DOCSLIB.ORG

ENGLISH - TECHNICAL COMMUNICATION College of Arts & Humanities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ENGLISH - TECHNICAL COMMUNICATION College of Arts & Humanities mnsu.edu ENGLISH - TECHNICAL COMMUNICATION College of Arts & Humanities OVERVIEW » Sigma Tau Delta, English Honor Society: Sigma Tau Delta’s central Technical communication classes will teach you to communicate ideas purpose is to confer distinction upon students of the English language and information effectively. We typically study how people communicate and literature in undergraduate, graduate, and professional studies. at work and we focus upon making documents that are clear, concise, » Society for Technical Communication (STC), Minnesota accurate, thorough, and easy for the audience to use. State University, Mankato Chapter: The Minnesota State University, Mankato STC chapter organizes online programs All degrees and certifi cates in technical communication may be with invited speakers. Meetings help members to network, completed entirely online, although general education courses necessary promote professionalism, and learn about the technical for the undergraduate degree are typically not available online. Students communication industry. who are 100% online learners pay Minnesota resident tuition rather than » Graduate Scholars of English Association (GSEA): The purpose the higher non-resident rate. of this organization is to unify the body of graduate students and scholars within the Teaching English as a Second Language, DEGREES & CAREER OPPORTUNITIES Technical Communications, Literature, English Studies, and Writing Certifi cate fi elds to create a more creative, academic, and peer- Degrees: focused community. The general emphasis of this graduate student Technical Communication, Bachelor of Science (BS) organization is to foster, provide, and expand scholarly and Technical Communication, Certifi cate professional development for graduate students. Interdisciplinary Communications, Minor Technical Communication, Minor Department Publications: Health Communication, Minor Our students have the opportunity to have their work featured in various Technical Communication, Master of Arts (MA) publications through our department. Technical Communications, Graduate Certifi cate » Blue Earth Review: Blue Earth Review is Minnesota State University, Mankato’s literary magazine. Before being wholly revamped and Careers: renamed in 2003, BER was published under such titles as Medicine Our in Technical Communication programs prepare students to be Jug, The Muse, and Minnesota River Review. professional information developers, technical or professional writers, » The Corresponder: The Corresponder was founded over 30 years and editors who are skilled at using the written and spoken word, ago by Minnesota State University professor Robert C. Wright along with visuals, to effectively inform and instruct a wide range as a means of celebrating the achievement of Minnesota writers. of audiences. Graduates typically pursue work in industry, teaching It continues today as a biannual review of new books of poetry, opportunities, or doctoral studies. fi ction, creative nonfi ction, and selected works in other areas. QUALITY OF OUR PROGRAM » Maverick Messenger: The Maverick Messenger is a student- Faculty: run newsletter featuring articles on technology, cross-culture All full-time faculty have terminal degrees. They regularly win grants communication, web design, career advancement, and much and publish scholarly books and articles and creative work. They also more. This award-winning newsletter is recognized by the Society of edit journals, serve on journal, industry, and academic organization Technical Communication. advisory boards, and engage with the community in a variety of ways. » Nineteenth-Century Gender Studies: Nineteenth-Century Gender Studies is a peer-reviewed, online journal committed to publishing STUDENT EXPERIENCE insightful and innovative scholarship on gender studies and Faculty/Student Ratio: nineteenth-century British literature, art, and culture. The journal is The faculty/student ratio is approximately l :20. a collaborative effort that brings together scholars from a variety of universities to create a unique voice in the fi eld. Chapters/Organizations: Students have the opportunity to join a variety of student organizations at the undergraduate and graduate level that build community and enrich the educational experience. Study Abroad: Our students can take advantage of the many study abroad programs through the Kearney International Center, some of which allow students Phone to pay the tuition rate of their home institution, thus reducing the study 507-389-2117 (V) abroad costs. We offer faculty-led study abroad opportunities to Costa 800-627-3529 or 711 (MRS/TTY) Rica and England and we also have partnerships with universities abroad including Queen’s University in Belfast in Northern Ireland and Fax Han University Arnhem in Netherlands. 