and (3) your advocacy or call to action is focus on what the audience can do to effect the change you seek. In order to make this argument and complete this assignment, you will rely upon visual rhetoric or a multimodal composition. Chapters 14 and 16 will help you uncover the features of effective visual argument and inform how you might create your own advocacy text. We can convey rhetorical appeals and strong emotions in our visual rhetoric just as powerfully as we can in traditional prose. As you craft your CRR response this week, consider the power of visual argument and how multimodal composition might offer more or less communication tools than traditional forms of prose. In what ways does new media and online mediums of visual rhetoric transform our communication tools and audience reach? Instructions After Reading the assigned texts, your response should be approached in one of the following ways: Reading with/Reading Against: Read with each text, summarizing the key ideas. Then, talk back to the ideas, locating potential gaps or how these ideas might be reconsidered or implemented in various settings. Impact on your own writing: Think of what impact the ideas or concepts in a particular article/chapter/essay may have on the teaching of writing or on writing more generally–in and out of your discipline. Explain as clearly as possible how this impact might occur. You might also talk about the problems and/or possibilities this concept or idea creates for the teacher/student/practitioner. You should reflect, at least a little, on how your own experience(s) in classrooms and courses rub against the concept(s) or idea(s) to which you are responding. Synthesis: Looking at the texts you read for the week, attempt to synthesize a concept or idea that you noticed moving through the texts. Your goal should be to highlight the idea or concept as the writers understand it and then explain how you see these concepts connecting or disconnecting in a productive way. You might also use these syntheses in future projects. You may want to include key definitions and terms to help you on future projects. Every discussion post must include a question you want the class to address that goes beyond reading comprehension (i.e. we want conversations started not merely yes/no or shallow questions). The expectation is that you engage deeply with the assigned readings and draw explicit connections between your CRR and the readings. Guidelines Type or paste your reading response directly into the submission text area You do not need to include an MLA Works Cited entry but do follow MLA format to cite any sentences with direct examples or quotations you reference from the reading. The initial post (worth 5 points) is due Tuesday by 11:59 p.m. Your responses to your writing group members (worth 5 points) are due Thursday by 11:59 p.m. Post Requirements Original Title of Discussion post, “Walker WK1 DQ Answer” is not original. Try and think outside of the box and pull something unique and individual from our weekly assigned readings Initial Response must be 350 words in length Peer responses should be 200 words in length