Spring Break Info-graphic

Chapter 7: Reading Response

“Written messages may start with words, but rarely if ever do they end there.”

In chapter 7, there was an interesting piece that discussed Sarah Huang’s first experience with the town of Lakewood. She was bothered by the number of dead deer carcasses on the side of the road, and narrowly missed a deer with her own vehicle. She decided to write a letter to the town warning residents of the deer problem, and how feeding them only aides the pre-exisitng problem within the town. Huang realized that her article reached very few readers, so she decided to reformat her argument. The author aimed to present the material using a brochure type approach. She took the material to an art major to have the ideas approved. Her friend’s first response was “The deer on the cover of your brochure wants to be petted. I thought you wanted to discourage people from feeding them. And no one is going to wade through all of those words.

Sarah changed the title of the brochure, and looked for a slogan that would catch the attention of an audience more effectively. In addition, she looked for an image that portrayed the intended message.

Typography is an art form. It is a way we deliver a message to others, and it can be used as a means of self-expression. The choice of typeface depends on the tone we intend (serious, playful, traditional, or trendy). It is interesting to see how the font of a particular message changes the way that text is received by an audience. Type in boldface capital letters conveys formality, but the tone is much less friendly than script typefaces. Line spacing also determines how a certain message is interpreted by an audience. If the lines on a page are spaced too far apart, the text will look smaller, and the text on the page will visibly look lighter. When the lines are set too close to each other, the page looks too dense and the reader finds it difficult to find the beginning of the next line.

Justification: Lines of a type are justified if they are flush with the left-hand margin, the right-hand margin, or both. Most writing is justified on the left margin.

The business card exercise was interesting. The activity asks: “Collect a few business cards and study the way they organize information. Where is the primary focus, and how is it achieved? What image do the cards project, and how does the use of type and other graphics create that impression?

I found this entire portion of the chapter to be beneficial for my own use. Its interesting to see how a simple advertisement; such as a business card, can be viewed by a potential audience. The placement of text and font size determines how an audience reads the advertisement. Decisions emphasize certain ideas, but take away from others. This section provided good insight on this marketing tool.

Learning Log/Rough Draft “Spring Break” Assignment

This past week we were given an assignment to take information and make it into a visual that an audience can interpret and analyze. I decided to document my enitre spring break away from Rochester with the men’s lacrosse team. I will record all my time and resources spent over the course of the 7 day trip. These documented records will include: sleep, travel time, resources used (food, money, clothing), time spent playing lacrosse, time spent in the hotel, time spent on miscellaneous activities, and time spent going over game tape or scouting reports. I’m sure that this list will grow as the week goes forward, but for now, I feel comfortable recording these categories throughout the week.

Some students in the class decided to use charts or other programs from the web. I decided to free-hand illustrate my “spring break.” I think this approach to the visual gives my image so much more personality than a web created design ever could. I plan to make the visual very creative and colorful in the design. I can use different colors to stress different ideas, and allow the audience to associate colors with different meanings. In addition, I plan to use a chronological timeline at the bottom of the visual to give the audience a basic plan or guide for their interpretation of the visual. Im want the illustrated images to be scattered and lack organization; however, I hope that the timeline will offer some sort of organization to the overall interpretation of the visual. I want the images to be scattered to encourage the audience to look further into the visual and discover new things.

I will be the sole author and illustrator of this piece; therefore, I have the opportunity to create a very complex image that can be looked into from different perspectives. The timeline will serve as the narrator of the piece; which offers guidance and instructions through the visual. I look forward to this assignment and recording all of the different things that take place throughout the week. I think that this particular task calls upon our creativity in order to be successful.

Infographics

I found infographics to be a very unique method of displaying personal information and experiences. One of the infographics provided a timeline of experiences in chronological order. I found this to be interesting and beneficial for my own use. I think this type of infographic could benefit the creation of a resume or any type of reference for an educational or employment opportunity. As an employer, it would make an easier selection process, and share experiences and information using a much more efficient method.

This chronological timeline can list athletic accomplishments, educational experiences and/or accomplishments, and employment history. The chronolgical order allows an employer to see when these experiences took place, and factor this into the slection process. I believe this method of sharing information is much more useful compared to traditional sources such as resumes or contacting past employers. The timeline allows employers to analyze what potential employees have done prior to interviewing them on that particular day. The employer can ask follow up questions regarding their status at past places of employment, but I feel that this method shares past experience in a much more effective way.

