Interpreting Plutchik’s Wheel of EmotionsPrimary: The eight sectors are designed to indicate that there are eight primary emotions: anger, anticipation, joy, trust, fear, surprise, sadness and disgust. Show
Opposites: Each primary emotion has a polar opposite. These are based on the physiological reaction each emotion creates in animals (including humans… Plutchik studied animals!):
Combinations: The emotions with no color represent an emotion that is a mix of the 2 primary emotions.
For example, anticipation and joy combine to be optimism. Joy and trust combine to be love. Emotions are often complex, and being able to recognize when a feeling is actually a combination of two or more distinct feelings is a helpful skill. There are also tertiary feelings, not shown on the feelings wheel, that are a combination of 3 (and maybe some feelings have 4 or more parts? Let us know what you think in the comments below), Intensity: The cone’s vertical dimension represents intensity – emotions intensify as they move from the outside to the center of the wheel, which is also indicated by the color: The darker the shade, the more intense the emotion. For example, anger at its least level of intensity is annoyance. At its highest level of intensity, anger becomes rage. Or, a feeling of boredom can intensify to loathing if left unchecked, which is dark purple. This is an important rule about emotions to be aware of in relationships: If left unchecked, emotions can intensify. Herein lies the wisdom of enhancing your emotional vocabulary: it’s the bedrock of effectively navigating emotions. Plutchik’s wheel of emotions helps us look at literacy through a broader lens. Literacy means “a person’s knowledge of a particular subject or field.” So enhancing emotional literacy means not only having words for emotions, but understanding how different emotions are related to one another and how the tend to change over time. You can read Robert Plutchik’s explanation of his model of emotions in an article that was originally published in American Scientist in 2001 and can be read on Springer International Publishing AG. journal article Visual Rhetoric Representing Rosie the Riveter: Myth and Misconception in J. Howard Miller's "We Can Do It!" PosterRhetoric and Public Affairs Vol. 9, No. 4 (Winter 2006) , pp. 533-569 (37 pages) Published By: Michigan State University Press https://www.jstor.org/stable/41940102 Read and download Log in through your school or library Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
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Abstract This essay examines the World War II poster "We Can Do It!," commonly known as "Rosie the Riveter." Today, J. Howard Miller's print is a feminist icon. However, archival evidence demonstrates that during World War II the empowering rhetorical appeal of this Westinghouse image was circumscribed by the conditions of its use and by several other posters in its series. The essay concludes that, when considered in its original context, the "We Can Do It!" poster was not nearly as empowering of home-front women as it might seem to more recent viewers. The poster has become a modern-day myth. Journal Information Rhetoric & Public Affairs is an interdisciplinary journal devoted to the history, theory, and criticism of public discourse. Published quarterly, the journal explores the traditional arenas of rhetorical investigation including executive leadership, diplomacy, political campaigns, judicial and legislative deliberations, and public policy debate. Critical, analytical, or interpretive essays that examine particular instances of symbolic inducement in any historical period are welcome. Of special interest are manuscripts that explore the nexus of rhetoric, politics, and ethics–the worlds of persuasion, power, and social values as they meet in the crucible of public debate and deliberation. Publisher Information Since its founding in 1947, the mission of the Michigan State University Press has been to be a catalyst for positive intellectual, social, and technological change through the publication of research and intellectual inquiry, making significant contributions to scholarship in the arts, humanities, sciences, and social sciences. Rights & Usage This item is part of a JSTOR Collection. Which of the following was most likely a significant cause of the sentiments depicted in the cartoon above?Which of the following was most likely significant cause of the sentiments depicted in the cartoon above? Corporate consolidation and abuse of power during Gilded Age.
What situation most likely caused the sentiments expressed above?What situation most likely cause the sentiments expressed above? Americans grew angry when French officials demanded a large loan to the French government and the payment of a £50,000 bribe in order to receive American diplomats.
Which of the following was a cause of the sentiments and goals described above?Which of the following was a cause of the sentiments and goals described above? A shared history of what they viewed as Anglican persecution in England gave Puritans a sense of solidarity.
Which of the following groups would most likely have supported the sentiments in the memo above?Which group would MOST likely have supported the sentiments expressed in the passage above? Liberal Americans who favored the expansion of individual freedom.
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Which of the following was most likely a significant cause of the sentiments depicted in the poster above?
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