An Open Letter

An Open Letter to the Instructor and Students of ENG 102

By Jess Gonzalez

I’ve always enjoyed reading and writing. I have some skill with words and I’ve always earned excellent grades in English. My high school teachers told me more than once that I write very well. I’ve even written a few comic books. It’s fun and I haven’t ever taken it very seriously despite how I obsess over authors like Ernest Hemingway. This class has introduced many new concepts that I’m glad to be learning about. I didn’t know the true scope of what writing can be used for. It is an amazing way to communicate.

Now that we’re almost finished with the class, I know that my writing is something that I will have to develop beyond my attachment to big words and stylistic themes. I read a great deal of philosophy and I’ve discovered that this has influenced my writing more than I ever knew. I’ve always tried to keep my writing simple and concise, and now I see patterns I didn’t notice before that have surprised me. For example:

“When, a little over a year later, the photographer committed suicide, it was widely rumored that it was this criticism that prompted the act.” This sentence is from my draft of rhetorical analysis. It is structured in such a way that many commas are needed. This is technically correct, but the structure can be somewhat overwhelming. I used this structure much more often than I realized. Being aware of it will enable me to better judge where its use is appropriate.  

I’ve been aware for a while that I tend to imitate the style of the author that I’m reading at any given time. Most philosophy texts I’ve read are written in roughly the same style - academic and formal - and I see now that is where I tend to go when I write something. This has made me more aware of what inspires me as a writer. Now that I have that knowledge, I will be sure to read authors that I’d like to emulate.

The readings for the class were surprisingly useful. The section on grammar was complex but it was written well and made sense. The examples were helpful in translating my own work to follow the correct format or structure:

                     

As long as the proper form is adhered to, the content is irrelevant. It’s a simple way to learn formatting rules, which helped me quite a bit; every citation has a different format which can get unwieldy when trying to organize for the writing process.

Grammar is more than sentence diagrams and parts of speech. It can actually change the entire meaning of a statement. The readings themselves were interesting because they contained the best approach to the assignment without constraining any content. In other words, they were written in a way that was easy to learn and apply. Taking the time to learn the basics again was worthwhile. It will save time and confusion later on during the writing process.

There are also many other avenues of doing research and getting ideas that I hadn’t yet been exposed to before taking this class. A lot of the writing tools like Popplet seemed like they might be useful later on for developing ideas and doing coursework. (http://popplet.com/app/#/2585398)

Organizing research and drafts in a consistent system is another important aspect of writing. Done effectively, this extra effort can save time by cutting down on searching for important details that may not be readily available. Having access to organized notes and files has to be done to survive in the sea of applications and programs that are offered. Developing a system of note-taking and research has been a valuable skill to learn. This class, for instance, kept up a fast pace for weeks. Without a reliable system in place, completing the assignments would have been considerably more difficult. My approach to this aspect of writing has changed to accommodate the use of helpful tools and applications.

Editing in the peer-review process was something new for me. I’ve never felt comfortable being a critic, but each of the comments I gave the other students was made in good faith and with a sincere desire to help. I also kept aware of my own reaction to criticism of my own writing, honestly considering what the comments suggested. I put myself in the position of my reader and attempted to see my work through their eyes. Of course there’s no way to please everyone, and so after giving the suggestions serious thought, I simply went with what I thought was best. Sometimes this meant applying the suggestion, but when I felt that what I had written was correct, I went with my original thought. I’m not sure how many of my suggestions to others were followed, but it’s not important. I feel confident that they were considered and respected as a peer’s opinion.

Revising can be the most rewarding of writing experiences but also one of the most painful. At times I had to cut a well-written phrase or idea because it wasn’t appropriate and I knew it would only add clutter to the text. If I saw an improvement after making those cuts, the extra words stayed gone, well-written or not.

I will now sometimes keep sections I had to cut, ideally for use in another text. For instance, in my rhetorical analysis I decided to cut the sentence “It is an impossible burden to bear alone.” I don’t want to become a phrase-hoarder but a few of the ones I’ve had to cut are too valuable to me to throw out.

Until now I’ve always considered genre to be a category of written work, like historical fiction or psychology, until I learned that it also refers to different ways of communicating. Different genres have certain styles, language, audience considerations, and venues. They can be used for different types of communication. For instance, the Quick Reference Guide (QRG) is appropriate for disseminating information about tetanus shots.  A Tweet, on the other hand, is appropriate for a brief comment on a current event. I have had to make adjustments to my adopted style of writing, which tends to be more formal, to fit the different styles of the genres.

I collect small independent writings called zines, which have a very diverse application and is a genre all its own. Using the right genre increases the impact and reach. I am active in causes that benefit animals, especially dogs. A zine, which in some cases is a little like a QRG, would be useful in spreading awareness about issues like spaying and neutering to control the pet population. Knowing how to write in different genres will help me communicate as effectively as I can.

It would be impossible to learn all there is to know about such a broad subject as writing. It’s so prolific that there have been times I’ve taken written communication for granted. Not all of what appears in print is accurate, ethical, or even very good. But it is a skill that is much more valuable and potent than I thought. Anyone who can learn to communicate using this powerful medium will have an edge in reaching their goals in the future.

Reflection on Open Letter Draft

https://docs.google.com/document/d/1nf3lhUlSUB1eqBtiUhxWaSqTdg3QpeHEay17soabsWY/edit
Brittany Newland

https://docs.google.com/document/d/1yBintIgT2yyZmEWEVSyBEGWTNh9R9wS7-A4gSq4edcQ/edit
Selena Carbajal

1. The letter will be read by the other students and by the instructor.

2. The audience will have an academic bias toward my work. They may also, purposely or not, compare and contrast the letter with their own. There may be mental or emotional biases, either favorable or unfavorable, depending on the experience of the audience during the course. Finally there may be a bias toward the subject of writing itself, depending on familiarity, willingness to learn, motivation to learn, and skill level.  

