Factors of Power

1. Factors of Power By: Nicole Jennings Professor Brown English 1102

2. Reflective introduction The topic that ties all my pictures together is that of factors of power. This would include different categories that make up power, or it may include different forms of power in general. I chose this as my topic because I wanted my audience to realize that power is actually a very broad term and there is not just one specific meaning or definition for it. I believe that power should be examined, because everyone has either had power, seen power, or experienced it in one way or another. I hope that my audience will be able to relate to either one or more of the pictures I have chosen. Since my pictures are such a variety, I believe that people will be able to connect with at least one of the pictures that were chosen. I can personally relate to the family, brain, military branch, rich vs. poor, and strength graphics. I have experienced a feeling of power within these five images in particular, and that is why I think they are so significant. I do not believe that there are any images that necessarily help me learn more about the factors of power, but I do believe that each factor represents something unique and they can each have a major impact on someone's life. The genre morphs that were completed just helped to further explain the original graphics, specifically more in detail.

3. After completing this project, I came to the realization that there is a lot more behind an image than one may think. I never really thought of a back story or what an image may be trying to portray because I usually think that pictures are just for expressive purposes, however, this is not entirely true. I have benefited a lot from doing this project, and I will use what I have learned in any future projects I may have. I have learned how to critique and analyze photos, graphics, and even articles. Also, I now know that the quote, “a picture is worth a thousand words,” is actually one hundred percent correct. This project has taught me so much about visual rhetoric as well as analysis, and I can not wait to further my education with these new teachings.

4. Image #1: family

5. Classification form • Title: Image #1- Family • Biographical Citation: "Anna DeStefano'sBlog." Anna DeStefanosBlog RSS. N.p., 14 Aug. 2013. Web. 27 Jan. 2014. http://annawrites.com/blog/2013/08/14/real-family-real-sacrifice-whats-that-about/. • Topic: the power of having strong relationships • Image Sub-Genre: cartoon picture • Mode: expressive • Found where & how: internet on Google Web • Why select this image? Family is very important to me, and I think that having strong relationships can be very beneficial in ones life.

6. What does this image state about power? The closer the bonds people have, the more power they may have either alone or together. The hand holding in the picture represents the bonds that this family has made. Why do you state so? With relationships, people may then feel as if they are not alone, as if they always have someone there for them in times of need. How does this image fit with the others in your collection? My image collection is all about things that make someone powerful, and family ties or having close friends or relationships are definitely something that can increase the amount of power one may have.

7. Image #1-Family morph

8. Morph Explanation • Image Title: Image #1- Family • Original Genre: cartoon picture • Revised Genre: graphic • Description of New Genre/New Piece: The new piece is a collection of words all jumbled together in the shape of a heart to represent love. • Explanation of New Genre Choice/New Piece: All of the words that are within the heart are descriptions of what family really means and how it can relate to power. • Explanation of How New Genre/Piece Differs from Original: The old piece was a visual representation of family and relationships, where as the new piece adds more descriptive words and puts more meaning into the picture. • Message Changes? Yes or No? How so?: I do not think that the message has changed, but I do think the new piece adds more meaning and describes the original piece in detail. • New Genre/Piece Caption (if needed): Relationships can be the heart of power.

9. Image #2: brain power

10. Classification form • Title: Brain Power • Biographical Citation: "Knowledge." Knowledge. N.p., 01 July 2012. Web. 30 Jan. 2014. http://www.nwlink.com/~donclark/knowledge/knowledge.html • Topic: components of the brain • Image Sub-Genre: animated picture • Mode: expressive • Found where & how: internet on Google Web • Why select this image? I believe that knowledge has a direct relationship with power.

11. What does this image state about power? This image shows all the categories within the brain, and how each part has a functioning job. Just like power, there are many things that factor into making someone powerful, and the components of the brain factor into making someone knowledgeable. Why do you state so? The lobes that make up the brain, work together to make someone knowledgeable, just as power has a bunch of influencing factors. How does this image fit with the others in your collection? This image fits into my power collection, because I believe that the more knowledge someone has, the more power they have as well.