Another infograph used images to display the intended message. With infographs, an individual has the opportunity to use images that will describe their personal interests and experiences. In one of the infographs, the individual positioned different images to describe their personality, but also used text to assist the audience’s interpretation of the message. The text stated: “I spend a lot of time using my laptop.” Using text adds to the strategically positioned images, but doesn’t define the author’s intended message.

Infographics seem to be the modern version of what chapter 3 discusses in the course textbook. I think diaries and other methods of sharing information have outdated themsleves. In today’s culture, students are more likely to document information using something along the lines of an infographic. This new method applies to the demand for technology and combining words and images. Diaries and autobiographies seem to have fallen behind, and are only referenced to by modern generations. These tools of the past were used to document information because these were the only resources individuals had to utilize during this period.

In these infographics, the placement of text and image is critical. The first infograph was very structured, and seemed to be formatted under the critique of a modern resume. The image introduced the author using text, and listed basic information essential to the audience’s general understanding of the image. As I scrolled down the image, a timeline of past experiences was used to share the author’s story. The positioning of the images and text were critical to how I interpreted the message, and what I was able to pull away from the information.

The second infographic used images and text, but didn’t allow the text to control the direction of the message. The text was placed in the bottom corner to remove any emphasis on the message. The author wanted an audience to read through the images, and accept the statements made through text. The audience can determine the importance of the text based on where it is positioned in the image, and by the relevance of the text to the overall message. In this case, the text simply establishes a hobby or interest on the author. 

Analyzing these infographics inspires me to create my own narrative using text and images. I found the timeline to be an effective measure in sharing information. I would create a timeline with the intention of sharing it with a potential employer. I would have to collect pictures, and find texts that summarize certain events or experiences. I could build a chronological timeline of my work experience, athletic experiencesand/or accomplishments, and my academic experience. Hopefully this method would allow an employer to see the growth and potential of me as an individual, and apply it to the selection process. I would use images and text to show my work experience. In high school I mowed lawns with my best friend. I could use images and text to share this experience with the audience. It was a great experience, so I would want my images and text to display that message. I would apply this same concept to any other experiences I felt needed to be shared on a timeline built under the format of a resume.

In a different infographic, I would construct an image using text and visuals that share what its like to be a part of a team. I have had positive and negative experiences in team atmospheres, and I think an audience would enjoy images and text sharing the pros and cons of team environments. I would want an audience to see the brotherhood and friendships created through team sports, but I wouldn’t want to hide the difficulties of being a part of a team. Being on a team means you share a locker room with 45 different personalities. People agree and disagree about different things, but there has to be a common ground where everyone meets in the middle. A combination of images and text could be used to show an audience what being a part of a team includes.

The collection of this information would require me to use several different tools. I would need personal statements from teammates and those who have been involved with team sports. I could use these statements to formulate what words to use in my textual display for the image. Words are powerful, so It would be important for me to select words that were crucial but also recognizable to the team environmet. Fortunately, my mother has a large scrapbook collection. I would need to retrieve images and position them carefully in the visual. I would want the images to relay any message related to the following: teamwork, trust, friendship, ect.

Reading Response/Infographics

The reading dealt with a task-writing something about yourself to an unknown audience. The assignment allows the author to use visual and verbal information to write this particular story. This task proposes several questions, these include: What additional information could you convey with visual texts that you could not with words alone? What new things do these texts reveal to you about yourself? What different purposes could they help you achieve as a writer? What additional stylistic or design choices would you then have to make?

The chapter focused on using visual images and text to write about personal experiences. The chapter also looks back at different forms or genres of visual images and text being used to tell stories. Autobiographies have been used to document particular individual’s experiences and stories. Scrapbooks have been used to put together images and document the stories of families and individuals throughout history. Diaries have been a way for people to document their own thoughts and express their own emotions on paper.

I found the chapter to be interesting, and fairly easy to follow because I was familiar with the material. I have never documented my life using text or image. My mother takes many pictures and builds great scrapbooks for our family to enjoy. It is always nice to look back at pictures and think about the memories triggered by the image, but I have never dedicated time to documenting my own life. In many ways, the documentation of individual and group events is important for American society and culture. Documents of American life pass on traditions and ideas to future generations, and they also help us learn from our past. These visual and text images create a chronological history of American culture. These stories document the individuals that have accomplished great things in our nation’s history, or provide an audience with valuable information that can be applied in future situations.