3. The values and expectations of the audience are reflective of their academic environment. The values they draw from in order to assess this kind of work, which include accuracy, honesty, enthusiasm and timeliness, are the standards to meet in the text. These standards, to the best of my knowledge, have been met in the draft and is apparent from the comments I received. As far as expectations go, the audience has higher ones than probably any other audience except media critics. The grammar and structure must be 100%. The reading value must be high and the subject interesting. With a few adjustments, taking the comments I received into consideration, I feel I can meet these expectations.

4. As long as the reading experience is an enjoyable/informative/enriching one, the appropriate level of information to give the audience has a wide range. Because of the nature of the text - a semi-formal letter about my own experience - I feel it would be best to give as much information as possible. After all, no one in the class knows me personally.  The content must be relevant to the subject, so there is a natural limit to what information I can give. I did mention a few things about my own life and how I feel about writing in general. I may add one or two others to add emphasis.

5.  I used language that at times was too informal, so I will replace certain phrases/words. A polite and open vocabulary shows the reading audience respect. I tried to use language that was friendly but not familiar.

6. The tone should be pleasant and down to earth, yet earnest enough to be genuine. In other words, not all good and not all bad, but honest. Using this same tone throughout in this instance is acceptable, I think. It ties in with language usage in the response to #5 above; tone and language very often compliment each other. My tone will not need revision.

Peer Review for P4

https://docs.google.com/document/d/1nf3lhUlSUB1eqBtiUhxWaSqTdg3QpeHEay17soabsWY/edit
(Brittany)

https://docs.google.com/document/d/1yBintIgT2yyZmEWEVSyBEGWTNh9R9wS7-A4gSq4edcQ/edit
(Selena)

Draft of Open Letter

This text is about what I didn't know before I did the work assigned for this class, and what I do know now that it is drawing to a close. I'd really appreciate feedback on how well the text fits the assignment instructions. Did I follow the directions correctly? Thanks!

Open Letter

Reflecting on My Writing Experiences

1. I thought writing was a lot simpler before this class. The writing process always looks easy to people who aren't doing the writing. It's not a straight shot from the beginning to the end, but a lot of changes and revisions and rewrites. I didn't think there were so many formal rules besides grammar either. Plus there is a lot more to internet research than doing a Google search.

2. The reading applies to the writing in practice and not just theory. The methods actually do work, which was a little surprising to me. There's a lot more involved than just grammar and sentence structure. The different genres and their purposes was interesting. You can also learn a lot just from reading someone else's writing. I found myself imitating the style of some of the authors I read during the draft process.

3. Most links that appear in online texts have bearing on the subject that they're written about so sometimes I would get more ideas just from following them. I narrowed down topics by eliminating the ones that were too popular and also the ones that were too obscure. The better the information I could get on a subject the more likely I would be to use it. Thesis statements had to be something unique I hadn't found in my research and also had to be a consequential subject for society.

4. The peer review process was very valuable. People gave a lot of good criticism without being snarky or mean. I offered very general criticism mostly because I am a critical person anyway but I didn't think hacking away at anyone's work would be productive. I appreciate the feedback I got and often replied with agreement or what I planned to do differently. There were some things I realized were perceived differently by the readers than I had intended, and so decided to revise and clarify. Here's a screenshot of some of the comments and replies:

5. The conferences were also helpful. At the beginning of the class there was some confusion about a few of the assignments, and it was good to know I wasn't the only one having problems. The problems were cleared up once they were communicated. The individual feedback was also helpful in giving some additional instruction about links. It isn't the same as asking in person and getting an answer right away but it was effective enough for an online class.

6. I talked briefly to a couple of people into photography and my friend who is a journalist about the subject matter I chose but not the writing process. This helped me focus my thesis statements because they would tell me whether or not they cared about a particular topic I was thinking of using. They also formed a small audience of their own that I could test some of the ideas on.

7. When revising I would first read very closely and make changes as I went. Some ideas that were halfway formed were joined to other ones to make a complete idea. A lot of the revisions were made as a direct result of a comment. I thought the exercises in which we revised the introduction and the conclusion  were really helpful in that all I had to revise was the body. It was a lot less overwhelming to do it that way.

8. There are a lot more genres than I realized and many more apps to different formats. They all have their own styles and audiences and sometimes the best way to revise something is to look closer at the conventions of the genre you're writing in. Giving yourself constraints gives you less to get bogged down in. The genre you choose comes with its own constraints.

9. I would choose my topics/subjects more carefully based on how much relevant information I could find about it. The first draft was more difficult to write than it should have been. I had to work with less information than I would have wanted to. I had to go through articles that didn't deal primarily with my subject and find relevant quotes or information and find the best way to integrate them into my main text.

10. I will be able to use the processes for other classes. The way of organizing and keeping track of research and how it will fit into a paper will be good to know. It is important to know how to communicate through words. I will probably need to apply for grants in the future and they need to be written with this kind of knowledge. If I go on to graduate school, the application process has a lot of writing involved so I will be able to use the knowledge there as well.

11. I learned that writing is more of a science than I thought. There are a lot of rules and conventions that matter in the quality and credibility of a good article, essay, etc. If these rules aren't respected than the writing suffers. It's actually a lot easier to read about what you'll be doing before you make the attempt blindly. It saves a lot of time if you are even a little familiar with the process and rules. Revision is the best part of writing.

12. The way I write most things, editing heavily as I write drafts, is probably the way it's going to stay. Planning and outlining still are very useful to me in writing and they will be used along with some of the other methods I learned here. I also am open and willing to learn from constructive criticism, even though once I really decide on something I won't usually change it except for a very good reason.  My writing is spread out, broad and societal in its scope. I do prefer to keep it simple but with enough solid writing to make it seem more dense.