12. Parardigm- Image #2 • (P)iece: This is a animated/cartoon picture of the human brain. This picture was originally published on a website that discussed knowledge, cognitive thinking, and learning performance. The article that the picture was found in was displayed in Google web and it was published in July of 2012. The main point of this article is for one to understand the parts of the brain, and how each part has its own specific function. • (A)gent: The article does not have a specific author, however, there are references at the bottom of the page that can help with any contact information that is needed. There is an email of the creator of the website, and that is another way to get into contact/or find out who the author may be. Considering there is no author given, there is no way of determining the credentials one may have. • (R)eceiver: I believe that the primary audience may include any psychology majors, psychiatrists, or maybe even any college students who are interested in understanding the power of the brain. I am included in the audience, because my major is kinesiology and I believe that understanding the brain could be very beneficial for me. After looking at this picture and reading the article, I now benefit by understanding that the brain is composed of many parts that all work together to make it so powerful. • (A)genda: The only bias that is presented in the article is that it only focuses on the knowledge part of the brain. This is justified by the different types of knowledge listed and what every type means to people. I think this is a bias because knowledge is not the only thing that makes up the brain, and to have power, one must have way more than just knowledge.

13. (D)emands: The piece urges the audience to understand that the brain functions in many types of ways. Whoever the author is, wants people to understand that there in fact are many components that make up the brain. If people understood that, then they may be able to focus on improving parts of the brain that they may be lacking. For example if someone knows they lack coordination skills, then they will know that it is related to the cerebellum. Without this knowledge, one may just consider themselves as useless or not smart enough to understand certain topics or ideas. (I)nquiries: Beyond the piece, I would love to know the functions of each and every part of the brain. I learned more about the picture just by looking at it rather than reading the article, therefore, I have learned that this is not a great source. There is no manipulation that is present within this piece, however, all of the description of knowledge makes me wonder how each type of knowledge could directly relate to power. (G)ains: I knew that the brain had so many elements, but now I know that they all tie into each other and combine to make the best use out of the brain as possible. I did not know that there were different types of knowledge, because I always believed that knowledge was knowledge, but it was interesting to learn that people experience all different types. The picture enhanced my life just by making me want to research more and get a better understanding of how important the brain truly is. (M)otivators: Not knowing much about the author, I do believe that he or she may have created this piece specifically for informative purposes. I found this piece by looking up components of the brain, because I definitely believe that knowledge and intelligence are top factors when considering the power one has.

14. Image #3: military branches

15. Classification form • Title: Image #3- Military Branches • Biographical Citation: "OUR MARINE CHILDREN." OUR MARINE CHILDREN. N.p., n.d. Web. 01 Feb. 2014. http://www.lhcmilitarymoms.org/OUR-MARINE-CHILDREN.html. • Topic: powerful people who put their lives at risk • Image Sub-Genre: graphic/diagram • Mode: informative • Found where & how: internet on Google Web • Why select this image? I chose this image because it shows how many powerful branches of the military fight for our country.

16. What does this image state about power? This image shows how there are so many different categories that fight for our countries freedom, and each and every one of them portrays power in their own way. Why do you state so? It takes a really brave and powerful person or group of people to put themselves out their to fight for other peoples rights. How does this image fit with the others in your collection? This image fits in with the others because it deals with how groups of people work together to become powerful enough to conquer many things in the hopes of ending with freedom for all. It shows how the more people, and the more branches there are, the more powerful a country may be.

17. Image #3- Military branches morph

18. Morph Explanation • Image Title: Image #3- Military Branches • Original Genre: graphic/diagram • Revised Genre: graphic • Description of New Genre/New Piece: The new piece is a collection of words that describe each and everyone of the branches in the military. The words are all in camouflage colors because some of the branches wear these colors in combat and I felt as if it was a good representation. • Explanation of New Genre Choice/New Piece: The new piece contains words that demonstrate what a leader is and what characteristics people within these branches obtain. • Explanation of How New Genre/Piece Differs from Original: The new piece differs from that of the original because it dissects the original image and breaks it down into more descriptive wording. • Message Changes? Yes or No? How so?: I do not believe that the overall message changes because I do not think descriptive words are even needed when looking at the branches of the military. I believe this, because most people have respect and are thankful for these services, therefore whether it’s a diagram of the branches or descriptive words, the meaning does not change. • New Genre/Piece Caption (if needed): Honorable Characteristics.

