I found this chapter reading very important to our work on the multi-modal project. The part that helped most was probably the part about the three things to consider while molding the project, (purpose, audience, and form. Our purpose is dissecting the way people view gender, and our audience will probably be Clemson students, (and our professor of course.) This means the form we take will probably be plain style. I say plain style because the subject were talking about is one that is probably close to everyone’s hearts in some way or form, so explaining and informing them about the subject would be bashing them over the head with a dead horse. We’re also trying to get an idea of what people think about gender rather than try to push a certain opinion on people, and will be getting information from ordinary, street folk, so simple is probably the way to go.
Also, seeing as our audience is students, a simple, informal dialogue might be the best way to connect on a personal level. They are, however, college students, so talking down to them will get the project nowhere. The trick will be to challenge them without seeming pretentious.
Of all the ways the chapter brought up to get your point across. We will obviously be using a website for this particular project. Our practice in class means we have a pretty good hang on things as of now. That does not mean the other techniques will be ignored. In fact, since a website allows you to use multiple pages, it would be possible to incorporate all of them if needed, one for each page. Or, if needed, multiple visual arguments could be used on the same page to complement each other.
The part about using the visual and verbal elements at once was definitely helpful. If this project is going to be as successful as we want it to be, then arranging the words and pictures will be very important. I imagine I could probably sketch a rough cartoon or something to encompass what this paper is all about. That way, even if someone gets lazy and decides they don’t want to read the whole thing, the image will still be stuck in their head, forcing them to think of it on at least some level. I also found the cartoon on figure 8.3 to be helpful. As much as I hated the idea, it showed that the real thought needs to go into the small eye candy, not the actual meat of the project.