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A Rhetorical View of Captioning

Sean Zdenek

in Reading Sounds: Closed-Captioned Media and Popular Culture

This chapter introduces the book’s argument in terms of seven transformations of meaning that closed captioning enables: captions contextualize, clarify, formalize, equalize, linearize, time-shift, ... More

This chapter introduces the book’s argument in terms of seven transformations of meaning that closed captioning enables: captions contextualize, clarify, formalize, equalize, linearize, time-shift, and distill. In the context of accessible media, these seven interlocking transformations provide a way of accounting for the differences between sound and writing, listening and reading. The chapter also offers a critique of ableism in scholarship on multimodal composition and digital rhetorics, a brief history of closed captioning, and an overview of rhetorical analysis as the book’s primary method of analysis.Less

The Ekphrastic Calligram

Andrew D. Miller

in Poetry, Photography, Ekphrasis: Lyrical Representations of Photographs from the 19th Century to the Present

Using Michel Foucault’s essay on calligrams, the chapter examines poems that are reproduced with the photographs that they describe and how this constellation alters the sort of ekphrasis one ... More

Using Michel Foucault’s essay on calligrams, the chapter examines poems that are reproduced with the photographs that they describe and how this constellation alters the sort of ekphrasis one encounters by creating a textimage bond.The poets discussed are Richard Howard and John Logan.Less

The Anti-Ekphrasis: Larry Levis’s “Sensationalism”

Andrew D. Miller

in Poetry, Photography, Ekphrasis: Lyrical Representations of Photographs from the 19th Century to the Present

The chapter examine Larry Levis’s poem “Sensationalism” in detail, charting how that poem seeks to unravel the calligramic bonds that were discussed in chapter 6. In this way, the poem calls into the ... More

The chapter examine Larry Levis’s poem “Sensationalism” in detail, charting how that poem seeks to unravel the calligramic bonds that were discussed in chapter 6. In this way, the poem calls into the question the ethical realities of captioning photographs.Less

Creating Color, Filling, and Optional Components

Stephen M. Kosslyn

in Graph Design for the Eye and Mind

After selecting the best graph format to use, and properly labeling and titling it, the next step would be putting emphasis on the content elements to make it more distinctive. Hatching, shading, or ... More

After selecting the best graph format to use, and properly labeling and titling it, the next step would be putting emphasis on the content elements to make it more distinctive. Hatching, shading, or coloring could be employed to make it more discernable. Color adds interest to graphs visually, as well as helping them to communicate more effectively. Color has three aspects: hue, saturation, and intensity. Recommendations are given on how to color the graphs appropriately. Three-dimensional effects can also help to give graphs a certain depth. This could be done by using a linear perspective, texture gradient, or occlusion. Inner grid lines could also be used in addition to the general framework. Moreover, background elements could be added to make the graph more attractive and interesting. Captions are also important but not generally necessary. Other inclusions are also provided.Less

Queen-Personality-Talk: Writing Queens on the Small Screen

Claire Maree

in queerqueen: Linguistic Excess in Japanese Media

Chapter 3 explores shifting processes of enregisterment through analysis of onē-kyara-kotoba (queen-personality-talk) as written into impact-captions in lifestyle television during the ... More

Chapter 3 explores shifting processes of enregisterment through analysis of onē-kyara-kotoba (queen-personality-talk) as written into impact-captions in lifestyle television during the queen-personality boom (middle of the first decade of the 2000s). In makeover media of this period, queen-personalities were proof that readers and viewers alike could remake themselves into a newer and better “me” by applying hard work and dedication to fashion, cosmetics, culinary skills, and interpersonal relationships. Manipulation of language resources and metapragmatic stereotypes of femininity and masculinity are fundamental to processes through which the desire to transform is created. Taking the lifestyle variety television show onēMANS (NTV) as the main focus, the chapter analyzes how the look and the sound of the queerqueen is recontextualized into a heteronormative framework through manipulation of font, animation, color, and orthographic stylization in impact-captions. Editorial interventions inscribe the sonic qualities of queen-personality talk in ways that simultaneously celebrate their transformational power and threaten to expose their (in)authenticity.Less

