Welcome to Our Blog Conversations Beyond the Classroom!

Welcome to our Eng 100 Blog “Conversation Beyond the Classroom”! The title of this blog refers to the community of active readers & collaborative learners we are creating by sharing our academic writing for Eng 100 with each other + a larger group of students, instructors, academics, and just about anybody who chooses to follow our blog! When you write and post your reader responses here (and, later, as you write your essays for the course), I encourage you to use this audience to conceptualize who you are writing for and, most important, how to communicate your ideas so that this group of academic readers and writers can easily follow your line of thinking. Think about it this way: What do you need to explain and articulate in order for the other bloggers to understand your response to the essays we’ve read in class? What does your audience need to know about those essays and the authors who wrote them? And how can you show your readers, in writing, which ideas you add to these “conversations” that take place in the texts we study? As students of Eng 100, you will use this blog to begin conversations with other academic writers on campus (students and instructors alike). We become active readers of each other’s writing when we comment on posts here. And, best of all, we are using this space to share ideas! I encourage you to use this blog to further think through the topics and writing strategies you will be introduced to this quarter. As always, be sure to give credit to those people whose ideas you borrow for your own thinking and writing (you should do this in the blog by commenting on their post, but you will also be required to cite what you borrow from your peers/instructors if and when it winds up in your essays. More details on that later…). Finally, keep in mind that writing to and for this audience is a good way to prepare for the panel of readers (faculty at WCC) who will be reading and assessing your writing portfolio at the end of the quarter. We hope that as a large group of active readers, we can better prepare each other for this experience. But, in the meantime, let’s have fun with it! I am really excited see how far we can take this together!

Monday, May 23, 2011

On Reading a Video Text

In his article, “On Reading a Video Text” Robert Scholes emphasizes the change which video text have imposed on our everyday life. He claims that “it is important to realize that many Americans are not without culture; they simply have a different culture (Par. 9).” In addition, Scholes also states the importance to have the ability of “critical analysis.” He asserts that “before moving on to the consideration of a more complex textual economy, we would do well to pause and consider the necessity of ideological criticism (Par. 10)”.

By using an 80’s Budweiser commercial as an example, Scholes observes that the advertisement is using several important techniques to connect with consumers. Scholes describes the commercial in detail as it focus on a baseball hero’s life story in a total of twenty-eight seconds. Since the ordinary young man works hard in a minor league from a small town who gets his chance for success, Scholes makes his point on how hard work will pay off in America no matter who you are or where you come from. The young man is acknowledged and accepted by the manager who toasts with a bottle of Budweiser beer in the end. By means of baseball as a popular American sports, the consumer can relate with the emotion especially the chorus in the background singing “You keep America working. This Bud’s for you (Par. 3)”. Basically, in Scholes view is that the marketing professionals are not only making text into films to maximize the pleasure of understanding of the content and product; furthermore, they use the video texts which consumer can relate or are familiar with through their belief and value system that they apply to their lives, in which technique Scholes called “cultural reinforcement.”

A powerful commercial like this one which is not only selling the product, with the deeper “culture reinforcement” approach, it can sell you a certain belief and value. As Scholes says “it surely sells the American way first and then seeks to see its brand of beer by establishing a metonymic connection between the product and the nation (Par. 8).” Scholes is right that critical thinking skills are imperative as we are exposed to much more video text in this day and age. As we are easily influenced by what we see, we need to wisely choose what we eat, drink, use and wear with more awareness and considerations. Our choices impact our images as our images represent our lifestyle, characteristics and a culture.

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