13. Again I would choose a topic to write about that has enough existing information on it to be able to write about something unique. One of my topics was very year-specific, and even though the subject is well established, not enough information on that particular aspect of it was available.

14. One of the objectives that I believe I met was being able to asses how writers achieve their purposes. Reading the different genres and skill levels made it more clear which audiences they attempt to reach depending on their format, language choices, and depth of purpose.
I am still working on rhetorical strategic writing; the usual style I write in isn't a one-size-fits all style. I also think I was able to develop persuasive appeals to my readers; based on the comments I received, much of what I was thinking was shared by others. The comments that criticized were more grammar or structure based than content based. None of my theses were questioned or challenged.
I also think I made headway in finding evidence to support my thesis statements. A lot of what I usually write is based on my own experiences and observations, so learning about all the different ways to research a topic and finding relevant information was something else I achieved.
I also learned to accept criticism and make the best of the suggestions that I got instead of assuming that I was correct no matter what anyone else said. Even if I didn't agree with the criticism I thought about why it was made and attempted to clarify without changing the basic idea.
Scholarly research, analysis and documentation are things I've begun to achieve, though I think these skills take years to hone with precision. For one thing, there are a lot of conflicting claims and ideas on any given subject, and analyzing these claims for accuracy and relevance, as well as originality and credibility, takes a lot of time and effort if you want to go in-depth.
I also believe I have a firm understanding of writing convincing prose. I'm still working on clarification, but the revision process taught me that reader feedback is important because it's impossible (for me, anyway) to read my own work objectively.

Revisiting My Writing Process

My writing style and methods have stayed the same throughout the course, with some of the processes added on. The only way my writing is different is that I'm adding more into my process. A lot of what I used to think was busywork is actually useful especially with more advanced writing. As an example, reading about how to revise before actually revising saved me a lot of time. Also, gathering more information than I will likely need can be a good way to round out my knowledge of a subject. I noticed that the writing was easier with some extra knowledge that I didn't necessarily add to the text.  It's a little like taking the time to read the instruction manual on something complicated before you begin the work. In explaining my process now I would add that I also do more prep work before writing a draft, but this will be an addition and not a replacement for what I do now. It will probably stay much the same going forward. With longer and more complex papers the methods will be useful. This knowledge can build on itself with experience.

Reflection on Project 3

1. The introduction was completely revised. Some of the sentences were too long and the theme was too broad.

2. At first I meant to tackle another topic along with the one I ended up using. I thought that the loss of trust I emphasized at the beginning would be reinforced with an argument about photo alterations and staging. In the end I focused solely on the need for preserving photojournalism.

3. The change was about a shift in purpose. I wanted to narrow the focus and concentrate on one vital argument. The second issue felt like an afterthought during the first draft writing process, it was unnecessary to my main point.

4. The revision isn't a credibility issue; the main ideas stayed intact. The text lost no integrity from the revision. The topic that was removed is a stand-alone issue that could be the subject of another public argument.

5. The issue raised in the argument has a wide range. Adding another topic would have meant much more information to read and may not have been as effective in informing the reader about the main point. This approach simplified the reading process.

6. Some of the sentences contained too much information and had to be broken into smaller ones for clarification. Sometimes the ideas were unclear and needed to have a better explanation or simpler implications.
For example, "The corruption and incompetence that is rampant in once-respected public institutions like photojournalism have repelled a generation; a great many have turned inward toward themselves and their inner circles,  narrowing their world-views and losing sight of what is happening elsewhere," was revised to state: "The corruption and incompetence that is rampant in once-respected public institutions like photojournalism have repelled many; they have turned inward toward their inner circles, shutting themselves off to what is happening elsewhere."

7. The changes brought into focus the main points in a more straightforward way. A basic understanding is more likely with more concise verbiage.

8. I did have to reconsider what was appropriate for the genre. At one point I had an idea that sounded too conversational and informal, and had to reword it to fit the genre. The same idea was presented but in a way that was more appropriate.

9. The process of reflection brings insight that might have been missed without it. It has made me think about non-fiction in a better light. There are useful processes that I can add to what I already know.

In Defense of Photojournalism

In Defense of Photojournalism

By Jess Gonzalez

Of all the losses that a society can sustain, it is the loss of its people’s trust that can do the most devastating damage. Trust, once lost, can never be fully regained; one betrayal is enough to destroy what was once freely given. Communication can become stunted, losing its capacity to reconcile differences.

The corruption and incompetence that is rampant in once-respected public institutions like photojournalism have repelled many; they have turned inward toward their inner circles,  shutting themselves off to what is happening elsewhere. This alienation among social groups has divided people, disaffected them and made them wary toward what is not familiar. It is the climate for mistrust, misunderstanding, and endless conflict, on both personal and societal scales.

Photojournalism is the herald that informs the public of the human condition. It is a unifying presence, one that encourages engagement with the unfamiliar. Without a credible, relevant, common standard of communication, it is impossible to progress in ways that benefit the world. On the contrary, without knowledge and understanding between people entire nations can fail.

Some have questioned the wisdom and ethics of looking to photojournalism to provide answers to social problems. It has become, they argue, merely a ladder for high rankings and the short-term financial gains that accompany them. Photojournalists themselves have been severely criticized as opportunists who record violence and death in progress to exploit these depictions.

Campbell, Phil. “That Argument is Doomed!” 5 Dec. 2012. 6 Aug 2015    <http://www.iamphilcampbell.com/blog/2012/12/05/that-argument-is-doomed/>

Controversy surrounded this now-infamous photo immediately after it was shot.

Emily Magdij of Kent University has characterized this hostility as “the stark and terrible reality that there is such an industry based around the suffering of others. As a collective, we are revolted when we are reminded that there is a real person behind the push of a button of a camera that delivers the image worldwide - and not only that, but that someone stands to profit from it.” (1)

There is no denying that profit-driven publications exist, and that the primary motivation for shooting controversial images like the one depicted above is money. Even so, this image did much more than deliver on the demand for shock photography. It highlighted the need for the argument about ethics to be brought out from the shadows again. It prompted us to ask ourselves what we value and if those values fit within our own best interests.

