Blog 32: Initial Thoughts about Audience for My Argument

The audience.
https://en.wikipedia.org/wiki/Audience#/media/File:Audience_Frontier_Fiesta.jpg

With the internet easing the dissemination of information among various population groups, one may be tempted to say that a a general audience does exist, but that is not the case. My English professor helped the class realize this. Although many people can access this information granted that they have computers, smartphones, smart watches, and/or tablets, the information put online is meant to reach a certain audience. Each person has certain interests or niches in society. Not everyone is going to read every single piece of information put online. They only read what they find interesting or relevant to them. That is why humans use google and other search engines. Keeping this in mind, authors craft their arguments in certain ways to appeal to those who will care about their topics. 

As for my public argument concerning physician assisted suicides, I can choose to gear my topic toward one of the different audiences. On one side, are the "average Joe's", those who have experience in healthcare whether it is personally or through a family member. The age group for this ranges, but usually includes adults who most likely have attended college.

On the other side are the people who actually have a say in medical practices such as people on the medical board and the government. These groups are composed of men and women who are well educated and usually experts on the topic or at least know the politics behind it. Maybe just ending one's life instead of placing him/her on a machine for several years saves money (which may be appealing to some, but seems unethical).

The members of a medical board will be much more knowledgeable with the fine details in physician assisted suicides, but the "average Joe's" might not. The middle to upper-class American adult may be familiar with the concept, but never had any deep thoughts about it.

Many other people may also encounter this argument such as ethicists, religious populations, actual doctors/nurses, and the elderly people. Among these the ethicists and religious populations will be most hostile. Suicide is a sin, but allowing a suffering patient to live does not seem ethical. Most likely if this is implemented, strict regulations must to put in place to determine whether a person is eligible for physician assisted suicide.

To understand the argument, the audience needs to understand how much suffering a chronic patient endures, statistics from other countries that adopted this method, and the possible controls if it is approved.

Blog 31: My Proposed Public Argument

This looks intimidating.
https://en.wikipedia.org/wiki/List_of_unproven_and_disproven_cancer
_treatments#/media/File:Injection_Syringe_01.jpg

The time has come to start thinking about assignment 3, the public argument. After scrolling through a list of possible options, I begin to consider doing something in the scholarly argument or public argument. If I go toward the scholarly route, I may do a brief editorial or maybe even a scientific literature review. If I go toward the public argument route, I may consider a typed magazine article or even a Wikipedia article.

The topic will be something related to the medical field that is controversial or at least is argumentative in nature. Perhaps I can create an argument over physician assisted suicide or euthanasia (which are 2 different things). Although not necessarily science related, it does relate to the medical field.

The purpose of the rhetorical situation would be to persuade the American Medical Association and any other major medical group that has a say in terms of medical practices that using drugs to kill patients who want to die is ethical. I can also take a public approach by influencing people that this should be an acceptable option hoping that the message is widespread enough to lead to action by the more influential people (president, governor, chairs of hospitals, etc.).

Blog 30: Analysis of "Letter to the Honorable Janice Brewer"

A picture of former Arizona Governor Janice Brewer.
https://upload.wikimedia.org/wikipedia/commons/thumb/f/f1/Jan_Brewer.jpg/506px-Jan_Brewer.jpg

Tone of Letter

Kassandra tries to convey a formal and respectful tone in her letter to Governor Jan Brewer, the governor of Arizona. The governor is very busy and does not free much free time to read every letter that people send to her. Governor Brewer probably has an intern or employee reviewing her letters organizing them into piles by importance. In order to have her letter noticed, Kassandra must sound like a reasonable person which is where the respectful and formal tones come into play. Kassandra acknowledges some of Governor Brewer's points with phrases such as "I understand...", "As you have rightly pointed out...", and "as you have endorsed before". She also thanks the governor. The technique help the reader see Kassandra's letter appear serious and genuine. If Kassandra denounces Governor Brewer, the governor may never get to see the letter or even pay attention to it.

Conventions of Genre

The letter follows the format of a business letter. A shift in paragraph is not indicated by an indent, but a space. Kassandra seems to avoid contractions and abbreviations with the only exception being the AHCCCS in parenthesis. The paragraphs seem to have only a few sentences with the maximum number in one paragraph being six. The letter begins with an introduction of the writer and ends with a thank you where the author offers her contact information. Because the formatting is formal, the genre is suitable for Kassandra's argument.

