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DSA PRESENTATION

There are many internet sources that attempt to educate parents about the truth behind unhealthy food marketing to children. One source was very effective in providing this education. Anne Lappe, the project director at Food Myth Busters, has a short video/live presentation on Ted Talks. There are several reasons why she is very effective in providing parents with this type of education is because she capitalizes on the freedoms this type genre offers and combines them with the use of several rhetorical methods.

An excellent example of this takes place at about 3 minutes into the video. Lappe introduces and discusses a very important key marketing concept and term “Pester Power.” Pester power is a term used frequently by those in a discourse community that help promote awareness of the dangers of Unhealthy Food Advertising that targets children. Instead of merely defining the term to her audience, Lappe uses 3 methods to get her message across.

The first of the three rhetorical methods is how Lappe leads into the subject by providing a personal background story. This is beneficial because she allows the relationship with her audience to become a little more personal and establishes ethos. If any parents like myself had a similar experience, they and I have now been primed for the term and can relate the term to a personal experience.

The second rhetorical method uses pathos which can be heard when she refers to omnipresent marketing to children and says “I think it isn’t an exaggeration to say that it has become downright dangerous” (Lappe, 2013). Pathos can also be seen in her mannerisms as she moves her arms and hands out then back in and close to her body. While making this statement, changes can be seen as her facial expressions take on a more serious look.

At this point Lappe and her audience are ready for the definition of the term. This is where Lappe uses the third rhetorical method logos. She explains how “Advertising to children creates lifelong brand loyal customers and is fueled by what business marketers call Pester Power” (Lappe, 2013). In helping reiterate her point the words Pester Power are then displayed on a black screen in bright white, large font, bold letters for the audience to read.

Lappe continues the use of logos in the form of a statistic to help put the term Pester Power into perspective. “75% of parents say that they have bought a product for the first time because their child… pestered them for it” (Lappe, 2013). By combining these methods Lappe does an excellent job of using ethos, pathos, and logos to educate the audience and capitalizes on the advantages of a live presentation.

References

T. (2013). Marketing food to children | Anna Lappe | TEDxManhattan. Retrieved April 10, 2016, from https://www.youtube.com/watch?v=0bop3D7-dDM

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I always think of the “Green Mile” when I hear or read about capital punishment. The idea that someone who is innocent and having to carry out a sentence that was not his to carry is absolutely frightening. In your research did you see a possible trend as far as US States moving away from the death penalty?

DSA Presentation

http://www.johntfloyd.com/prosecutors-press-for-executions-despite-questions-of-innocence/

My topic is capital punishment, also known as the death penalty. One of my sources was from the blog of John T. Floyd, who is a very prominent Houston defense attorney. It isn’t common for a prominent lawyer to provide the public with an interactive blog, so I thought that was pretty cool. Mr. Floyd definitely has credibility, and he definitely establishes ethos in regards to this topic. He has tried hundreds of complex cases in the arena of criminal law, and he has extensive experience involving death penalty cases. In regards to logos, his argument is strong, consistent, and he provides substantial evidence with his case examples. The case examples that he provides are true, factual cases that cast doubt on the practice of capital punishment. In regards, to pathos, he provides the reader with fear and uncertainty about executing people who might be innocent. After reading his post, readers may have doubts about capital punishment because they will not want to risk sentencing an innocent person to death.

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As a parent you should always want what is best for your child and want to protect them. As the general public we trust that pharmaceutical companies and the federal agencies that regulate them are looking out for our children too but who is going to regulate agencies like the FDA? In your research, did you come across any organizations that have such authority? 

DSA Presentation

I wrote about Immunizations and the controversy currently surrounding them. My main purpose was to properly educate parents on immunizations. To help them make an educated decision toward them, and avoid hearsay. I chose a YouTube movie for this assignment which uses pathos. The following YouTube video link, takes you to a movie called the Greater Good. This movie manipulates the emotions of the viewers, and entices fear. It narrates the stories of children that had immunization injuries, and how they have to cope with them everyday.

    https://www.youtube.com/watch?v=o_nWp6ZHA2Q

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DSA PRESENTATION

There are many internet sources that attempt to educate parents about the truth behind unhealthy food marketing to children. One source was very effective in providing this education. Anne Lappe, the project director at Food Myth Busters, has a short video/live presentation on Ted Talks. There are several reasons why she is very effective in providing parents with this type of education is because she capitalizes on the freedoms this type genre offers and combines them with the use of several rhetorical methods.