Images can be extremely powerful in these documentations of past events, or even in their portratyal of present and future conditions. These images speak without words, and the audience has the ability to interpret this image under their own distinction. This factor places a large emphasis on creating the correct message through the use of images and how they are positioned. Text in an image adds to the intended message; however, the positioning of the images and the overall visual message will be interpreted by the ausdience’s distinction.

 

Learning Log: Visual Argument

This past week, we were asked to make a visual argument using our own image and text. It was interesting to see the images and text used by other students in the course. I was able to see the tools and strategies they used and compare it to my own work. Some of the arguments responded to world events or conditions, others made claims relating to athletics and the culture of sports. Julia’s argument focused on money in college athletics. Her argument was generated by her use of photo shop rather than text placement. She positioned college football players in chains and shackles, but used different college football coaches enjoying the financial benefits earned by the success of their program and players.

The positioning of her images and the use of photo shop set the stage for a very controversial debate. I believe that recruited athletes select a school based on the athletic and academic opportunities available at the college or university. Scholarships are available for most athletes or financial aid can be looked into as an option. These individuals are brought onto campuses as student-athletes. They are responsible for performing in the classroom as well as on the playing field. Scholarship money offers additional incentive to perform on and off the field. The opposition of this argument suggested that student-athletes shouldn’t have to sit back and watch their coaches and universities generate all of the revenue from the student’s athletic abilities.

Coaches, athletic administrators, and universities all benefit from athletics. Athletic success brings additional attention to a particular sport’s program and the university. This makes the recruiting process for student-athletes and non-athletes much easier; therefore, the admissions department is happy during times of increased attention on the school. Some athletes have taken it upon themselves to reap the financial benefits of this athletic attention. Jerseys and team memorabilia have been signed and sold using internet sites as the barter site for their product. I believe that athletes are students first, and athletes second. Athletics are important, the knowledge and experiences taken away from a team environment is irreplaceable. After four years of studying, the student-athletes receive a degree and have the opportunity to take their skills elsewhere.

It is important that colleges and universities are careful in their financial decisions, and make it very clear where funds are being allocated from or what mission they serve. Funds should be designated towards ideas and services that benefit the student-athlete’s experience at that particular school. Universities and colleges don’t owe athletes any financial rewards for success on the field. As a student-athlete, it is expected that an individual will work hard both on and off the field. I found this debate to be engaging, interesting, but very controversial at the same time.

This past week’s assignment asked me to work with the photo shop tool, more than I’ve had to in previous assignments. I worked on a less controversial claim, and selected a topic that would be used in an advertising environment. I positioned two different images and used size differentiation to suggest the superiority of one product over the other. My claim was based on personal experience and completely opinionated. I have used General Motor’s products, and find them to be superior to any other Trucks produced domestically or foreign builds. I have a clear understanding of how to make a claim, and find that I have the skills to create a visual argument. The actual positioning and use of the photo shop tool presented challenges in this assignment. For my visual, I had to place two different images into the background of a wilderness (outdoor) setting. Cutting these images from their original location was difficult but proved their effectiveness in the final product of the visual argument.

Visual Argument: “Guys want a real truck.”

Mitchell Bailey

 GM: Guys need a real truck.

1) Discuss the resources, materials, and technologies employed in the generation of this text.

-Today’s culture suggests that men need to drive rugged SUVs, capable of handling any work or task. Many share their preferences when it comes to a full-size truck or SUV, but no product matches the superiority of GM products. These vehicles can handle any assignment, and pride themselves in being the longest lasting, most durable truck on the planet. GM backs their products with warranties and other incentives that establish credibility with customers and their product.

1) Discuss the specific conditions in, under, or with which the final product will be experienced—the context.

-In order to comply with masculine culture, the products will be situated in a wilderness setting. This background will emphasize the need for a truck, but also establish the endless off-road possibilities with a truck. The GM product will be enlarged, while the Dodge and Ford products will be miniature-sized. This approach works to emphasize the superiority of GM products over their competitors. This type of claim would reach the its audience under circumstances that also apply to masculine culture. Most likely, an advertisement such as this would thrive in an environment that responded well to any beer products, sporting events, or other norms of masculinity.

1) Comment on the present strengths and limits of your piece—those aspects or sections you’re pleased with and those you want to work more on.

-The present strengths of my argument are made obvious by the visual. The image captures the idea that GM trucks are bigger and better than competitors. The visual suggests that GM products can handle any task or whatever the circumstances may bring; however, the argument lacks any fundamental or factually based arguments. The visual offers limited space to list the advantages of GM products over their competitors. We are restricted to making our claim with the resources that we have. I hope that the visual claim is strong enough to reach potential customers, and create enough interest for them to research the advantages of GM products.