507-389-5362 Scholarships: Website The department awards scholarships to returning students based on carts.mnsu.edu/academics/english/ academic merit and need. Program Contact: Dr. Dawn Armfield FOR MORE INFORMATION PLEASE CONTACT (507) 389-5511 Department of English [email protected] Minnesota State University, Mankato 230 Armstrong Hall Mankato, Minnesota 56001 SAMPLE CURRICULUM (TECHNICAL COMMUNICATION, BS) First Year (Fall) First Year (Spring) ENG 101 Composition, General Education 1a (4) General Education 1b, Speech/Oral Reasoning (4) General Education 4, Math/Logical Reasoning (3-4) General Education 6, English W Course (4) General Education 5, First Hist/Soc/Behavioral (3-4) Second Language Course (4-5) General Education 8, Global - First Language Course (4-5) ENG 271W, Intro to Technical Communication (4) Second Year (Fall) Second Year (Spring) ENG 474W, Research and Writing Tech Reports (4) ENG 475 Editing Technical publications (4) Class in Minor I (4) General Education 10, People and the Environment (3-4) General Education 3, First Natural Science (4) General Education 6, Second Humanities (3-4) General Education 9, Ethical/Social (3) General Education 7, Human Diversity, non-English (3-4) General Education 5, Second Hist/Soc/Behavioral (3) Third Year (Fall) Third Year (Spring) ENG 476, Online Documentation (4) ENG 466, Usability (4) Class in Minor II (4) ENG 471, Visual Technical Communication (4) Class in Minor III (4) Class in Minor IV (4) General Education, Second Goal Area 3 (3-4) General Education, Goal Area 11 (3-4) Fourth Year (Fall) Fourth Year (Spring) ENG 498, Internship (3) ENG 478, Technical and Scientific Literature (4) ENG 467, International Tech Comm (2) ENG 480, Proposals (4) Class in Minor V (4) Class in Minor VI (4) General Electives (4) General Education 5, Second Hist/Soc/Behavioral (3) For additional information about course requirements, please visit https://mankato.mnsu.edu/academics/academic-catalog/ 05/2020 Safety/Security Programs & Statistics are available at www.mnsu.edu/safety Placement & Occupational Outlook for Majors are available at www.mnsu.edu/cdc/ (Click on Resources and then Graduate Statistics) A member of the Minnesota State Colleges and Universities System and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the telephone numbers listed on this page..
Load more

Recommended publications
  • Digital Rhetoric: Toward an Integrated Theory
    TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular.
    [Show full text]
  • Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication
    Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication By Christopher Cocchiarella Abstract: While technical communication has roots in the rhetorical tradition, it also has been influenced by positivism and computationalism, which, unlike rhetoric, treat facts separately from values and isolate information from social contexts by organizing data into digital ‘bits.’ Technical communicators uncritical of such assumptions may unintentionally design information inappropriate for their audiences’ social values or their users’ situation. To illustrate, this paper analyzes a case study of technical communication graduate students who worked on an information design project that ultimately failed. In an information design course, technical communication graduate students tried to design a short messaging service (SMS) system for clients in the Democratic Republic of the Congo. They collaborated on this project with a non-governmental organization, which asked them to devise an SMS system that could deliver pricing information to Congolese miners and farmers who own cell phones with text messaging capacities. As the students tried to design this SMS system, however, they realized that most technological aspects of the design were relatively trivial compared to its trustworthiness and context of use—e.g., they questioned where the pricing information would come from, how it could be trusted, and if it could be communicated in ways that would incentivize negotiation and cooperation among users. Concerns about trust value and usability context became greater issues than pricing information and SMS content, halting the implementation of the original SMS design. As a case study, the SMS project demonstrates the need for cognitive and ecological considerations in technical communication.
    [Show full text]
  • Y'all Call It Technical and Professional Communication, We Call It
    Y’ALL CALL IT TECHNICAL AND PROFESSIONAL COMMUNICATION, WE CALL IT #FORTHECULTURE: THE USE OF AMPLIFICATION RHETORICS IN BLACK COMMUNITIES AND THEIR IMPLICATIONS FOR TECHNICAL AND PROFESSIONAL COMMUNICATION STUDIES by Temptaous T. Mckoy July 2019 Director of Dissertation: Michelle F. Eble Major Department: Department of English This project seeks to define and identify the use of Amplification Rhetorics (AR) in the social movement organization TRAP Karaoke and at three Historically Black Colleges and Universities (HBCUs). In highlighting the AR practices in Black communities. This project will provide insight into what these practices and spaces have to offer to the field of Technical and Professional Communication (TPC). AR is a theoretical framework that details the discursive and communicative practices, both written/textual and embodied/performative performed/used by individuals that self-identify as Black and centers the lived experiences and epistemologies of Black people and other historically marginalized groups. AR are #ForTheCulture practices that provoke change within the academy, regardless the field, however for this project I focus on the field of TPC. The phrase “For the Culture,” is used to describe or allude to an action that can benefit those individually or within a community much like TPC artifacts. This project identifies rhetorical practices located in Black spaces and communities that can be identified as TPC through the reclamation of agency, the sharing of narratives, and the inclusion of Black epistemologies. It illustrates just what it means to pass the mic and remind folks that we not ‘bout to act like there aren’t people of color at the TPC table.
