Border Security Visual Argument Analysis

Analysis, Pages 5 (1206 words)

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The animation that I chose is called Border Security. I find it extremely interesting that the cartoonist picked this type of background. Likewise having Border Security, NOT, and Amnesty all highlighted in red. The text in this animation is very special to its time, due to the fact that of the significant focus that has been on border control. I think that the cartoonist targeted a particular type of reader in this cartoon. That kind of reader would be the nave and oblivious individuals concentrated on this topic of boarder security and raising unreasonable concepts as to why we require more border control and to send them back to their nation.

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I also discover it intriguing that in this cartoon the Native Americans are speaking about border security to each other, about the Europeans, just to discover out that the Europeans in the future kill, rape, and take the Native Americans land and people. To me it appears like the cartoonist is attempting to get a point across that we need to take an appearance at ourselves and what we wait, or perhaps the cartoon simply may be informing us that this is a cycle.

When talking about the exigence of this animation, the truth that I believe everybody should open their eyes and try to relate towards each other is my main motivation on composing about this topic.

The final e-portfolio, the last assignment for this course, will comprise a selection of your best work from both semesters of Rhetoric and Civic Life (no matter whether you altered to a different trainer).

A successful e-portfolio will display excellence in the following required modes:

E-portfolio writing and design that exhibits strong introductory and explanatory prose, sound visual design, and user functionality Public discourse intended for a specific audience

Academic writing that integrates and responds to various sources and demonstrates academic disciplinary writing Oral presentation that is captured as audio or video

Visual rhetoric that stands as its own visual argument or an original visual that complements a written or oral text A résumé that is crafted to meet conventions of the résumé genre, and that displays your skills, knowledge, and experience The objectives of the e-portfolio assignment include:

to reflect on the work you have done this semester by revisiting that work with an eye to revision and to individual assignments’ place in the larger scheme of the course, to learn—and put into practice—the difference between revision and proofreading or editing, to use rhetorical skills, once again, to design and present that work to a broad online audience that might include Paterno fellows or SHC administrators, future employers, friends, parents, and the like, and to reflect on the rhetorical dimensions of such broad self-presentation and to make design decisions accordingly. A NOTE ABOUT REVISION: You should revise the assignments that you include in your portfolio, based on the instructor and peer feedback you received earlier in the semester. Revision also ought to take into account approaches to writing style you have learned over the course of the year. If you need assistance with writing/editing, you should plan to visit the Undergraduate Writing Center.

Deadlines and dates to note:

Friday, April 19 – By this date, you need to select a blogging platform and sign up for an account. Think very carefully about your choice of site name. Prior to class, you should post a WIP blog entry that includes a link to your site. (No need to have added materials yet. I just want you to demonstrate that you’ve created a site.) Your WIP entry should also include a tentative list of materials you plan to include in your site. Monday, April 22 – Class will meet in Sparks 001; use this time to work on your portfolio Wednesday, April 24 – Class will meet in Sparks 001; use this time to work on your portfolio (NOTE: Bring a hard copy of your résumé to class today if you wish to have Anne review it) Friday, April 26 – E-portfolio draft due; Class will meet in 001 Sparks and you will use class time to review and provide feedback on each others’ portfolios Tuesday, April 30 – Cover letter and final e-portfolio link due at 5:00 p.m. (submit in ANGEL dropbox). Your cover letter should address the following questions: (1) Who is your audience for your e-portfolio? Primary audience? Secondary audience? (2) What purposes do you expect your portfolio to serve?

How did you make your design and rhetorical choices with your audience(s) in mind?

Advice for Selecting Portfolio Components
(Adapted from the Penn State ECC program’s selection advice)

Make a list of the best work you’ve done in your Rhetoric & Civic Life course (both the fall and spring semesters). Additionally, consider including projects created for other courses, especially those that received a superior grade or special recognition. Consider the primary message you want the portfolio to send and to what audiences you wish to send it. Do you want to demonstrate your passion for human rights? For international education? For environmental concerns and creative writing? Choose one or two key passions that you want to serve as the guiding themes of the portfolio—maybe one of these themes could relate to your future career goals. Then, add items to your list (created in step one) that demonstrate your commitment to that passion. These items might be academic work, but they could also be a written, spoken, visual, or online text created for an extra-curricular activity or as part of a community effort.

Don’t worry if all your projects/papers weren’t “A” work when you first submitted them: you can revise relevant “good” or even “average” work by obtaining feedback from The Undergraduate Writing Center tutors, your classmates, your instructor, and so on. Review the required modes for your portfolio. Consider which of your selected pieces could fulfill these modes. Keep in mind that you could revise a piece to make it suit a mode you need to cover. For example, an academic piece of writing for your major could be revised for a specific public audience to serve as public discourse (and this revision would likely lead to a more coherent final portfolio than if you chose a paper written in your freshman year simply because it was already written for a public audience). Alternatively, you might record an audio file to go with a PowerPoint presentation, covering the oral mode.

You might even choose to do a video introduction to your portfolio to count as your oral requirement. Do not let the mode requirement limit what you include in your e-portfolio! The mode requirements are a minimum, not a maximum. Many students will have more than one example of several of the modes, and some will include items (co-authored pieces or written/spoken texts in a foreign language) that do not directly correspond to the requirements. If you do not include your best work, that only hurts your e-portfolio as a whole. NOTE: There are many sample e-portfolios available in the “Unit 8: E-portfolio” folder on ANGEL. Please take the time to review these portfolios. They will serve as great generative resources, and will serve as models of the type of work I expect for this project.