Thank you so much for the sample, but how would you analyze this image based on artificial intelligence in the classroom?
Overall, I have trouble identifying the shifts, tones and technique and analysis why the author may include certain strategies.
A good place to start with images is to identify when they are 'embedded' within an author's argument, as opposed to when they are 'standalone'. For example, if you got one newspaper article and then one cartoon about the same issue, the cartoon would be a standalone text with its own argument. But if you were analysing a speech that contained some images from powerpoint slides, or (as in this case) an article that was accompanied by an image, you can be 99.99999% sure that
the image reinforces the author's contention!This makes sense when you think about things from the author's perspective - they're not going to include a visual that proves them wrong or weakens their argument. So, if I'm a principal writing about how excited I am for a new AI classroom app, I'm not going to include an image like this...
...because that's going to make my audience think about scary hackers in dark basements! Instead, I'm way more likely to use an image like the one this article has...
What's the most dominant focal point of this image? A happy, smiling child! Wow, this technology must be great if this child is so happy! And all the kids are working together, with the teacher helping them! This is a fantastic learning opportunity! Yaay for the AI app!!!
This image therefore
strengthens the author's contention by providing a visual representation of this positive learning environment made possible by new technology.
As for the other stuff:
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Shifts/tone: Imagine someone was reading this aloud as a speech to you. What kinds of emotions would they use in their voice? e.g. how would this principal sound when she says "I hope everyone is getting excited for the summer holidays coming up! I am writing to you to announce some exciting news." Then, look for moments where this changes, which will happen most often at the ends of paragraphs (e.g. when she switches to talking about "A possible issue..." at the end.)
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Technique: don't focus too much on pointing out a persuasive device! That's only a tiny part of the task - your main focus should be on ANALYSING THE ARGUMENT! Using quotes as evidence is enough, and you don't have to point out a fancy rhetorical technique in order to gain marks. Just try to keep an eye out for things like inclusive language, connotations, and calls to action so you can comment on those. Having a list of techniques open beside you while annotating/writing can be useful, but it's better to focus on the argument itself.
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Why the author includes certain strategies: this is the hardest part of AA, so it's great that you're already thinking about this! Basically, you need to explain why certain language affects the audience's views so that they are more likely to support the author's contention. For example, the author would want to use that image because it encourages parents to view technology as a source of happiness for children, as well as a beneficial tool to their learning and cooperating with others. Therefore, this aids the author in suggesting that technological developments should be adopted in classrooms for the sake of students.
This takes a lot of practice, and it's tricky because it seems really obvious when you spell it out (like... of course the author says things that support their argument...) but the best advice I can give is to BE SPECIFIC!!! Don't just say "this supports the author's view and compels readers to change their minds and agree with the author." That's too simplistic, and it doesn't tell us anything about this specific article/author/audience. So be specific, and practise explaining your train of thought so that your teacher can give you marks!
Hope that helps!