Ethos

Kassandra establishes her ethos in the introductory paragraph and at the end where she says "sincerely" then her name. She also adds to her ethos by acknowledging Governor Brewer's ideas and previous statements. When Kassandra introduces herself as a student at the University of Arizona, she does not effectively increase her credibility. The fact that she is a student makes her appear educated, but it does not mean that she is necessarily knowledgeable about healthcare budget cuts. Her next attempt to establish ethos at the closing does not contribute much to her ethos either. Being a student in the College of Science is commendable, but again is not relevant to the argument. Kassandra does a better job of establishing her credibility by acknowledging Governor Jan Brewer's views. Doing so shows that Kassandra did her research.

Overall Claim

Kassandra's overall claim is that the governor should not cut $1 billion from Medicaid. She provides a brief overview of the negative effects of cutting spending and then proposes three alternatives that would reduce Medicaid costs. She includes several relevant statistics such as "Cutting the state budget will cause...250,000 people to lose coverage". The rest of her argument is based off of logical proposals which can be questionable since they are not supported by research or surveys.

Call-to-Action

Kassandra wants the governor to prevent the $1 billion budget cut and instead consider her alternatives to replace the cuts. She goes into some detail, but not enough to give the governor or the governor's employee a clear idea of how to implement these proposals. On the other hand, the vague proposals may allow the governor flexibility if Governor Brewer wants to use Kassandra's ideas. Overall, it is clear that Kassandra wants Governor Brewer to stop the Medicaid budget cut.

Suggestions

Kassandra could have made a separate paragraph for her first approach to make it more evident. She combines the money saved from the budget cuts with her first proposal of "setting a spending limit" into one paragraph. She makes her first proposal difficult to notice. Her transitions are also rough in some parts of the letter. One example of this is near the end of her second paragraph: "These cuts target the most vulnerable population: the disabled, the elderly, and the needy. Another area of concern is the effect of the budget cuts on Medicaid hospitals." The paragraph ends there. The abrupt change in subjects with no elaboration on the "effect of...cuts on...hospitals" does not serve much of a purpose other than to bring up another point. Kassandra may want to either take out that last sentence or elaborate on it.

Overall, Kassandra's approach to the public argument is not perfect, but lies somewhere above satisfactory. She is able to convey her point in a concise and straightforward manner, but could edit her letter more to be more specific and smooth.

After reading this, I have somewhat of an idea of what I want to write about in my public argument.

Blog 29: Reflection of Rhetorical Analysis

A reflection of a kitten. Perhaps I am trying to appeal to pathos...
https://commons.wikimedia.org/wiki/File:Kitten_and_partial_reflection_in_mirror.jpg

Now that I am done with the rhetorical analysis, I sit back and reflect on the experience. Overall, this experience is in a way an eye opener for me. I learned how to seek help on my writing via the Writing Center and learned what my English professor expects in my papers. After this experience, I will try to be cautious about how I craft my papers and apply what I learned to my other classes.

From this rhetorical analysis assignment, I learned much about my writing process such as areas where I need to be more conscientious and how to manage my time better. I learned that I should be more aware of the connotations words have before applying them and to avoid overly generalized introduction paragraphs. That does not mean I will not use such words from time to time, but I will try to use them carefully. I somewhat improved my time management, but in the process put too much pressure on myself. As a result, this paper proved to be emotionally taxing.

I am sure that this paper should be better than the controversy analysis. I made sure that all my topic sentences connected to the topic sentence and that the body paragraphs support that topic. I even had two tutors (from the Writing Center) confirm this, but I still doubt myself sometimes.

The thing I find interesting about English classes is the fact that the lessons learned from class can be applied almost everywhere. I have an essay coming up for one of my courses and hope to apply what I learned about organization and clarity to that paper. The clarity section may also be useful for my future and current lab reports. As I write those, I will pay closer attention to my organization.

Overall, I enjoyed the learning experience, but did not enjoy the stress associated with it. I will find ways to de-stress myself and try to find the balance between too much pressure and too little pressure. For now, I should anticipate the future keeping in mind that the skills that I learned from this essay such as clarity, organization, and word choice.

I commented on Gabi Dodsen's refelction, Kati Krutilla's reflection, and Laura Shoemake's reflection.

Blog 28: #LikeAGirl Link to Draft

https://commons.wikimedia.org/wiki/File:Simple_Comments.svg

Here is a the link to my most up to date rough draft.

