Rough draft #1 Paper #3

What if you didn’t have teeth? What if they fell out, one by one, leaving you with a tender, gummy smile, vulnerable to question and judgment? Would you get the same brand of dentures as your grandparents? Would you continue to use a hard-bristled tooth brush? The subject of this last question is directly related with all of the others. Hard-bristled toothbrushes are one of the causes of a receding gum line and tooth loss. Buying and using only soft bristled toothbrushes is better for tooth care. (Leviticus)/ livestrong

Many people think that because the bristles are firmer on hard bristled toothbrushes, they are prone to do a better job of cleaning teeth. This course of thought works well in other everyday chores, but, according to the Advanced Dental Healthcare of Austin website, “Soft, rounded bristles are the best choice for removing plaque and tartar buildup without damaging your teeth.”

In addition to cleaning one’s teeth better, soft bristled toothbrushes are also much safer than those of a harder exterior. Brushing with a hard bristled toothbrush bites and chews away at the user's enamel, which is a kind of shield against cavities, bacteria, and gum disease. Using a hard bristled toothbrush with the intention of enhancing oral care is ineffective. Caitlin Batchelor, a dentist from Virginia, explains, “Enamel is the pearly, hard white part of the tooth that covers the inner, softer layers. Enamel is there to protect your teeth from harmful bacteria, so you’re not doing yourself any favors by scrubbing away at it with too-hard bristles.” Making sure to only buy and use soft bristled toothbrushes will help protect the user’s enamel and overall smile. (Batchelor, Leviticus)

In addition to dissapearing tooth enamel, receding gums and exposed roots are also a direct result of using hard bristled toothbrushes. Not only could you lose your teeth, but receding gums are also painful. It is the cause of hidden cavities, gum disease and sensitivity. Lakefront Family Dentistry says that 47.2% of adult Americans have some form of gum disease and are unaware they are affected. If they had been aware of the causes, they wouldn't be presently plagued with it, would be able to save their children from future pain, and would not have to wake up to the mouth discomfort each morning. There solutions and programs meant to help people with gum disease and recession. Though this is true, avoiding it by using a soft bristled toothbrush  would not cost any extra money or time, and result in healthier teeth.

In-Class Lab 11/19

Both of our articles and Spriggs made their positions clear not only in the introduction but also in the conclusion. The writers of our articles determined the importance of the argument by invocating Paris attacks and 9/11, while Spriggs instead invoked what could happen. Our articles also explicitly state their positions when they explain how they believe that taking certain steps will help prevent terrorism. Spriggs used anecdotal evidence more than our articles, citing her families farmer friend. She also responded to varying views more often, such as how buying local can have negative environmental effects. All of them mentioned articles and statistics from other reputable news sources in order to support their stance, such as Spriggs citation of CNN. Spriggs first paragraph talks about how Americans can eat fruit that naturally would not be in season which by turn of causes consequences to local farms and the worldwide environment, our other articles acted similarly for their own stances, one of them claiming that lax gun control laws contribute to hundreds of deaths every year. Spriggs was also better at showing how things have changed over time, such as how the number of cows a farm milks has increased drastically from industrialized farms, something that other articles mostly neglected, instead focusing on more recent times. Sprigss also appealed to the values of the readers by citing how local farms create 10% more jobs than large ones, our articles appealed to the viewers values by mentioning the expensive toll of the Iraq and Afghanistan war, in terms of life and wealth.  The author of our articles also uses the ignorance of the general public concerning the word "terrorism" to springboard his own stance and condescension towards detractors in opinion to develop a tone of authority while Spriggs developed a tone of authority through proving her competence, not by capitalizing on condescension.

Writer's Blog Post: On Buying Local Pg 92

1. Katherine Spriggs, the author of On Buying Local, has lead me to believe that her position supporting buying locally grown produce is an important one. She does this by bringing up issues that involve the environment of the whole world. Examples of these include the receding amounts of fossil fuels, global warming, and pollution. Each of these problems affect every person that lives on the earth, including me, leading me to care about her argument. To make her reasons more reliable, she also include statistics and cites her sources. An example of this is when she says, “According to a CNN article published in 2000, the United States manufactures more than 1.5 billion pounds of pesticides each year that can pollute water, soil and air.” In saying this, she relates to modern society’s “go green” movement, creating even more context for me to relate to and care about.

