Many ISUComm instructors have generously shared copies of their teaching materials. In general, these materials are presented exactly as submitted so you can understand their specific classroom context. For those who wish to submit materials to this exchange, please provide clear explanations of how the materials were used and how they fit into the overall learning objectives of the course. Those submitting materials automatically grant permission for their submitted work to be used and modified for classroom use, with appropriate credits as indicated.

This reflection assignment is an opportunity for you to participate in what is traditionally only the teacher's job: thinking about what you have learned about communication this semester, acknowledging what you have done, and considering how this might translate into a grade. Often, we don't know what we've learned until we step back, look over our work, and put our thoughts into words. A written reflection allows you to do this—to take ownership of your own communication processes and choices.

Tools for analyzing Visual Rhetoric
for your Romancing the Consumer Project

The following tips provide a rhetorical supplement to the Five Concepts for Visual Messages discussed on pages 33-36 of the Student Guide:150-250:
Pattern, Figure-Ground, Direction, Chunking, Color

• What does the ad encourage you to do? How, most prominently, does the use of romance conventions add to persuasive effect?

• What elements of romance convention does the visual communication draw on?

Teachers have submitted the following materials that you may use for teaching oral communication.

Rhetorical Analysis of Visual Communication