Feel free to comment on this. I am open to any suggestions.

I gave what I hope to be helpful criticism to Dee Schwartz's rough draft and Lekha Chesnick's rough draft.

Feedback Experience

I have tried to obtain feedback from several sources. This Tuesday, I tried the Think Tank's online writing tutoring. That was alright, but not as helpful since I prefer to discuss questions in person, but they are certainly good for those who prefer to work on papers from the comfort of his/her dorm, house, etc. Through the online sessions I was able to revise my introduction and thesis statement.

Today, I went to a walk-in session at the writing center. In those 15 minutes, I was able to accomplish much more than the online session. The tutor said that my topic sentences connected to the thesis which was good and that my paper flowed nicely. She suggested that for the part of the paper where I mention the tone shift, I should include a topic sentence that discusses how and why Always uses tone shifts to establish a stronger connection to the thesis. She also said that my conclusion can be adjusted so that the reader is left with something to contemplate and so that it is not too wordy. I plan to follow her advice and revise my conclusion also checking for other other mistakes that we did not catch.

All in all, this was a new experience for me. By reviewing my paper with others, I sometimes feel reassured and often catch mistakes that I would not necessarily be able to catch if I read the paper myself. Despite this, there is still some doubt as to whether my paper is good enough.

Proof that I actually attended the Think Tank session.
I asked the tutor for permission to post this and she gave her approval.

Blog 27 #LikeAGirl Analysis Thesis and Outline

https://www.flickr.com/photos/nenyaki/2430528033

Thesis Statement: During the Superbowl 2015, Always has Lauren Greenfield commercial concerning their adolescent female empowering movement called #LikeAGirl which attempts to redefine the meaning of the phrase “like a girl” to her predominantly male audience at that time, but the campaign finds a niche in YouTube and other internet popular media sources further expanding its audience to include the females of all ages and different ethnicities. Always uses powerful imagery, shifts in tone from mild to intense, and simplicity in crafting its commercial to quite effectively convey its altruistic message.

I critiqued Arrick Benson's, Kian Blackey's, and Dee Schwartz's thesis and outline blogs.

Here is the link to the overview: https://docs.google.com/a/email.arizona.edu/document/d/1rc4Hy6ON_OjSN5InCznhVAfHCSqgzL8mFVAyhtLbC9Q/edit?usp=sharing

Blog 26 Prewriting Activities: #LikeAGirl

https://pixabay.com/en/idea-invention-inventor-thinking-152213/

For this assignment, I decided to do do an observations and inferences chart, a more clear cut SOAPSTone, and free-writing. The SOAPSTone will help me create a brief outline from which I can expand my ideas further in the form of an observations and inferences chart. The problem is that sometimes I may run out of ideas to place into the chart which is where the free-writing comes into play. By typing out all my ideas, I could pick and choose which ones fit the chart and add them. Free-writing is like brainstorming. All these activities help facilitate each other which is why I chose these methods.

Here is the link to the pre-writing activity:  https://docs.google.com/a/email.arizona.edu/document/d/1hGK1ammm8fp6lgb95cL-I1chx2tCdLsVoHKV03FlXYs/edit?usp=sharing
It may still need to undergo some revisions.

I commented on Laura Shoemake's blog and Gabi Dodson's blog.

Blog 25 Personal Response: #LikeAGirl

https://en.wikipedia.org/wiki/Feminism

One may find it peculiar that a male should analyze a commercial about feminine hygiene products. One stereotypical thought that may come to the minds of ordinary people is "What do men know about women?" Well, let me answer that. The knowledge men have about women varies from male to male. I do have some prior knowledge of the physiological processes and organs of a female (thanks to my health and biology courses), but beyond that, my knowledge is rather limited. Analyzing a piece of rhetoric allows me to delve deeper into the social/cultural aspects surrounding females and further practice my writing skills.

After watching Always' #LikeAGirl commercial, I realized how stereotypical comments even if used in a jocular manner, shape how humans perceive each other especially how they see females. Nowadays, more people see the phrase "like a girl" as immature. It is something that a 9 year old might say, but the images it provokes still linger's in the heads of the older generations. The background of the commercial also piques my interest since a plain stage provides a stark contrast to the fabricated sets used in other commercials. As I watched the first half of the commercial, I thought "Girls don't run like that. They (most girls) don't even fight like that." The business aspect of the commercial is interesting too. Always is trying to advertise their product, but does not auspiciously show it like other commercials. Instead, Always creates a female empowering clip. I personally see females as being biologically the stronger sex compared to men in terms of genetically and life-span-wise, but did not fully realized that stereotypical slurs can define a culture or society.