2. Spriggs addresses multiple counter arguments in her essay. The first brings to our attention that it is not possible to grow every kind of food in all of the various environments of the world, and is linked to the argument that trying to grow foods in their unnatural habitat will hurt the environment more than importing it from elsewhere. To respond to these arguments, Spriggs calmly gives a clarification to her stance, saying that we should "focus on buying as much as possible from nearby farmers." The next argument states, "that buying locally will be detrimental to the environment because small farms are not as efficient  in their use of resources as large farms." To counter act this, the author explains that, though large farms may produce more, faster, of one type of crop than small farms, small farms are more advantageous with all of their crops. Spriggs continues to explain the truth in her position when she conquers the next argument. This argument says that there could be harmful world wide effects, such as job loss, if we revert to buying locally grown goods. She explains the truthfulness of the job loss situation, but then responds to it by offering the equally good consequence of furthering The United States' stance and appearance on supporting environment awareness. The last argument that she takes care of is that of economy. Though she accepts the fact that naturally grown food can be a little bit more expensive in some circumstances, she retorts with a challenging statement about how it is the use of underpaid immigrants that most often results in the cheaper produce. This statement in and of itself is likely to clamp the arguer's lips shut and turn his audience against him. She also states that the immediate community of the locally grown, small farm, produce is likely to increase in economic stability, as they will be hiring local workers, and therefore increasing the local money pool. She provides statisics such as "20 percent higher local retail sales," to support her response. 

3. An especially effective part in her essay is the all the way from the bottom of page ninety-six, through the top of page ninety-nine. Throughout this whole section, Spriggs is addressing and refuting argument after argument that are stated against her claim. The fact that she is able to eloquently explain each of these, proves her authority to speak on the topic.  She does this by providing reliable evidence, such as statistics. Additionally, she appeals to the beliefs and values of the readers as in this example, "Labor is cheap in third world countries, and large U.S. farms are notorious for hiring immigrant laborers. It is hard to justify the exploitations of such artificially cheap labor." This automatically turns the audience's support to Spriggs, as it proves the opposition to be dishonest.

4.  The pictures in Spiggs essay create even more of an appeal to her argument. The photos of the large and static looking farms creates a feeling of intimidation. the tightly packed rows of repetitious plants creates a feeling of nausea. The image of the long line of semi truck brings to people's attention the gross rip there veggies have been on, making the produce less appealing. The picture of the winter squash however is full of color and corrdinates with the truck in the background. The author uses these images to create support for her argument.

In-Class Lab: Developing YOUR Argument

1. I am trying to change the design of textbooks from being colorless and large, into bright, small and intriguing in appearance.
2. I am ultimately focused on influencing educators, seeing as they choose most of the textbooks their students are required to use.
3. I appeal to their ability to make a living seeing that in order to keep their job, their students must meet a certain level of success, which I believe is influenced by the layout of the students' textbook.
4. My audience should believe me because I speak from a students perspective, or in other words, as a direct recipient.
5. The first reason why this change should be made is that it will create a happy association between the textbook and the student because of the bright and joyful colors. The second reason, is that students will find reading their textbooks less daunting if they are not necessarily shorter in length, but shorter in height. It will create achievable check points at the bottom of each of the short pages for them as they read, creating self confidence and making completing assignments seem much easier.
6. One possible counter argument could be that natural tones and larger pages create a more professional appearance.
7. I could answer the above argument by reminding the audience who they are teaching; Students young and old generally feel more comfortable on a slightly less than formal relationship with their teachers. Such a relationship allows for trust and understanding, components which enhance any setting. Likewise, a vast majority of students will be in the teen to young adult age range, one in which excitement and fun are the key descriptors of existence.
8. The added color may be more expensive.
9. Students will be much more happy with buying a textbook that may be twenty dollars more, about equal to two hours of work for minimum wage, then dreading their school work and getting worse grades then they otherwise would for the length of a whole class.
10. The majority of the student body, including myself, would benefit from this needed change. Though a large number of students may seem to be less than caring about their school work, how can we really determine if they are undeserving this change without knowing the situation that makes them seem like underachievers? There is always the possibility of disability, difficult family situations, or emotional issues, problems that create even more of a need for a uplifting, knowledge promoting textbook.