    [Show full text]
  • Communication Models and the CMAPP Analysis
    CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other.
    [Show full text]
  • Intercom-January-2016.Pdf
    January 2016 THE MAGAZINE OF THE SOCIETY FOR TECHNICAL COMMUNICATION learn by yourself learn with others get certified CERTIFICATION AND STC’S CERTIFIED PROFESSIONAL TECHNICAL COMMUNICATOR: WHAT YOU NEED TO KNOW 6 CERTIFIED PROFESSIONAL TECHNICAL COMMUNICATOR: THE EXAM AND ITS take the exam online NINE AREAS OF COMPETENCY 10 PATIENT EXPERIENCE DESIGN 12 BUILDING CONTENT CAPACITIES WITHIN NON-PROFITS 16 A TECHNICAL COMMUNICATION USER’S HIERARCHY OF NEEDS 20 LEARN WHY THOUSANDS OF COMPANIES ARE MAKING THE SWITCH TO MADCAP SOFTWARE MadCap Flare’s single-sourcing capabilities help us streamline our processes to rapidly deliver the information our customers need for any new product releases.” Pat Holmes-Clark, Team Leader and Specialist Technical Writer | McKesson Health Solutions Largest Healthcare Services Company in the United States Switches to MadCap Flare for Agile Delivery of Online Help and Documentation We were working with multiple Microsoft® Word™ or FrameMaker® files, and it became confusing to try and manage them all. It was extremely time-intensive and inefficient to update these files for each product release.” Lesley Brown, Associate Vice President of Documentation and Training Development | McKesson Health Solutions STREAMLINE YOUR CONTENT DELIVERY WITH THE MADPAK PROFESSIONAL SUITE Everything You Need to Create, Manage and Publish Professional Content MadCap Flare: Industry-leading Authoring, Publishing and Content Management MadCap Controbutor: Contribution and Review for Anyone in Your Organization MadCap Analyzer: Powerful Project Analysis and Reporting MadCap Mimic: Create Fully Interactive Demos, Video Tutorials and Software Simulations MadCap Capture: Screen Capture and Image Editing Made Easy Copyright © 2016, MadCap Software, Inc., and its licensor’s. All rights reserved.
    [Show full text]
  • Piercy 2020 Mobilemedia&Com
    EXPECTATIONS OF TECHNOLOGY USE DURING MEETINGS 1 Expectations of technology use during meetings: An experimental test of manager policy, device-use, and task-acknowledgement Cameron W. Piercy1 Greta R. Underhill1 Author information: 1Department of Communication Studies, University of Kansas, 1440 Jayhawk Blvd., Room 102, Lawrence, KS 66044, +1-785-864-5989 Corresponding author, Cameron W. Piercy, Ph.D., [email protected] Acknowledgements: The authors wish to thank Drs. Norah Dunbar, Joann Keyton, and the two anonymous reviewers for valuable feedback on this manuscript. Thank you to Drs. Michael Ault and Kathryn Lookadoo for assisting with the manipulation vignettes. This manuscript was supported by the University of Kansas College of Liberal Arts and Sciences Research Mini Retreat Grant and start-up funding. EXPECTATIONS OF TECHNOLOGY USE DURING MEETINGS 2 Abstract In organizational meetings mobile media are commonly used to hold multiple simultaneous conversations (i.e., multicommunication). This experiment uses video vignettes to test how manager policy (no policy, pro-technology, anti-technology), device-use (notepad, laptop, cell phone) and task-acknowledgement (no task-acknowledgement, task-acknowledgement) affect perceptions of meeting multicommunication behavior. U.S. workers (N = 243) who worked at least 30 hours per week and attended at least one weekly meeting rated relevant outcomes: expectancy violation, communicator evaluation, perceived competence, and meeting effectiveness. Results reveal manager policy and device-use both affect multicommunication perceptions with mobile phones generating the highest expectancy violation and lowest evaluation of the communicator and meeting effectiveness. Surprisingly, there was no effect for task-acknowledgment; however, a match between manager policy and task-acknowledgement affected evaluations.