1) Discuss the argument made—the claims and support—and how the visual choices you made in your design support this argument.

-The argument being made involves trucks and its targeted audience. The visual claim suggests that GM products are superior to any of their competitors. The visual choices I made in my design work to physically establish the superiority of GM products from their competitors. The size difference applies to the interests of masculine culture, and is readily responded to by the targeted market. This vague claim only shows a difference in size. It is a claim of many words, but uses none. This inspires the audience to ask questions, and possibly do their own research on GM products. In their own research, they may discover the additional advantages of GM products and why they truly are the superior automotive group.

 What was going on in the process of composing? How did I compose it? What worked well for me? Where did I struggle? Where did I get lost and when did things break down? Where did I get a good idea and how did I get a good idea, etc. 

–This idea came to because I have driven a full-size truck since I passed my driver’s test. I have owned the following trucks: GMC Sierra 1500, Dodge Ram 1500, Cheverolet 1500, Cheverolet 2500HD, and my current vehicle is a GMC Sierra 2500HD. I have had a lot of experience with trucks, so I wanted to position a visual argument based on the company I feel manufactures the superior truck on the market. I have had the best experience with GM products; whether it has been service or durability, GM has the superior product. I wanted to make a strong claim about my position, but I wanted to make the argument clear from the beggining. I recognized the “fact” that the targeted market applies to masculine culture in general. Size is a large component of masculine culture. Masculinity suggests that everything is better when its bigger. Individuals work to purchase larger homes, televisions, or motorcycles. None of these items are necessities, but they do add to living comforts and the ideals of masculine culture.

So, I positioned a GM product as an enlarged image next to a miniature sized Dodge or Ford product. Without any text, the argument or claim is evident; however, the audience has the opportunity to further examine the claimed superiority of GM products and their competitors.

 How was working on this particular project different from what I’ve done in papers for other classes? How was it similar?

–This project was different from other classes because we were asked to make an entire argument using an image. Rather than working on a thesis statement and supporting it with evidence and resources, we were limited to using an image. Our visual claim depended on positioning and what the image portrayed. There isn’t a place for the author to explain his argument or establish credibility from other resources. This credibility has to be established by the visual and the positioning of this image, all by itself. There is no support or body paragraphs to help the audience understand the points  being made.

Despite these differences, there are some similarities in producing this final product and other projects. Both require you to make a claim and support this claim. Obviously this project asks us to support our claim using images to create a messsage. Different projects require us to make a claim and support it using other measures of attack.

Learning Log

This past week we focused on visual arguments. The assignment asked us to find an image that argued a point or made a claim. I chose a Nike advertisement that showed a child urinating on the wall. The advertisement claimed: “Just Do It,” which is also the main marketing slogan for the athletic brand. Other students used similiar images that advertised a product or service, but made a claim about that same product or service. It was interesting to see the different techniques used to persuade the audience using that claim as the basis of the argument. The claim in my advertisement inspired the audience to “Just Do it.” In the athletic world, many people talk about their aspirations and dreams, but few actually go out and work for those goals. The Nike organization stands behind those who work for their goals, and pursue their dreams no matter how far stretched they may be.

A separate advertisement made claims about the pepsi products. The image showed a woman dressed as if she were attending a derby or some kind of show. Her face and clothing expressed ellegance; which makes a statement about the pepsi product and the type of people that use the product.

A large factor in dealing with visual arguments is the textual placement. I noticed this is my own visual argument. The placement of the text truly determines how the visual is interpreted and how the message will be responded to.

This assignment made me think about my own endeavors in marketing, and how to make visual claims using text and image. It is important to place emphasis on the things you want the audience to pick up on, but other items can be pushed farther back into the image to give them less significance. How can I make a claim about my own product or service, and persuade the audience to agree with the statement or claim that I am making? It isn’t an easy process, nor can it be done over night. It is important to choose an idea or concept that the audience can relate to. In the Nike advertisement, they chose show a small boy urinating on a wall. For most of the male population, this is a very relatable subject. This establishes credibility with audience, and encourages them to look further into the advertisement. Marketing has different levels of interpretation, and every level encourages the audience to search deeper to discover new meanings and messages within the visual.

The longer an audience spends digging into the foundation of the visual, the more successful that particular visual argument will be. Advertisers use images and text that instantly relate the image with their product, and audiences always associate a product with that particular image. This is an attempt at branding their image with an idea or concept to make it more recognizable among their targeted audience.

