https://magic.piktochart.com/output/12429711-untitled-infographic
The purpose of this infographic was mainly to shed light on an issue that many collegiate athletes have probably questioned during their time as a college student athlete- should they be paid a salary. This question has been bounced around the NCAA for many years, but a final conclusion has yet to come out of the issue. In the infographic, I provided details that directly pertain to this argument, which support the side of yes, student athletes should be paid an annual salary for participation. In order to show readers which side I am in favor of, I employed several rhetorical strategies such as what information I presented and how I presented it, the specific color schemes that I used, a pros versus cons section, and my intentional use of counterpoints. The information that I presented the most of was in favor of athletes being paid. I did this by strategically putting one less opposing fact on why athletes should be paid so show that the supporting facts outweighed the non supporting points. In the next section, I showed the percentage of a random poll that showed what percent of the group was in favor and what percent was opposed. I put a fact here that was in favor of student athletes being paid as opposed to something not in favor, so that the side I supported was further exemplified with the information that I continued providing. The second rhetorical strategy that I used was the colors that I chose. For the top and bottom sections of my infographic, I used the same color so that it would bring my infographic together. In the middle I used two very vivid colors so that those sections would catch the readers’ eye. The middle two sections encompass the most important information on my image and eye-popping colors allowed more attention to be drawn to these areas. In the middle section which compared opposing opinions, I used counterpoints that were factually weaker than the supporting points. This manipulation was in an attempt to make readers think that student athletes should be paid because the opposing evidences are not strong. Continuing down to the percent portion, I chose to use percentages because percentages are facts that are not easy to argue, the numbers don’t lie. As I have discussed throughout this whole paragraph, the perspective that I was trying to convey was from the viewpoint of a student athlete myself. I understand both sides to whether or not student athletes should earn a salary, but what I tried to do in this infographic was explain several reasons why they should and use numeric evidence to support this opinion. If a person has not been a student athlete themselves, then it is more difficult for them to understand why student athlete deserve and in my opinion have earned the right to be paid. It was my hope that through this infographic, some of the thoughts that student athletes often question will give reason to others supporting collegiate student athletes to be paid for play.
The purpose of this infographic was mainly to shed light on an issue that many collegiate athletes have probably questioned during their time as a college student athlete- should they be paid a salary. This question has been bounced around the NCAA for many years, but a final conclusion has yet to come out of the issue. In the infographic, I provided details that directly pertain to this argument, which support the side of yes, student athletes should be paid an annual salary for participation. In order to show readers which side I am in favor of, I employed several rhetorical strategies such as what information I presented and how I presented it, the specific color schemes that I used, a pros versus cons section, and my intentional use of counterpoints. The information that I presented the most of was in favor of athletes being paid. I did this by strategically putting one less opposing fact on why athletes should be paid so show that the supporting facts outweighed the non supporting points. In the next section, I showed the percentage of a random poll that showed what percent of the group was in favor and what percent was opposed. I put a fact here that was in favor of student athletes being paid as opposed to something not in favor, so that the side I supported was further exemplified with the information that I continued providing. The second rhetorical strategy that I used was the colors that I chose. For the top and bottom sections of my infographic, I used the same color so that it would bring my infographic together. In the middle I used two very vivid colors so that those sections would catch the readers’ eye. The middle two sections encompass the most important information on my image and eye-popping colors allowed more attention to be drawn to these areas. In the middle section which compared opposing opinions, I used counterpoints that were factually weaker than the supporting points. This manipulation was in an attempt to make readers think that student athletes should be paid because the opposing evidences are not strong. Continuing down to the percent portion, I chose to use percentages because percentages are facts that are not easy to argue, the numbers don’t lie. As I have discussed throughout this whole paragraph, the perspective that I was trying to convey was from the viewpoint of a student athlete myself. I understand both sides to whether or not student athletes should earn a salary, but what I tried to do in this infographic was explain several reasons why they should and use numeric evidence to support this opinion. If a person has not been a student athlete themselves, then it is more difficult for them to understand why student athlete deserve and in my opinion have earned the right to be paid. It was my hope that through this infographic, some of the thoughts that student athletes often question will give reason to others supporting collegiate student athletes to be paid for play.