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= Generic Rhetorical Criticism = by Sarah Matz and Jael Cooper

Background on Criticism
“Generic Criticism” is a form of rhetorical criticism that can be used to examine an artifact (Foss, 2009). Look at the chart below to learn more about Generic Criticism.



The specific features that can be identified through these elements tie an artifact to a larger genre of artifacts. Associating an artifact with a genre is to recognize that similar outcomes are replicated through the use of genre-centered rhetorical strategies. This is important because the discipline of Generic Criticism functions on the concept that “certain types of situations provoke similar needs and expectations in audiences” (Foss, 2009, p. 137). Rhetors are, therefore, only successful when they influence the “strategies of comprehension and response” (p. 137) on the part of the audience.

Applying the Criticism
In Generic Criticism, there are also three distinct ways in which to analyze the artifact. Critics of this form of criticism would choose either generic:

a. Focuses on characteristics b. Four steps: i. Observing – “similarities in rhetorical responses to particular situations” (Foss, 2009, p. 141) ii. Collecting – “artifacts that occur in similar situations” (p. 141) iii. Analyzing - “artifacts to discover if they share characteristics” (p. 141) iv. Formulating – “the organizing principle of the genre” (p. 141)
 * 1. Description **

a. Deductive process of examining a specific piece of rhetoric against a larger genre b. Three steps: i. Genre – describing the three different rhetorical elements ii. Artifact – describing the three different rhetorical elements iii. Comparing – the rhetorical elements of both the genre and the artifact
 * 2. Participation **

a. The description of a genre is used to evaluate specific “instances of rhetoric” (Foss, 209, p. 144) b. Four steps: i. Genre – describing the three different rhetorical elements ii. Artifact – describing the three different rhetorical elements iii. Comparing – the rhetorical elements of both the genre and the artifact iv. Evaluating – “the artifact according to its in fulfilling the required characteristics of the genre” (p. 144)
 * 3. Application **

Background on Generic Criticism (Click "Start Prezi"):

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= An Interview with Benjamin Banks = Spokesman for the Feed the Pig Campaign ====** Interviewer: ** Mr. Banks, it is great to meet you! It’s my understanding that you are the face of the Feed the Pig Campaign - a national campaign in the United States, sponsored by The Advertising Council and The American Institute of Certified Public Accountants (AICPA). ====


 * Banks: ** That’s right. These two groups first started the project in 2006. The goal is to educate adults, between the ages of 25 and 34, about how to save money and be more financially responsible.


 * Interviewer: ** That’s admirable, but why focus on that age group in particular?


 * Banks: ** That’s a good question. That age group is actually comprised of “42 million people” (Ad Council). These are people who are just beginning to start their lives by “buying cars, getting married, starting families, and [applying] for mortgages” (Ad Council, 2011). At the same time, they are also the least likely to have a great deal of savings. This campaign’s hope is to teach them how to “put away a few bucks [and feel] like a million bucks” (Ad Council, 2011).


 * Interviewer: ** Taking on these various life changing events, and being financially smart about it, is important. What you’re talking about reminds me of a couple ads that caught my attention:






 * Banks: ** I’m not surprised those caught your attention. They touch on the feeling of excitement as women take on the adventure of life, while re-purposing that excitement to focus on financial security.


 * Interviewer: ** Your ads have a great message and are definitely something to look at, but how do you engage with this age group?


 * Banks: ** We have print ads like the two you mentioned, as well as our advertising which can be heard on the radio, seen on T.V. and on website banners. Additionally, we interact on social media through our Facebook page and Twitter.


 * Interviewer: ** Plus the campaign has its own website, www.feedthepig.org.


 * Banks: ** Yes we do; it’s a great website! On the website you can sign up to receive savings tips by text message or email, interact on our discussion board, learn how you can save by picking your own saving identity or taking a quiz, and even view some of our great advertising campaigns.


 * Interviewer: ** Wow that sounds awesome! Thanks for sharing such great information with us today Mr. Banks.


 * Banks: ** My pleasure! And remember, if you “put away a few bucks [today, you’ll] feel like a million bucks” (Ad Council, 2011)!

