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This article argues that mainstream communication has shifted toward multimodal meaning where images function as primary semiotic tools, and that print-centric academia must adjust accordingly. It emphasizes teaching students to analyze news photographs as seemingly objective eyewitness accounts, examining bias, framing differences, and the role of photojournalism in evoking sympathy while informing perception.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-summerfall-2007-visual-rhetoric-and-viewer-empathy-in-news-photographs/597815/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-summerfall-2007-visual-rhetoric-and-viewer-empathy-in-news-photographs/597815.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why must academia pay attention to visual rhetoric in news photographs?","Question",{"text":112,"@type":113},"Because communication has shifted toward multimodal meaning where images act as the primary semiotic tool, yet academia has not drawn clear implications from that shift. The article argues that students need critical tools for this form of communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are news photographs positioned as learning materials for critical thinking?",{"text":117,"@type":113},"News photographs are presented as a strong place to practice critical thinking because photojournalists are viewed as relatively objective eyewitnesses and their images seem less consciously constructed than promotional images.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the article’s view of “political bias” in news stories?",{"text":121,"@type":113},"The article suggests that what students call political bias is often better understood as differences in framing. Reading multiple reports helps reveal that each version highlights different salient facts and omits others.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597815,1793014500,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nSummer/Fall 2007: 36.2  \nVISUAL RHETORIC AND VIEWER EMPATHY IN NEWS PHOTOGRAPHS  \nMary F. Rist  \nPrint-centric academia is finally paying attention to the way our YouTube students are communicating. English departments are late to the game, having failed to become comfortable with the fact that most communication today is multimodal, with images being the primary semiotic tool. Gunter Kress, in presenting the New London Group's case for 􀳦multiliteracies,􀳦 points out that  \nOver the last two or three decades a revolution has taken place in the area of communication which forces us torethink the social and the semiotic landscape of Western 􀳦developed' societies. The effect of this revolution has been to dislodge written language from the centrality which it has held, or which has been ascribed to it, in public communication. Perhaps the most obvious example is the increasing prominence􀳦dominance even􀳦of the visual in many areas of public communication as well. While this is obvious, the implications of that shift have not in any sense begun to be drawn out or assessed in any coherent, overt, fully conscious, and consistent  \nfashion. (182)  \nAt the 2004 Conference on College Composition and Communication, in the Chair's Address, Kathleen Blake Yancey articulated the call for research into multimodal composition, warning that if rhetorical theory and practice are to remain relevant to our students' lives, we need to acknowledge, use, and theorize about how other modes (e.g. , visual, aural) participate with written language to create meaning.  \nThis is not a surprise to our students. Many would be quick to point out that a great deal of the information they  \nget about the world is visual. 􀳦A picture is worth 1000 words,􀳦 and in the age of scan and click, visuals may be worth even more; they are processed more easily than text since 􀳦visual encoding is relatively automatic and cognitively cost-free􀳦 (Potter, Bolls and Dent qtd. in Newton 27) . And students instinctively understand the power of visuals. They are happy to discuss the intensity of the effect of TV images of planes hitting the World Trade Center and to argue about how the photographs from Abu Ghraib hurt America 's image abroad and at home. They are often interested to learn about the US government's ban on media images of flag-draped coffins from Iraq and Afghanistan but are quick to understand why the government made such a move, even if they don't understand why the media agreed to it. They know the power of images to evoke sympathy and to inform perception. They prefer to get their news through YouTube and to make new friends and keep the old through photographs and instant-messaging on their Facebook pages.  \nOur students, with their cellphone cameras and MySpace pages, rejoice that we are surrounded by images that persuade us emotionally as well as informing us logically. Yet, as Kress points out, our students need to be given the tools to think as critically about this form of communication as they do about written texts. Thus the English Writing and Rhetoric department to which I belong challenged its faculty to address visual rhetoric alongside traditional rhetoric and composition in both the general education 􀳦freshman composition􀳦 coursesand in the course offerings for our undergraduate writing majors. As part of a discussion about the role and the effect of visual elements of texts, I get students to look at the photographs that accompany news stories. News photographs, in particular, are a good place for students to exercise their critical thinking skills since photojournalists are seen as relatively objective 􀳦eyewitnesses􀳦 (Newton 27) to the world, and their photographs seem less consciously constructed than the photographs in advertisements or other promotions.  \nI also like to engage students in discussions about the role of journalism and their engagement with it (or lack thereof) . Students are quick to acknowledge the potential for","cbCainJuPWLSEXxt","https://ap.wps.com/l/cbCainJuPWLSEXxt","pdf",114304,"English","# The CEA Forum\n## Visual rhetoric and multimodal communication\n## Teaching strategies using news photographs\n## Bias, framing, and journalistic truth","[{\"question\":\"Why must academia pay attention to visual rhetoric in news photographs?\",\"answer\":\"Because communication has shifted toward multimodal meaning where images act as the primary semiotic tool, yet academia has not drawn clear implications from that shift. The article argues that students need critical tools for this form of communication.\"},{\"question\":\"How are news photographs positioned as learning materials for critical thinking?\",\"answer\":\"News photographs are presented as a strong place to practice critical thinking because photojournalists are viewed as relatively objective eyewitnesses and their images seem less consciously constructed than promotional images.\"},{\"question\":\"What is the article’s view of “political bias” in news stories?\",\"answer\":\"The article suggests that what students call political bias is often better understood as differences in framing. Reading multiple reports helps reveal that each version highlights different salient facts and omits others.\"}]","The CEA Forum - Summer/Fall 2007 - Visual Rhetoric and Viewer Empathy in News Photographs | PDF",1792085757]