19. Image #4: tsunami wave

20. Classification form • Title: Tsunami Wave • Biographical Citation: Cruise, Christopher. "Skip Reske's ESL BITS - ESL English Listening Advanced." Skip Reske's ESL BITS - ESL English Listening Advanced.N.p., n.d. Web. 03 Feb. 2014. http://esl-bits.net/listening/Media/2011-06-16/Tsunamis/. • Topic: powerful v. powerless • Image Sub-Genre: photograph • Mode: informative • Found where & how: internet on Google Web • Why select this image? I chose this image because it caught my eye, and I thought it was interesting to see how much power a natural disaster can actually have on a city or town.

21. What does this image state about power? The power in this picture is represented by the wave itself, because you can see that the wave is about to completely wipe out the entire city. This image states that power is not just something a person can have, but something nature can actually create. Why do you state so? I believe this, because there is nothing that the city could do to go against the power of this wave, and that is where the powerless aspect comes into play. I think that the power of natural disasters outweigh any other form of power, because of the strength they actually have. How does this image fit with the others in your collection? I think this image actually stands out the most because it shows power as well as lack of power, so I think that this is a great differentiation between the rest of my pictures. The power of the wave fits into the collection, but the lack of power that the city has is what makes this picture worth looking at.

22. Image #5: a man of power

23. Classification form • Title: A Man of Power • Biographical Citation: Moore, Russell. "Moore to the Point." Moore to the Point RSS. N.p., 07 Jan. 2013. Web. 03 Feb. 2014. http://www.russellmoore.com/2013/01/17/how-martin-luther-king-jr-overcame-christian-white-supremacy/. • Topic: powerful leader • Image Sub-Genre: photograph • Mode: expressive • Found where & how: internet on Google Web • Why select this image? I chose this image because it actually depicts a powerful man, and everyone should know this mans accomplishments and be able to agree that he has done many powerful things.

24. What does this image state about power? The fact that there is a bunch of people at this ceremony waiting to hear what Martin Luther King Jr. has to say, just shows how much power he has and how much people respect this man. Why do you state so? If MLK Jr. was not powerful, then he would not have this many people believing in him and backing him up with all of his decisions. How does this image fit with the others in your collection? This image fits in with the others because it shows how MLK Jr. has power because of the knowledge, strength, and leadership qualities he possesses.

25. Image #6: power of the government

26. Classification form • Title: Power of the Government • Biographical Citation: "The Powers of Government | English Language Arts and Literacy | Classroom Resources | PBS Learning Media." The Powers of Government PBS Learning Media, 2014. Web. 05 Feb. 2014. http://www.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/. • Topic: Each branch of government has their own power, but they all end up working together. • Image Sub-Genre: diagram • Mode: informative • Found where & how: internet on Google Web

27. Why select this image? I think that this diagram shows exactly how the government works together to become all-powerful. What does this image state about power? When people think of the government, they think of power and this is because everyone has to follow the rules of the government and this is what makes them so powerful. This image shows the branches of government and what exactly makes up the power that the government has. Why do you state so? I think that this shows that there are a lot of people that are involved within the branches; therefore, the government is so powerful because it is influenced by so many people’s thoughts and ideas. How does this image fit with the others in your collection? This diagram fits in with the other images collected because it shows how power is transferred from one thing to another, and it also portrays the idea that there are a lot of things that influence power; it is not just one thing.