    [Show full text]
  • Robert H. Lengel Management Scien
    Organizational Information Requirements, Media Richness and Structural Design Richard L. Daft; Robert H. Lengel Management Science, Vol. 32, No. 5, Organization Design. (May, 1986), pp. 554-571. Stable URL: http://links.jstor.org/sici?sici=0025-1909%28198605%2932%3A5%3C554%3AOIRMRA%3E2.0.CO%3B2-O Management Science is currently published by INFORMS. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/informs.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Wed Feb 6 18:28:46 2008 MANAGEMENT SCIENCE Vol.
    [Show full text]
  • 01: Introduction to Technical Communication
    Kennesaw State University DigitalCommons@Kennesaw State University Open Technical Communication Open Educational Resources 7-1-2019 01: Introduction to Technical Communication Cassandra Race Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/opentc Part of the Technical and Professional Writing Commons Recommended Citation Race, Cassandra, "01: Introduction to Technical Communication" (2019). Open Technical Communication. 1. https://digitalcommons.kennesaw.edu/opentc/1 This Article is brought to you for free and open access by the Open Educational Resources at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Open Technical Communication by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. 1/8/2020 Introduction to Technical Writing Introduction to Technical Writing Cassandra Race Chapter Objectives Upon completion of this chapter, readers will be able to: 1. Define technical writing. 2. Summarize the six characteristics of technical writing. 3. Explain basic standards of good technical writing. The Nature of Technical Writing Did you know that you probably read or create technical communication every day without even realizing it? If you noticed signs on your way to work, checked the calories on the cereal box, emailed your professor to request a recommendation, or followed instructions to make a withdrawal from an ATM; you have been involved with technical, workplace, or professional communication. So what? You ask. Today, writing is a more important skill for professionals than ever before. The National Commission on Writing for Americas Families, Schools, and Colleges (2004) declares that writing today is not a frill for the few, but an essential skill for the many, and goes on to state that much of what is important in American public and economic life depends on strong written and oral communication skills.
    [Show full text]
  • The First Wave (1953–1961) of the Professionalization Movement in Technical Communication Edward A
    Applied Research The First Wave (1953–1961) of the Professionalization Movement in Technical Communication Edward A. Malone Abstract Purpose: To demonstrate that the professionalization of our field is a long-term project that has included achievements as well as setbacks and delays Methods: Archival research and analysis. Results: Many of the professionalization issues that we are discussing and pursuing today find their genesis – or at least have antecedents – in the work of the founders of the profession in the 1950s. Conclusions: Our appraisal of our professionalization gains must be tempered by a certain amount of realism and an awareness of the history of the professionalism movement in technical communication. Keywords: technical communication, history, professionalization, 1950s Practitioner’s • This study provides a consideration • It makes us better informed about takeaway of current professionalization issues the origin and early development in the context of their historical of the profession of technical development. communication in the United States. • It encourages us to temper our • It contributes to the creation of a enthusiasm and remain cautiously strong, shared historical consciousness optimistic about recent gains in the among members of the profession. quest for professional status and recognition. Introduction what possible consequences might result from our achieving full professional stature” (Savage, 1997, p. As a former president of the Society of Technical 34). The profession-building activities of the 1950s Writers and Publishers (STWP) noted, “There (e.g., the formation of professional organizations was a controversy in the early days. Was technical and journals, the writing of professional codes of writing really a profession? Did we want it to be a conduct, the creation of academic programs) were profession? If it was, how should we get other people attempts to professionalize technical communication.
    [Show full text]
  • Has Technical Communication Arrived As a Profession?