The images that we see in the media are just that: images. Ultimately, it is the action that we take upon their exposure to us that matters, whether or not the motive behind those images is ethical.

In the immediate aftermath of Hurricane Katrina in 2005, reports of a humanitarian crisis in the city of New Orleans began circulating in the media. Within a few days the rest of the world witnessed the horrifying effects of the disaster, of homes destroyed, levees breached, and entire city blocks under water. But it was the photos of Katrina’s victims, some trapped on roofs, in buildings, even in trees that caused an immediate outcry from the rest of the country, and support in the form of donations and volunteers was overwhelming. When the images became even more terrible, depicting people who had drowned days before still in the flood water, the reaction to their abandonment was outrage and anger. In all these instances, it was not only awareness that spurred action on behalf of the victims but the haunting images as well.

Jackson, Alice. “One Survivor’s Story.” People 2005. 5 August 2015 <http://www.people.com/people/article/0,,1102841,00.html>

Adding a human face and form to a story, even to one this compelling, connects with people in a way that neither video nor text alone can duplicate. The professional journalist provides important images for society to use as a guide for deciding which course of action to take. It is a service that requires incredible resiliency as well as technical and artistic skill.

It is crucial to note that it is not the job of photojournalists to act on what is going on around them but to record it with the intent of sharing the images with those who know how to and will act. It is a role to be played only by those who are willing to do the job even at great personal cost.

"There is nothing pleasant about photos of horrific events abroad being sent back home, and there is nothing pleasant about the way they are gotten,” states Magdij (1). “It is fair, I think, to call it an ugly business, because there is no beauty in shock imagery. But the good it does in the exposure it brings to terrible events, and in making an audience emotionally connected to something that they had never even thought of before is a fair trade off. And though the criticism that it is morally abhorrent to profiteer off the suffering of someone you have done nothing to help is valid and worth examining, it misses the point at the heart of photojournalism: that the photographer may not be in a position to help, but that the rest of the world just might be."

Susie Linfield, a writer on cultural matters, insists that we “ should not drown in bathos or sentimentality,” but instead “integrate emotion into the experience of looking.” We “can use emotion as an inspiration to analysis rather than foment an eternal war between the two.” (1)

“A photograph may not tell us enough,” Linfield continues, “but it can help us understand something about the unfathomable cruelty of the world—and perhaps even help us see how we can act or support action.”

It is not an option to give up on the world, or on each other, or on life. As long as the astounding diversity of world cultures continues to shape how people think in sometimes completely different ways, there will always be a great need to prevent misunderstanding and conflict. We all have different roles to play in this mission, and it is the role of the photojournalist to provide the images that will inspire us to assume them. It is, then, up to us to preserve the demand for authenticity in photojournalism; if this can be accomplished, then the slow, painstaking work of social change can continue.

Works Cited

Magdij, Emily. “The Necessary but Ugly Side of Photojournalism.” Centre for Journalism at the University of Kent. 2012. Web. 6 Aug. 2015.

Perl, Jed. “Is Photojournalism a Thing of the Past?” New Republic. 19 Jan. 2011. Web. 6 Aug. 2015.

Punctuality, Pt 2

The comma
I had a teacher once who graded an essay of mine, and he added at least 10 commas to the text. They were all grammatically correct but I remember thinking they made the page look crowded. I liked my way better even though the punctuation wasn't perfect. In writing this essay I was careful about my use of them, but even so, my usage was critiqued by two other people. I will probably keep most of the commas, since my genre is a formal one, but it was striking to me how excessive they seemed to the two people who commented. I hope my comma karma is good.

Original

On the contrary, without knowledge and understanding between people, entire nations can fail.

Revision

On the contrary, without knowledge and understanding between people entire nations can fail.

The semicolon
I think I knew about putting semicolons in a series where other punctuation is used. The idea is a little like the use of the bracket inside parentheses. You have to be able to tell what is what. Otherwise the use of the semicolon is fairly simple and I use it a lot. It's two main ideas that could be separated by a period and still be correct. I use it as a style choice.

Original

Many long-standing institutions in the modern world are crumbling. Civic, political, religious, and educational agencies do not hold the degree of respect that they once did. Scandal, corruption, and incompetence within these entities have repelled a great many of the population, who have turned inward toward themselves and their inner circles, narrowing their world-views and losing sight of what is happening elsewhere. This alienation among social groups has divided people, disaffected them and made them wary toward what is not familiar. It is the climate for mistrust, misunderstanding, and endless conflict.

Revision

Of all the losses that a society can sustain, it is the loss of its people’s trust that can do the most devastating damage. Trust, once lost, can never be fully regained; one betrayal is enough to destroy what was once freely given. The corruption and incompetence that is rampant in once-respected public institutions like photojournalism have repelled many; they have turned inward toward their inner circles,  shutting themselves off to what is happening elsewhere. This alienation among social groups has divided people, disaffected them and made them wary toward what is not familiar. It is the climate for mistrust, misunderstanding, and endless conflict.

End punctuation
It was surprising to me that some kinds of questions don't require a question mark, like a formal request. I didn't know that it's also okay to use them in a series of questions about the same thing. The exclamation point rules seem like they're more about context then about incorrect grammar. It's not exactly wrong to use them in more than one sentence at a time, but it makes the text itself look less forceful.

There were no revisions that changed end punctuation. I've changed the structure of some sentences, but this only meant that the mark came after a different word. The theory behind the marks didn't change.



Other punctuation marks
I don't use a lot of dashes because I seem to use them wrong. I usually use parentheses instead. A lot of teachers have slammed my use of ellipses too but I still use them a lot. Slashes seem like they should be used mostly in non-fiction since there are less jarring ways to express "and or".