28. Image #7: power snatch

29. Classification form • Title: Power Snatch • Biographical Citation: Power Snatch. 2012. Photograph. Gym, Pittsburgh. Crossfit Iron City. 2014. Web. 03 Feb. 2014. http://esl-bits.net/listening/Media/2011-06-16/Tsunamis/. • Topic: power that comes from strength • Image Sub-Genre: photograph • Mode: expressive • Found where & how: internet on Google Web • Why select this image? I chose this image, because it is a clear representation of power, and there is no real explanation needed.

30. What does this image state about power? This image shows that one must have strength and power to be able to life such a heavy weight. One may also feel a sense of success or a feeling of power once they accomplish such a physical goal. Why do you state so? Some believe that the stronger you are, the more powerful you may be, or at least may look. I think that having physical power is something that everyone strives for. How does this image fit with the others in your collection? I think this image fits into my collection, because strength is something that people think of when they think of power. I think this picture demonstrates how powerful and strong one must be to be able to lift that weight, and since my collection is about what contributes to power, this picture fits perfectly.

31. Image #7- Strength morph

32. Morph explanation • Image Title: Image #7- Power Snatch • Original Genre: photograph • Revised Genre: graphic • Description of New Genre/New Piece: Words that describe and/or define a person that has visible power. • Explanation of New Genre Choice/New Piece: By visible power I mean that you can tell someone is powerful by looking at them, rather than actually taking time to get to know them. For example, someone that has a lot of muscle will seem more powerful than someone who is scrawny. • Explanation of How New Genre/Piece Differs from Original: The original picture seems to advertise crossfit, where as the new picture displays characteristics of those who are strong or those who may do crossfit. • Message Changes? Yes or No? How so?: The message changes from advertising to informing. • New Genre/Piece Caption (if needed): words describing physical power.

33. Image #8: the greater power

34. Classification form • Title: The Greater Power • Biographical Citation: Teacher Takes a Stand. Digital image. N.p., 06 June 2011. Web. 19 Jan. 2014. http://www.patheos.com/blogs/markdroberts/2011/06/06/tech-trends-should-teachers-be-free-to-say-negative-things-about-their-students-on-facebook/. • Topic: with age and authority comes power • Image Sub-Genre: photograph • Mode: expressive • Found where & how: internet on Google Web • Why select this image? I chose this picture, because I think that it is clear who is in charge and who has more power within the photograph.

35. What does this image state about power? This image states that the lady with the microphone has more power than the teenager, and that she has more control. Why do you state so? I think this because the lady may be a teacher or principal who is enforcing her student to pay attention and follow school rules. She has the power to do this because she is of higher rank than that of the teenager. How does this image fit with the others in your collection? Age and status directly affect the amount of power one may have, and this fits into my collection because it once again shows the power of the lady on the left and how powerless the girl on the right is.

36. Image #9: rich v. poor

37. Classification form • Title: Rich v. Poor • Biographical Citation: Trudell, Patrick. "Third Week of January-Rich v. Poor - Zen Lawyer Patrick Trudell." Zen Lawyer Patrick Trudell. The Associated Press, 12 Jan. 2012. Web. 02 Feb. 2014. http://www.zenlawyerseattle.com/thought-of-the-week/third-week-of-january-rich-v-poor/. • Topic: relationship between power and socioeconomic status • Image Sub-Genre: cartoon picture • Mode: informative • Found where & how: internet on Google Web

38. Why select this image? I chose this image because it portrays how someone’s socioeconomic status can directly affect the amount of power they have. What does this image state about power? This image shows how the rich have more power with a simple task, where as the poor have less power. Why do you state so? For example, the rich man may just be throwing away some food, where as the poor man is digging out of the trash for food. This shows how the rich man has greater power than the poor, because the rich man can go and buy more food for himself while the poor man cannot. How does this image fit with the others in your collection? This image fits into the collection, because socioeconomic status is yet another factor that can be considered when comparing the powerful to the powerless.