    APPLIED RESEARCH SUMMARY ᭜ Reports results of a practitioner survey on the definition of technical communication and the role of technology in their work ᭜ Argues that technical communication demonstrates a stable set of core values which suggest the field has a professional identity The Future Is the Past: Has Technical Communication Arrived as a Profession? KATHY PRINGLE AND SEAN WILLIAMS INTRODUCTION 139). In other words, like Grice and Krull, Davis sees n the May 2001 Technical communication, Roger technical communication as a profession with a dual iden- Grice and Robert Krull introduced a special issue on tity that involves some set of core skills that dovetail with the future of technical communication by outlining technological skills. Isome skills that participants at a 1997 conference at Davis doesn’t suggest what those core skills are, how- Rensselaer Polytechnic Institute had identified. From the ever, and Grice and Krull base their predictions on intuition list of things identified at that conference, Grice and Krull and conversations that occurred four years prior to the suggest that three categories run through all of the sugges- publication of their special issue. Some questions emerge tions. then. If we are going to postulate what the future of tech- 1. Technical communication will involve some kind nical communication holds, shouldn’t we understand what of information design skill, whether it’s testing, writing, is going on now? What is actually happening in the pro- visual design, or training. fession? What are practitioners in the profession actually 2. Technical communication will involve shifting doing? How do practitioners actually define the field and technological skills, including statistical testing, database their work? Likewise, shouldn’t we have an historical per- design, Web design, and authoring languages.
    [Show full text]
  • Cultural Differences and User Instructions
    August 2015 Volume 62 Number 3 CULTURAL DIFFERENCES AND USER INSTRUCTIONS ■ EFFECTIVE STYLE GUIDES IN A NEW AGE ■ TEACHING DESNOYERS’ TAXONOMY OF VISUALIZATIONS Build a Better Workplace Graduate Programs in Organizational Performance and Workplace Learning OPWL Students Won the 2014 ISPI Case Study Competition! Accredited • Award-Winning Graduates • Workplace Focused Earn the OPWL Master’s Degree to: • Build the skills necessary to improve workplace performance in ways that organizations value • Work on actual instructional design, needs assessment, evaluation, and research projects for real clients • Engage in individual learning within a community of practice Upgrade your skills with a Certificate in these areas: • Performance Improvement • Instructional Design • E-Learning Development Get Started Today! 100% (208) 426-2489 APPLY NOW ONLINE [email protected] FOR FALL opwl.boisestate.edu/stc President Directors Bernard Aschwanden Craig Baehr Charles Fisher Vice President Ray Gallon Adriane Hunt Cindy Pao Secretary Alyssa Fox Treasurer Jane Wilson Immediate Past President Kit Brown-Hoekstra What is a technical communicator? Technical communicators develop and design instructional and informational tools needed to ensure safe, appropriate, and effective use of science and technology, intellectual property, and manufactured products and services. Technical communicators combine multimedia knowledge and strong communication skills with technical expertise to provide education across the entire spectrum of users’ abilities, technical experience, and visual and auditory capabilities. For more information visit www.stc.org/story/tc_tw.asp. The Society for Technical Communication is the largest association of technical communicators in the world. STC is currently classifying the Body of Knowledge for the field and communicating the value of technical communication.
    [Show full text]
  • The Semiotics of Contemporary Visual Texts: a Study in New Rhetorical Analysis
    BM ISSN 2350-8868 JThe Journal of Business and Management Volume V | Issue I | December 2018 The Semiotics of Contemporary Visual Texts: A Study in New Rhetorical Analysis Bishwo Raj Parajuli1 Abstract This paper explores the semiotics of selected typical visual texts of our time and their implicatures. Some theoretical and conceptual tools for textual interpretation with regards to textual elements exist. However, contemporary visual texts are still prospective area of study. Considering such gap, I have chosen the visual texts that we encounter in our day to day and professional life. For delimitation purposes, only three types of visual communication events have been discussed, selected brochures of academic institutions, selected printed advertisements, and selected billboard advertisements. The analytical tools are predominantly critical discourse of the various motifs, images, structures and persuasive strategies used in the texts. The basic architecture of the discussion part is based on thick descriptions of the textual contents highlighting the semiotics of each. Findings of the study focus on semiotic implications and connotations of the key rhetorical elements. The major finding of the study is most of the visual texts principally try to glorify, glamorize and even exoticize the product or service. The conclusion derived is nothing like absolute conclusion. It is just an array of possible interpretations that pave path for a new discourse like– should we take them for granted? All in all, this is a new rhetorical analysis by outlook. Keywords: New Rhetorical Analysis, Semiotics, Visual Texts, 1. Introduction us towards a menacing age of mechanization. We are Semiotics is the study of sign system in popular arts bound to destroy the role of human work force and human and other contemporary forms of communication.
    [Show full text]