Writer's Blog Post: Pg 80

In Bret Weinstein’s article, Let’s not get it wrong this time: The terrorists won after 9/11 because we chose to invade Iraq, shred our Constitution, he uses all of the components needed in an effective argument. His position is made clear in his statement we can limit terrorist attacks once we know what terrorism is. He makes this statement while also referencing the opinion those who, “are convinced the word (terrorism) is inherently so vague as to be meaningless.”

                Creating an authoritative tone, Weinstein gives statistics like, “9/11 perpetrators killed about 3,000 people, and did about $13 billion in physical damage to the United States.” Numbers create what appears to be an informed author. He provides good background information explaining the terrorist attack of 9/11, giving the audience a relatable example supporting his claim. He addresses other possible arguments when he says, “There is much we do not know, and there is much we ma[y] never know about ISIS and its objectives.” Lastly, he creates a personal and emotional connection with the audience, making it matter very deeply to them. By mentioning the recent attack in Paris in the first paragraph, Weinstein draws immediate attention and importance to his plea. In addition to this, he brings the feelings of brotherhood through this statement about 9/11 when he says, “For every American that was killed in the attack, we sacrificed more than two on the battle felid.”

In-Class Lab: Disscusion On Homework Videos

They used pathos in the drunk driving accident by showing the position of the car against the telephone pole. That image helped relate to what the family may be feeling, and the reality of how it could happen to anyone comes with that.

          Ethos is found in the point that it can happen to anyone. When the friend explains it, having firsthand experience is eye opening. Videos of the girls as small children shows their innocence and shows that their parents are just as caring as anyone else’s. It applies a reality check and offers that it can happen to anyone at any time no matter how hard you try to protect your kids.

          Verbally they appeal to people’s emotions. Each story pulls a different string. It does this through firsthand stories, demonstrating its use of pathos and ethos.

In-Class Lab: Paper #3 Topic Ideas

Topic Ideas For Paper #3

• soft bristled toothbrushes are much better than hard bristled
• loose running shorts are better, even healthier (for skin) than spandex running pants
• more time in class and less homework results in better grades
• colorful textbooks create more student interest and therefore better grades than neutral color schemes

Drinking And Driving

Two Sisters Tragic Story produced by Chris Conte is a video about a pair of sisters who demonstrated the sad consequences to those directly associated as well as to family and friends that can come from driving under the influence. This video has an overwhelming appeal to the viewers emotions. The image of the inclined car, thrust against the pole, created empathy and heartache in the readers, while warning them of the dangerous affects of doing such a thing. The interviews of her parents and the short clips of their daughters brought the situation to life and the feelings that people really experience in a situation like this one. The picture of the smiling girls made their point that no one is immune to such an accident really prominent. This adheres to the audiences view of their character as well. It shows that no matter how good or well taught an individual is, they can still make bad decisions. It appealed logically to the audience when their friend, who was a participant in the audience specifically talked about her feelings of immunity to the situation. Her first hand witness is a very believable one, as she is in the age group being discussed in the video.

Reading Sources Critically

Reading Sources Critically

1.       What arguments does the author make?

Schools, specifically high schools and how they aren’t teaching anti-racial topics the way they should be taught.

White people should never use the N-word, but black people can decide what the appropriate line is for them.

There are other ways to fight racism.

He makes it clear that he is analyzing the problem from a white person’s perspective.

2.       How persuasive do you find the argument?

His overall argument that black people can have their own conversations about when it is appropriate to use the n-word but that white people should never use it. He supports this with the example and further argument that teachers need to appropriately teach materials containing racial differences.  He addresses the point that some people make that black people and white people have a double standard with that word but history has been a double standard and people need to get over it. He uses the analogies of Jeff Foxworthy, Seinfeld, and referring to Jewish jokes.