I made no use of any other punctuation marks like dashes or ellipses. It would not have been appropriate to the genre I used.

Reflection on Project 3 Draft (Updated)

NOTE: I now have comments on my draft, and the critiques were very similar to the ones I've already  thought of, which reinforces my original revision plan. There is some criticism of my use of commas, which I had to laugh about...I thought I'd toned the commas down! :) After reading the chapter in Rules for Writers, I was careful to review the use of them, and while they are all grammatically correct, they seem to be a distraction to the reader. I'll go over that part of the draft again.



1. Review One
Selena Carbajal

http://selenacarbajal19.blogspot.com/2015/08/draft-of-public-argument.html#comment-form

2. Review Two
Brittany Newland

https://docs.google.com/document/d/1KhUY2cv66LhFx8-SaTb4JcIX4wniwtyhSQPTArSiLC4/edit


1. The purpose of the paper was to encourage awareness of photojournalism and its importance in world affairs and social evolution. The audience is made up of those who have an interest and concern in world affairs and preserve the profession's ability to give important images to the public. With no comments (yet) on the text I can't say how or if it was successful.

2. I'm revising the paper to polish the text and smooth the transitions between ideas.

3. I'm revising, at this point, for my own edification.

4. I am nearly certain that the paper will not change very much in length, as I don't plan on adding or deleting much information. With editing and clarifying ideas, it ought to be roughly the same length as it is now.
I am satisfied with the format as well; it is appropriate for the content.
The appearance will change. I will add more bold print in the form of subheadings to emphasize the separate arguments in the text.
I am also satisfied with the use of evidence. If anything I will edit the existing text to make the connections stronger.
The introduction could use some work, especially the opening lines. It begins too abruptly and may be too brief.
I closely followed the formula in the textbook for the structure and found it to be effective for my argument. No change.
The depth of the argument probably won't change that much either, as this would change the entire structure, which I see no reason to do. 

Punctuation, Pt 1

1. Unnecessary commas
I've never had much trouble with commas, unnecessary or otherwise, but I did find one thing I didn't know about them. The restrictive clause is one of the more subtle rules of grammar. Depending on where they're placed, commas can change the meaning of a sentence without changing, adding, or omitting any words. That's a powerful writing tool.

2. The colon
For a long time, without knowing why, I thought of the colon as some sort of forbidden symbol. Not only did I avoid using it, I was always a little surprised whenever I saw one. I've noticed that the symbol has gotten more popular and now I use it quite a bit. I didn't see any examples of the way I use it in the chapter, so I might be misusing it without being aware of it.

3. The apostrophe
I didn't know how to use this symbol with single letters before I reviewed it in the chapter. It makes sense to use it only when it would be confused with another word, as in A's vs. As. The apostrophe can completely change the meaning of the letter. Conversely, the other letters in the alphabet don't need the apostrophe when being expressed in the plural.

4. Quotations
I didn't know that it's acceptable to use quotations and italics interchangeably to emphasize certain words. I don't like to use quotations any more than is needed, as they make sentences look crowded. I'll more than likely use italics in this way. In fiction, I've noticed that some writers use single quotes when writing dialogue. I think it looks cleaner and easier to read.

Reflection
In reviewing the drafts I learned that most of us aren't skilled in the finer points of punctuation, myself included. The most striking thing I noticed is that punctuation can alter the meanings of sentences in very subtle ways.

"conscientious eaters -- that healthy food"
I'm not altogether sure, but I think that double dashes are incorrect in this context.

"DHH students have two major choices for education; private and public school systems."
  
The use of the semicolon here is incorrect. The clauses on either side of the semicolon should be complete sentences.

Draft of Public Argument

This is an  argument defending the profession of photojournalism. It argues primarily about abstract ideas and as such does not give a clear cut path to a solution to the dilemma the argument outlines. I'd like feedback on how all the elements of the text fit together.

In Defense of Photojournalism

Paraphrasing a Source

Original Source

This is not simply a matter of how much time a photographer spends with his subjects, though that may help; it is, rather, one of existential intent. Capa, McCullin, Salgado, even the bang-bang boys: All sought, first and foremost, to understand the social reality that presented itself to them and to convey that reality to others. Out of this--whether slowly or quickly--photographs worth looking at might (though do not necessarily) emerge. Kogan, in contrast, wanted only to produce a series of objects--ones that would, preferably, freak you out, blow your mind and make her famous. Transfixed by the sensational images in her head, she could not see actual people and events. It's not that she lacked conscience, just that unrelenting self-absorption occluded her vision.

My Paraphrase

There is a clarification of what the intent of the photographer actually is. Several photographers are mentioned, and an opinion stated about their possible motives on the job. Another photographer's motives are contrasted with theirs, with a mention of her self-preoccupation. She's characterized as delusional and an unreliable source of information.

Outlining my public argument

Introduction

In connecting the issue to my audience's world view, use brief examples from current and historic accounts that illustrate how photojournalism has a bearing on life in our society.  Assume a conversational, yet formal enough tone to emphasize the weight of the issue with statements about how it benefits the populace and why it must be preserved, while at the same time not reading like a lecture. This will encourage sympathy, concern, and interest in the subject.

Supporting paragraphs

Major supporting arguments:
Awareness and cognitive understanding (not mere tolerating) of the issues surrounding photojournalism is the required first move toward resolution of any conflict. It's not conducive to progress and peace to become ignorant of issues due to no legitimate outlet being available to the public's demand for information. Therefore, authentic photojournalism is a great societal need.

To act as though the issue does not exist or matter is ultimately self-defeating. Examples of this could include climate change, globalization of world markets, changes in regimes in conflict-ridden areas of the world, economic inequality and its consequences, etc.

