Theory Application Paper

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1600 words for Theory Application Paper. read the instruction , make sure you work including all requirements that instruction ask, i will double check you answer all it on paper , make sure it's work well for me. Also, i will post example paper that you can see how i want my paper looks like.

https://www.americanrhetoric.com/speeches/mlkihave... ( this is the article you need read before you do the theory application paper )

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Theory Application Paper Length: Between 1400 and 1650 words For this project, you’ll analyze a short, contemporary text or texts of your choosing (such as a recent political speech, press conference, op-ed, etc…) using rhetorical theories/concepts pertaining to ethos and/or personae. One of the challenges of this paper (and of rhetorical analysis more broadly) is pairing text(s) worth analyzing with a theoretical/conceptual angle that enables you to develop a rich and insightful analysis of it/them. For an exceptional model of how to do this sort of work, see Jamie Landau’s “Women Will Get Cancer” (though it uses a different conceptual framework than any of those we have discussed). Your paper should do the following: - Include an introduction in which you give a brief overview of the paper Clearly assert your thesis Use a coherent organizational structure Briefly explain the theory you are using to analyze the chosen text. Include a full account of how the text might works persuasively in terms of the theory or concept you have identified Be specific: make sure you point to particular features of your chosen text Point toward the implications of your analysis End with a conclusion Be carefully formatted and proofread Cite any sources (including course readings) using MLA or APA format BE SUBMITTED VIA A WORD DOCUMENT (if you submit a .pdf, I will grade it, but you won’t get any margin comments) For more detail regarding expectations, see the grading rubric on the next page: D-level work or below C-level work B-level work A-level work Your essay is lacking in substance in some significant way. You do some good work in your analysis, but your ideas could be more fully developed and/or the essay could be more specific and/or is off track in some significant way. You’ve written a generally strong analysis, one that makes relevant arguments and points to specific features of the text You’ve written an exceedingly thoughtful and thorough analysis, one that makes compelling arguments and points to a number of specific features of the text The analysis makes minimal and/or ineffective use of the selected theory/concept(s) and/or does not focus on a single theory/concept (s) The essay includes a number of significant organizational problems and/or the thesis and/or main points are extremely difficult to discern. The analysis makes some use of the selected theory/concept(s), but it could be a good bit more effective in this regard. The analysis competently employs theory/concept(s), though there is room for improvement. The analysis makes skilled use of the selected theory/concept(s) Your essay is characterized by some organizational problems. Your essay is generally well organized, though there is some room for improvement Your essay is clearly organized and it is easy to discern your thesis and each of your main points. The essay needs substantial improvement in terms of basic prose The essay is competently written, though there is room for a good bit of improvement in editing/proofreading. The essay is generally well written, though there is room for some improvement in editing/proofreading. The essay is easy and fun to read. It is exceptionally well written and shows clear evidence of careful use of language. Involves a major pattern of bibliographic and intext citation errors. Bibliographic and intext citations contain some distracting errors. Bibliographic and intext citations are largely correct, with minimal error. Bibliographic and intext citations are expertly done. Thoughtfulness & Thoroughness Use of theory/concept(s) Thesis and organization Presentation/ Style Citations ARGUMENTATION AND ADVOCACY 48 (Summer 2011): 39-54 WOMEN WILL GET CANCER: VISUAL AND VERBAL PRESENCE (AND ABSENCE) IN A PHARMACEUTICAL ADVERTISING CAMPAIGN ABOUT HPV Jamie Landau In 2006, Merck global pharmaceutical company launched a "Tell Someone" direct-to-consumer advertising campaign to educate about the human papillomavirus (HPV). Through a visual and verbal analysis of presence and absence in two videos from this campaign that aired across major U.S. television networks and online in spring 2006,1 illustrate how Merck's campaign problematically argues that women will get cancer. Spedfically, the videos visually and verbally make present middle-to-upper-middle class adult women as the only people who contract HPV, amplify the equation that HPV equals cancer, and advocate a