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As a viewer, we are positioned as quite dominant here. This high angle shot, looking down on the sea of people, most of who are looking up to us, portrays them as much less powerful than we, the viewers, are. While the ropes and masts take some of our attention, it is the sheer number of passengers staring upwards that is a salient feature of this photo. Historically we know that most have given all they have to travel to the land of opportunity, often leaving family and friends behind in their birth country. How might an individual feel in the midst of this? Can one historical photo give insight into the emotional experiences of these people? How does this photo suggest we "should" feel about immigrants in general? By explicitly combining knowledge of the photo’s composition and its implied power relations, teachers can help students understand how some images can create empathy, while some can suggest superiority or dominance. It is here that reading a graphic novel such as The Arrival can provide another "account" of the immigrant experience. Compare the historic photo here to the images on Shaun Tan’s website, taken from The Arrival. The images of the harbor entry are particularly poignant, when compared to similar historical photos of the Statue of Liberty who greeted ships coming to Ellis Island. Tan studied many photos and documents from that period and students can find many points of connection when viewing the graphic novel with other historical photos.

but for teachers to clearly understand how to guide students in reading visual elements. Making meaning, extracting relevant information, developing relevant, shared metalinguistic terms to describe what is seen, and understanding how images and multimodal texts position viewers are key skills. T

To get an idea of how metaphorical expressions in everyday language icon give us insight into the metaphorical nature of the concepts that structure our everyday activities, let us consider the metaphorical concept TIME IS Money as it is reflected in contemporary English.

We are adopting the practice of using the most specific metaphorical concept, in this case TIME IS MONEY to characterize the entire system. Of the expressions listed under the TIME IS MONEY metaphor, some refer specifically to money (spend, invest, budget, probably cost), others to limited resources (use, use up, have enough of, run out of), and still others to valuable commodities (have, give, lose, thank you for). This is an example of the way in which metaphorical entailments can characterize a coherent system of metaphorical concepts and a corresponding coherent system of metaphorical expressions for those concepts.