David Keener
Assignment Sequence for Visual Analysis – ENGL 1020
Rationale
Visual analysis is a genre that’s at once accessible and unfamiliar for students. The purpose of this assignment sequence, though, is to alleviate some of the anxiety that might come along with – as some students have described it to me – an abstract approach to writing an argument. I want to provide students with the choice of a relevant topic of their choosing to engage with at length. They should choose something that they are interested in writing about as a means to secure both a buy-in and provide the students with a sense of choice in the direction of this assignment.
This is an assignment sequence that lends itself readily to many course themes and styles. The practice of visual analysis is exceedingly relevant in the 21st century, given students’ broad and daily exposure to media and advertising. For the purpose of broad appeal, the course theme included on the attached assignment prompt is “Popular Culture.” The intent, then, with this assignment, is to allow students to critically analyze a pop culture visual that otherwise might not receive a sustained critical engagement.
The order of the assignments is intended to begin with a text to explore the complex potential of an argument. Then, students will use that as a model for their “readings” of sample visuals – both image and film.
Along the way, students will be encourage to “read” visuals as though they were a written text, exploring the practice of visual analysis. They should become familiar with the genre-defining terms of visual analysis and craft a complex, layered argument. As a result, students should learn to write thoughtfully and at length about a visual that they otherwise might dismiss or accept at face-value.
Included in this packet are the following:
1) A one-page abbreviated schedule for the sequence
2) Breakdowns of each day of the sequence
3) Referenced attachments to supplement the classes
This sequence includes a routine of in-class writing to begin each class period. The purpose of these is to allow students a personal, focused engagement on questions about writing and the assignment itself. The goal with these is not only to build a routine, but also to prime class discussion following each in-class writing prompt. A rationale for each in-class writing prompt is included underneath each one in the “Breakdown” portion for each day.
Abbreviated Sequence for Visual Analysis:
Day One: Introduction to the Assignment
Discuss the assignment prompt and define the genre and key terms.
Day Two: Examples of Visual Analysis and Practice
Discuss the reading. Go over examples of visual artifacts.
Day Three: Visual Analysis Example Essay
Go over example of visual analysis essay in groups.
Day Four: Visual Analysis with Film
Bring your visual artifact to class. Begin watching American Movie in class.
Day Five: Visual Analysis with Film cont.
Finish American Movie. Discuss the argument of the movie and how it is made visually.
Day Six Thesis Peer Review – First Draft Due
Begin the thesis workshop to refine and revise the working thesis.
Days Seven and Eight: Conferences
Attend your conference for the time you signed up for at my office. Continue revising the first draft.
Day Nine: Final Draft Due
Reflecting on the revision process and the nuances of visual analysis.
Day One – Introduction to the Assignment
· Take attendance – 5 minutes
· In-class writing: What are the key characteristics of a strong argument? How can you make an argument about a visual? – 15 minutes
o If the first question has already been covered, this can be a good review. This in-class writing is intended to prime a class discussion about the assignment and the genre of visual analysis.
· Discuss, as a class, their responses to the in-class writing – 20 minutes
· Hand out the assignment prompt and rubric (Attachment 1) and go over the purpose and requirements in detail. Ask if there are any additional questions and address as needed. – 15 minutes
· Use Chapter 33 in the Norton Field Guide to Writing to discuss how the argument in this assignment will be complex. – 20 minutes
Homework: Read an article (in this case, pages 731-735 in the Norton Field Guide to Writing, “Is Google Making Us Stupid?” by Nicolas Carr) with attention to the effectiveness and complexity of the argument.
Day Two – Examples of Visual Artifacts and Practice Analysis
· Take attendance – 5 minutes
· In-class writing: How does Nicolas Carr take a “yes-or-no” question and complicate it? How is or isn’t this article’s argument complex? How would you answer the question? – 20 minutes
o The purpose of this in-class writing is to get students thinking about how to expand an otherwise simple question. This is something that they will be doing with an image or clip for the assignment.
· Discuss responses to the in-class writing. Emphasize the above rationale. – 15 minutes
· Transition to the Visual Analysis PowerPoint slide (Attachment 2). Discuss the content and use the attached images as practice pieces of analysis. Ask leading questions to prompt discussion, such as, “What are the first things you notice? Why? Is there an implied narrative in the pictures? How do you know it?” – 35 minutes
o This PowerPoint will further elaborate on why visual analysis can be important and will provide examples of appropriate topics for the paper. Additionally, the class will get some practice with visual analysis as a whole.
Homework: Find a visual artifact that you would be interested in using as a topic and bring that to the next class. Revisit the assignment prompt for examples of what to look for.
Day Three – Visual Analysis Example Essay
· Take attendance – 5 minutes
· In class writing: What are the first things that you notice about the image that you brought in? What are you initial reactions? What is the significance of that first impression? – 15 minutes
o This in-class writing prompt is aimed towards pointing students towards the first pieces of evidence that they might consider in their argument for the assignment. This is also to ease some of the anxiety that might come with starting an essay in a (perhaps) unfamiliar genre.