The Raw and the Half-Cooked

Patricia J. Williams

in The Humanities and Public Life

This chapter invites readers to consider their captioning of the world. The author describes a class she teaches, Law, Media, and Public Policy, where she asks students to caption a series of images. ... More

This chapter invites readers to consider their captioning of the world. The author describes a class she teaches, Law, Media, and Public Policy, where she asks students to caption a series of images. She shows how captions redirect attention and channel sympathies quite effectively. She also addresses the question of how the humanities became a product rather than a relation. She raises concern about how things live in language and how we objectify in a way that is eventually translated in and into law.Less

Introduction to Photographing Emotion

Jonathan S. Marion

in Dance With Me: Ballroom Dancing and the Promise of Instant Intimacy

In this introduction, the author discusses the three interrelated processes of crafting, selecting, and captioning the images included in this book. He explains how, in crafting images that tell the ... More

In this introduction, the author discusses the three interrelated processes of crafting, selecting, and captioning the images included in this book. He explains how, in crafting images that tell the ballroom story, he relies on the emotion that is being performed by focusing on competitors' eyes and expressions. As part of the selection process for an image, he says he considers whether the image adds to what is being discussed and whether it is acceptable to those whom it depicts. In preparing the captions, he paid attention to what references were already in place (in the text), what context was lacking, and what elements in the image might need highlighting for those not “in the know” regarding the culture and community of ballroom dancing.Less

‘La légende de L'Histoire’: Bernard Noel's Captions for Photography of the Paris Commune

in Photo-texts: Contemporary French Writing of the Photographic Image

In 1995, the French media suddenly began to look less reliable, objective or fair in reporting social (and increasingly political) crisis. These thoughts probably inspired the radical poet and ... More

In 1995, the French media suddenly began to look less reliable, objective or fair in reporting social (and increasingly political) crisis. These thoughts probably inspired the radical poet and novelist Bernard Noël to choose the photographs and supply written descriptions, along with a prefatory essay, for the volume in the Photopoche Histoire series on the Paris Commune. This chapter examines Noël's use of captions and sequences of photographic images to inflect the photography and, hence, the overall image of the Paris Commune. It considers how his photo-essayism becomes a highly partisan response to the story that bourgeois women, smarting amid the ruins of Paris following the Commune's defeat, allegedly poked out the eyes of the surviving insurgents with hatpins.Less

Audience and Explanation

Sunny Bains

in Explaining the Future: How to Research, Analyze, and Report on Emerging Technologies

“Audience and Explanation,” which is the first of three chapters on communicating technical work, starts by focusing on the audience and how understanding their backgrounds and interests is critical ... More

“Audience and Explanation,” which is the first of three chapters on communicating technical work, starts by focusing on the audience and how understanding their backgrounds and interests is critical to being able to report in a way that is meaningful to them. It consider their motivation for reading, what kinds of explanations will make sense to them, what kind of visualizations will be helpful, and the language that they will (or won’t) be able to follow. A section on jargon explains when to use a word without explanation, when to define, and when to avoid using a technical word altogether. There is also a discussion on the use of various kinds of figures (e.g. charts, photographs, and diagrams), how they are best used, captions, and how to avoid problems with copyright and plagiarism.Less

The Politics of the Accusative

John Ma

in Statues and Cities: Honorific Portraits and Civic Identity in the Hellenistic World

This chapter examines the captioning of honorific statues in the Hellenistic period, with emphasis on their metaphorical ‘grammar’ in terms of the accusative case. In particular, it analyses the ... More

This chapter examines the captioning of honorific statues in the Hellenistic period, with emphasis on their metaphorical ‘grammar’ in terms of the accusative case. In particular, it analyses the politics underlying inscriptions on the bases of honorific monuments. It argues that captioning prevents the honorific statue from being an artefact of elitist eminence, and that the statue is about a transaction, where the community doing the honouring is primary. It also claims that the ‘subject’ of the honorific monument is the relationship, rather than the person represented. Finally, the chapter explains how the honorific monument affirms civic ideology and its power by re-establishing the symbolical balance involved in the euergetical exchange and displaying the primacy of the community.Less

