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A Rhetorical Analysis Of High School Bans By Emma Young

analytical Essay
1273 words
1273 words
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For decades, art has been utilised as a tool to engineer social and political change. That this tool would find its way into Australian high schools is not unexpected. Emma Young’s article, ‘Governor Stirling High School bans student's gay art of American footballer’ published on September 30th 2015 in WA Today endeavours to position the audience to view the principal who banned a student’s art in a softly negative light and by nature, is implicitly biased towards the students. However, in doing this, the article omits insight into the ban, itself, through questionable representation; it also marginalises the principal’s voice. The article achieves this through the employment of techniques such as image, caption and headline construction; the order and …show more content…

In this essay, the author

  • Analyzes how emma young's article, ‘governor stirling high school bans student’s gay art of american footballer’ in wa today, omits insight into the ban, itself, through questionable representation.
  • Analyzes how the use of image in conjunction with headline and caption serve to disadvantage the school.
  • Analyzes how the second image subtly positions readers to see these students as a small group attempting to fight for what they see as right.
  • Analyzes how the article portrays the principal as a professional and apologetic figurehead, despite the initial negative representation of the students.
  • Analyzes how the linguistic features utilised in the text assist the students and disadvantage the school.
  • Concludes that the article entitled ‘governor stirling high school bans student's gay art of american footballer’ benefits students through caption, headlines, and visual text. however, the school and its principal are lightly disadvantaged throughout the text by misrepresentation and backgrounding.

The use of the term ‘bans student’s gay art’ attacks the school and presents them as slightly homophobic. The journalists’ choice to portray the entire school as the antagonist in the title, instead of the principal alone, advantages the student by suggesting that he is the underdog against an entire schooling community. The by-line positions the reader to view the student positively again as the statement “Students protest artwork ban” suggests that the students are fighting to rectify an injustice. The missing context on the type of artwork, as well as the open interpretation of the number of students provides less validity to the students’ plight. The two photographs are suggestively positive in their representation of the students opposing of the ban, a common feature throughout the article. In the first image, the controversial artwork is presented as a large statement piece in the photograph; when in reality the bricks either side of the work suggest that the artwork is in fact miniscule. This allows readers to see the work and make their own interpretation on the validity of the

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