3.       What is the author’s stance?

He is very clear that he is against any white person using that word in any connotation.

4.       Does the publisher bring a certain stance to the work?

Boston College is a catholic college and they could have taken religious values into consideration.

5.       Do you recognize ideas you’ve run across in other sources?

Yes, nearly form every large magazine including Time.

6.       Does this source support or challenge your own position – or does it do both?

It supports our opinions.

7.       What can you tell about the intended audience and purpose?

Audience definitely consisted of college students and the purpose was to generate conversation for the students there. Another purpose would be to reinforce the fact that y’all shouldn’t be using the word under any circumstance if you are white. The main purpose was to argue a certain point. 

In-Class Lab: How Things Mean

Thesis: Advertisements generally strive to bring groups of people to consensus, appealing strongly to their emotions.

Peace Symbol Analysis.

The overall statement of both buttons is to reject war, and provide support for peaceful means of reaching agreement.

They make their statement through visual representation.

Left Button

·         The “melty” font of the statement creates the allusion of a melting heart, or one open to suggestions.

·         The circular peace symbol could represent the world, further explaining the buttons point for world peace. The outside ring is circular, meaning that it has no endpoints. This can be related to an eternity symbol.

Right Button

·         The peace symbol stands out against the black background. Putting down any thoughts of war.

·         The bold font makes their statement more prominent and credible.

Symbols of Patriotism

Eagle

·         The bald eagle is the nation’s national mascot.

·         The flag coupled with the eagle creates an even greater plea for patriotism. Seeing that the flag has been known to represent our country for ages, it an adds a sense of loyalty and pride.

·         The piercing eye is ever watchful in protecting its citizens and holding them accountable for their loyalty.

Bulldog

·         The English bulldog is Great Britain’s National mascot.

·         The dog standing on the flag is expressing protection.

·         Seems larger than its surroundings making it a more dominant force in the world..

French Wall

·         It’s the national motto of France brings familiarity.

·         Set in stone, or unchangeable.

·         Camera gives the effect that they are watching over their people and keeping an eye on other countries.

·         The parallel line create a feeling of steadiness and reliability.

·         Brotherhood sets the image that they are all equal and unites them.

Summary Pg 269-284

In pages two-hundred and sixty-nine through two-hundred and eighty-four in Everyone's An Author, by Lundsford, Ede, and others, the authors address the part that arguments play in our lives and spell out the components that should be reviewed in analyzing one. The first chapter, The Role of Argument, explains that arguments are everywhere. They can be found in places and situations you would never think of, and are diverse in their tactics to convince the recipient. they may be thought of as deceptive in some cases, but the text makes it clear that the discernment between fact and façade is the audiences responsibility. This describes one way argument is involved in our lives. Some of the other reasons for argument are to explore, understand, and inform. It is also necessary in making choices by yourself or with other people.To have a successful argument in any of these cases, the authors points out, one must always be conscious of who they are writing to. Everyone wants to be heard. Arguments sensitive to the their audience and written by people who know how to argue will be.
In the second section of the reading, the statement of three key questions instructs the reader on how to interpret arguments: Who's arguing - and where do they come from? What's at stake? What's the claim? The first tells the reader to decipher what authority the arguer has on the subject and where they and are from. Additionally, it suggests that the reader audience takes a look at the medium the debater is using for their argument. In response to the second question, the authors ask four more questions: What are the facts? How can the issue be defined? How much does it matter? What actions should be taken as a result? All of these together can be the means of analyzing an argument's accuracy. Lastly, the claim is a statement that can provoke arguments, meaning, it is not steady fact and can be negotiated. Though this is true, the author makes it clear that it is not solely based on opinion. It is important in all cases that the claim is clear, whether it is directly stated or not.