Importance of Technology for Education of Deaf Students

Michael Stinson

in Evidence-Based Practices in Deaf Education

Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students ... More

Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students (real-time captioning in classrooms and messaging and related technologies to facilitate communication in small groups) and two ways that technology is used for instruction of these students (multimedia materials for development of literacy and online tutoring). Several studies on real-time captioning and multimedia materials indicate that these approaches are beneficial in the education of DHH students. The limited work to date on messaging to support communication in groups with DHH and hearing students and online tutoring indicates that they are potentially important because they address unmet needs of DHH students. It is important to conduct additional studies to determine the effectiveness of these latter two approaches because current findings are preliminary.Less

Online Learning and Deaf Students: Accessible by Design

Stephanie W. Cawthon and Jessica I. Mitchell

in Evidence-Based Practices in Deaf Education

Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf ... More

Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.Less

Lessons from History

Marc Marschark, Harry G. Lang, and John A. Albertini

in Educating Deaf Students: From Research to Practice

The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this ... More

The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this field as far back as we can see, and faulty assumptions and overgeneralizations have been sustained through time. A study of history also reveals what at first might seem like a series of random events, but which actually manifest patterns that have influenced today’s educational policy (see Fischer & Lane, 1993; Van Cleve, 1993). These patterns are related to several themes critical to the emphases of this book. One such theme is the importance of parental involvement in the education of deaf children. History provides us with factual accounts and anecdotes that enrich our understanding of the advocacy roles parents have played, especially with regard to the establishment of school programs. As we shall see, research clearly supports the role of parental involvement in both formal and informal education, as evidenced in studies demonstrating the long-term influence of mother-child relationships and early communication and the need for providing deaf children with a variety of experiences during the early years. Another theme that emerges from a historical perspective relates to how deaf people have taken an increasingly greater role in influencing their own education. Histories have been published that describe how deafness was perceived in ancient times, how various societies changed with regard to their attitudes toward deaf people, and that highlight the turning points in the education and acceptance of people who are deaf. In most published histories of deaf education, we see the long-standing conflicts through the centuries pertaining to sign language and spoken communication philosophies and the contributions of the individuals who founded school programs or attempted to teach deaf children. Often, however, writers have neglected to examine how deaf people themselves have overcome barriers in many periods of history and under a wide variety of conditions to make important contributions in education and other fields. A history of the education of deaf individuals thus should be more than just a study of changes in educational practices. Less

Looking Ahead While Glancing Back

Marc Marschark, Harry G. Lang, and John A. Albertini

in Educating Deaf Students: From Research to Practice

In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing ... More

In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development. Less

Computer-Mediated Communication and Its Importance to Adolescents with Hearing Loss

Jill Duncan, Ellen A. Rhoades, and Elizabeth M. Fitzpatrick

in Auditory (Re)Habilitation for Adolescents with Hearing Loss: Theory and Practice

This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal ... More

This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal education for students. This chapter explores types of computer-mediated communication and discusses potential consequences of digital communication. The chapter closes with strategies that practitioners can use to include computer-mediated communication within the auditory (re)habilitation context.Less

Immersion and Activism

Rhoda Olkin

in Teaching Disability: Practical Activities for In Class and Homework

The seven activities in this chapter are a deeper dive into the disability experience. The effects of disability-related fatigue are explored in an activity that takes place over 1 week and in a ... More

The seven activities in this chapter are a deeper dive into the disability experience. The effects of disability-related fatigue are explored in an activity that takes place over 1 week and in a second activity that requires making difficult choices about ways to reduce fatigue. The third activity has students immerse themselves in a disability venue. The fourth activity, done in small groups, focuses on microaggressions, collecting data from 10 disabled people about microaggressions experienced. The fifth activity has students experience television using captioning to explore what is missed in information given to Deaf people. The sixth activity has students pick one problem for people with disabilities and to write the appropriate official requesting a specific change, using data, an example story, and a proposed solution. The last activity assumes some level of clinical skills and involves making clinical responses to eight vignettes involving individuals, couples, or families with disabilities.Less