Finally, the recording of history must be available to future generations. As the slow, sometimes excruciating process of human evolution moves forward, this history will play an important role in guiding the affairs of the world going forward. Photojournalism does not and ought not be expected to provide all the answers or even a pure picture of truth. It should not judge, but inform and inspire.

Major criticisms, rebuttals, and tentative topic sentences:
Photojournalism is exploitative. The photographers put their careers before helping the victims they observe in life-threatening situations. A rebuttal that can be used is that it is the place of photojournalism to record what is happening around them and to not interfere, so that the world would get an honest account. It is the job of diplomats, governments, and foreign aid organizations to intercede on the behalf of the victims, and the job of the photojournalist to inform the world of the need for action.

There is too much alteration, doctoring, and staging of photos for photojournalism to have any credibility. While it is true that the digitization of photography has produced inauthentic and even
fraudulent work that was held up as truth, it has also enabled people to know what is happening as it is in progress. This knowledge can mitigate the effects of disaster and misfortune on a large scale.

 Gather evidence
From Is Photojournalism a Thing of the Past?
"She is quite certain that no photograph, in and of itself, can tell us all we need to know. But she insists on photographs as essential pieces of evidence, as part of the story we must have. Naturally, when we look at a photograph, we should consider other factors as well. We will want to read news reports and histories in order to better understand a conflict. And we will want to bring into play a whole range of moral considerations. A photograph may not tell us enough, but it can help us understand something about the unfathomable cruelty of the world—and perhaps even help us see how we can act or support action in the world."

“The earliest photojournalists,” Linfield observes in The Cruel Radiance, “expected images of injustice to push viewers into action; photographs were regarded not as expressions of alienation but as interventions in the world.” That optimism, she is perfectly aware, is no longer sustainable. But she argues that our skepticism should not become “an argument for not looking, not seeing, or not knowing, nor for throwing up one’s hands or shielding one’s eyes.”
(The above two quotes to rebut the relevance and authenticity of photojournalism.)

"True enough, photojournalism has always been met with a certain degree of skepticism. A half century ago, there were intellectuals who quite rightly saw the world as represented in Life and Look as in many respects a fiction, and it has long been understood that photography has a propagandistic power, whether for left, right, or center. But, by now, the skepticism about photojournalism has become so pervasive that some counterbalance is needed..."

(To begin a rebuttal to the challenge to photojournalism's credibility.)

"Susie Linfield deals with some of the most challenging products of the photojournalist’s craft, the pictures that are so frightening or horrific as to tempt us to avert our eyes. She considers such photographs as a form of knowledge and even as a call to action." 

(To support the importance of knowledge of events around us.)

From The Necessary but Ugly Side of Photojournalism

"There is nothing pleasant about photos of horrific events abroad being sent back home, and there is nothing pleasant about the way they are gotten. It is fair, I think, to call it an ugly business, because there is no beauty in shock imagery. But the good it does in the exposure it brings to terrible events, and in making an audience emotionally connected to something that they had never even thought of before is a fair trade off. And though the criticism that it is morally abhorrent to profiteer off the suffering of someone you have done nothing to help is valid and worth examining, it misses the point at the heart of photojournalism: that the photographer may not be in a position to help, but that the rest of the world just might be."

(To support the relevance and importance of pj.)

Concluding Strategies
The conclusion will be about the future of the debate. The ongoing problems and issues the world experiences every day must be met as they come. As one situation is resolved with the help of the awareness photojournalism fosters, more will inevitably follow. If the integrity and relevance of photojournalistic reporting is maintained going forward, the world will be informed of things that are important to their own futures. The goal is to be part of a paradigm shift that recognizes the value of the profession and the devastating effects its degradation would have. As such, vigilance and focus will always be required.

Considering Types

I will adopt the causal and evaluative types of argument. They fit the needs of the goals of the essay in that they provide evidence that photojournalism is a needed public service. Illustrating the outcomes that awareness of the issue has accomplished can shed light on how it can happen again when the situations are too far away or unfamiliar to make the most sense. When a subject is sensitive, a sense of respect but not alienation is needed, otherwise can cause discomfort and loss of interest. Focusing on the good that has come from tragic situations lessens the harshness, but not in a way that takes away any of the urgency.

A proposal argument wouldn't be as effective because there are no clear cut paths to solving the problem; no policy proposal would be enough to bring awareness to the public at large, and any that were brought up would inevitably be found faulty. The discussion would lose too much focus on the main idea. A positional argument would not be as effective because these positions are often steeped in ideology. Again, there is a strong possibility that the essay would lose its focus. A refutation argument would make the already tense debate even more so. A refutation would do nothing positive, but only reinforce the divisions separating common agreement.

My rhetorical action plan

Audience
The knowledge level of my audience is average or above average. They are aware of and often informed about the issues that photojournalism deals with. They will seek out the information with no prompts to do so except for their own interest. They value awareness for the purpose of positive change. Their concern for those they learn about and desire change for is more important to them than leaving the situation as it is and avoiding the risks and consequences of change.

The values of my audience closely mirrors my own. Service to others and to the larger society is important. A need to maintain the effort that positive change demands is also present.  Professionalism and diplomacy are the standards of conduct that are valued. Preservation of rights and of cultures is also important.

Research that emphasizes how the public has the right to integrity in the media, that illustrates how knowledge can create positive change or accelerate the process of change, and instances of how photojournalism can capture the human experience in a unique and valuable way will be most effective. The arguments are self-evident and do not require translation, which increases understanding of the theories behind them when they are explained.

The visual elements of photojournalism, being the subject at the heart of the matter, speak to people on a very human level, one that is relatively easy to relate to. The depiction of others in distress brings feelings of empathy or urgency to readers.