"Yes, We Can" Pg 69

"The medium of the “Yes, We Can” video truly boosted their argument. The voice-overs created the illusion that the featured singers agreed with Barack Obama’s statement to the point that it was like they were arguing it themselves. Connecting to that thought, the presence of the popular singers was influential because people love music. Our culture is full of it. Music is a way of communicating feelings intensely, and with more force and with more imagery than normal everyday conversation can provide, as done in this video. Visuals are also the means that flip the light switch. In cartoons, the lightbulb is symbolic of an idea, or a realization. The bolded, and capitalized words in this video act the same way, pulling people in and offering them the qualities in life that they desire. One of the words applied to these characteristics is the word, “change.” Change can often be thought of as daunting, demeaning, and difficult. The way this video puts the image of an upright, calm, and confidence filled singer next to this intensified word brings hope, one of the other presented words, to the viewers heart. Lastly the final fragment turns from the word, “hope” to the word, “vote”. This tells the audience that they can have hope in their country, themselves and their government if they vote for Barak Obama, promoting the election to smile on the candidate, convincing the audience that he is definitely the one for the job.

Pg #70 Think About Your Writing

I recently wrote an email in which I petitioned one my professors. My motivation for the email was clearly stated by the nature of my request. I asked, "[Would you] be open to reviewing [my assignment] and giving me some feedback about it, so that I can get the best grade possible?" The first part of this question shows that I was responding to a homework assignment that my professor had assigned. The question, "[Would you] be open...?" addressed the possibility of her position being a matter of time and availability. Thoughts about the amount of time looking over the assignment might take probably crossed her mind. I acknowledged this position, but then took her position as a teacher and her hope for her students to do well, and used it in backing up my own. I did this in the last sentence of the above phrase. By stating that my motives were to get "the best grade possible," I was able to reference an even stronger position that my professor is in charge of. Her job relies greatly on her students doing well. Knowing this, I complimented one of her positions, almost offering help and support for it, and therefore overriding her less reasonable and supported stance.

Pg 62 In-Class Lab

Every time I’ve taken a position in the last few days:

Explaining my reasons for

1.       Staying later after night class

2.       doing cross country instead of swimming next year

3.       not going on a trip

4.       not staying at the high school for lunch

5.       why my solution to a math problem was right

6.       telling my sister to clean the car

7.       telling my sister to get my other sister from the car

8.       telling my sister we had to leave earlier than later

 

Pg 66 In-Class Lab

Every time I’ve taken a position in the last few days:

Explaining my reasons for

1.       Staying later after night class

2.       doing cross country instead of swimming next year

3.       not going on a trip

4.       not staying at the high school for lunch

5.       why my solution to a math problem was right

6.       telling my sister to clean the car

7.       telling my sister to get my other sister from the car

8.       telling my sister we had to leave earlier than later

 

 

 

 

How does it appeal to you?

It adheres to my opinion it states the importance of every child and their feelings outside and inside the womb. The #They Feel Pain supports people who have suffered through their live children being lost. These people most likely feel that the life of any child is valuable despite any reason the parents might have for an abortion.  

                                How does it not appeal to you?

This advertisement appeals largely on a pathos/emotional basis. I may feel more inclined to accept it if I was given factual information or statistics to back up their opinion. How do they know the newly developing fetus feels pain? Is this statement, “it won’t hurt a bit” accurate when getting an abortion? I’ve done a lot of research, and read multiple scholarly articles by medical students on brain/nerve development in fetuses and the time frame legally accepted for abortion, because these questions and their possible accuracy does matter to me. But what we know is that the fetus does not at this point (4-10, or in some places 4-7 weeks after conception) have the nerve or brain development to be conscious. These two advertisements appeal on an emotional basis for a highly emotional topic, but allowing yourself to be so shocked at abortion without fully understanding the process and fetal development is deceiving. Abortion does hurt the mother, and it is not an easy decision. If you take the abortion pill rather than having a surgical abortion, which basically induces a miscarriage, mothers go through intense fevers, severe cramps, nausea, vomiting, heavy bleeding, etc. for several hours before feeling normal. Counseling is also provided through planned parenthood. Which brings me to my last point.

 

·         The second ad contrast the baby to a piece of tissue.

