exam 2 take home alternate-2 (1)
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Communication Arts 262
Exam 2
Name:
______________________________________
Section number: _______________________________
1. In the lecture “Networked Public Sphere,” we discussed three major
issues of engagement: public/private, identity, and community/difference.
1a. Explain each of these issues of engagement.
1b. Considering your favorite social media platform, explain how you
have negotiated issues of public/private, identity, and
community/difference in your online engagement.
2. In the article “The Growing Up Asian American Tag,” Dasol Kim identifies
five discourse themes that emerged in the videos of Asian American
YouTubers employing the tag: parent, school, stereotype, heritage, and
Asian American community (pp. 130-34). Gasol explains that “These themes
represent YouTubers’ autobiographic stories, including their relationship
with parents, early school memories, ambivalent identity, and pride in their
racial identity” (p. 130). To answer this question, chose
three
of the five
themes.
2a. Explain the meaning of each theme you have chosen.
2b. Select a subtheme within each chosen theme (e.g., beauty as a
subtheme of stereotype) and explain how it tells a YouTuber’s story.
Directions:
• Your answer to each question should be no longer than a paragraph (up to
10 sentences total)
• You should type your answers in this word document below each question
• Your exam should be turned into canvas under the assignments tab by 11
am, December 8th
• You should answer each question
in your own words
• You should answer
all parts
of each question
• You should provide
complete
answers to each question
Communication Arts 262
Exam 2
3. In the lecture “Counterpublics Online,” we discussed five potential
discursive strategies for participants in online counterpublics: satire,
outrage, pseudonyms, cooptation, embodying/critiquing identities.
3a. Define satire, outrage, pseudonyms, cooptation, and
embodying/critiquing identities.
3b. Choose an issue that is important to you. For this issue, imagine
that you are a counterpublic advocate; that is, you are engaging this
issue to address identities, interests, and needs that you believe have
been excluded and/or marginalized from wider public discussions of
this issue. Select
two
of the five strategies enumerated in this
question and explain how you would use them for your advocacy.
4. In the lecture “Topoi and Stasis,” we discussed four stases for policy
debates: ill/problem, blame/cause, cure, and consequences.
4a. Define ill/problem, blame/cause, cure, and consequences.
4b. Select a contemporary debate over policy. Make sure you have
selected a debate over an actual or proposed policy and not just a
general political topic. For instance, rather than choosing “climate
change,” you might choose debates over “mandating the elimination
of fracking techniques when mining for oil” [do not use this specific
example]. For the policy debate you choose, for each of the four policy
stases, formulate a question you could ask to help develop your
arguments.
5. In the lecture “Convergent and Deductive Arguments,” I introduced the
hypothetical argument as a type of deductive argument. Citing an opinion
column published in
Forbes
, I referenced a specific hypothetical example
arguing that forgiving student loan debt would reward people who overpaid
for their degrees. Here is an excerpt from the
Forbes
column
(
https://www.forbes.com/sites/robertfarrington/
2019/06/25/the-moral-hazard-of-student-loan-forgiveness/?sh=7aa46567364c)
:
“The Moral Hazard of Student Loan Forgiveness,” by Robert
Farrington
Communication Arts 262
Exam 2
It’s clear we have a student loan debt crisis on our hands, but that
doesn’t mean all experts agree on how to turn things around. Where
some believe student borrowers should pull up their bootstraps and
pay off their loans the hard way, other experts believe existing student
loan forgiveness plans like Public Service Loan Forgiveness are a
better solution to the problem.
There are politicians like Bernie Sanders and Elizabeth Warren who
say that existing student loan debt should be forgiven — at least for
some of us — and that college should be “free.”
Problem #1: Blanket Loan Forgiveness Rewards People Who Overpaid
For Their Degrees.
One of the biggest moral hazards of Warren’s plan is that it punishes
people who put their college degrees to good use — as in, to earn a lot
of money.
With Warren’s plan, households with an income under $100,000 would
have up to $50,000 in student loan debt forgiven, but forgiveness
would be phased out for households who earn between $100,000 and
$250,000. Households with incomes higher than $250,000 will have
no loans forgiven.
Due to the way this plan is set up, a family with two doctors and top
tier earnings would be left to fend for themselves. This is despite the
fact they probably spent 8+ years in school so they could learn to save
people’s lives
On the flip side, someone who borrowed $150,000 for a bachelor’s
degree in general studies and works only part-time would likely see
some of their loans forgiven. How fair is that?
