Analysis of Argument

[ally1784]

Does anyone here have a sample essay of analysis of argument based on technology or artificial intelligence?

[literally lauren]

Does anyone here have a sample essay of analysis of argument based on technology or artificial intelligence?

Hi Patsy!

I'm not sure if someone would have covered that specific topic, but there was an old VCE exam with an argument analysis task based on technology. I've attached the article here, though unfortunately the image isn't included, and the sample essay is below. Keep in mind that this was written by a Year 12 student, so this isn't the same standard that your teacher will expect of you this year, but it might still be useful to see how this piece talks about the contention and language techniques

An opinion piece, appearing in the online journal ‘Ctrl Alt’, was posted earlier this year on the 23rd of May in response to the increasing and conflicting debate about the impact of digital technology on our society. The piece is entitled ‘Keyed In’, linking closely to the subject material and appeal to the ‘digitally savvy’ younger generations who are the target audience for this piece. An informative and enthusiastic tone is maintained throughout the piece, asserting the benefits of modern technology with positive connotations.

The outlay of the piece is that of a website, or more precisely a ‘live’ electronic journal, appealing directly to the subject material on digital technology and complimenting the younger audience, who would be familiar with websites and live journals. The title of the journal ‘Ctrl Alt’ is visually displayed as computer keys, after their namesake on an ordinary computer key board, while the title of the actual article us undersized and not interesting or assertive enough to spark much interest in the reader. However, the accompanying picture of a human head imbedded with computer micro chips makes up for the title’s lack of appeal, because it visually enhances the main contention of the development of human technology, by associating the unique power of the human brain to the power of the micro chip. 

The author, Voxi, is using an alias so that his or her real identity remains anonymous, which is a common trend on the internet. Voxi opens the piece by attacking people’s resistance to learn new things, because it ‘tends to polarise people’; in the effort to persuade the reader into denying that they are one of these people. Voxi describes the people who are ‘challenged by the discomfort of being dislodged from the know’ with alliteration, placing emphasis upon the ‘d’ sound, in order to emphasise the denotations of being classified in this group. Voxi then juxtaposes this negative characterisation, with a positive one. Imagery of people who want to ‘grab the future with both hands’ is energising and evokes excitement in the reader, as opposed to the tired afore characterisation. Voxi is persuading the reader with appropriate positive and negative connotations to want to be able to try new ways of doing things and embrace the technological revolution.

There is a tonal shift from excessively energetic to a more informative tendency, while maintaining the same assertiveness. Voxi uses examples from the Renaissance, the most renowned period in history for the advancement of education, with Copernicus and Galileo who were renowned for ‘reorganising the cosmos’ and comparing their genius with the power of technology, appealing to the reader’s sense of admiration for the importance of great historical figures and linking it to a similar admiration for technology. Voxi uses repetition of the word ‘revolution’ which asserts that digital technology is a fundamental change and advantage to society, urging the reader to embrace the technological revolution because it is a positive step in the evolution of mankind. Voxi goes on to address the opposing arguments, ironically expressed in the form of a podcast, and dissects the flaws in the discrepancies with digital technology. For example, while ‘some fear this will reduce human intelligence’, Voxi asserts the absurdity of this and uses listing to highlight all the benefits of digital technology, finding cures faster, find ways of preserving the planet’, appealing to both the readers sense of logical thinking and their humanity in wanting to take advantage of technology to benefit mankind for the greater good.

Voxi again uses positive and negative characterisations, but now in a more specific way by classifying the ‘older generation’ who ‘just accept and use with enthusiasm’. This appeals to the target audience, who do not want to be associated with their parents’ generation and are persuaded by Voxi that in using digital technology they can avoid this possibility. Voxi incorporates rhetoric language, ‘What’s to be afraid of?’ and imagery, ‘zip along the surface like jet skiers’, to further enhance the youthful connotations of digital technology and appeal to his young audience. The use of familiar internet related trademarks, such as ‘Facebook’ and ‘Google’ gives authority to Voxi, in that he knows what he is talking about, and adds to the colloquial nature of the piece.

Voxi ends his piece on a positive note, ‘Let’s be excited’, again embracing an enthusiastic and energetic tone which excites his readers and makes them want to embrace the technology revolution. He uses jargon, ‘loser’ and appeals to the younger generation’s need to conform to add further persuasion to the piece and advocate digital technology. [\quote]

[ally1784]

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.

[literally lauren]

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:
   - 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.)
   - 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.
   -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!