An excellent example of this takes place at about 3 minutes into the video. Lappe introduces and discusses a very important key marketing concept and term “Pester Power.” Pester power is a term used frequently by those in a discourse community that help promote awareness of the dangers of Unhealthy Food Advertising that targets children. Instead of merely defining the term to her audience, Lappe uses 3 methods to get her message across.

The first of the three rhetorical methods is how Lappe leads into the subject by providing a personal background story. This is beneficial because she allows the relationship with her audience to become a little more personal and establishes ethos. If any parents like myself had a similar experience, they and I have now been primed for the term and can relate the term to a personal experience.

The second rhetorical method uses pathos which can be heard when she refers to omnipresent marketing to children and says “I think it isn’t an exaggeration to say that it has become downright dangerous” (Lappe, 2013). Pathos can also be seen in her mannerisms as she moves her arms and hands out then back in and close to her body. While making this statement, changes can be seen as her facial expressions take on a more serious look.

At this point Lappe and her audience are ready for the definition of the term. This is where Lappe uses the third rhetorical method logos. She explains how “Advertising to children creates lifelong brand loyal customers and is fueled by what business marketers call Pester Power” (Lappe, 2013). In helping reiterate her point the words Pester Power are then displayed on a black screen in bright white, large font, bold letters for the audience to read.

Lappe continues the use of logos in the form of a statistic to help put the term Pester Power into perspective. “75% of parents say that they have bought a product for the first time because their child… pestered them for it” (Lappe, 2013). By combining these methods Lappe does an excellent job of using ethos, pathos, and logos to educate the audience and capitalizes on the advantages of a live presentation.

References

T. (2013). Marketing food to children | Anna Lappe | TEDxManhattan. Retrieved April 10, 2016, from https://www.youtube.com/watch?v=0bop3D7-dDM

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Week 10

1. My research skills were challenged on this Literature Review, finding sources that helped answer the questions with evidence, were relevant and up to date, and came from a credible source. However, what was most difficult was learning to view the “problem” from more than one perspective. 

2. Yes, my evaluation of the sources did change. When writing the rough draft, it became apparent that the literature review appeared one sided. I had to go back and find/use more evidence of the contrary from the sources I had selected.

3. Yes, the methodology of the questions 1 and 2 do work. They address what is known to happen when writing a literature review “pitfalls” so to speak.

4. For question number 1, I chose the magnifying glass/research image because research requires a close up view but it also requires a broader view in order to avoid tunnel vision.   

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PREPARING TO DO ANNOTATED BIB 1. PRINT OUT REVISED QUESTIONS 2. HIGHLIGHT KEY WORDS AND PHRASES 3. OPEN UP AN EMPTY WORD DOCUMENT AND TITLE IT “RESEARCH LINKS” 4. ENTER THEM IN GOOGLE SCHOLAR, UTEP LIBRARY DATA BASE, ECT. 5. USE GOOGLE AND ADD “INTERVIEW” TO THE KEY PHRASES 6. READ THROUGH ARTICLES FORM WELL KNOWN SOURCES FIRST 7. IF IT HAS NEED TO KNOW INFO COPY & PASTE LINK ONTO WORD 8. DO THIS FOR EACH QUESTION 9. GO BACK AND THOROUGHLY READ MATERIAL 10. DO THEY HELP PAINT A COMPLETE PICTURE, NOT ONE SIDED? 11. RE-READ THE AB POWERPOINT AND MATERIALS 12. ELIMINATE SOURCES IF NECESSARY, THEN REPEAT

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                             Literature Review Dilemma

Determining how to narrow down my research questions without straying away on a tangent and allowing them to support my research topic.

Avoiding bias when designing my research questions and when choosing my sources.

Organizing my questions so that they allow the literature review to flow smoothly.

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1. What did you know about genres before this assignment and what impact do you think studying genres may have on your writing? A few semesters ago I took an English literature course that covered the topic of genres. The material that was covered was similar but not in such great detail. I do believe that studying genres will greatly impact my writings at school and at work. I can better tailor my writings and presentations at work and convey my message to my co-workers and supervisors by keeping my target audience in mind and using a professional looking format. 2. What are the complexities of using genres? The complex part of using genres is choosing the right genre that fits for your message and still targets your intended audience.  Understanding the limitations of each genre then tailoring the structure of the genre to meet your needs. Take a work memorandum for example. It would be inefficient to use web blog, video, or photo to pass the memo to employees when they are required to have it printed and placed in a binder for future reference by station employees.  The textual document using the common vocabulary for the discourse community would be the best choice. 3. What is the value of studying and/or writing about genres? The value of studying genres is that it allows you to see and understand how each genre is different but more importantly what benefits each genre offers. There are two clear benefits in reading a genre analysis that has been written for a discourse community that you are involved in or interested in. This can help you understand and see if the genre was effective in reaching the audience and if it didn’t, you can see what could have been done differently. Secondly it gives insight into the community, specifically vocabulary/terminology, and current issues.                                                                                                                4. Select one of the questions listed and explain the rhetorical choices you made towards answering the question. For example, if you choose a gif to help communicate your answer to the question, then you must explain why you chose that specific image. Briefly describe the rhetorical choices you made? For question number 2 I chose the image because it relates to the topic of memos as a genre. Memos because of their association to “work” and their rigidness can become tedious and boring. The image makes fun of this aspect of the genre.