39. Trace- image #9 • (T)ext: This document is an article that describes the conflicts between the rich and the poor. The unique thing about this text is that it describes qualities of the rich and the poor, and they seem to be pretty accurate. They do not necessarily mention power in the article, but the words that are used can definitely relate to the power of each social class. The article is about how the rich would not have such a bad stereotype if they put their money to charities, or other organizations instead of just flaunting their wealth. Also it talks about how the rich should have more respect for the poor, and I think this and donating money makes someone more powerful over anything else. • (R)eader: I do not think there is an intended audience, because everyone can benefit from either reading this article or looking at this picture. People from each social class could look at this picture and understand the meaning behind it since it is pretty self explanatory. I am part of this audience, but I would not say I am either rich or poor, therefore I place myself in the middle of these two categories. The author and I share some commonalities when it comes to describing the basic qualities of the rich and the poor, and I do believe that I am open to change when considering that not all rich people have a negative stereotype. • (A)uthor: The author is Patrick Trudell and he is a lawyer. I believe he wrote this article because he probably deals with cases all the time that involve money. Therefore, I think he wanted to do some research on what defines a person from being rich and being poor. The only credentials that were listed was his masters in public service. Since he is a lawyer and not a writer, there were no writing credentials provided, however, this article does seem to fit into and help the cases he deals with.

40. (C)onstraints: The only limitations that I could think of is the fact that the author is actually not a writer but is in fact a lawyer. This could be a problem, because the audience may not believe that his writings and information is credible, and this could limit the amount of people that care to read this article. Some noticeable indicators in the text that prove that the author is not a typical writer, is the fact that he uses bullet points and he does not have a conclusion at the end of the article. (E)xigence: I do not believe that there is an argument that is involved within this argument, but there may be an argument when it comes to the power the rich have over the poor. The author argues that the rich are wealthy, and they know they are, and instead of spreading the wealth, they keep everything for selfish purposes. Some may argue that not all rich people are part of this stereotype, and others may argue that it does not matter what one does with their wealth considering they have the right to do as they please. In a sense, the author makes it seem as if having money makes a person bad but powerful.

41. Image #10: Result of Natural Disaster

42. Classification form • Title: Results of Natural Disaster • Biographical Citation: Fackler, Martin. "Powerful Tsunami Devastates Japan." The New York Times. N.p., 11 Mar. 2011. Web. 05 Feb. 2014. http://www.nytimes.com/2011/03/12/world/asia/12japan.html?pagewanted=all&_r=0. • Topic: lack of power • Image Sub-Genre: photograph • Mode: argumentative/informative • Found where & how: internet on Google Web • Why select this image? I chose this image because I like how it shows that power can negative effects.

43. What does this image state about power? This image shows a lack of power that this old man has after seeing how a tsunami had destroyed his town. Why do you state so? The man cannot do anything about it, and now he has to try and start his life all over with the little to no power he obtains. The power of this natural disaster completely wiped out everything he had besides the clothes on his back. How does this image fit with the others in your collection? This image does not fit in with the collection of power, but it certainly portrays a lack of power. I think that this picture is great for this collection because I like how it shows that power is not always a good thing, especially when it comes to the power of the environment.

44. Paradigm- Image #10 • (P)iece: This is a photograph of a man standing in the ruins of his town after a natural disaster had occurred. This photograph was originally published on March 11, 2011 in the New York Times online website. The main point of this photograph is to show how powerful and detrimental nature and the environment can be. • (A)gent: The article was written by a man named Martin Fackler, but there is no photographer listed. Fackler is the Tokyo bureau chief of the New York Times, he was part of a team that covered this tsunami disaster, and he was rewarded for his international reporting skills. There are links on the article that list Fackler’s twitter account and email in case one wants to get in contact with him. • (R)eceiver: The primary audience for this picture may be anyone that has experienced any form of a natural disaster or maybe even a relief foundation that will help rebuild a town after such an awful tragedy. Personally, I have never experienced a natural disaster that is so severe like this one, but I would consider myself as part of the primary audience because I would try to do something to help a country that experiences something like this. I believe that relief programs can make a big difference, and that is why any sort of donations or support can be beneficial. • (A)genda: The only bias that I can see in this picture is that it is only targeting one part of Japan, rather than the whole part of the country that was affected. I think that it justifies that this is just a small chunk of what the tsunami really did, and with more investigation it will be obvious that this natural disaster is way more than what is seen in this picture.

