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Visual Argument Analysis

Visual Argument Analysis Essay

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The cartoon that I chose is called Border Security. I find it very interesting that the cartoonist chose this type of background. Also having Border Security, NOT, and Amnesty all highlighted in red. The text in this cartoon is very unique to its time, because of the major focus that has been on border control. I believe that the cartoonist targeted a specific type of reader in this cartoon. That type of reader would be the nave and ignorant people focused on this topic of boarder security and bringing up unreasonable ideas as to why we need more border control and to send them back to their country.

I also find it interesting that in this cartoon the Native Americans are talking about border security to each other, about the Europeans, just to find out that the Europeans in the future kill, rape, and steal the Native Americans land and people. To me it looks like the cartoonist is trying to get a point across that we need to take a look at ourselves and what we stand by, or perhaps the cartoon just may be telling us that this is a cycle. When talking about the exigence of this cartoon, the fact that I believe everyone should open their eyes and try to relate toward each other is my main motivation on writing about this topic.

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The final e-portfolio, the last assignment for this course, will comprise a selection of your very best work from both semesters of Rhetoric and Civic Life (regardless of whether you changed to a different instructor).

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?

(3) 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.

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Looking for Visual Argument Essay Examples: Tips & Tricks

A visual paper uses photos, pictures, and drawings to make a statement. That statement is usually a comment or society and an action. The picture or visual is relative to the topic. It acts as an inspiration for your paper. For example, the paper may be about the dangers of smoking and the photo may be a picture of a cancerous lung. Or the essay may be about the importance of going green and the visual would be a picture of a trash dump. This style of writing is strong and makes a strong statement. There are a few hints and recommendations from ThesisRush experts to help you write the best visual composition you can.

Tips & Tricks

  • Pick a topic which is argumentative or controversial-your paper will be easier to write, you will get a strong reaction, and the accompanying visual will be easy to find
  • When the teacher provides the photo-try to look at both sides of the topic and of with the one that evokes the strongest response
  • Use strong nouns and not a lot of adjectives or adverbs-let you nouns do the hard work in your paper, use describe active word choices
  • Tell a story-take the picture and weave a story which includes the ideas you want to convey to your audience
  • Facts will be needed-while you may paint a passionate and emotional essay, you still need to include facts and data as support for your topic
  • Beyond third person-you teacher may let you use first person for this essay, just ask him or her, generally this style of paper is a bit more informal
  • Be ready to read it out loud-many teachers like for style of paper to be read out loud, so practice reading it a few time. You will need to show the class your visual, as well.
  • Timed-some teachers use this format for timed essays. The whole class may be shown the same paper and expected to write the paper in a class period. If that happens be ready to run with one of the first ideas that pops in your head.

Students and teachers both ted to like this type of essay. The compositions pack a punch and are usually very interesting to read or to listen to in class. Use the above tips to help you write an A paper the next time you teacher assigns this style of writing.


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