For me to be successful in making a claim and persuading the audience to agree with that statement is difficult, but it is possible if I follow the guidelines we have established in class.

Visual Argument: Nike advertisement (Just Do It).

What is the basic argument? What is the claim, the position, or the point of view proposed in the text you are examining?

-The advertisement combines text and an image to make the basic argument: “Just do it.” The visual shows a child urinating on the side of a wall. Text is strategically placed on the wall stating: “Just do it.” Obviously, the text doesn’t just refer to this scenario. The text carries much more meaning than what is displayed in the visual, but it is used to make a specific point under the boundaries of this context.

What seems to be the purpose of this argument? Is it asking you to do something? To think about something?

– I believe the purpose of this visual argument is to inspire individuals to be spontaneous and to go after whatever they desire. In this case, the child had to use the bathroom, but couldn’t find a place to go. The text on the wall inspired him to “Just do it.” Nike wants its organization and consumers to be spontaneous individuals who rise to the occassion, and strive to achieve whatever they desire. This visual argument works to display this message to the audience.

Who is the target audience? How do you know?

The target audience is enormous; however, individuals who are familiar with the Nike organization will be more likely to understand and respond to the message. The advertisement uses a simple idea: public urination. All humans go to the bathroom; therefore, the potential audience is enormous. It would be very difficult to find someone who couldn’t relate to the basic principles of this message. But, there is a greater meaning, and the visualized text is the brand image or “text” of an entire organization. This message and the values associated with this particular organization would only be understood by those individuals who are familar with Nike and their products.

What genre of visual is it?-a poster? a cartoon? a public service ad? a commercial ad? a photograph? a billboard?

-The visual uses a type of photograph/poster advertisement approach.

Where does (or will) this argument appear?

-This argument will appear anywhere Nike feels that they can utilize this image and text. The organization uses a variety of tactics to reach their consumers. This is a comical approach to reaching their targeted audience. I’m sure it will be used in the proper context, and in an environment where it will reach the most potential consumers.

Is there anything in the image or words that surprises you, makes you laugh, makes you think differently?

-The text: “Just do it” is the brand label for the Nike organization. It doesn’t inspire any thoughts or emotions for me, but because I am familiar with the Nike product and organization I can quickly relate the text with an organization.

What visual elements help you read the argument? Is there juxtapositioning? Visual metaphors? Visual evidence?

-The text is a huge factor in understanding this image. The text directly relates to the action in the visual; therefore, the message and visual argument are fairly clear to the audience. The nike swoosh placed on the wall is concrete visual evidence for the purpose and motive of the advertisement.

What else do you know about the visual? Does it remind you of something else? Is it a common logo or symbol?

-The text affiliation with the Nike brand is a large factor in the comprehension of this visual. The Nike swoosh is a common symbol affiliated with athletic apparel and the general world of sports. Nike sponsors several team organizations and individual athletes  which makes the brand widely recognized in the athletic industry.

Are there any words? Are they used to state the main argument or to support the argument made by the visual?

-“Just do it” is the main argument of this visual, and also represents a major brand in the athletic world.

Reading Response: Chapter 6

The chapter focused on visual arguments, especially in advertising. Many organizations represent their product in an advertisement by comparing it to an inferior product or brand. This method attacks another product, but establishes all of the benefits of the product or service being advertised. Some images express warnings or consequences. On page 385, a visual metaphor is used to condone drug-use and emphasize the consequences of using drugs. The image compares sniffing cocaine to putting a gun up your nose.

Visual forms of persuasion were also discussed in the chapter. Some critics say that visual persuasion oversimplifies and boils down an argument to pro or con, black or white. The image linked to this discussion shares a picture of Santa Claus and Jesus Christ. The attached text states: “Whose birthday is it, anyway?” The ad is asking us to make a choice, Santa or Jesus? 

Visual persuasion also used words and images to argue a point. In some cases, images alone cannot argue the point alone. These images need text to accurately portray the intended argument. Visual evidence is also an important piece of visual rhetoric. The camera can capture images, and before this technology was created it was difficult  to establish credibility in a visual argument that lacked significant evidence. “Many hailed the camera as a machine that could reproduce scientific and objective truth as it appears in nature.” Now days, we know that the image depcited by the camera is influenced by how the picture was taken, who took the picture, and the intentions of the image taken by the camera. In other cases, photos have been used to settle arguments.

The chapter concludes by advising readers to think of a visual argument as a way to make your position stand out in a world saturated with information. The goal of this practice is to make both an immediate and long-lasting impact.