I commented on Michael Burger's blog and Alaina Michaels' blog.

Blog 24: Outline Student's Guide Essay

Since this essay is about sex-trafficking, this picture seems apropos.
https://www.flickr.com/photos/iragelb/5611594783

A copy of the outline can be found here: https://docs.google.com/a/email.arizona.edu/document/d/1RpjjARg6wx45M_r0S6T2TilAxdB6dPcCgVsjTeKcVl0/edit?usp=sharing

Wanted: Emotional Response for the End of Sex-Trafficking

By Mikayla Gerdes-Morgan

Outline

1. Introduction

1. Shocking statistic to set scope of problem
2. Comparison to slave trade

1. Exploitation of women
2. Women as commodity

C. Documentary film

1. What is sex-trafficking
2. How it affects slaves

D. Thesis: “Through the use of reenactments and cinematography, Nolot effectively illustrates the dire need for the cessation of human sex-trafficking and appeals to his viewers’ emotions.”

E. Purpose

1. Catches reader’s attention
2. Provides transition into rest of paper

II. Dramatized reenactments to show how sex traffickers dehumanize females when buying them

1. Girl’s walking down runway

1. Watched by sex traffickers
2. Fashion show meant to sell clothes not women’s bodies
3. Shocks audience

2. Metaphor to show dehumanization

1. Victims treated worse than dogs
2. Comparison to dogs belittle victims
3. Victims are commodities
4. Depicts hypocrisy of sex-trafficking

C. Purpose

1. Hopes to elicit enough empathy from audience by showing how this is not humane

III. Commentary from expert on topic

1. Melissa Farley

1. Clinical psychologist
2. Director for Prostitution Research and Education

2. Insight on victims desperate situations

1. Victim obeys commands of trafficker

1. Allows trafficker full control

3. Appeals to emotion

1. Victims shown as lesser beings than dogs

D. Purpose

1. Provide insight from a credible expert to support her claim

IV. Cinematographic effects appeals to emotion and furthers power complex

1. Discussion with psychologist

1. Power over individual forces individual to disconnect from world
2. Recede into self, open to control from others

2. Image of man beating woman

1. Angle from victim’s perspective
2. Viewing window decreases in size

1. Reflects dwindling soul
2. Appeals emotionally

i. Allows readers to connect at personal level

ii. Places viewers in victim’s shoes

C. Purpose

1. Elicits pity from audience compelling them to free the victims

V. Narrowing circle metaphor for tunnel

1. Victim’s account of broken emotional outlook

1. Mindset like tunnel

2. Girl leaning against bed, crying

1. Screen’s field narrows, honing in
2. Girl becomes more distant
3. Hope to escape diminishes

3. Prospective earning from prostitution is a mirage

1. Circle border/tunnel fades to blackness
2. Loss of hope
3. Places viewers in victim’s situation

D. Camera angle from above

1. Victim in lower position
2. Appeals to empathy
3. Compels readers to want to pull her out of her situation

E. Purpose

1. Showing victims are helpless
2. Only the audience can do something to save victims

VI. Brazenness creates empathetic response

1. Exposing audience to victim’s situation

1. Provokes audience to take action to help victims
2. Reasoning and importance of helping them

2. Victims deserve a second chance

1. Humanizes victims

3. Justification to end sex-trafficking
4. Society must take action
5. Visual appeals

1. Humans must come together to end sex-trafficking
2. Free the victims

F. Purpose

1. Concludes the paper hoping to rally support against sex-trafficking

Analyzing the Analysis

Mikayla organizes her essay in an understandable way. The topics of the sentences flowed well going from how these sex-trafficking victims are dehumanized to how this belittles their view of themselves to how society or the readers could change this which follows her thesis. Her transitions at the end of paragraphs often mention that the ideas explored in the paragraph serves to make the audience want to take action. These concluding sentences may reiterate the purpose, but sacrifices its smoothness. She also seems to organize her paragraphs by providing evidence (mostly paraphrases) then following her evidence with an analysis which seems logical.

One of her stronger paragraphs is the paragraph that talks about the narrowing circular frame. She goes beyond the images to create her own opinions of what this symbolizes and how it influences the audience to take action by revealing how sex-trafficking locks its victims into a set mindset where any chance of hope is slipping away as these victims reach a harsh realization. Mikayla analyzes how the frame creates and represents this effect pretty well.