I am attempting to expand understanding of my argument. The issues that photojournalism addresses are very often societal in nature, and so must be dealt with on a larger scale than the scope of this argument has. It is a preliminary step toward further awareness and the discussion of the subject among the public. The subject matter is one that tends to linger in the minds of the readers, and is very likely to be shared.

Genre
I will write the argument as an informative essay. Its function is to bring awareness to the reading audience and encourage a public discourse of the issues. I chose it because the controversial nature of the subject demands the facts to be presented in a way that belies its importance.

The argument could be used in an academic setting as well as in a discussion among the general readers of like material. Publications of current events, blogs, and print media are possible places for it.

I will use the rhetorical appeals to mainly present the points of the argument (logos) and let the subject matter itself appeal to pathos. As far as character is concerned, that will depend on who is reading the argument, as it is open to interpretation.

Visual elements are a significant part of the argument; their use will be to illustrate the urgency that is inherent in photojournalism. The photos can be used to illustrate both sides of the argument: photos of journalists on the job to humanize their popular image, photos of victims to inspire sympathy for them and their need for privacy.

I will use a more formal style; it is a serious subject and the argument has many facets. The sensitive nature of many of the images calls for subtlety and tact.

Responses/actions
Positive Support
Agreement with the idea that knowledge is the beginning of action
Coming to terms with the difficult subject matter while treating it with utmost respect
A clearer understanding of the photojournalist and how photojournalism can be a catalyst to change
Sharing the information and encouraging advocacy

Negative Rebuttal
Photojournalism is quaint and obsolete
The digitalization of photojournalism has cheapened it as a whole
It is exploitative and even immoral as a profession - This is the most controversial rebuttal and the most important to address. I need to appeal to the outcomes that are possible through knowledge and understanding. I can do this by providing compelling examples of when these outcomes have actually happened.

Expanded understanding ------------ more open-minded and flexible toward the issues
Further awareness ------------- increase of support for the profession---------a return to trust and credibility in the field

Analyzing Context

Key Perspectives
and Major points
Two key perspectives on this issue can be briefly stated as such: the public's right to know vs. the right to privacy. These perspectives aren't exclusive to any one group or demographic, although both do have characteristics, or values, that are typical of one or the other. A basic idea of the first perspective states that it is a duty and an obligation to call attention to the issues at hand, such as violent conflict, particularly if the conflict is unpopular in the international arena. Likewise, a basic idea of the second is that the victims of tragedy have a human right to privacy and dignity. When the issue being focused on has particularly disturbing images to accompany it, the division between the two sides intensifies.

Another perspective stems from competition concerns. There is no doubt, states this perspective, that there is a market for such images. If the stories and images don't come from one source, it reasons, they will come from another. Ethics aren't much of a factor in the strictest sense, only in the sense that public outrage or distaste will override any short-term gain.

A major point for the 'right to know' side of the debate is that if the photographer has no chance of actually helping a victim, there is no obligation to make the attempt, particularly if doing so compromises the safety of others.

An interesting point that may not be a main point, but one I'd like to include in my analysis, is the question of relevance. It challenges the notion that the public knowing about what is occurring will not change the situation because it is not, strictly speaking, truth, but an interpretation of one moment in an endless timeline.

Possible points of agreement are mostly ethereal in nature. Truth is a staggeringly complex concept, as is perception, but the idea of giving information to those who have an interest in knowing it is common to the different sides of the argument. Concern, whether professional or moral, is also a common thread; the subjects are those who are experiencing something that is harmful to themselves and the larger society, and it is a shared view that such situations must be stopped if possible. It seems to follow that the more complex the debate gets, the clearer the opposing ideas are delineated.

Ideas of morality and practicality seem to differ between the two main sides, even though each has its own manifestation in ideological thought. This manifestation highlights the different interpretations of these two ideas. For instance, a person who protests the publication of controversial material may see morality as not harming any further the victims portrayed; even though they understand the significance of practicality, the concept isn't as important as morality. Practicality, likewise, may be viewed as indifference to the suffering of others by ideologically moral people, while others downplay or ignore the idea of morality if it isn't feasible.

The perspective of the public's right to know asks the audience to demand not only information but objective truth in this information. It also asks for activism inspired by this information, and passing on the issue to others who weren't aware until then. The perspective of the right to privacy asks for protest or advocacy for victims.

The perspectives useful to my argument are those that value the people's right to know. The issues cannot and will not be addressed unless they are made public. Knowledge is the beginning of change, and of wisdom. True, may not aways result in change for the better, but it has no chance at all if it is not known.

Photojournalism has always been controversial, but with the onset of digitalization and the increasing number or outlets willing, or feeling pressured, to publish controversial material, the profession has suffered a loss of credibility. There are more than enough examples of fraud and incompetency to give this argument some heft.

Analyzing Purpose

1. Ultimately I'd like for the argument's readers to examine the wisdom of maligning someone's character in a public setting. So many of us assume that we know what is behind the actions of others, even people we don't and never will know. Acting on these assumptions will often result in conflict. Good photojournalism gives information along with the sometimes shocking images it shows. The photo only tells part of the story, as one of my research articles states. This is absolutely correct; photographs, like words, must be taken in context, and background information is crucial to making informed decisions.
Another goal is to rally support for photojournalism, not just the ethics of it, but for the profession as a whole. As internet news sites and the ratings-driven 24 hour news cycle have become mainstream, the discipline has become watered-down infotainment. There are many crucial issues that the public has an interest in knowing for their own well-being. With the work of experienced and educated photojournalists being read alongside what looks like journalism, but is actually opinion, the public knowledge of these issues has decreased. A well-informed populace, in a democracy, will make decisions based on the interests of the society in which they live. There can be no such populace without effective photojournalism.

2. Plausible actions/reactions
More awareness on the subject of photojournalism
Forwarding the knowledge with others
Some assumptions challenged
Some increased empathy for photojournalists

Not plausible
Basic change in values/opinions
Reform
All-around support of the profession

3. More awareness - possible effect
Might accomplish a desire to know more.
The actions the public might take are reading more on the subject, blogging about it, and asking for other points to view to get a well rounded working knowledge of it.
Adopt a supportive stance for the field.

