Visual Argument

We have all heard that saying, "A picture is worth a thousand words". However cliche it may be, it's true. A picture has the ability to sum up, in one snapshot, what it takes an author to do in a five page synopsis. Visual rhetoric is extremely useful in modern society, because 93% of communication is nonverbal (or visual). We have subconsciously  learned to master the art of reading other people's cues and body language, that it comes second nature to us (and this goes way back to when we were young and we always chose the picture books, as opposed to the books that we perceived to be small dictionaries.)

When we look at a picture, we evaluate it and try to find ways to connect it to our everyday lives. We ask ourselves questions that allow us to interpret the image in a number of ways.

For example:

When we first look at this image, the first thing we notice are the blue gloves. We ask ourselves: Where have I seen these types of gloves? Our mind then begins to list the possible places and scenarios that are connected with the gloves, and the most obvious answer is the Doctor's office. Right then and there our minds begin to remember the times that we visited the doctor's and the different emotions that we felt.

Next we notice that the person in the image is a teenage girl (possibly of Latino descent). After realizing that, almost all other groups of individuals are weeded out of the audience (especially males).

Next our eyes are drawn to her face to evaluate her emotion, and we see the mascara infested tear trail on her cheeks, and the sadness in her eyes.

We then put all of our observations together to create a story.

Studies show that a large percentage of adolescent girls often feel uncomfortable with their physicians, particularly if said physician is male. It is a doctor's job to examine their patients to entirety to ensure that their bodies are healthy. And because of this, girls feel that their privacy has been invaded. They feel as if they were taken advantage of, and there was little that they could do to stop it. A regularly scheduled check-up may seem like a nightmare to a young girl, who changes into the paper-thin hospital gown, lays on the cold examining bed, and gets poked, prodded, groped, rubbed, squeezed, and everything in between.

If you've read everything under the image, you realize that you really didn't have to. The picture sums up every word, in one snapshot. Your mind created a story similar to the one above, in a matter of seconds. This is a perfect example of how visual rhetoric can sometimes be more effective than its written counterpart.

Okay, you can stop reading now..lol :)

Rethinking Columbus

I remember sitting in class trying my best to simultaneously color inside the lines of pictures of the Nina, the Pinta, and the Santa Maria and reciting: "In fourteen hundred ninety-two Columbus sailed the ocean blue...'Indians! Indians! Columbus cried, his heart was filled with joyful pride..." These words to the poem that we were all taught in kindergarten have proved to be our first exposure to one of the biggest lies in American history. We were taught the triumph of a very 'brave' Christopher Columbus in 'discovering' the Americas, how he befriended the native people, and how everyone lived happily ever after. But we were oblivious to the fact that that's exactly what the story lacked...facts!

We grew up learning an extremely tainted version of the truth of what really happened in 1492. And when author Bill Bigelow decided to take a stand and educate the public about the brutal truth in his book Rethinking Columbus: The Next 500 Years, he faced adversary in the Tucson Unified School District [TUSD]. His book, along with numerous others, and all Mexican American Studies courses were claimed to have violated Arizona state laws and were banned by TUSD. Many were outraged with the decision to withdrawal these ideals because they believed that Rethinking Columbus along with the other books offer readings and strategies that teachers can use to show the other side of the story.

I strongly disagree with the banning of books that teach enlightening ethnic awareness. Without the reference of the truth, TUSD students (especially those of Native American descent) will grow up with a sort of naivety when it comes to the subject of Columbus. They'll be plagued with the inability to connect where they are, with where their ancestors have been, and what they have been through. If books such as Rethinking Columbus don't make a comeback, the number of those knowing the truth will continue to dwindle until the truth is forgotten altogether. If both sides of the story aren't taught, then we're looking to raise a generation of close-minded and unconscious individuals, and every second Monday in October will continue to be a day designated to the lies about Columbus and cover-ups of injustices towards the Native American people.

African-Native Americans and Afro-Latinos

Being a person of both African-Native American and Afro-Latino descent, I am very excited to take a course that integrates studies of both cultures into the curriculum. I have always been a strong advocate for learning the history of your roots and in the past, unfortunately, I have only vaguely studied these cultures but I look forward to learning more. I believe that this course will successfully help me to understand the struggles that my ancestors have been through, and to be more appreciative of where we are today.

During my time in this course, I would like to gain a broader understanding of each culture. I have many questions about each groups, such as: How and when did African-Native Americans and Afro-Latino come into existence? What are some of the significant contributions that each culture has made to society? What are similarities and differences between the African-Native American, Afro-Latino, and African American experience in America? Do either of these groups struggle with the inevitable burden of being negatively stereotyped, as other minorities in America do? What are some triumphs and downfalls of both cultures? Do the descendants of each group experience a higher role in society when compared to their purebred counterparts? Are they accepted into each parent-culture with open arms? Or are they outcasts and considered a contaminated version of the original?

I believe that at the conclusion of this Freshman Composition course, I will have gained familiarity with both cultures, have the answers to the aforementioned questions, and have a new perspective of African-Native Americans, Afro-Latinos, and myself. I look forward to learning more! :)