· Discuss responses to the in-class writing. Reiterate the above rationale – 15 minutes
· Handout the attached visual analysis essay example that focuses on the final image of the PowerPoint (Attachment 3). Split students into groups of 3 or 4. Have one student from each group read for two pages, and switch to a different reader for the rest of the essay. Have students discuss in their groups the argument (how it’s organized, whether it’s effective, how it uses details) similar to the class discussion of the Nicolas Carr article on Day Two. – 45 minutes
Homework: Read the “Starting Points for Visual Analysis” handout (Attachment 4). Bring this handout back to class for Day Four.
Day Four – Visual Analysis with Film
· Take attendance – 5 minutes
· In class writing: Use the “Starting Points” handout and apply it to your topic to gather evidence. – 15minutes
o This in-class writing should get students thinking about which pieces of their visual artifact they will focus on.
· Discuss the responses. Ask students which of the “Starting Points” they found to be particularly helpful. Ask if they noticed something that wasn’t immediately apparent when they chose their visual. – 15 minutes
· Begin “American Movie” (or another film/documentary appropriate for visual analysis that doesn’t exceed 95 minutes.). Hand out questions (Attachment 5) that students should answer while watching the film as a means to practice visual analysis. – 40 minutes
Homework: Begin your first draft if you haven’t already, to be completed by Day Six.
Day Five – Visual Analysis with Film cont.
· Attendance – 5 mins
· Begin the film where the last day left off. Finish the film. – 45 to 50 minutes
· Use the remainder of the class to discuss their answers to the worksheet, focusing on what details or patterns students picked up on. Use these details as a way to open an analytical discussion about the film. Address questions or concerns about the assignment. – 20-25 minutes
Homework: Complete the first draft. Bring in three copies of your first draft for Day Six.
Day Six – Thesis Peer Review
· Take attendance – 5 minutes
· No in-class writing for the peer review day. Instead, review the assignment prompt if needed. Emphasize the goals of the assignment and address questions. – 10 minutes
· Get students into groups of two or three, depending on class size. Pass out the “Thesis Peer Review” handout (Attachment 6). – 5 minutes
· Follow the instructions of the “Thesis Peer Review” sheet. Students will read aloud their writing as the other member(s) of the group provide feedback, using the sheet as guidance. Float around and address questions as needed. – 50 minutes
· As students leave and turn in their drafts, have them sign up for 10-minute one-on-one conferences, to be held on Days Seven and Eight. – 5 minutes
Homework: Bring in a list of concerns about your writing to your conference. Begin revision for your final draft.
Days Seven and Eight – Conferences
· No traditional class is held on these days. Meet with students for 10 minutes at a time to address individual concerns and instructor feedback about the first draft. They should be concentrating on their final drafts in the meantime.
Day Nine – Final Draft Due
· Take attendance – 5 minutes
· In-class writing: What changed between your first and final drafts? What was difficult or challenging, and how did you address those obstacles? How does your writing in this assignment compare to the writing you’ve done on previous assignments? – 30 minutes
o This will be the longest in-class writing assignment of the sequence. The purpose is to allow students to genuinely reflect on their writing, noting particular improvements or accomplishments, stressing a meta-writing and thinking skill.
· As a class, discuss the responses to the in-class writing. – 15 minutes
· Start the next assignment sequence. – 25 minutes
Attachment 1
ENGL 1020 Essay #3: Visual Analysis of Pop Culture Artifacts
Purpose: You will choose a visual artifact representative of popular culture. You will analyze its meaning as though it was a text. You will explain specifically how that meaning is conveyed by analyzing several individual aspects of the visual. Overall, you will make an argument to convince your reader how the individual aspects of your visual artifact work together to reflect a part or a whole of American culture.
Examples: Music album or magazine cover, advertisement, movie poster, a scene from a film, a commercial.
You will provide good reasons and evidence for your argument and demonstrate how your position or perspective is unique.
Audience: Your goal is to help your professor and classmates see this visual artifact in a different light. You will assume that your audience knows very few details about your chosen topic.
Essay Writing Steps:
1. Forecast your thesis early on and follow-up that statement throughout your essay.
2. Support any claim that you make with detailed and appropriate evidence. You may further support your explanations or descriptions with visuals, examples, and/or interviews of members who participate in your topic.
3. Analyze your visual artifact for meaning and follow any given evidence with thoughtful analysis in your own words.
4. Organize your ideas thoughtfully. Good, easy to follow paragraphs should include one strong claim or main idea.
5. Conclude. Expand your forecasted thesis in a clear and focused conclusion.
What I’m Looking For:
· Focused attention to the prompt and the “Writing Steps.”
· An ability to create and communicate a complex and layered argument.
· Original claims, relevant and reliable evidence, original analysis of your evidence, and a thoughtful
conclusion.
· Your ability to revise your work based on feedback and peer review.
- Your essay must be at least four pages (to the bottom of the fourth page), and no longer than six pages. One-inch margins, 12-point standard font, double-spaced, no extra spaces in document.- First draft is due 11/10/2015 at the beginning of class. Bring three copies to class. The late penalty applies starting at 2:00PM, and email submissions are not acceptable unless otherwise cleared with me.
- Final draft is due 11/19/2015 at the beginning of class.
· You will not use any outside sources. I am only interested in what you have to say and your ability to argue that convincingly. Plagiarism will not be tolerated on any level.
Rubric for Visual Analysis Assignment
1. Clear thesis statement that indicates the intended argument on this subject matter. Introductory hook that contextualizes the topic in a provocative way.
Less than successful…………………………………Medium success……………………………Highly successful
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