//*This interview did not actually occur, but is based off of information provide on the Feed the Pig Campaign and Ad Council website (citation information below).//
= A Descriptive Analysis of the Artifacts =

Step 1: Situational Requirements
In 2006, AICPA partnered with the Ad Council to launch a national financial literacy campaign known as Feed the Pig, which targets 25- to 35-year-old “Career Builders” (AICPA, 2006). More recently, ads targeting young women have been introduced. For purposes of this study, a Feed the Pig public awareness campaign targeting young women must include some significant features:


 * Young women
 * Activities appealing to women
 * Money
 * Socially interactive

Step 2: Description of the Artifacts
The first ad shows a young bride excitedly running through confetti with her handsome, yet very serious groom, Abraham Lincoln—our 16th president and the face of the five dollar bill. Young female wedding guests are seen in the distance laughing enthusiastically. The text of the ad reads, “It takes some commitment, but saving money can lead to lifelong bliss.” The ad’s slogan is “Put away a few bucks. Feel like a million bucks.” In addition, the ad features a QR code for the audience to access free savings tips as well as the Feed the Pig web address and logo, and the Ad Council logo.

=
The second ad depicts a young adventurous girl skydiving. Her tandem partner is none other than George Washington, a face all too familiar on the dollar bill and our nation’s first president. The text reads, “It takes some courage, but saving money is worth the leap.” This ad also features the Feed the Pig slogan and logo. In addition, it directs the audience to the Feed the Pig website, free savings tips via the QR code, and the Ad Council logo. ======

Step 3: Analyzing the Artifacts
This step requires a closer look at the substantive and stylistic features shared in the two artifacts. Furthermore, it requires seeking similarities in how the rhetors are dealing with a situation or perceived problem.

According to financial literacy experts (Kadlec, 2012; Malcolm 2012; Financial Finesse 2012), women are falling behind in managing money and investing. “From 2011 to 2012, women became disproportionately less likely than men to pay their credit card balance in full each month, have an emergency savings fund and have a general understanding of stocks, bonds and mutual funds” (Malcolm, 2012, para. 2). As a result, the motivation of AICPA may be interpreted to influence the spending habits of young women.

From this perspective, both ads express a sense of happiness and excitement about learning how to save or invest money. The wedding ad symbolizes an investment in a woman’s future. The skydiving ad denotes excitement and courage in doing something one might avoid because it is unfamiliar or frightening. However, the ads reassure women that taking a leap of faith is worth it and perhaps even fun. Further, the images of Lincoln and Washington from the faces of real currency, suggest that money, if she saves it, will be a partner or have her back in the future.

These ads are also targeted toward young women. For one, the women in the ads appear to be young and vibrant and perhaps unattached. In addition, the ads are socially interactive in that they feature new technologies, such as QR codes and links to the website, Facebook, and Twitter, which appeal to younger generations.

Step 4: Organizing Principle of the Genre
The overall goal of these ads is to meet an social need identified by AICPA: encourage financial literacy among women. To do so, the ads humanize capital by depicting familiar images audiences will associate with money. Moreover, currency is portrayed as a man that a woman might imagine as part of her future or someone that will support her future. The organizing principle, therefore, suggests that when a woman saves and invests money, he, I mean it, will support her lifestyle, whatever it may be.

 Generic Rhetorical Criticism in Action (Click "Start Prezi"): media type="custom" key="22815622"

References Ad Council (2011). //Financial literacy.// Retrieved from: http://www.adcouncil.org/Our-Work/Current-Work/Education/Financial-Literacy#Asset2454

American Institute of CPAs (2013). //Feed the pig.// Retrieved from: http://www.feedthepig.org/

Financial Finesse Reports (2012). //Gender gap in financial literacy.// Retrieved from: http://www.financialfinesse.com/wp- content/uploads/2012/06/2012_Financial_Finesse_Gender_Gap_Research_FINAL.pdf

Foss, S.K. (2009). //Rhetorical criticism: exploration and practice// (4th ed.). Long Grove, IL: Waveland Press, Inc.

Kaldec, D. (2012, June 28). Women and money: Even college grads flunk personal finance. //Time//. Retrieved from: http://business.time.com/2012/06/28/women-and-money-even-college-grads- flunk-personal-finance/

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Malcolm, H. (2012, June 22). Women's Financial Confidence Falters. //USA Today.// Retrieved from: http://usatoday30.usatoday.com/money/perfi/basics/story/2012-06-21/women-financial- <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 1.5;">literacy/55748704/1