One of Mikayla's weaker paragraphs is the third one where she talks about the desperate situations of the victims of sex-trafficking. The information and evidence used meshed together with the second half of the second paragraph which makes this paragraph somewhat redundant. I would take the paragraph out or rewrite it so as to mention more than just what is said, but include the tone used. I may also consider rewriting the analysis so that it does not repeat the idea that women are made lesser beings.

Blog 23: HONY Observation/Inferences Chart

Observations	Inferences
Speaker: Brandon Stanton, a photographer young risk-taker, spontaneous takes portraits and talks with his subjects sometimes takes pictures without face	Has traits of an artist Interested in both physical appearance and personality He respects each person’s preferences
Occassion: Tumblr blog, Facebook, and book	Online social media tends to publicize information to a wide range of people. Allows open discussion about photographs.
Audience: anyone who has Facebook or Tumblr	The reactions to the pictures are overall positive. Commenters sympathize with the pictures or support the stories. May raise interesting discussions from diverse viewpoints.
Purpose: Take pictures that make him and his audience happy	He connects on a personal level with his audience. Wants to make people aware of different stories Change how humans see life/places
Subject(s): People who are oftentimes overlooked What Stanton considers beautiful, cute, or interesting Regular “street people” People posing	Whether or not something is beautiful is a matter of perception. View the overlooked people from a new angle. People can relate to their experiences.
Tone: varies among photographs Pitiful Humorous Heartwarming	Each subject has different stories/personalities leading to these nuances Different tones catch audience’s attention (breaks monotony)

The aspects of Humans of New York that fascinate me are the clothes the people wear, the backgrounds of the photographs, and the short stories/captions on the bottom of each one.  The diversity of styles, locations, and records of their personal accounts/statements somehow catches my attention. If I am to write a rhetorical analysis about HONY, perhaps I may analyze the relationship between the photos and the stories or explore how the photographer, Brandon Stanton uses the different mediums to appeal to his huge fan base on social media.

Blog 22: HONY SOAPSTone

Wow! Stanton's compilation of photos and stories must be very good to have
 them published into a book.
https://www.flickr.com/photos/fabienne/11046266555

A photographer named Brandon Stanton takes pictures of New Yorkers to add them to his Humans of New York website, to delight his audience. He planned to take photos of these people so he could map their pictures, but then began to place them into a blog. As he acquired a larger fan base through Facebook and Tumblr, the blog is no longer just a project, but blossomed into a comprehensive compilation of stories from the various residents which his viewers can appreciate/enjoy. The scope of these photos later expanded beyond New York, into other countries such as Pakistan, Iran, and Greece to share the stories of people over in those places too. Some of these stories seem pitiful, others are humorous, some are adorable, and some are hopeful. Mr. Stanton goes through the entire spectrum of emotions, further exemplifying the diversity. The people in the photos all seemed to have similar poses, they either stood up or sat down, usually staring at the camera. Every human has a story to share despite racial, social, and economical barriers. Mr. Stanton captures this theme beautifully in Humans of New York.

Blog 21: SOAPSTone #LikeAGirl Commercial

Due to image usage restrictions I used a picture of a girl
in boxing gloves to support the idea of female empowerment.
https://pixabay.com/en/girl-gloves-sports-boxing-429016/

In the Always commercials directed by Lauren Greenfield, girls and young ladies debunk feminine stereotypes making their primarily male audience see that these notions are not true. All the commercials take place on a stage with the director asking those people questions or telling them what to do. The majority of these people are female, but a few are male. The commercial appears to empower women especially young ladies undergoing puberty who are as Lauren Greenfield mentions, at a vulnerable time in their lives. First, the older females, boy, and older male showed the director to do perform actions "like a girl". Their actions mocked females. Then the director asked the younger girls to do these actions. They performed them just like a normal person would. They did not life their legs at awkward angles when running or did any task like the stereotypical girl. At first, the tone is light and innocent, but becomes more intense and exultant tone as these the girls filmed prove the feminine misconceptions wrong, correlating with the rising intensity of the background music. From another angle, one can say that Always is trying to advertise their products, but the problem is during the Superbowl, the majority of television viewers are men. Men are different than females in terms of sensitivity and presumably physical ability. When they say "You run like a girl" they do not attach much value to these spoken words. This is often used in a playfully insulting way. They do not realize that they are promoting a culture that portrays females as weak. Lauren Greenfield probably directed the commercial to show these males not only the results of their passive actions, but also make them realize that this culture disenfranchises females.  

