Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
PROPAGANDA: 7 COMMON TECHNIQUES • • • • • • What is propaganda? What are the goals of propaganda? What are the 7 most common types of propaganda? How does propaganda affect its audience? What responsibilities do newspapers have to their readers? How does recognizing propaganda devices make you a better consumer? Propaganda defined • It is the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause or a person. • It is intended to make us accept or approve something without looking closely at the evidence. • Most propaganda devices utilize emotion and avoid critical thinking. 7 Common Techniques • Card Stacking • Testimonial • Glittering Generalities • Transfer • Plain Folks • Bandwagon • Name Calling 1. Card Stacking • The strategy of showing a product’s best features, telling half-truths, and omitting or lying about its potential problems. • Facts are selected to strengthen propagandist’s POV. • Card stacking, case making, censorship are all forms of Selection. Success or failure depends on how effective is the “selecting” of facts or “cards” and “stacking” them. • Example: Drug manufacturers will often skim over the harmful effects of their products. 2. Testimonial • The use of well known, respected people to endorse a product. • Places the official sanction of a respected person or authority on a product. This is done in an effort to cause target audience to identify with the authority figure and to accept his or her values/beliefs as their own. • Examples: Celebrities; “experts” in a field (e.g. doctor or lawyer). • Example: Tiger Woods lends his name to Nike. 3. Glittering Generalities • The act of referring to words or ideas that evoke a positive emotional response. Virtue words are often used. • They appeal to such emotions as love of country, home, desire for peace, freedom, glory, honor. • Word choices are vague and general, and connotation is always favorable. • Example: Food products, “more healthy,” when in fact it may be high in calories. • Virtue Words • Virtually, More, New • Low Fat, Better, Pride • Honor, Peace, Happiness • Prosperity, Freedom • • • • • Ask yourself: What does the virtue word really mean? Does the idea in question have a legitimate connection with the real meaning of the word? Is an idea that does not serve my best interests being sold to me by using a name/word I like? Leaving the virtue word out, what are the merits of the idea itself? 4. Plain folks • The use of everyday people to sell a product or service. Speakers and ads appear to make the person to be “one of the people.” • Designed to win the confidence of the audience by communicating in the common manner and style of the audience. • Propagandists use ordinary language and mannerisms (and clothes in face-to-face communications) in attempting to identify their point-of-view with that of the average person. • With the plain folks device, the propagandist can win the confidence of persons who resent or distrust foreign sounding, intellectual speech, words, or mannerisms. Plain folks/Examples • • President Obama eating at McDonald’s President Reagan chopping wood in a plaid shirt. • • • • Ask yourself: What are his ideas worth separated from his personality? What could he be covering up with the “plain folks” approach? What are the facts? 5. Bandwagon • Attempts to persuade the target audience to take a course of action “everyone else is taking.” “Join the crowd!” This technique reinforces people’s natural desire to be on the winning side. • Getting on “the right side” is the idea • Appeals to the conformist in all of us: No one wants to be left out of what is perceived to be a popular trend. Examples • McDonalds touts that billions have been served. • WWII posters encouraged others to buy bonds by showing how many other people had bought one. • • • • • Ask yourself: What is this propagandist’s program? What is the evidence for and against the program? Regardless of the fact that others are supporting this program, should I support it? Does the program serve or undermine my individual or collective interests? 6. Name Calling • The use of names that evokes fear or hatred in the viewer. • The name calling technique links a person, or idea, to a negative symbol. • The most obvious are: Fascist, Pig, Yuppie Scum, Bum. 7. Transfer The act of relating something or someone we like or respect with a product. Symbols are frequently used in this type of propaganda. Common symbols: • The flag represents the nation. • Uncle Sam represents a consensus of public opinion • A cross represents Christianity • A Star of David represents the Jewish faith. • Can be use for or against the transfer of ideas. Transfer/Ask yourself • In the most simple and concrete terms, what is the proposal of the speaker? • Is there any legitimate connection between the proposal of the advertiser and the revered thing, person, or institution? • Leaving out the propagandistic trick, what are the merits of the proposal (alone)? Why is understanding propaganda devices important? Your deeper understanding of propaganda devices can: • • • • Save you money Assist you in making better political decisions. Help you distinguish between fact and opinion. Aid you in persuading others. 