limited course ofhealth prevention under the guise of a "public health campaign" that has a mission of "education". These techniques ofpresence make Merck's argument stand out among the proliferation and plethora of images circulating through current U.S. mass media but at the cost of accentuating women's bodies as inherently diseased. This study has implications for women's health, pharmaceutical advertising, and the growing conversation in thefieldofvisual argumentation about the attention and distraction of audiences. I also propose an improved video for a public health campaign about HPV. Key Words: presence, visual argumentation, visual rhetoric, public health, cervical cancer At the Start of a video that aired repeatedly in the spring of 2006 across major U.S. television channels and online, a woman exclaims, "I don't know why people don't know about this. I don't know why I didn't know." A minute later the video ends by featuring the same woman, only now she smiles at the camera and asserts, "Tell someone." Simultaneously, she points to a white T-shirt that she now wears and that reads across the front, "Tell Someone." This video was part of a national print, television, and online "Tell Someone" direct-to-consumer advertising campaign funded by Merck & Co., Inc., a global pharmaceutical company, to "educate" about the human papillomavirus (HPV) (Merck, 2006c). For example, Merck bought 1,083 television spots in April and May of 2006 for this campaign that, as of the first quarter of that year, totaled about $107 million in spending (Zimm & Blum, 2006). Merck spokeswoman Kelley Dougherty reported that the "Tell Someone" campaign was "part of a broad and longstanding Merck public health commitment to encourage education about the disease" (as cited in Zimm & Blum, 2006). Merck again emphasized the educational mission of the "Tell Someone" campaign in a press release for its subsequent "One Less" direct-to-consumer advertising campaign for Gardasil: In addition to One Less, Merck will continue to separately support HPV disease education including the Tell Someone. . . awareness progriuns to ensure an understanding about the important link between cervical cancer and HPV and the need to continue regular screening. (Merck, 2006d) On June 8, 2006, only a couple of months after the "Tell Someone" campaign broadcasted over national television and posted online, the U.S. Food and Drug Administration (FDA) Jamie Landau, Department of Communication, Journalism & Philosophy, Keene State College. A version of this essay was presented on a panel of Top Student Papers for the Argumentation and Forensics Division at the 2010 National Communication Assodation Convention. The author thanks Ed Panetta and Celeste Condit at the University of Georgia for introdudng her to argumentation studies and inspiring her efforts to improve public health, respectively. The author also appredates the astute feedback she received from three anonymous reviewers and the editors of this journal. Correspondence concerning this article should be addressed to Jamie Landau, Department of Communication, Journalism & Philosophy, Keene State College, 229 Main Street, Keene, New Hampshire 03435-4000. E-mail: jlandau@keene.edu 40 WOMEN WILL GET CANCER SUMMER 2011 approved Gardasil, a vaccine distributed by Merck, for females ages nine to 26 that protects against four HPV types that cause 70 percent of cervical cancers and 90 percent of genital warts (U.S. Food and Dmg Administration, 2006). Gardasil is the world's first and only cervical cancer dmg for women. By November 1, 2006, Gardasil was approved in 50 countries and was added to the U.S. Centers for Disease Control and Prevention's (CDC) Vaccines for Chfldren contract for girls and women aged nine to 18 (Centers for Disease Control and Prevention, 2006c). In October of 2009, the FDA approved Gardasfl for use by males ages nine to 26 (U.S. Food and Dmg Administration, 2009). Merck's "Tell Someone" direct-to-consumer advertising campaign is a rich site for studying visual and verbal arguments about women's health in the early 21" century United States for a number of reasons. As a direct-to-consumer advertising campaign, it had widespread circulation through mainstream mass media outlets and new media technologies such as the Intemet, thereby reaching an expansive lay U.S. audience. In addition, the campaign preceded FDA approval of Gardasil and the CDC recommendations for Gardasfl vaccination. Although U.S. government agencies ensure the safety and efficacy of vaccinations through comprehensive research and reviews before approving them for public use, it is highly likely that Merck's "Tell Someone" campaign was seen by, and perhaps persuaded, govemment officials prior to their approval of Gardasil.' Furthermore, it is significant to the purported educational mission of the "Tell Someone" campaign that it circulated before Merck's "One Less" direct-to-consumer advertising campaign for