Due by the class on 4/15
For this posting:
1) QUOTE: Write down a favorite quote from the rhetorician (or rhetoricians if you were given the option of combining multiple rhetoricians from the same era) that you have selected to impersonate for your Performance Project. (If you are working with rhetoricians like Aspasia whose writings cannot be cited directly, be creative and include a quote about her from others who made a statement about her, etc). We will want to have such a quotation somewhere at the top of your poster to bring your theorist to life (you can later write it on the poster by hand or find other ways to print a typed-up quote in large-size paper, which you can then glue on the poster, etc–those logistics are entirely up to you). You should also be able to orally explain why this is your favorite statement, why it is significant, what it means to you, etc (you don’t have to include the full description in your poster; include only as much as you think is necessary in the poster, avoiding a clunky look). We want to have at least one such quotation; but feel free to decorate different parts of your poster with more of them.
2) KEY TERMS AND IDEAS: Make an outline of the key terms and ideas from your rhetorician that you will want to map out in your poster. Remember that once you determine those concepts, your next step will be to make them understandable to your audience by including enough verbal and visual details about each key term and idea. You will want your viewers to get a good sense of the meaning of each term/idea and how it is useful and applicable to life and the world around us. You will want to show the links and connections between the terms and some verbal and visual examples you will provide alongside those terms. Make it memorable by using appropriate design (lines, color, shape, etc)! You will not be graded specifically on design principles, but your final poster will need to present information neatly, in enough detail, and in an understandable manner.
3) EXAMPLES: Include some writing about the possible verbal and visual details that might go into your poster about each term/idea you have outlined: what verbal and visual details can be helpful to present to your audience in your poster? What verbal/visual examples can be included to illustrate the terms/ideas? It would be great if you can sketch out a tentative design of your current content on a blank piece of paper, take a photo of it, and add your image in your blog posting – it doesn’t have to be the final organization/outline/design yet, though; but be prepared to develop and finish the poster by April 22nd — remember that you will need to update me about your complete poster by the 22nd (see the updated course schedule on Canvas for more guidance on this requirement); you can perhaps add only a few final touches after that.
4) THREE APPLICATIONS: This is an overarching requirement for your poster and your performance at our upcoming event in general—this might overlap with the prompts above, but I would like to still add this prompt here as a reminder that in order to further add value to your poster, you will want to include at least a few specific points about how your theorist’s rhetoric might be useful for your audience. The goal is to help your audience members (me and the others who stop by) understand the importance of studying rhetoric (when they will come up and ask you about “you”/your theorist during the event). Try to think of as many as possible, but at least three rhetorical things/acts that might apply to various important contexts that your audience might find useful–such as, using your theorist’s ideas, how can your audience member persuade a higher-up to grant a certain advantage (e.g., a scholarship or a job) or other things that your audience might find useful/practical regarding their personal, social, professional, or even spiritual (think St. Augustine) affairs. One way to specify the poster content: You can write down three issues or questions that any human being might have about their life and the world around them, and what you theorist might have to say about those questions, which can intrigue your audience member. OR you can also focus on the idea of “one who doesn’t study rhetoric will be a victim of it”–you can tell your audience member about how that would happen if your audience member didn’t know some useful piece of rhetorical knowledge from your theorist. Examples are galore. Work your creative and critical thinking skills!