10.9.14 Propaganda and Triumph of the Will Pro.pa.gan.da (n): ideas or statements that are often false or exaggerated and are spread in order to help a cause, a political leader, a cause, etc. Triumph of the Will: 1935 propaganda film, directed by Leni Riefenstahl. Chronicles the 1934 Nazi Party Congress at Nuremberg. Emotional appeal (e.g. fear): Appealing to the emotions of your audience. For example, when a propagandist warms members of her audience that disaster will result if they do not follow a particular course of action, she is using fear appeal. Glittering generalities: A glittering generality device seeks to make us approve and accept without examining the evidence; Glittering generalities include phrases such as “We believe in”, 10.6.14 Visual Rhetoric Unit Bias • • • • Bias quiz postponed to Friday, Oct. 10. Review of media bias http://www.powershow.com/view/25f41bM2MwM/Detecting_Bias_in_the_News_powerpoint_ppt_presentation Exploring Bias/Examples • • • • • • • Saving American Journalism http://www.pbs.org/now/shows/603/ Omissions http://www.mrc.org/biasalerts/nbc-runs-4-minute-puff-piece-ben-affleck-refusescover-upcoming-midterm-protests-hong-kon http://www.mrc.org/biasalerts/cbs-and-nbc-skip-obama-saluting-marines-coffeecup-hand Benghazi vs. Bridgegate http://weaselzippers.us/169105-benghazi-vs-bridgegate-msm-bias-apparently-atie-up-at-a-bridge-beats-four-dead-in-benghazi/ Forms of bias Word choice Omissions The limiting of debate Framing of the story Selection and use of sources. Contributing factors There are typically four main influences that cause bias to appear in the media: Geography: What values or beliefs are held in this particular geographical region? Ideology: What body of ideas forms the basis for these beliefs? Institutional affiliations: What organizations or groups are behind the message? Nature of the medium: How do the characteristics of the medium impact the message? While all these influences do not necessarily affect every piece of text, most reporting is affected by at least one or two of these influences. 9.29.14 Visual Rhetoric Unit Descriptive writing • • • Exploring the concept of Bias. What is it? How does it manifest? Reading Selection: “Balance Bias with Critical Questions.”/ Cornell note-taking. 12:25 Take Pictures 9.26.14 Visual Rhetoric Unit Descriptive writing • Expressive writing: Media and the personal narrative. a. Paul Haggis/”Crash” b. Miles Davis/”Kind of Blue” Making Connections/Descriptive writing across media 9.23.14 Visual Rhetoric Unit Descriptive writing Vocabulary Quiz/ “Coming Home To Van Nuys” When finished/work on Culminating Writing Assignment #1/due Friday, 9/26. Reference Pg. 56/Graphic Organizer 3 paragraph essay (single spaced). Prompt on pg. 44. 4. Review descriptive paragraphs/visual images Descriptive Writing To help readers understand your subject through the evidence of their senses-sight, hearing, touch, smell, taste. 4 = outstanding. Highly visual; uses many descriptive and exceptionally precise language; helps reader create a mental picture of what happened. 3 = Proficient; uses descriptive and precise language most of the time; helps reader create a mental picture of what happened, but is not as original or creative as 4 above. 2 = Emergent; uses some descriptive and precise language at times, allowing reader to formulate some visual imagery, but is incomplete, or fails to adequately address prompt. 1 = Needs to revise completely. Doesn’t allow reader to visualize or understand the image/incident sufficiently. 9.18.14 Visual Rhetoric Unit Reading Selection: Coming Home to Van Nuys Review/revise quick-write pg. 36 Reading selection: “Coming Home to Van Nuys” Culminating writing assignment (#1) Tuesday, Sept. 23/Quiz/Vocab. Pg. 37 Culminating Writing Assignment/due Friday, 9/26. 5 paragraph essay (single spaced). Prompt on pg. 44 Identify loaded words Pgs. 42 and 43 (8 paragraphs)/10 points Review your Quick-write Pg. 36 and revise it (to be collected). Using concrete sensory details, describe one place in Los Angeles that you go to eat. Describe the sights, sounds, and smells of the location as well as how you feel when you go there. 10 points 9.15.14 Visual Rhetoric Unit Reading Selection: Coming Home to Van Nuys Quick-write/Journal Reflection Pg. 36. Independent reading: Pg. 36/”First reading to get the Gist.” Pg. 37/ Self-Asses Vocab/Write down unknown words in your notebooks. Define them in context, as you read. After reading/discuss “First Reading Questions” with your neighbor (pg. 36) Pg. 38/Examining a writer’s language/ Identify “loaded words”/Complete the Tchart in your notebooks, then discuss with your neighbor. Complete the rest of activities on that page. Preview unit culminating assignment on pg. 44. 