Friday, January 14, 2011

Journal #4: Condoleezza Rice

Yesterday's lecture from Condoleezza Rice was a momentous occasion for many BYU students--

it was the first time they'd seen a black person in real life.

Just kidding.

As an aspiring rhetorician, I found Rice's lecture interesting for a number of reasons:
  1. She's funny. No, scratch that--she's hilarious. Considering she came out of the Bush administration, one expected more of a miasma of malapropisms rather than carefully timed and executed black jokes.
  2. Despite no longer having official ties to the United States government, her patriotic rhetoric was such that while I agreed with much of her address, I also felt myself grow uncomfortable in the presence of such fervid patriotism. Perhaps it's just deeply one-sided discourses that I'm suspicious of, but being told that America is truly the only nation that idealizes freedom and truth above all others made me question her argument. Aren't essentially all industrialized nations striving for these same goals? The notion of American being represented by the log cabin was also problematic. On the one hand, you've got the connotation of Abraham Lincoln's log cabin: a baby born in such humble circumstances can grow up to the be the president of the United States. On the other hand, you've got Uncle Tom's Cabin and all the images and feelings of slavery attached to that same log cabin.
  3. The visual accompaniment of watching her speak added another dimension into consideration. Before she began speaking, the camera caught her face for a few seconds as she listened to President Tanner's introduction. She looked stern, pensive, and utterly unfriendly. However, as soon as she mounted the podium, her face broke into a gracious and welcoming smile that completely threw me off my balance. I had expected a rather austere lecture on the importance of an education and subsequent active American citizenship. Who was this smiling anecdote-sharing woman who just seconds before had looked like your mean first grade teacher? Without having the visual component of her address, there wouldn't have been any way to read her bearing, body language, etc. Stage presence has a ton to do with rhetoric.
That said, I was very grateful to have been present for her lecture. It was engaging, easy to follow, and generally informative. It's not hard to see why she become to widely recognized both domestically and internationally.

However, as I now know that there are actual questions to answer, I'll go about answering those instead!

1. What means of persuasion are used in the forum?

As I mentioned, she used a massively successful pathic tactic by invoking humor. Her comical anecdotes helped her connect to the audience in a way that the other material in her address simply wouldn't have allowed. She also made frequent mention of her credibility on matters of state and international relations by dropping her previous Secretary of State title, experiences from school (including earning her PhD), and all the important shoulders she rubbed during her terms with the Bush administration.

2. What is her argument?

While she argued a number of different points (like American superiority and the importance of a rounded college education), she strongly emphasized the point that gaffs or unexplainable actions today rarely color a person's entire history. What seems dire today won't seem nearly as traumatic 50 years from now. In essence, keep your focus on making your time on this planet useful as a whole rather than getting flustered every time one unfortunate thing happens.

3. How does she support her claims?

*Her experiences as Secretary of State
*Examination of history
*Appeals to institutions (like family and education)
*Name dropping
*Anecdotes
*Pathic appeals by invoking nationalistic ideals
*Humor

4. Does she use visuals? Does she use them effectively?

As I mentioned before, her presence on stage was a very impactful visual that added a compelling dimension to her address that simply isn't there when dealing with, for example, radio personalities.

(The final questions about interest level and how convincing her argument was have already been answered in my semi-rambling above.)

Journal #3: Photoshopping

Original Photo #1
Resized to 3x5 and cropped so subject fills picture
Original Photo #2
Head placed on separate layer, background layer discarded, and filled with red
Original Photo #3
Resized to 7x9, then cropped to better fulfill Rule of Thirds

Monday, January 10, 2011

Journal #1: Visual Rhetoric, Document Design, and an English Degree

In addition to taking the Visual Rhetoric class this semester, I’m also currently enrolled in Dr. Siegfried’s Shakespeare class. Before we’ve even begun to really delve into the plays, we’ve had to establish a number of rubrics under which we’re going to operate. One of these discusses the interconnectedness of Truth and Beauty, meaning analyzing how communication of Truth is made possible through Beauty; you can be speaking absolute Truth, but if it isn’t made beautiful, it will not captivate and inspire an audience toward action. A similar principle is discussed in Tim O’Brien’s The Things They Carried. Despite being a Vietnam War veteran, O’Brien states multiple times in his book that not all (if any) of the anecdotes recounted are “true life events”. However, he writes the stories he does to communicate the Truth of war rather than the true events because he wants to dispel the glorification of war that has become so rampant in the American consciousness. By imbuing his stories with the “beauty” of the true horror of war rather than pandering to the expectation of patriotism and nationalism, the real Truth of the matter is revealed.
Academic writing is incredibly dull. The only people that enjoying reading academic writing are academics. To communicate with as large an audience as possible, the elevated concepts and ideas that characterize academia have to be infused with the Beauty of both the vernacular and rhetorical aesthetics. A person could have come up with a theory to explain the origins of the universe, but if presented in a paper that is unpolished and sloppily designed, even the sheer brilliance and truth of the theory can’t save it from being heavily scrutinized and discredited. Because we are such a visual species, it is imperative that a design/document be carefully designed in addition to factually sound and accurate. If something is unattractive, people will either underestimate it or ignore it altogether.
In order to persuade audiences as effectively as possible, English majors have to do much more than simply write well. Almost anyone can learn to write well. The real persuasion comes into play when an excellent writer is able to present their ideas in documents that are designed with the audience in mind in terms of background knowledge, convenience, and interest level. If you want to get a mass audience hooked on automotive hydraulics, then you don’t present your dissertation in a boring run-of-the-mill essay format that will likely bore the pants off anyone, let alone the general public. To get an audience excited about a topic they wouldn’t ordinarily be interested in, you need awesome writing, attractive and eye-catching (but not overpowering) graphics, and proper design principles (like proximity and hierarchy) to pull everything together and impress an audience with the care you’ve taken to help them become invested in your topic.

Journal #2: Advertisements/Pictures Exemplifying Visual Rhetoric

1. Text without Visual
2. Visual without Text
3. Adapted to a Specific Audience
4. Balance
5. Categorization
6. Compare and Contrast
7. Description/Details
8. Narration
9. Repetition
10. Point of View
11. Proportion
12. Unity
13. Emphasis
14. Concision
15. Tone
16. Ethos
17. Logos
18. Pathos
19.  Figure-Ground Contrast
20. Grouping by Division and Color