·         A pair of ominous looking scissors in the third

·         A fetal child with a partially developed face

·         Comparing the mother’s pain to the child’s pain, ”#theyfeelpain”

·         “Excuse me America, this is a tissue” expresses a sassy, upset tone that communicates the maker’s strong opinion on this topic

·         The words, “speak up” contained in the first ad

 

If I were to revise it for an audience supporting abortion I would put a statistic on the third ad explaining that we have no proof of when the baby is actually able to feel things and would change the hash tagged statement to say, “#care” to address the reasons that parents give for their decision. On the first and second ads I would take out the baby in both pictures. In the first I would change the picture to be of a man and woman’s hands, showing that they were in the decision together. In the second, I would put a picture of a crying woman, using tissues, and change the statement at the bottom to talk about how the negative emotions of an accidental pregnancy can be stopped by an abortion.

 

If I had to create it in a different medium, many things would change. If was to be presented orally instead of over the internet, I would exclude all of the word. This would allow for more verbal explanation and physical emphasis. I would include a more vivid picture in every circumstance to grab the attention of the audience and call them to recognize my point.   

 

 

 "Abortion in America." GeneLalor.com. Gene's Blog, 7 Mar. 2009.      

       Boyle, Patricia. "Excuse me America this is not a tissue..." Abortion in Advertising. 

                  N.p., n.d. Web 5 Nov. 2015 

      Durp, Blair. "Stop Abortion just STOP IT." Abortion. Pintrest.com,

                  N.d. Web 5 Nov. 2015  

 

 

Paper #2 Rough Draft

What makes an athlete’s performance good? Many peanut product producing companies shout out that it is food, and peanuts in particular. The scream it through the brightly colored images and well developed textual messages contained in their ads. Pictures of dripping marathoners and focused gymnasts flash bursts of hope into the average high school athlete’s mind. It is well known that protein is a muscle building substance, and that peanuts are chock full of it. Does that mean that every peanut tainted concoction is the “healthy choice” advertised on the packaging? The wallets of many fool hearty gym—goers are gradually shedding weight do to the convincing text and images found on so called muscle miracle peanut product advertisements. It is through the design of peanut ads that so many people have come to assume that peanuts in any form equal fitness and therefore confidence.

                An outstanding example of this is in Targets ad for the Crunchy Peanut Butter Clif Bar. In the ad, there are many glaring components that lead shoppers to believe that this extra special granola bar could lead them to athletic success. This first is the image of the rock climber. His bright red shirt brings feelings of confidence, and power. All athletes want to feel as if success is in the bag and that crushing their opponents is guaranteed. The flexing in his tricep, his hunched and exertive posture, and the fact that he only has one foot on the overbearing wall also makes the viewer assume that he has just regained his footing, leading to his glorious comeback. This relates with the feeling of self-doubt that all sportsmen experience at one point in their athletic goals. It leads them to think on their current state of defeat as treatable by a Crunchy Peanut Butter Clif Bar. Similarly, the sunlit mountains below the rock climber could either represent a sunrise or a sunset. Both of these express hope, just like the stance of the rock climber. If the viewer was to interpret it as a sunrise, or a new day, it could be a representation of the second chance this liberating morsel could give them. If they saw it as a sunset, they could create the message that though they may seem incapable now, investing in the Crunchy Peanut Butter Clif Bar will ensure success at the end of the tunnel. The blue sky can also be associated with hope. Lastly, the fact that the mountains are below the climber makes it seem as though the climber has come a great distance. This seems to ensure not only improvement, but extreme leaps of incredible success, putting even more of an edge on the customer’s desire.

                Below the visual ad Target explains even further the benefits of the product. “CLIF® Bar is a great-tasting energy bar made with a nutritious blend of organic rolled oats and wholesome ingredients for sustained energy. Thoughtfully crafted with a combination of protein, fiber, carbohydrates and 23 vitamins and minerals, CLIF Bar provides energy for the athlete and adventurer in all of us.” In these words, the ad uses word like “athletes”, “energy”, “protein”, “adventurer”, “wholesome” and “organic”. All of these words are directly associated with sportsmen and addresses the criteria a product must meet to be satisfactory to one.

