Answer three prompts from the five prompts listed below. You are allowed, and en

Answer three prompts from the five prompts listed below. You are allowed, and encouraged, to utilize all materials from the class, both lecture and readings, to respond to the prompts. Under each prompt are the primary readings that I drew the question from. Answers are expected to thoroughly engage with prompt: identify key terms, explain the concepts you are using, and cite relevant sources to defend your arguments. Answers should each be 2-pages, double-spaced, Times New Roman, 12-point font, 1-inch margins.
Each answer will be graded based on clarity, precision, and inventiveness.
Clarity refers to the ease of reading. Does the syntax/grammar distract from the content being provided? Does the paper provide topic sentences that summarize the claims? Does the evidence have a clear connection to the claim? Tip: Read back your sentences out loud after writing them to help test readability.
Precision refers to the accuracy to source material. Do the references to source material apply a reasonable description? Does the paper contain the various checkpoints in the outline? Does the paper use unnecessary language? Tip: Avoid beginning sentences with referent pronouns (it, its, them, their).
Inventiveness refers to the creativity in argumentation. Does the paper show some element of novelty? Do the connections between claims and evidence express additional meaning to the source material? Does the language utilize different tropes to the source material? Tip: Consider how the language explain abstract concepts into more concrete terms (metaphor, simile, ect).
Prompts
Analyze Obama’s “A More Perfect Union” speech using Burke’s Pentad. https://www.americanrhetoric.com/speeches/barackobamaperfectunion.htm
(Links to an external site.)
What were some of Obama’s rhetorical goals. How do the different parts of the pentad arise during the speech? What pentadic ratios explain possible motives throughout the speech?
Readings: Burke’s Dramatic Form – King, Anderson, and McClure; Class 6 Lecture PowerPoint
Choose one of the three methods of ideological criticism discussed in the lecture (Articulation Theory, Ideograph, or Constitutive Rhetoric). Briefly explain the method you chose. Where does this method focus to analyze ideology? How does the method operate in practice? Provide an example of your method in use. For Articulation, how does your example show rhetorical connection of different ideological positions? For ideograph, what is the word or phrase, and what does its historical and contemporary use reveal about society’s beliefs about the chosen word or phrase? For Constitutive Rhetoric, what group called themselves into existence, and what strategies were used to constitute the group identity?
Readings: Ideological Criticism Reader – Foss; Who Would Jesus Bomb – Duerringer; Civility as a Threat to Academic Freedom – Cloud; Constitutive Rhetoric – Charland; Class 7 Lecture PowerPoint
What flaws do W.E.B. Du Bois identify in the classifying of art as either “pure art” or “propaganda”? What arguments does W.E.B. Du Bois make for the importance of “authentic Negro art” in developing a “black public voice?”
Readings: Cultivating a Black Public Voice – Watts; Class 8 Lecture PowerPoint
Explain the Five filters of news media that Herman and Chomsky originally argue makes up the propaganda model. How have changes to the media landscape affected the propaganda model? How have problems been altered or exacerbated in modern media climate? Have things been improved? If so, how?
Readings: Propaganda Model Revisited – Herman; Propaganda 2.0 – Fuchs; Class 9 Lecture PowerPoint
Explain the three types of hypothetical readings for decoding media provided by Hall. Using a famous piece of media, provide examples of the different hypothetical readings in the chosen piece of media.
Readings: Encoding/Decoding – Hall; Analysis of Stuart Hall’s Encoding/Decoding – Mambrol; Class 10 Lecture PowerPoint