2/6/13 Class Structure/Homework/Notes

Kenneth Burke’s Parlor Metaphor:

Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

Corporate Activity (1): Complete Frank Miller on Comics from last week

“1. What question(s) is the text addressing?
2. What is the writer’s purpose?
3. Who is the intended audience(s)?
4. What situational factors (biographical, historical, political, or cultural)
apparently caused the author to write this text?”(Bean 43)

Small Group Activity: Share and compare your annotations of the reading. Discuss the key points. Include your own findings, as well as the following points:

What is Spot Reading?

Allows you to make predictions about a text that will help you make sense of the text as you read, “can also help you anticipate and tolerate difficult to understand passages” (Bean  48)

(Spot Reading as a Research Tool) When you are dealing with a large numbers of texts/abstracts, spot reading can help you determine which texts might be useful for your research.

Reading With The Text (listening to the text)

Read as a believer

Suspend judgement

Note Organizational signals (headings, rhetorical moves–in contrast, however, therefore, on the other hand etc)

Mark unfamiliar terms/references (?)

Points of Difficulty [—-]

Mark that you are having difficulty and return to the passage at a later time. New material will inevitably contain difficult to understand passages.

Connecting the Visual to the Verbal

“Here we discuss three common ways in which visual elements can function
in relation to the verbal message: (1) by enhancing its appeal, (2) by supporting its claims, and (3) by extending its meaning.”

Corporate Activity (2): If time permits, examine the infographic from 2/4/13 as a class.

Homework Due: Printed and annotated copy of Reading Rhetorically.

Homework Assigned: Reading Rhetorically pgs 53-65

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