3 Levels of Thinking3 Levels of Thinking

Reading StrategyReading Strategy

How we thinkHow we think We perceive something through our senses– what we see, We perceive something through our senses– what we see,

hear, taste, touch, and smellhear, taste, touch, and smell We think about that perception and relate it to something we We think about that perception and relate it to something we

are already familiar with (sometimes happens so fast that it’s are already familiar with (sometimes happens so fast that it’s subconscious)subconscious)

Then we begin to compare/ contrast/ relate that new “thing” to Then we begin to compare/ contrast/ relate that new “thing” to other thingsother things

This process is not exactly linear and does not only happen This process is not exactly linear and does not only happen once. Any step can happen at any time in our thought process; once. Any step can happen at any time in our thought process; however, we are going to practice this on a conscious level in however, we are going to practice this on a conscious level in a linear way just to understand how we can use our thought a linear way just to understand how we can use our thought process to our advantage to understand the theme of a complex process to our advantage to understand the theme of a complex piece of literature.piece of literature.

3 Levels of Thinking3 Levels of Thinking Level 1: What do you literally see? What are Level 1: What do you literally see? What are

your observations?your observations? Level 2: What do you associate with what you Level 2: What do you associate with what you

see? (concrete & abstract ideas)see? (concrete & abstract ideas) Text to selfText to self Text to textText to text Text to worldText to world

Level 3: What are the rhetorical relationships Level 3: What are the rhetorical relationships and what’s the message/ theme?and what’s the message/ theme?

Abstract ideas are the goal b/c they help us get to themes, which are abstract.

AnalysisAnalysis

When we get to the stage of thinking in which When we get to the stage of thinking in which we begin to make connections and relate ideas we begin to make connections and relate ideas to one another, we begin to use “rhetorical to one another, we begin to use “rhetorical relationships” whether we are aware of it or relationships” whether we are aware of it or not.not.

What does “rhetoric” mean?What does “rhetoric” mean? Rhetoric is the art of persuasion & all Rhetoric is the art of persuasion & all

rhetorical devices can be categorized into rhetorical devices can be categorized into rhetorical relationshipsrhetorical relationships

Rhetorical RelationshipsRhetorical Relationships

JuxtapositionJuxtaposition Placing items side-by-side for comparisonPlacing items side-by-side for comparison Maybe similar, may be a contrastMaybe similar, may be a contrast

ContrastContrast Contradictory elementContradictory element

RepetitionRepetition Repeating items over again for emphasisRepeating items over again for emphasis

ShiftShift The element where the message changesThe element where the message changes

Let’s Practice!Let’s Practice!

Today, we are going to practice this reading Today, we are going to practice this reading strategy with ads.strategy with ads.

The message to an advertisement is clear– it is The message to an advertisement is clear– it is trying to persuade us to buy something or take trying to persuade us to buy something or take action.action.

Knowing the end message will help us to Knowing the end message will help us to better “see” the strategy so that we can use it better “see” the strategy so that we can use it for something more complex... such as for something more complex... such as Canterbury Tales.Canterbury Tales.

Level 1:

What do you see?

What do you notice about this ad?

Level 1: In this ad we see the back of a school bus on the road. The windows are opaque, and no students can be seen inside the bus. The picture is also black and white, and the caption draws attention to the issue of drinking and driving.

Level 2:

What do you associate with items in this ad?

Concrete?

Abstract?

Level 2: The mention of drinking and driving in the ad can be abstractly associated with temptation and peer pressure since drinking and driving oftentimes results from a person’s sense of belonging and necessity to identify themselves with a group. The school bus can be associated with innocence, purity, and carefreeness. The black and white tones of the photo can be associated with nostalgia as well as life and death.

Level 3:

What relationships do you see? What message do they convey?

Juxtaposition?

Contrast?

Shift?

Repetition?

Level 3: This ad attempts to convince the onlooker that we must all unite against the issue of drinking and driving. We know that the ad is targeting parents because it mentions little children with the caption “little reasons”, but we also know that what at first glance seems like a sweet reminder of the innocence of childhood is actually a harrowing reminder of what could befall the innocent when a drunk driver is involved. The black and white tones shift the message from the whims of childhood that can be associated with the school bus to the tragedy that could befall innocent children because of the negligence of drunk drivers. The ad creates empathy within all parents because the children in the bus are faceless and could be any children- even the reader’s children. This repeats the warning that people need to unite against drunk drivers to prevent these sorts of tragedies from occurring to their own children. These rhetorical relationships help us decipher the true meaning of this advertisement when at first glance we could misconstrue its purpose because of the subject of the photograph itself has different associations.

Level 1:

What do you see?

What do you notice about this ad?

Level 1: In this ad we see a train of Toyotas on the tracks of a roller coaster. The people in the cars have their hands raised and smiles on their faces. It is a clear and sunny day. The ad uses bright, vibrant colors. The caption at the bottom mentions having “fun” and “gett[ing] the feeling.”

Level 2:

What do you associate with items in this ad?

Concrete?

Abstract?

Level 2: Associations we can make with the roller coaster vary from terror to joy and excitement. Associations we can make with the vehicle are stability, safety, and excitement. We can associate the bright colors and perfect day with joy as well.

Level 3:

What relationships do you see? What message does that convey?

Juxtaposition?

Contrast?

Shift?

Repetition?

Level 3: The juxtaposing image of the car and roller coaster creates a message that the vehicle is like a ride, but the colors of the ad as well as the joy on the riders’ faces repeat the idea that the ride is not one of terror, but one of excitement. The riders obviously feel safe and secure in the vehicle too because they have their arms raised out of the windows and big smiles on their faces so that action alone shifts the message from anything that could possibly be terrifying. The rhetorical relationships of this ad show its purpose is to convince its audience that this Toyota is a fun, exciting, stable, yet safe roller-coaster of a ride.

Level 1:

What do you see?

What do you notice about this ad?

Level 2:

What do you associate with items in this ad?

Concrete?

Abstract?

Level 3:

What relationships do you see?

Juxtaposition?

Contrast?

Shift?

Repetition?