Gardasil that launched in November of 2006 across national print, television, and online media and explicitiy pitched the vaccination. By launching the "Tell Someone" campaign first and separating it from its "One Less" advertising campaign for Gardasfl, I suggest that Merck presented "Tefl Someone" as a public health campaign rather than as an advertisement. In this essay, I apply a visual and verbal analysis of presence and absence to demonstrate how Merck's "Tell Someone" campaign makes the argument that women will get cancer. Specifically, by closely analyzing two representative videos from Merck's "Tell Someone" direct-to-consumer pharmaceutical advertising campaign, I illustrate how the videos make present middle-to-upper-middle class adult women as the only people who contract HPV, how they amplify the equation that HPV equals cancer, and how they present a limited course of health prevention under the guise of a public health campaign that has a mission of education. Increasing public awareness about the health risks of HPV and vaccinations that can prevent its contraction are necessary steps for improving the lives of women and men. However, I suggest that Merck's "Tell Someone" campaign, which reportedly educates about the public health problem of HPV, problematicafly suppresses the presence of a number of other significant health factors. For example, HPV can be a sexually transmitted disease that also involves men in the case of heterosexual relationships, yet this is absent in the videos. These techniques of presence make Merck's argument stand out among the proliferation and plethora of images circulating through current U.S. mass media but at the cost of accentuating women's bodies as inherentiy diseased. In this essay, I first describe the theoretical concept of presence initially developed by foundational argumentation scholars Chaim Perelman and Lucie Olbrechts-Tyteca (1969). This literature review also explores extensions of Perelman and Olbrechts-Tyteca's concept ' It is noteworthy that in February of 2007, Merck suspended its lobbying campaign for Gardasil when medical groups, politicians, and parents discovered a behind-the-scenes lobbying campaign to get state legislatures to require 11-and 12-year-old girls to receive Gardasil for school attendance, see Johnson (2007). 41 ARGUMENTATION AND ADVOCACY LANDAU to justify a combined visual and verbal analysis of presence and absence and its utility for studying our currently crowded media matrix. I then turn to an analysis of presence and absence in two representative "Tell Someone" videos. I conclude with implications for women's health, pharmaceutical advertising, and the growing conversation in the field of visual argumentation about the attention and distraction of audiences. My conclusion also includes the rhetorical creation of an improved video for a public health campaign about HPV. PRESENCE (AND ABSENCE) OF VISUAL ARGUMENTS In Perelman and Olbrechts-Tyteca's (1969) canonical text. The New Rhetoric: A Treatise on Argumentation, they assert that "presence" is an "essential factor in argumentation" because presentation is the act of choosing or selecting among data, the "starting point of the argument" (pp. 115-116). Perelman and Olbrechts-Tyteca (1969) also indicate that the "deliberate suppression of presence is an equally noteworthy phenomenon" (p. 118). When reviewing Perelman and Olbrechts-Tyteca's initial conceptualization and the work of scholars who later critique and extend their scholarship (e.g. Atkinson, Kaufer & Ishizaki, 2008; Gross, 2005; Gross & Dearin, 2003; Karon, 1976; Kauffman & Parson, 1990; Murphy, 1994; Tucker, 2001), presence and its suppression (also known as absence) are understood as verbal and/or visual strategies for making arguments that can be persuasive, both on the level of individual psychology and on the larger level of society. Specifically, presence is a technique of verbal and/or visual argumentation where some object or idea that is real or abstract is amplified, foregrounded, or made significant. Robert Tucker (2001) defines presence as "a property of 'standing-out-ness' that rhetors give to particular meanings at the expense of the available others" (p. 406). Another apt way that Tucker describes presence is with the word "figurai," in the sense of a figure-ground relationship (p. 397). Nathan Atkinson, David Kaufer, and Suguru Ishizaki (2008) more recently explain presence as a theory of "amplitude" and "frequency" (p. 360). Because the bestowing of presence is a process of selection, the suppression of presence, or absence, is a corresponding technique of argumentation. Perelman and Olbrechts-Tyteca (1969) note how presence involves selection and works in conjunction with absence: one of the preoccupations of a speaker is to make present, by verbal magic alone, what is actually absent but what he [ii
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Running head: RHETORICAL ANALYSIS

