Important information about assignments

Unless otherwise stated, all written assignments (essays, answers to questions, thoughts for the day, etc.) are to be emailed to the instructor PRIOR to class time. You must include a subject line for your email that reads exactly "J496 homework" (no quotation marks). If you don't include this subject line, it won't reach the correct mailbox on the instructor's email account and you won't receive credit for the work. When you see this symbol "@" in red following an assignment, send it via email. EXCEPTION: If the assignment states to "bring in" something to class, then don't email it. It will be collected following class.

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Assignments may be added or changed at any time; however, no assignment will be changed in any way less than 24 hours before it is due. It is up to you to make sure you know what assignment is due on what date. If you have trouble accessing any assignment, contact the instructor as soon as you experience the problem.

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View In-Class Slide Presentations

WEEK

ASSIGNMENT

1

Persuasion , Propaganda, and Ethics

1/8 & 1/10

 Notes from Tuesday's lecture

Thursday: We will watch the PBS Frontline documentary, "The Persuaders."

Read "The Semantics and Ethics of Propaganda" and the piece on ethics. Also read the "Guidelines for Ethical Persuasion,"

Grading Criteria II: Turn in a one-page essay (350 words) on the article on the semantics and ethics of propaganda. @

2

Persuasion & Language Use

1/15 & 1/17

 Tuesday: Go to the Audio "Readings" page and listen to the four audio clips there. Also read "Let them eat words." and Frank Luntz' advice to the the GOP about what words and phrases to avoid.

Grading Criteria I: Search the internet for information on Frank Luntz. Bring in information about him or his techniques that you'd like to discuss with the class (turn in these notes at the end of class, not via email).
Grading Criteria II: Write a 1-page essay (350 words) exploring your thoughts on the common thread among the four audio clips. @

Thursday: Read the information on euphemism. In addition read the commentary from Quill and "Do Words Really matter?"

Grading Criteria I: Be prepared (with notes, hadnwritten or otherwise) to the questions found here based on the Frontline documentary we watched on Tuesday.
Grading Criteria III: Bring in one example (any media format) of the use of euphemism or doublespeak. On a separate piece of paper, explain what you have found and why it might be a problem. These will be turned in after class.

3

Persuasion & Language Use

1/22 & 1/24

 Tuesday: Read "The Red Flags of Persuasion," and "Propaganda Techniques."

Grading Criteria I: Turn in "Thoughts for the day." @
Grading Criteria III: Bring in one example (any media format) of the use of one of the "Red Flags" and one example of the propaganda techniques. On a separate piece of paper, explain what you have found in both cases and why it may be a problem.

By the way, if you're interested in photos from my Memphis trip, plus a movie of the Peabody Hotel's marching ducks, go here.

Thursday: Read the piece on rhetorical devices. For an extremely detailed look at logic fallacies, go to http://www.nizkor.org/features/fallacies.

Grading Criteria I : Turn in "Thoughts for the day." @
Grading Criteria III: Bring in one example (any media format) of the use of one or more of the "devices."
Also, bring in one example (any media format) that uses one of the logical fallacies found on the web site above. On a separate piece of paper, explain what you have found in both instances.

You might be interested in viewing the keynote speech given by Bill Moyers at the Media Reform Conference I attended. It is now on line at http://www.youtube.com/watch?v=kLK-rK3rfW8&eurl=
There are two parts, each around 30-minutes long. See if you can locate the rhetorical divices (this is for fun, not an assignment).
4

Theories & Intro to Public Relations

1/29 & 2/31

 Tuesday: "Dual Process Persuasion," and "Elaboration Likelihood Model." Also read the information on "Framing" and the piece on "Framing the other." Then, read the piece by Journalist Scott London on media framing at http://www.scottlondon.com/reports/frames.html

Grading Criteria III:

  • Bring in one example each (any media format) of a message targeted to central route processing and peripheral route processing. Explain why you think they are targeted this way.
  • Bring in one example (any media format) of the use of framing. On a separate piece of paper, answer explain the frame and tell why you think the issue was set up this way.

Thursday: Read the excerpt from "Toxic Sludge is good for you." Also read "Ethics and professional persuasive communications" and "The Tares Test,"

Grading Criteris I: Turn in "Thoughts for the day." @
Grading Criteria II: Turn in an 2-page essay (700 words) combining your thoughts on the second two articles. @

5

Public Relations continued & Intro to Advertising

2/5 & 2/7

 Tuesday: Read:

Also, see the URLs posted here for further reading on this issue.

Grading Criteria II: Write a 2-page essay outlining your position on this specific issue and on the topic of using the blogs to "sell" ideas. (HINT: You need to show me you read the assignments for today.) @

Thursday: Read "Advertising as Commercial rhetoric". "The Language of Advertising Claims."

Grading Criteria II: Turn in a one-page essay on the first article. @
Grading Criteria III: Bring in a print ad that is an example of one of the 10 "claims" found in the second article. You will turn in your ad along with a brief write up of why it represents the claim you have chosen.

6

Advertising continued & intro to editorial cartooning

2/12 & 2/14

 Tuesday: Buzz Marketing (word-of-mouth, viral, social, stealth, etc.)

