1. From Thesis to Rhetorical Argument: Practical Strategies
Christine L. Alfano & Alyssa J. O’Brien
Stanford University
Program in Writing & Rhetoric
October 2010

2. For this workshop, we will be using material taken from
Envision, 3rd edition
& from our
Website

3. Visual arguments
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

4. Composing Arguments Writing about Visuals
To ch 3: how writing about an image can help students think about images rhetorically  what is the thesis of the image? What thesis can they MAKE about the image?
atagk 23
Class Exercise. Imagine that you are the editor for The State and you want to use this photo for a cover story on American disasters in history. Write a headline and a caption for this photo that brings out your interpretation of the image’s argument.
Share your response and peer review your work with a partner.

5. Composing Arguments Titles as Arguments
Fresno Bee – September 2, 2005 –
Newseum  link to Companion Website (ch 5)
Also, here mention how words shape the argument – newspaper titles as parallel to thesis.
This fun activity can get students thinking about how to compose their own arguments

6. Comparing Image Choices within Arguments
Composing Arguments
Comparing Image Choices within Arguments
Times Herald serving Hudson Valley NY Sept 2, 2005
Newseum  link to Companion Website (ch 5)
Here, how arrangement works
Then mention Norah Ephron and the arrangement of a rhetorical argument

7. Developing the Thesis text selection
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

8. Developing your thesis
Teaching through example
p , in reverse order

9. Developing a thesis Comparing examples
Thesis #1: Mike Thompson’s cartoon is very powerful.
Thesis #2: Mike Thompson’s drawing shows his opinion about SUVs.
Thesis #3: In response to rising gas prices, Mike Thompson draws a powerful editorial cartoon about the relationship between driving SUVs and consuming fossil fuels.
p , in reverse order
Thesis #4: In his 2006 editorial cartoon “Aptly Named,” Mike Thompson persuasively plays with the term fossil fuel to suggest that SUVs and the “wanton consumption” of gasoline represent an outdated approached to transportation that needs to recognize its own imminent extinction.

10. Defining the Thesis Emphasizing process
Write down your observations.
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

11. Defining the Thesis Emphasizing process
2. Work with your observations to construct a preliminary thesis statement.
Both cartoons focus on the contradiction in American border policy.
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

12. Defining the Thesis Emphasizing process
3. Refine your argument by asking asking that make your statement less general.
How? What contradictions? To what effect? How do I know that?
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

13. Defining the Thesis Emphasizing process
Revise the preliminary thesis statement to be more specific, perhaps including specific evidence that drives your claim.
The cartoons in Figures 1.12 and 1.12 focus on the contradictions in American border policy by showing that on the one hand, the American government wants to keep illegal immigrants out, but on the other hand, economic forces encourage them to enter the U.S. illegally.
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

14. Defining the Thesis Emphasizing process
Further polish your thesis by refining your language and asking questions about the implications of your working thesis statement.
What do you find interesting about this observation? How does it tap into larger social or cultural issues?
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

15. Defining the Thesis Emphasizing process
Write your working thesis to include a sense of the implications of your claim. This is the “So What?” of your claim.
The political cartoons in Figures 1 and 2 offer a pointed commentary on the recent immigration debate, suggesting ways the official government stance against illegal immigration is undermined by economic forces that tolerate, if not welcome, the entry of undocumented workers into the Unites States.
Something here on how we define a thesis and explain that to the students
start with p 26 – what NOT to do, 
then 24, ad walk through,
then at a glance 26
The at a glane 23, then put up 19 and 20
then so we've worked on cartoons, but how about other examples

16. The Composition Process Developing and Testing Your Thesis
Explain how we use this for peer review in class

17. Developing the Thesis Rhetorical Approaches To Texts
Text = Spoken, Written, Visual
The
Rhetorical
Situation
Explain that we also use rhetorical terms in defining a thesis, esp as prep for rhetorical arguments
Persona = Speaker,
Writer,
Creator,
Audience = Listener,
Reader,
Viewer

18. Analyzing Texts Rhetorically Developing a Thesis Statement
Talk through this cartoon – how can help students analyze a text in increments, using rhetorical terms, in order to develop a thesis, mention can use cartoons of the day from newspapers or follow links via Envision Website
Image source:

19. Strategies of Argumentation Understanding Rhetorical Appeals
Logos (“Rational Appeal”)
Now, move on to explain how ch 2 can help students develop a rhetorical argument using these appeals
Ethos
(“Ethical Appeal”)
Pathos
(“Pathetic Appeal”)

20. Pedagogical Practice Developing a Thesis with Rhetoric
Here a joke – but about how a thesis is an argument about what students observe in the world
Walk through how this works rhetorically (can the audience respond?)

21. A Case Study One Student's Rhetorical Argument
Now talk through one student’s example : Cyana -thesis brainstorm to rhetorical argument
Not sure if her photo is necessary (too much on the page?)

22. A Case Study One Student's Rhetorical Thesis
In a recent political cartoon posted by David Kurtzman (see Fig. 1), various rhetorical strategies portray the cartoonist’s opinion that blame should be limited to one party: the drug cartels.
Through the use of color, stereotypes, and the pathos connected with images of death, the cartoonist blames the violent Latin American drug cartels for Mexico’s problems and attacks the ethos or legitimacy of the the Mexican government, as represented by the immobile piñata, in its attempts to solve the drug issue.
Explain her thesis

23. Composing Rhetorical Arguments Pedagogical Resources
Make another slide on writing the rhetorical analysis
at a glance box from page 34

24. Composing Rhetorical Arguments Analyzing Multiple Texts
Mention How Cyana’s rhetorical argument from Ch 1 expanded to become a full research project, with an even more complex thesis – but a thesis that nevertheless extended her original idea!
Work like this can be generative of longer projects
point to multiple cartoons

25. Composing Visual Arguments Creating a Visual Thesis
END here
Saying, full circle – students create visual rhetoric which has an embedded thesis
Mention Hand out peer review sheet for CH 8 on multimedia – and talk about tech-access issues (handwritten cartoon) and evaluation / grading of projects on Envision Website

26. Visit the Envision Website www.pearsonhighered.com/envision
For Worksheets, Lesson Plans, Student Writing
Or, Contact us:
Chris -
Alyssa -
Put screenshot of student writing page from Website
Discuss how we teach these models in class and how teachers can use them creatively (e.g. annotate them, mimic them, etc)
Screen shot of resources students can consult: thesis statements, rhetorical arguments
Combine with thank