4. Students and educators of photojournalism have a vested interest in supporting a more knowledgeable approach to the stories and images they publish; demand for objectivity will sustain the field. People who are connected to those working in the field, especially family members, professional networks, and other members of the press are potential advocates for the field and its professionals. People just breaking in to the field will be able to introduce the concepts first-hand. Writers/bloggers will be able to bring awareness to their audiences. Finally, aid volunteers often work in the same locations as photojournalists, and so support and knowledge of what they do assures a better relationship between the two.

Audience and Genre

Two specifically identified audiences
1. Photojournalism students: the subject is an important one for students going into the profession. Ethical and philosophical considerations, as well as international relations should be involved in the education of future photojournalists. Learning from the experience of others, especially in a dangerous occupation, is invaluable.


2. Foreign aid workers: Since they often work alongside photojournalists in areas of the world where violence and war are ongoing problems, this would be of interest of to this group. Having a lot of personal qualities in common, and living and working alongside one another in places that are often unsafe or hostile to foreigners, would prompt them to read such an article.

Four publication locations and genres
1. National Geographic, World Press Photo.
http://www.worldpressphoto.org/?gclid=CIeOm43oi8cCFVE7gQodDIcEyA
http://www.foto8.com/live/
https://www.youtube.com/user/NationalGeographic
http://www.nationalgeographic.com

Cultural issues, foreign affairs.
https://subscription.smithsonianmag.com/1111gwo/landing_a.cfm?src=SJRZZ33&ploc=9029011&gclid=CNXQiYzsi8cCFQmKaQodcVIC5A
http://www.environmentmagazine.org
https://www.foreignaffairs.com
http://foreignpolicy.com

Extended Annotated Biography

Gortazar, Paula. “Ethical Limits in Documentary Photography” Not Just a Document i Aug. 2015 <http://paulagortazar.blogspot.com/p/ethical-limits-in-documentary.html>

Gortazar analyses the criticism Carter received. She looks at several ethical ways she says photographers should engage in to establish a code of ethics. The Primary audience for this article are students, particularly journalism students. The four rules discussed are ethical positions, aesthetic representation, ethical practice, and the way their work is displayed to the public. This will help the analysis of the ethical questions of the practice.

Macleod, Scott. “The Life and Death of Kevin Carter” This is Yesterday.com 1 Aug. 2015 <http://www.thisisyesterday.com/ints/KCarter.html>

Macleod discusses in an editorial a more detailed account of Carter's life and work. This will humanize the practitioners of photojournalism and make it easier to understand their side of the debate. The primary audience is made up of people who are interested in the subject and have some knowledge of world political affairs. Having a representative of photojournalism will help readers empathize and relate to the problems they face.

Linfield, Susie. “Morality and the Photographer” Los Angeles Times (2001). 1 Aug. 2015 <http://articles.latimes.com/2001/jan/21/books/bk-14877>

Linfield discusses in an informal but eloquent manner the way in which we perceive photos and how they represent something different for each viewer. The audience is made up of people informed and concern about the profession and world affairs. She questions the absolute value we tend to give photos, especially is they are "authentic" i.e. not doctored in any way. This will help bring a fresh perspective into the argument, which can become too narrow with only two sides. It will help sustain the subject.  

Magdij. Emily. “The Necessary but Ugly Side of Photojournalism” Centre for Journalism, University of Kent (2012) 1 Aug. 2015 <http://www.centreforjournalism.co.uk/blogs/necessary-ugly-side-photojournalism>

Magdij talks about the perception of photographs as a function of who we are as individuals. She discusses several points of view from comments on the article, which range from outraged to philosophical. The audience is made up of people interested in the subject who appreciate a more raw, gritty style of writing. She discusses the effects of different reactions to graphic images in the news. She lends a sympathetic and personal side to the debate. This will help assure that the discussion stays within its scope by focusing on one individual's personal opinion.

Narrowing My Focus

3 questions from last post:

1. Who were those criticizing Kevin Carter? I'd like to know so that I can study and understand their point of view. In this way the most honest depiction of this side of the controversy can be constructed.

2. The morality of shooting and publishing photos depicting violence, war, etc. being up for debate. These questions, since they are behind the criticism, need to be examined to give a wider picture of the issue.

3. The duty of the media to report such incidences. The debate about duty vs morality ought to be very interesting on its own merits. More than that, it will be used as a major point in the debate. What would happen if either won out?

Questions About Controversy

Controversy #2

About who is involved
1. Who were the people criticizing Kevin Carter?
2. Who are the photojournalists under similar criticism?
3. Why did the Pulitzer panel chose this photo?
4. What are the values of each?
5. Who stands to benefit from increased social support for photojournalism?

About what is up for debate
1. The morality of shooting and publishing photos depicting violence, war, etc.
2. The duty of the media to report such incidences.
3. The current level of advocacy for photojournalists
4. Whether or not the current level is adequate.
5. The line separating information and exploitation.

About when the controversy unfolded
1. The state of Sudan during the 1990s.
2. Which type of photographs tended to be award-winners during this time.
3. What other cultural debates were going on at the time.
4. What social values were being lauded at the time.
5. What was considered obscene or unfit for publication.

About where the controversy unfolded
1. The location of the photo.
2. Where within the political arena.
3. Where were the criticisms coming from?
4. Its position in the cultural zeitgeist.
5. Where the controversy wasn't considered at all.

About how this controversy had unfolded
1. Over long distances .
2. How it was sustained.
3.  What is the medium it developed in the most?
4. It took place before the ubiquitous use of the Internet emerged.
5. What are the differences in the opinions of the different sources of information containing which sides of the debate?