Read:

Grading Criteria II: Write a 2-page (700-word) essay synthesizing what you learned from the readings. Express your opinion about the ethicality of this new marketing technique. @
Grading Criteria III: Bring in one example of this type of marketing technique (probably a website URL or some other electronic format, but don't restrict yourself to the easy ones like blogs).

Thursday: From the ArtsWork web site, read Lesson 1, Cartoons in Context (only the following sections)

  • A Historical Perspective of Cartooning
  • The Purpose for Political Cartooning
  • The Cartoon as Art
  • Cartoons Then and Now

Grading Criteria III: Download "Common Political Cartoon Devices." In addition, use the Cartoon Analysis Worksheet to analyze a cartoon of your choice that you believe persuasive in its point of view. Bring your cartoon and analysis to class.

Good internet sources for cartoons are:
http://cagle.slate.msn.com/
http://lcweb.loc.gov/rr/print/swann/herblock/cartoon.html
http://www.unitedfeatures.com/ufs/EDITOONS.html

7

Visual Ethics: Editorial Cartooning & Other Forms of Satire

2/19 & 2/21

Links to the animated editorial cartoon sites mentioned in class last Thursday.

Tuesday: Read the following pieces on the controversy over the cartoons of Mohammed:

"Cartoons ignite cultural combat in Denmark"
"The Uses of Cartoons"
"Thou Shalt Not Draw"
Then read the following opinion pieces by cartoonist Daryl Cagle:
"Cartoon Jihads"
"Reprinting Those Horrible, Offensive Muhammad Cartoons"
"Two Kinds of Offensive Cartoonists"

Click here to see the offending cartoons.

Grading Criteria III: Pick a point of view you support and write a two-page (700-word) analysis of the arguments presented in these readings that support your point of view. Pay special attention to the persuasive techniques used in the articles and note how they contribute to your position. @

Thursday: Read "Cartoons Matter" from Poynter Online.
http://poynteronline.org/content/content_view.asp?id=36980

From the ArtsWork web site, complete Lesson 3, Creating a Political Cartoon (only the following sections) http://artswork.asu.edu/arts/students/cartoon/

• Introduction
• Persuading with a Cartoon
• Assignment 3: Drawing a Political Cartoon
• Assignment 3: Student Model

Grading Criteria III: You will be graded on the persuasive quality and the IDEA of your cartoon, not your talent as an artist.

8

Visual Ethics continued: Photography & other Graphics

2/26 & 2/28

Tuesday: Read "Understanding How Still Images Make Meaning." This piece is a heavy read with lots of information, but it's necessary to your understanding of how images work as persuasive tools.

Grading Criteria III: Bring in a photograph or photographic layout that is persuasive (or be prepared to link to it online). It may include text but the photo elements must be the central focus of whatever messeage imparted. Analyze the image using one of the following approaches:

  • representational metafunction
  • interpersonal metafunction
  • compositional metafunction

Write out your analysis to turn in following class. You may use any photographic format, but please try to avoid ads if possible, at least those selling a commercial product. Non-profit ads might be acceptable.

Some good sources for news photos (which offer an interesting analysis) are:

For a good selection of print ads from around the world: http://adsoftheworld.com/taxonomy/media/print

Thursday: Carrie will return with an in-class discussion of images and a message that some people have found offensive while others have cheered about. Look at and read the following:

Grading Criteria II: Write a 2-page (700-word) essay stating your position on the PETA campaign. Use what you have learned in this class to support your position. @

9

Visual Ethics continued & Speeches and Speechwriting

3/4 & 3/6

 Tuesday: Read "The Rhetoric of Film" and "Reference Source for Media Literacy." Also download and read the film analysis worksheet to use with your assignment below.

Grading Criteria III: Based on what you've learned from the readings and what you already know about rhetorical devices used to persuade, analyze a film of your choice or a scene from a film that you find particularly persuasive. The film can be either documentary or theatrical. Pick something (1) that is on video tape or DVD so that you can bring it in; (2) has some element of persuasion in it, even if it is extremely subtle; (3) that lends itself to rhetorical analysis. Write up your analysis, using the worksheet, and be prepared to present it in class. Be sure to answer the following questions in particular:

  • What is the persuasive message of this film or scene?
  • What specific techniques (based on the worksheet) does the director use to impart this non-verbal message?

Thursday: Read the piece on giving ethical speeches. Also refer back to the "Guidelines for Ethical Persuasion," (discussed earlier) which contains information on ghost writing and speechwriting.

Grading Criteria III: Analyze the speech found here by using the information found in "Propaganda Techniques" (discussed earlier) and "The Red Flags of Persuasion" . Mark all instances in the speech that you find and turn in your marked copy along with any notes.

In addition, be prepared to discuss violations of any of the guidelines from the reading for this week and the "Guidelines for Ethical Persuasion."

10

Speeches & Speechwriting continued

3/11 & 3/13

 Tuesday: Read the George Wallace speech and the commentary. For a synopsis of George Wallace's life and career see the PBS program, George Wallace: Settin' the Woods on Fire.

Grading Criteria III: Analyze the speech and commentary using criteria from "Propaganda Techniques," and "Red Flags of Persuasion." Make a list of the techniques and "red flags" you find, and be prepared to discuss them in class.

If you're interested, take a look at the top 100 speeches in American rhetoric (in the 20th century).
Finals Week

3/17-3/21

 Your term paper is due by noon on Wednesday, March 26, of finals week