Name:AnnalizaTorres

WRI010
Mr.Moberly
ReadingResponse#2
2215

Part1:Completearhetoricalprcisforthereading.
InthefourthchapterofFromCriticalThinkingtoArgument,SylvanBarnetand
HugoBedauencouragetheirreaderstouseimagesandvisualappealsastoolsfor
constructingapersuasiveargument.Theauthorssupportthisideabyprovidingtheir
readersexamplesofdifferentadvertisementsandpicturesthatprovideemotionalappeal.
Theauthorspurposeistoshowthatvisualrepresentationscanbeimmenselypersuasive
inargumentsandthususeasapowerfultoolforpersuasions.Theauthorsusea
persuasivetoneastheytrytopersuadecollegepracticeusingthemappropriatelyintheir
argumentativeassignments.
Part2:Identify35interestingpartsfromthereading.
1. ImageofMLKonpage119
ItsveryinterestingtostudyabouthimandstudyhisspeechIHaveADream.
HislifehadbecomeafixedpartoftheAmericanculture.Heiscelebratedasa
heroduetohisleadershipintheCivilRightsMovement.
2. ImageofFrederickW.Merceronpage121
Thisisaverypersuasiveimage.ItsalmostlikeIcanfeelhispain.Ibelieve
slaveryisveryinhumaneandpeopleshouldnotsufferslavery.Thisisvery
interestingbecauseitcapturesyourattention.Italsogivesyoualittletasteofthe
pastandhowterribleitwastobeputunderthatsituation.
3. ImageofCoffinsatDoverAirForceBase,Delawareonpage127
Thisisaveryinterestingimage.WhenIlookedatthepictureIrememberhow
gratefulIamtostillbealive.ThosemendiedforthecitizensofUnitedStates.
Thisimagedemonstratesaverypersuasiveimage.Itwasalsointerestingtoknow
thattheydidntallowpicturessuchasthispictureinanypublication.
Part3:Identifytheprocesstheauthorusestomakehis/herargument.
TheauthorsstartthechapterwithquotesfromaproverbandLewisCarroll.Then,they
explainhowvisualmaterialappealtotheemotionandrecalltheprecedingchapter.Inthe
nextpages,theauthorselaborateonthepowerofpersuasionandprovidetheirreaders
withdifferentpowerfulimagessuchastheimageofMartinLutherKingJr.,FrederickW.
Mercer,andEdwardMunchsTheScream.AsectioncalledAresomeimagesnotfitbe
shownthenfollowsthis,whichdeterminewhethersomeimagesareappropriately
persuasive.Inthissection,theauthorprovidestheirreaderswithpowerfulpicturesof

TheTerrorofWarandExecutionofVietCongprisonertomaketheirreadersponderon
whethertheimagesserveavaluablepurposeofshockingitsviewerswithawareness.The
sectionsthatfollowedareAdvertisementsandPoliticalCartoonssection.They
deemedboththemostcommonformsofvisualpersuasionsaspeopleseethemintheir
everydaylives.Theauthorsincludesampleofadvertisementssuchanadvertisementsfor
ModernFamilyandadvertisementsforAmericanCancerSociety.PoliticalCartoonists
alsoseekstopersuadeitsviewersbyexaggeratingthesubjectmatteruntilthesubject
becomesabsurdandlaughable.Forexample,theauthorsprovidetheirreadersapolitical
cartoonaboutateacher,herstudents,andthepledgeofallegianceinpage141tosuggest
thattheentirePledgeismeaningless.Theyendthechapterwithintroducingvisualaids
suchasmaps,tables,graphs,andpiecharts.Theysuggestthatvisualsmakeyour
argumentmorepersuasive.
Part4:IdentifytheMAP(Medium,Audience,andPurpose).
Medium:AchapterfromthebookFromCriticalThinkingtoArgument
Audience:CollegeStudents
Purpose:Thepurposeoftheauthorsistomakestudentsawareofdifferentadvantagesof
usingvisualsandimageryasatoolforbuildingpersuasivearguments.
Part5:Identifypersonalconnectionsandreactionsyouhavetothereading.
Iagreewiththeauthors,andIbelievethatvisualsandimagesareimmenselypersuasive
inanargument.Visualmaterialsgivelifetowriting.Asakid,Iwouldalwaysremember
mymomreadingfairytales,andIalwaysgetexcitedaboutseeingthepicturesinthe
book.Growingup,Ilikelookingatpoliticalcartoons,andIlikedecipheringthemeaning
ofit.Today,peoplerelyonmaps,advertisements,andothervisualaids.Inschool,
teachersusePowerPointtointerprettheirlessonsvisually.Textbooksuseimagestogive
supporttowhattheyareteachingus.Advertisementsservedatoolforentrepreneursto
makemoneyandalsoatoolforthecommonmasstogainknowledgeonaparticular
item.Visualsareaformofcommunicationand,forthisreason,areinevitable.