Apply the ARG conditions to evaluate the cogency of this hypothetical
argument.
6. In the lecture “Inductive Generalizations,” I explain that an inductive
generalization reasons from a sample population to argue for conclusions
about a larger target population. I explained that the sample must be
representative of the target population, and that determining
representativeness depends upon the variability of the target population.
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Communication Arts 262
Exam 2
6a. Define representativeness and variability.
6b. Imagine that you have been asked to serve on a UW-Madison
committee that has been tasked with investigating student
receptiveness to engaging in preventative measures (e.g., mask
wearing, not attending parties) to prevent the spread of a highly
contagious virus. The committee plans to survey undergraduate
students to gauge their receptiveness to various preventative
measures. Your specific role on this committee is to construct a
sample of the UW-Madison undergraduate student body for the
survey. Discuss the factors you would consider in constructing this
sample to make sure that it is representative.
7. In the lecture “Analogic Argument,” I identified two types of analogy:
hypothetical and empirical.
7a. In one sentence, define hypothetical analogy. In a second
sentence, define empirical analogy.
7b. To illustrate hypothetical and empirical analogies, select examples
not mentioned in the lecture or readings and identify the evidence
case and conclusion case for each type of analogy.
7c. Explain the key differences in using the ARG conditions to
evaluate hypothetical and empirical analogies. Explain how these key
differences would apply to the examples you have chosen for 7b. Do
not
go through the entire ARG conditions; just focus on how the
evaluative differences between the two types of analogy apply to your
examples.
8. In the lecture on causal argument, I discussed three common fallacies for
causal arguments: post hoc fallacy, objectionable cause fallacy, slippery
slope fallacy.
8a. Define each of these three argument fallacies.
8b. For each definition, include an example [do not use an example
from the lecture].
Communication Arts 262
Exam 2
9. In her article “Picturing the Public Arguments Against Suffrage,”
Catherine Palczewski analyzes the anti-suffrage arguments conveyed in a
series of 1909 postcards issued by the Dunston-Weüer Lithograph Company.
Palczewski explains that the postcards contained typical arguments against
suffrage, but “with a twist.” Whereas typical anti-suffrage arguments
asserted that the vote would “masculinize” women, these postcards
expressed the prominent theme of “the feminization of men” (p. 321). As
Palczewski explains, these “anti-suffrage postcards represent attempts to
(re)entrench woman’s relationship to men, children and country as well as
men’s relationship to home. In the process of defining women’s roles, it
seems that men’s roles were defined as well” (p. 322). Choosing one of the
12 postcards in the series, explain how it argues that women’s suffrage will
feminize men.
***Please remember: I uploaded a file titled “Anti-Suffrage Postcards”
to the ‘Readings’ module of the course canvas page; this file is listed
immediately after the file for Palczewski’s article. The images in this
file are of significantly higher quality than the reproductions in the
Palczewski article itself. Use the images in this file for your analysis.
10. In 2013, the gun-control advocacy organization Moms Demand Action
launched a public campaign titled “Choose One.” The campaign featured a
series of posters with two children each holding an item. In each ad, one
child held an assault rifle while the other child held an innocuous object (a
book, a ball, a chocolate egg). In each ad, text superimposed over a visual
image of the children asked viewers to choose which item had been banned
from schools. Here is an excerpt of a newspaper article on the ad campaign
(https://www.dailymail.co.uk/news/article-2311302/Provocative-new-PSAs-ask-assault-
weapons-legal-childrens-books-chocolate-candies-banned.html)
:
Which is more dangerous – a chocolate Kinder egg or an AK-47?
That’s what a powerful new series of public service announcements,
funded by Moms Demand Action for Gun Sense in America, an
advocacy group that asks for ‘common-sense’ gun legislation.
The PSAs examine seemingly harmless banned objects like children’s
books, the German candy, and rubber balls – and asks why they are
banned in the U.S. while assault weapons are not.
Communication Arts 262
Exam 2
The campaign, called ‘
Choose One
,’ examines why commonplace
things of childhood may be banned while guns and weapons have few
restrictions surrounding them.
[One ad] shows two young girls in a school library, one holding a semi-
automatic rifle and the other, the children’s story ‘Little Red Riding
Hood.’
The particular version of the fairy tale, illustrated by Trina Schart
Hyman, was banned in two California school districts because the
protagonist, Little Red, was carrying wine in her basket of gifts to her
grandmother.
Below is a poster from the campaign. Apply the ARG conditions to evaluate
the cogency of this visual argument:
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