9.10.14 Visual Rhetoric Unit Virtual selves Introduction Pg. 116 Complete the “Getting Reading to Read” activity. Process Read the “Rhetorical Precis” Based on photo essay assignment & rubric, how might you use this template to write your photo essay? Flash Draft: With your group, write compose a rhetorical precis for “Searching for the Afghan Girl.” Viewing Girl Speaks at the U.N. Explain the Rhetorical Situation of the video clip: Girl Speaks at the U.N. Writer Purpose Audience Topic/Message Context Culture 8. 25.14 Visual Rhetoric Unit • • SSR: Silent Reading/Textbook: “Going Up in L.A.” Pgs. 21-35 Whole class debrief/ (journal writing response): • What makes Los Angeles unique? • Describe your favorite public place in Los Angeles. H.W. response Pg. 12/Pair Share/Compare & Contrast both images. Textbook: “Los Angeles: The Unread City”/Read excerpt pg. 31/ What makes this excerpt good narrative writing? Sunset Crash Downtown Interchange What makes good narrative writing? Descriptive writing Real dialogue Figurative language Personification Clear, linear sequence of events Repetition Understandable setting Realistic characters Journal Response Pg. 18 Why did Martinez write this piece? Think about the elements of the Rhetorical Situation and explain how the components relate to this text. Writer, Purpose, Audience, Message, Context, Culture What rhetorical devices does it appeal to (logos, ethos, pathos)? 8. 21.14 Visual Rhetoric Unit • Textbook: “Los Angeles: The Unread City” Quick-write/Choose a topic (journal writing): • What makes Los Angeles unique? • Describe your favorite public place in Los Angeles. Textbook: “Los Angeles: The Unread City” Vocab/Concepts “Going up in LA” Pg. 16/17 textbook/Create a word bank of unknown words. Read the word in context; try to guess its meaning; use dictionary if needed. Los Angeles: The Unread City Text 1: View North from I-105 (Photo)/John Humble Text 2: “Sunset Crash” (painting)/Carlos Almaraz Text 3: “Downtown Interchange” (painting)/Frank Romero Text 4: “Going Up in LA” (News article)/Ruben Martinez Text 5: “Coming Home to Van Nuys” (Reading selection)/Sandra Tsing Text 6: “Crash (screenplay)/Paul Haggis Text 7: “Los Angeles Notebook” (Part 3) (excerpt)/Joan Didion What Is Rhetoric? • • Our textbook defines rhetoric as “the faculty of observing in any given case the available means of persuasion.” (Aristotle, 384-322 BCE) “The study and the art of using language effectively.” Rhetoric encompasses the art of analyzing the language choices authors and speakers (rhetors) use to create meaningful and persuasive texts, texts worth seeing, reading, hearing, writing. Furthermore, rhetoric encompasses using those techniques to create meaningful texts. Simply stated, rhetoric makes persuasion possible. • Often stated as simply, “the art of communication.” The Rhetorical Transaction The Rhetorical Transaction: According to Aristotle, the rhetorical transaction consists of three basic components: logos - representing the author's ability to reveal logic and reason in the text; ethos - representing the author's ability to reveal his or her credibility in the text, and pathos - representing the author's ability to appeal to the audience through the text. These components are suggested by the rhetorical triangle or Aristotelian triad: Aristotelian Triangle Interpret • • • On the most basic level, what is your first impression? To which of the three components of rhetoric does it appeal (logos, ethos, pathos)? Explain. Think of a question that challenges your group members position. Debate the issue Makes sense? Media Literacy Media literacy is the ability to “read,” analyze, evaluate, and interpret media messages in a variety of forms. Key vocabulary: Media (the plural of medium): form of communication that carries information, entertainment, and advertisements to a mass audience via television; newspapers, magazines, radio, the Internet, etc. What Is Rhetoric? Video Clip http://www.youtube.com/watch?v=H3IbscJWklI NY Times Qs What differences do you notice between the photographs we just looked at together and those we’ve taken ourselves? What is the difference between personal photography and photojournalism? What do professional photographers tend to pay attention to that amateurs do not? What makes a photo good? What makes a photo great? At this point, look back at the iconic photos you looked at during the beginning of class and list the qualities that students suggest make them great and list them on the board. Assignment types/points Essays varied length/points Short constructed responses/some timed Weekly vocab quizzes Journal writing/Checked 2x grading period Classwork collected/points Homework/collected/points Cooperation/points (1 point) Textbook/Materials (1 point)