Blog 20: Group Rhetorical Analysis of Girl Culture

http://www.pdpics.com/photo/2405-diet-apple-measure-tape-waist/

Link to group outline:
https://docs.google.com/a/email.arizona.edu/document/d/1oVtNoZV3bfwEOGPEqAeSxfFyJv-2PUHu-D_Vd6LkBbc/edit?usp=sharing

Paragraph(s):

The idea of makeovers have appealed to humans especially females throughout history. This traditionally referred to makeup and lipstick, but as the importance of the body becomes more evident, females who do not fit the slim look are under pressure to lose the excess weight. As a result, obese girls find themselves at a disadvantage in today’s society. Greenfield captures this belief in her photos of girls at a weight-loss camp in the Catskills. One of her photos show girls waiting in line to be weighed and measured for their last day of camp. The girl up front is having her breast line measured. Those behind her/in line stare nervously at her, none of them smiling. Perhaps they are wondering if she lost enough weight or maybe if they themselves have lost enough weight. These overweight girls are not content with their own bodies. Some parents are willing to spend money to make their children thin. Exercise/weight-loss is the new mode of makeover. No amount of lipstick or blemish could hide a large body. Greenfield provides a window in which both her male and female audiences can see the lives of these insecure, overweight females must endure and the steps they and/or their parents take to ensure that their bodies conform with the slim look or else these fat girls will become social outcasts.


Lauren Greenfield’s photos of adolescent, fat girls may disconcert her audience more than the pictures of females engaged in sexual horseplay. It is normal for girls to develop more fat tissues during puberty since their bodies are changing. An society that values thin builds provides little reassurance to these developing females. If thin is attractive, then fat must be ugly. Girls no longer have much room to adjust to their new bodies. Greenfield’s up close, biting, yet pitiful photos of chubby girls reinforces this view. She provides two portrait style photos of two obese girls at the same weight-loss camp, but this time, only the girl’s face is shown and not their full bodies which are left out for a reason. The audience may not want to look at their bodies. The same embarrassment these girls feel in the photo with their rosy cheeks and unhappy looks is also experienced by the audience. Girl culture polarizes human perspectives like Greenfield’s journal as a whole. There are the flamboyant, gaudy girls with the sexy bodies and there are the plain, down-to-earth, overweight females. Every girl starts out the same, as a baby, but the true test comes when puberty strikes. Humans value females who can resist this change and keep their thin bodies while those who struggle at that task also struggle in society.

Reflection:
Through outlining Brumberg's essay and trying to re-write it, I learned how to better write an analysis for visual media. An analysis seems to include inferences mixed in with prior knowledge, patterns seen in the photos, and covers ethos/pathos/logos without directly stating them. I noticed that Brumberg tends follow her topic sentences directly with a sentence about the group of photos she will use or in some cases, explains the topic sentence further using an inference. As I write, I may take note of how I organize my sentences. Another thing I kept in mind while I type is how detailed I should describe the pictures. I noticed that too much detail would cloud the message unless that detail further adds to the topic. Hopefully, I can further apply these techniques and SOAPSTone to improve my writing further.

SOAPSTone:

In the prior two paragraphs, I tried to cover all aspects of SOAPSTone.
The speaker/photographer (S) is Lauren Greenfield. I did so not only to add credibility, but to also attribute the source of the photos since in America, people value/respect intellectual property.The occasion (O) is obviously girl culture or more specifically, the view that girls should be thin. Without context, the reader would be lost.The audience (A) includes both male and females. I also touch upon their values by mentioning how they may react to the images. I stated the purpose (P) as showing people what girl culture is through photos at the end of the first paragraph I typed. Obviously, almost every (or almost every) action we do has a purpose which guides the reader. The subjects (S) of these two paragraphs are fat girls. For the same reason as the previously mentioned parts of SOAPSTone, every paragraph needs a subject the readers could attach the actions to. Unlike the other parts, I did not directly mention the tone (T) which can be said to be pity and/or caustic. On one hand, when people look at the photos of the unhappy, chubby girls, most will feel some pity. Tone helps the audience understand the author's purpose which is why I hinted at this in the paragraphs.

Critiques:
I commented on Kat's blog and Katie's blog.