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The genre analysis “Campus Violence against women” was very well composed. I have given it a “B” letter grade. Among the categories of the grading rubric all were given a “B” except for supporting details category which was given a “C” due to lack of examples to support the analysis of the genres, in particular that of the brochure.  

The introduction clearly states the issue chosen as well as the two genres that are being compared. The genres are both stated to be related to the topic of campus violence against women. Different forms of genre were selected to allow for comparison. One was a news radio story (ORAL) and the other a brochure (TYPOGRAPHY).   The comparison of the genres is easy to follow along with. Their intended audiences are clearly described. The purposes of both genres are initially said to be informative. During the comparison of genres in the introduction and under the audience and purpose section the student states that the intent of the brochure is to persuade college males to join their club. Under logos, ethos, and pathos very vague examples are given of exactly how the brochure is attempting to persuade college males to join their club.  For example the student wrote “The creator of the brochure made the argument that men should be more active in protecting women against violence by constantly stating the importance of the participation of men against violence.” The next sentence goes on to explain the topic of credibility without giving examples of how the creator of the brochure intends for them to become more active.   After reading the second student example, many details could have been added to the first student example to give a clearer depiction of the genres. Some details such as the voice inflection of the radio host or key phrases the might have been reinforced or repeated. Sound bites used to highlight certain points being addressed.  In the brochure analysis it could have been beneficial to describe details such as symbols, images, or the lack there of. These little details could have emphasized the effectiveness of the genre analysis.

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Has the marketing and consumption of “unhealthy foods” affected the health of Children in the US?

Audience and Purpose: The audience of the billboards seems to be those who are interested in the health of children. In particular, anyone who is a parent or responsible for the care of a child. Each of the two billboards has its own purpose. The top billboard is informing the audience of the on the seriousness of childhood obesity. While the bottom billboard is an advertisement for Mc Donalds promoting fast food. The purpose of the photo is to compare the opposing advertisements.   Rhetorical Issues: Ethos, Pathos, and Logos The childhood obesity billboard attempts to establish credibility by having someone who appears to be in the medical field, possibly a physician. If there is an appeal to emotion it would be a feeling of concern for the health of children. However, neither of the billboards in the photo provides any evidence. Structure and delivery: The photo was taken to show the contrasting purposes of the two billboards which just happen to be next to each other. I do wonder if the person who took the picture thought it was some coincidence.

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just a heads up guys

ystem AnnouncementBlackboard Outage

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Dear Faculty and Students, As part of our planned system maintenance that occurs on the third Thursday of every month, from 11:00pm – Friday, 7:00am for all university systems, Blackboard will be unavailable on Friday, January 22, 2016, from 12:00 AM – 2:00 AM.

We apologize for the inconvenience this may cause and thank you for your cooperation.   If you have any questions, please contact the Technology Support Help Desk.  For hours of operation and methods of contact, please visit http://helpdesk.utep.edu.

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just a heads up guys

ystem AnnouncementBlackboard Outage

View

Dear Faculty and Students, As part of our planned system maintenance that occurs on the third Thursday of every month, from 11:00pm – Friday, 7:00am for all university systems, Blackboard will be unavailable on Friday, January 22, 2016, from 12:00 AM – 2:00 AM.

We apologize for the inconvenience this may cause and thank you for your cooperation.   If you have any questions, please contact the Technology Support Help Desk.  For hours of operation and methods of contact, please visit http://helpdesk.utep.edu.

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Hello my name is Ray. I’m a kinesiology major and also minoring in biology. I plan on becoming a physical therapist. I work full time for the El Paso Fire Department. This is my favorite patch. I think it captures some of El Paso’s history very nicely. I love to cook and come up with new recipes. I am hoping to gain a better understanding of written and visual communication.