Rhetorical Analysis
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RHETORICAL ANALYSIS
Introduction

Great social activists like Martin Luther majorly fueled the civil unrests in the United
States in the 20th century that saw many of the changes that took place especially marking an
end to the social segregation between the whites and the blacks. During this time when Martin
Luther delivered the speech, there were many regulations that limited people of color especially
those from African –American origin from the access to good healthcare, good schools, and asset
accumulation. This is demonstrated in his speech when he says “For Every little boy or girl in
America whose health lies in the balance, there is an urgency of now.”(Martin Luther, 963). This
meant that it was essential to have the desired changes of providing equal services to every
individual to stop the suffering that the blacks were undergoing. Therefore, the speech aims to
enhance justice for the black population with the primary aim of demonstrating that selfdetermination was only a phrase in the United States unless all the humankind achieved it.
Rhetorical Concepts
The speech was meant to exert pressure on the authorities to implement measures that
will make everyone equal. Martin Luther, therefore, vowed to fight for these rights and ensured
that the right became a reality as things changed onwards because of the revolution that they
carried on. Martin Luther, therefore, had a good intention of promoting equality to all the people
in the United States. It was rational and appropriate since it advocated for the justice of each.
The rhetorical concepts employed in the paper would include ethos, pathos, and logos. Both the
rhetorical theories used in the speech are meant to persuade and topple the institutionalization
nature of the United States that segregated against individuals of color. Injustice would form the
reason and the basis for the speech, injustice, often is a recipe for violence, and thus Luther, in

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RHETORICAL ANALYSIS

his remarks wants to end injustice against individuals of color for the prosperity of the nation,
without certain groups having a feeling of being aggrieved. Further hatred might develop through
the inequity towards a particular group, and this further strengthens the fact that justice is a
system that is linked to its elements, that is without denying justice for the blacks would
eventually deny justice for the whites. Ethos would relate to the credibility of the speech, and
thus equality which is Decree in Declaration for Independence forms the source of authority of
the speech. Pathos is concerned with the ability to evoke emotions which is mainly through the
profound optimism of a future that all the people of color with delight upon amidst struggles of
segregation
Rhetorical Analysis
Logos means reason. There is a great reason why Martin Luther is delivering this speech.
He delivers the speech because he wants to bring change. The change that could be enjoyed by
whites and blacks too by making them feel like brothers and sisters at large. This is so because
the European culture mainly focuses on Individualism, which is a significant challenge to
multicultural society. There is a reason why cultural diversity should be embraced. He was
demanding for racial justice since many blacks were denied access to essential services. The “I
have a Dream Now” speech gave the nation a new term of expressing what was happening. All
people are created equal, and according to King, this should be the case for future generations.
The speech brings out the oppression that individuals went through because of their color.
Equality is very critical, as there is no one is more human than another is. People of color faced
racial segregation when it came to access to education as there were schools, which did not admit
African-American students.

Collectivism, which was as a result of social stratification

influenced the opportunities of many concerning the groups, is which one belonged (Willis,

RHETORICAL ANALYSIS

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1977). This is so because the Whites grouped themselves as the supreme individuals while the
blacks appeared to be inferior. The people were considerably faded up and they wanted to
change that would make all the institutions culturally responsive and embrace the different
culture by giving equal opportunity.
Pathos focuses on the emotions of the audience.

During all this time individuals,

especially those of African-American origin were angry at the ongoing situation in the United
States. They were bitter, and they just wanted a trigger to respond to the injustices that faced
them during the time. The response would call for people to organize themselves and face the
realities of how they can have access to the insurance healthcare by collaborating with the
authorities and even bring to light actions that caused racial injustices, for instance, police
brutality. The speech by Martin Luther during the time was mainly to trigger these emotions.
Individuals of color lived with fear during the time since because of the brutality and segregation
that even denied medical cover, they were angry in the way opportunities were given based on
color. Therefore, the words of his dream of a better future for the black population trigger the
emotions of any individual who felt oppressed during the time. The audience during the time felt
reenergized. The speech was meant to fuel the reactions of the blacks to respond to the racial
segregation that was going on during the time. The speech was mainly to help the black fight
for what was rightfully theirs as if it is for any normal human being. The hidden emotions could
only be evoked by triggering the felt need; the felt need for this case was justice for all blacks.
This part did not only trigger the sense of the perpetual slavery that the black people underwent
during the time but it also evoked the guilt among the White. The guilt evoked is through
recognizing the White counterparts who joined the congregation to ensure there is a successful
justice for all. This thus had an emotional impact for those who were comfortable with the status

RHETORICAL ANALYSIS

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quo upon realizing that other whites joining the black population marked it as an issue of the
whole of humankind rather than color. This change cou...


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I was struggling with this subject, and this helped me a ton!

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