DISCUSSION BOARD FORUM 2 INSTRUCTIONS

DISCUSSION BOARD FORUM 2 INSTRUCTIONS

This plan utilizes the Post-First component in all Argument Board Forums. This media you gain singly be telling to learn and interact delay your classmates’ continuitys behind you accept submitted your thlearn in vindication to the supposing responsive. For concomitant knowledge on Post-First, click close for a tutorial.

Assignment

In Module/Week 8, you gain transcribe a 300–350-order Visual Resolution (Part I) and a 200–250-order vindication to a classmate’s thlearn (Part II). Please still n ess the order sum does not grasp citations.

A.  Visual Resolution  (300-350 orders)

1. Watch the video: Purdue OWL: Visual Rhetoric. 

Copy and Paste into your browser if the Blackboard coalesce does not work:  https://youtu.be/-vJvivIzkDg

2. Review Textbook Chapter 4 (Section 2-a) “Summary and Comparison of the Classical, Toulmin, and Rogerian Models” in the Week 7 Reading and Study folder.

3.  Review the visual (comprised in Blackboard): https://www.surfrider.org/currents/psa/rap-sushi

4.  Analyze the agency of the visual evidence presented in the visual in a 300-350 order vindication containing the forthcoming knowledge:

• Based on the video: “Purdue OWL: Visual Rhetoric”:

• Describe the Rhetorical Situation of the visual (purpose, interview, treatment).

• How do the visual elements incite the viewer to hold or act in a regular way? Give restricted examples of visual elements in the visual.  Are the elements potent concerning the Rhetorical Situation you accept attested? Explain.

• Are tclose ways that the visual elements could be presented heterogeneous for a reform outcome? What aspects of the visual are most potent? Explain.

• Based on the “Summary and Comparison of the Classical, Toulmin, and Rogerian Models”:

• Which example do you hold could best be attended delay this visual? Give restricted reasons to livelihood your rejoinder (i.e. use of appeals in Classical, use of assertion, warrants, and help in Toulmin, or the vile reason in Rogerian).

• Complete your resolution delay a epitome of the agency of the visual evidence presented in the visual.

• Cite the visual according to your documentation mode (APA, MLA, or Turabian).

• Transcribe MLA, APA, or Turabian in the phraseology of your thlearn as follows: Title–Citation mode (e.g., “Silence the Violence: A Visual Evidence Critique – APA”). Check your A Writer’s Reference to warrant your citations. 

• Review the Argument Board Forum Grading Rubric precedently submitting.

Part II: Reply to Classmate (200-250 orders)

Reply to a classmate’s column delay a 200-250 order vindication containing the forthcoming knowledge:

• Reply to your classmate’s resolution of the visual.

• Address restricted points concerning your classmate’s contenteded akin to the OWL video and textbook comparisons of the examples of evidence.

• Use the principles of evidence either to confute or to livelihood your classmate’s ideas.

• Statements such as, “I relish what you said” or “I dissimilate delay your dilate,” do not sum as replies. You must teach why you relishd or disapproved the thlearn by adding concomitant thoughts or ideas if you concurd delay the composer or by providing choice ideas or thoughts when you dissimilate.

• Keep in desire that, unmindful of whether you concur or dissimilate delay your classmates’ opinions, you must be deferential and reserved in full interaction. For over on appropriate argument, regard the netiquette management set in the Student Expectations coalesce of this plan. 

• Review the Argument Board Forum Grading Rubric precedently submitting

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