Reflection

      Until I began to write this reflection -which requires me to reflect back on the rhetorical choices I had made in the process of creating the PSA- I did not consider or even realize the extent to which I had been manipulating the art of rhetoric. In the very beginning, when considering effective ways in which to begin the video as to grab the attention of the audience from the very start, my mind boggled with careless ideas that would make for ineffectual beginnings. It was when I put myself in the shoes of the audience (consisting mainly of the students of English 125) that I began to come up with ideas that would more effectively take hold of their attention. Reflecting on this method now, I realize that I had been thinking rhetorically as the outcome of my ideas depended on what I expected the audience to appreciate and enjoy rather than what I personally thought would be the best.

       As I am completely unfamiliar with anything pertaining to the computer other than Microsoft Word and Google Chrome, this project served as a challenge to me. Thus it came as a relief when I had discovered that one of my other group members had experience with programs such as iMovie and Screen-Capture. With this in mind, I knew that I had to offer more to the group in aspects unrelated to the use of technology.

       Our ultimate purpose in creating this PSA was to call to the attention of E-Mail users (basically everyone in the class) the changes made and continuing to be made in its use and to warn against a further deterioration of the original functions of the E-Mail which are distinct from those of other forms of written communication such as text-messaging or messaging/commenting via various social networking applications.

       I have definitely gained a deeper understanding of the proper uses of rhetorical devices. I can say with confidence that I find it much easier now to be able to detect and fully understand the use of rhetoric in written and visual works than I had at the beginning of the semester.

Studio Time: Writing Minutes (Final Session)

During todays final session we were able to complete 99% of our final video, leaving only the minor aspects to be worked on  such as choosing the background music, compiling a text transcript and creating better transitions for the different elements of the video. When we had left off during the last session on Tuesday, our video lacked an ending as well as any audio components. Thus today we were able to input the necessary audio constituents, consisting of sound effects, a song, and our own voices (which we recorded today as well). Todays session had ultimately enabled us to finally string together our almost incoherent set of pictures and short clips into one coherent whole that effectively expresses our main point.

Studio Time: Writing Minutes (Session 2)

Before todays session, we had a video containing nothing more than visuals. Today, we were able to incorporate an interview and include several speeches to accompany (and explain) the images shown. As we began to wrap up our video we were able to see what aspects needed further explanation and so spent the rest of the session writing the necessary “speeches” to put into the background. For our final session we wish to be able to complete our video and also compile our speeches in one final document.

Studio Time: Writing Minutes

Prior to todays session, our visions regarding our video were rudimentary at best and lacked any clear sense of direction. However, by the end of todays session, we now have a somewhat-fixed idea of what exactly will go into our video and how we will go about collecting the necessary data for our purposes. Today, we were able to create a short “video” using QuickTime Player, which we put together (using iMovie) with the short introductory set of slides that Danny created on his own time. We had also begun to write several of the speeches that we plan on vocalizing as the background to the visual aspects of our video. We concluded our session today by designating tasks to be completed in time for the next session, the following tuesday which primarily include the completion of some of the essays as well as the collection of two very brief interviews. Thus, our goals for future sessions will mainly focus on figuring out the best possible way to time the individual pieces in the video as well as ways in which to transition in between these pieces as to create one coherent whole.

Visual Rhetoric

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1. Black- The black is used here rhetorically in order to convey power which is relevant as it pertains to the national government. 

2. Gestalt law of closure- The recycling symbol surrounding the M is an example of this law as there are no actual lines or shapes enclosing the shape, yet these gaps are largely ignored and we envision this piece as a whole. 

3. Medium shots- Medium shots are used to show both body language and facial expressions in the same shot. In this example, Chenrui’s facial expression which may be described as a blank stare conveys his confusion while his body language shows that this picture was taken off guard which explains the look of surprise/confusion on his face.

Storyboarding

Our public service announcement is intended to illustrate the ever-quickly changing forms and functions of the e-mail. We had noticed significant changes in the use of the email from when we first began to use this service, to now, and we would like to share our observations in order to warn against a furthering of this movement. Visually, it would feature a humorous skit, which we would use to convey our overarching message, followed by a series of burdens of proof primarily coming in the form of interviews and actual emails. As I am very unfamiliar with making my own videos, I hope to learn from this experience as it unfolds.

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Is texting writing?

Texting is a form of writing. Like traditional writing, it serves a plethora of functions, each much different from the rest. For instance, writing can serve to narrate, describe, inform, persuade, etc. Likewise, texting can serve to relay a simple message, request a favor, or even express ones most intimate emotions to a loved one in privacy. Because texting is a form of communication that is most often shared by two parties who are familiar with each other, this form of writing is able to communicate a much more emotion-filled, and nuanced message than what a standard piece of writing has to offer. With the advent of emoji (picture characters/emoticon), texter’s are able to further express their thoughts with visual representation which provides further nuance and communicates what is unable to be understood simply through words: prime example, facial expressions. Thus, familiarity with texting may help a writer be able to develop a stronger and more relatable persona in their texts. Additionally, the established word count limit encourages us to condense our thoughts, which can bring about both a positive effect and a negative effect: the positive being the honing of our abilities to write succinctly and to the point, and the negative being the resulting lethargy that develops from satisfying the purpose of writing with a few simple words lacking any eloquence or actual thought.

Although texting may not be directly associated with “academic writing”, it is very similar in many ways and offers users with the means of mastering fundamental skills, needed for efficient writing. Image