Abstract
By not discussing aesthetics when asking students to analyze advertisements or other images, composition instructors may inadvertently lead students to assume that visual elements and design principles are irrelevant, ornamental, or at best subordinate to rhetorical considerations. However, if we use the language and theory of both rhetoric and aesthetics in the composition classroom, then students may gain a deeper understanding of the similarities and differences between the visual and verbal. This, in turn, may allow students to offer more sophisticated analyses as they consider the persuasive force of visual communication.
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