Also including the strong facade of a man with a toned build, Yum Yum Peanut Butter draws immediate attention from athletes desiring the same body type. Also similar to the Clif Bar ad, the vibrating ropes of what looks like a boxing arena imply that the athlete has been bounced back into the match. The Lone peanut in middle of the arena added to the heart tattoo including Yum Yum Peanut Butter’s name implant the idea that it was the peanut butter that made it happen. The fearful eyes of the intensely strong and capable man show respect for the peanut butter’s power in the game. The viewer then is likely to assume that if the peanut butter is that effective for an already successful athlete, it could do even more for them. The radiant lights in the back ground ensue the stardom of the renewed sportsman. Again, because of the fear on his face, the customer is able to assume that it was the peanut butter that made him into a star.

                 Though there is limited text on the ad, the few words send a message with as much force as any paragraph could. In the right hand corner, the mustard colored words, “serious about smooth” further explain the majesty contained in one jar of Yum Yum Peanut Butter. The word “smooth” can easily be associated with a confident performance that can be respected and recognized, attributes every athlete strains to achieve.

                The third, though probably most powerful ad, is very simple compared to the others. It is a picture of a girl, legs splattered with mud and one shoe missing, looking courageously into the eyes of the viewer. Her tousled hair and lopsided jersey signify the exertion she has willingly suffered. Most impressionable is the fact that she only has one shoe on. This immediately draws the viewer in, filling them with questions. Is she alright? Why is she so calm? The message written in the color of her opium explains the answers to all of these concerns: “Ran out of my shoe at 1.2 miles. Never ran out of energy.” This advertisement by National Peanut Butter Board sends many messages to the viewer. Through the visual representations of her efforts, which were definitely note-worthy, coupled with her confident statement about the constant energy supply given to her buy peanut butter tells the shopper of the reliability of the product. Her confident stance in her posture and her message insure it as truth and gives authority to make such an argument. Also contributing to the authenticity of peanut butters abilities is the statistic given on the right, which states, “Peanuts have more energy-boosting protein than any other nut.”

                It is amazing how the use of a few pictures and the emphasis on certain words can lead to unquestioned belief, and even well-established theories. Catching a measly glance of the design of a product can create a lifestyle if the viewer is not careful to view the actual identity of the merchandise. Confusion about a products real abilities can result in waste.

Rough Draft Paper #2 Pg 167-168

Thesis: The belief that peanuts promote good athletic performances is easily drawn from the ads of peanut products.

Evidence: Each of the ads contains an image of some kind of athletic being carried out with text or graphical components explaining their success. The National Peanut Board ad’s text, for example, states that the displayed runner “never ran out of energy” in peanut butter colored ink. This leads the viewer to believe that this was because of the peanuts that the athlete ate prior to her race. Second, the Yum Yum Peanut Butter ad shows an extremely bulky man getting bounced back into what looks like a boxing arena. The fact that he is being bounced back in shows that it is because of the peanut butter he is still in the game. Similarly, the light, that could be regarded to as stars leads the viewer to believe that it was the peanut butter that made him a “star”. The third ad, one for the Crunchy Peanut Butter Clif Bar, has the word "energy" on it three times. Additionally, it has a picture of a man rock climbing in the great outdoors. The mountains in the background lead the audience to believe that he has climbed a great distance. The rock climber's posture makes it seem like he has just regained his footing on the sloped wall of rock.

Opening: Is it true that peanuts are good for athletes? If they are, how do the companies that make peanut products convince us of the necessity of this hearty legume, and its special importance when used in their products? Being an athlete myself, I have often wondered if peanuts could be that "super-food" to get me onto varsity. Often times, my gymnastics coach with tell us to eat a peanut butter sandwich before we compete. It is a well known fact that peanuts are high in protein and that protein builds muscle. Does this mean that every peanut product will help the buyer bench twenty more pounds, or that anything with peanuts is good for you? This belief is founded by the ads of peanut merchandise, which skillfully use graphics and text as their advocate.  

Conclusion: It is amazing how the use of a few pictures and the emphasis on certain words can lead to unquestioned belief, and even well established theories. Catching a measly glance of the design of a product can create a lifestyle if the viewer is not careful to view the actual identity of the merchandise. Confusion about a products real abilities can result in waste. 

                                          

 

 

 

 

Sources: National Peanut Butter board, clifbar.com, 

 Sources: National Peanut Butter board, clifbar.com