45. (D)emands: I believe that this piece urges people to understand how good they may have it. This is because, the audience may realize that this man is at a complete loss, and it may even urge people to help victims of natural disasters. If people realize that they can make a difference in someone’s life, I think that our world will be more united and it will be a better place as a whole. If these demands are not met, then people are going to suffer more and for longer periods of time, which I believe is not right when there is a solution of donations and charity help. (I)nquiries: Since this disaster happened a few years ago, I would love to know what standing Japan is in nowadays. I also want to know the facts of how many people died, were injured, and how many are still living with no home. My intuition tells me that there is still a lot that needs to be done to rebuild Japan after this tsunami. This photograph is not manipulating me, but it is making me realize that I am very lucky that I do not have to suffer, and that I have the basic necessities for survival. (G)ains: I gained the understanding of how power can have a negative connotation as well as a positive connotation. Considering I have never experienced such a disaster, I never really knew how tragic one could be until seeing the devastation of this man in the picture. This photo enhanced my life in many ways, because I do not have to wake up and worry about the little things to survive, because I have a roof over my head and I have food, where as the people who were affected do not have these things. (M)otivators: The agent created this article along with this picture to inform the world about the tsunami and earthquake that had hit Japan in 2011. I chose this piece because this disaster actually affected family I have that live in Japan, and I wanted people to see the negative affects that natural disasters have.

46. Cumulative bibliography "Anna DeStefano'sBlog." Anna DeStefanosBlog RSS. N.p., 14 Aug. 2013. Web. 27 Jan. 2014. http://annawrites.com/blog/2013/08/14/real-family-real-sacrifice-whats-that-about/ Cruise, Christopher. "Skip Reske's ESL BITS - ESL English Listening Advanced." Skip Reske's ESL BITS - ESL English Listening Advanced.N.p., n.d. Web. 03 Feb. 2014. http://esl-bits.net/listening/Media/2011-06-16/Tsunamis/ Fackler, Martin. "Powerful Tsunami Devastates Japan." The New York Times. N.p., 11 Mar. 2011. Web. 05 Feb. 2014. http://www.nytimes.com/2011/03/12/world/asia/12japan.html?pagewanted=all&_r=0.  "Knowledge." Knowledge. N.p., 01 July 2012. Web. 30 Jan. 2014. http://www.nwlink.com/~donclark/knowledge/knowledge.html Moore, Russell. "Moore to the Point." Moore to the Point RSS. N.p., 07 Jan. 2013. Web. 03 Feb. 2014. http://www.russellmoore.com/2013/01/17/how-martin-luther-king-jr-overcame-christian-white-supremacy/ . "OUR MARINE CHILDREN." OUR MARINE CHILDREN. N.p., n.d. Web. 01 Feb. 2014. http://www.lhcmilitarymoms.org/OUR-MARINE-CHILDREN.html. Power Snatch. 2012. Photograph. Gym, Pittsburgh. Crossfit Iron City. 2014. Web. 03 Feb. 2014. http://esl-bits.net/listening/Media/2011-06-16/Tsunamis/ . Teacher Takes a Stand. Digital image. N.p., 06 June 2011. Web. 19 Jan. 2014. http://www.patheos.com/blogs/markdroberts/2011/06/06/tech-trends-should-teachers-be-free-to-say-negative-things-about-their-students-on-facebook/. "The Powers of Government | English Language Arts and Literacy | Classroom Resources | PBS Learning Media." The Powers of Government PBS Learning Media, 2014. Web. 05 Feb. 2014. http://www.pbslearningmedia.org/resource/midlit10.soc.splgovt/the-powers-of-government/. Trudell, Patrick. "Third Week of January-Rich v. Poor - Zen Lawyer Patrick Trudell.” Zen Lawyer Patrick Trudell. The Associated Press, 12 Jan. 2012. Web. 02 Feb. 2014. http://www.zenlawyerseattle.com/thought-of-the-week/third-week-of-january-rich-v-poor/