Visual Analysis Week 1
Day 1
10/7
Introduction to Visual Analysis
Objectives:
To understand the Visual Analysis assignment.
To begin to understand the concept of visual analysis
Homework Due (Monday 10/7)
To read:
Visual Analysis Assignment Sheet posted on Blackboard
Due:
Come to class with questions about the assignment sheet
In-class Plan:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Invite any questions about the previous unit (when papers will be graded, etc.)
Watch “Miss Representation” clip in class.
Quick Write: Reflect on the clip. What sort of analysis is being explored?
Discussion about content of the clip. What is the clip trying to do, what is it looking at?
Segue into discussion of the concept of visual literacy. What is visual literacy exactly? Why might
it be important? What do we plan on doing with it in this unit?
Project Visual Analysis assignment sheet. Go over key points. Answer any questions.
Project unit plan, pointing out important due dates, conferences, and peer review dates.
Individually, students do a Quick Write describing or defining the following terms in their own
words: visual analysis, visual literacy.
Discuss and answer any lingering questions about the assignment or visual analysis in general.
Remind students of their homework due next class:
Allyn & Bacon pgs. 133-135 and pgs. 148-155
Visual rhetoric journal entry
Visual Analysis Week 1
Day 2
10/9
Practice Analysis
Objectives:
To apply the concepts of rhetoric to a visual text.
Homework Due (Wednesday 10/9)
To read:
Allyn & Bacon pgs. 133-135 and pgs. 148-155
Due:
Choose one example of visual rhetoric in your own life (a commercial, a poster,
etc.) and write a journal entry about the impact of its intended message and
rhetorical strategies
In-class Plan:
1. Project two commendable student responses to visuals. Invite class discussion
2. Discussion of visuals as texts. We looked at rhetorical decisions in written texts in our last unit,
how can rhetoric be embedded in visuals too? What is different between the two media?
3. Discuss analyzing rhetoric in visuals: consideration of the rhetorical situation and rhetorical
appeals (pathos, ethos, logos).
4. Project and discuss static images. Discuss as a class the ways rhetoric is being used in each
instance, drawing from the points above.
5. Quick Write on the rhetorical differences between two of the visuals projected.
6. End class with this challenge: Begin looking at the omnipresent visuals in the world around you
critically, considering their deliberate rhetorical strategies as well as how they impact our daily
lives.
Remind students of their homework due next class:
Watch the selection of advertisements on Blackboard and choose two ads for your visual
analysis essay
Everyday Writer pgs. 127-128
Visual Analysis Week 1
Day 3
10/11 Visual Analysis Model
Objectives:
To further understand how to conduct visual analysis.
To begin to understand rhetorical tools of visual analysis
Homework Due (Friday 10/11)
To read:
Watch the selection of advertisements on Blackboard
Everyday Writer pgs. 127-128
Due:
Choose two ads from Blackboard to use for your visual analysis project
In-class Plan:
1. Discuss the visual-specific tools of rhetorical analysis: compositional choices as rhetorical device
(images, words), media type, mirrors and windows (in ads), audio (in non-static visuals), Jib
Fowel’s 15 appeals in advertisements.
2. Group work: Break into groups of three. Each group assigned a different set of tools/rhetorical
strategies discussed in this and the previous class. Project and watch sample web ads, while
students jot down notes about how each ad used the assigned visual analysis tools:
http://www.youtube.com/watch?v=XpaOjMXyJGk
http://www.youtube.com/watch?v=SPFsa6FLvlg
3. Group reflection: compare and synthesize notes taken while viewing. What ways did you see
rhetoric used in each ad? Were the rhetorical decisions effective?
4. Class discussion: going around the class, each group presents its analysis. (What visual analysis
tools did your group consider? Where/how did it occur/was it used? How effective was it?)
5. Discuss and answer any lingering questions
Remind students of their homework due next class:
One page free-write conducting a visual analysis of both of your ads chosen on Blackboard using
the “rhetorical tools” from pgs. 153-155 of A & B
Read Everyday Writer pgs. 62-65 and Allyn & Bacon pgs. 37-42
Visual Analysis Week 2
Day 4
10/14 Thesis Writing
Objectives:
To understand the parts of a thesis that create tension
To understand how a thesis can be created for visual analysis
Homework Due (Monday 10/14)
To read:
Everyday Writer pgs. 62-65 and Allyn & Bacon pgs. 37-42
Due:
Write a one page free write conducting a visual analysis of both of your ads
using the “rhetorical tools” from pgs. 153-155 of A & B
In-class Plan:
1. Quick Write: Upside Down Map Response
http://3.bp.blogspot.com/_IBVPgalgRAk/S89zGrafJAI/AAAAAAAABFE/Dsj8aglCHw/s1600/Upsidedown+Map+Of+The+World--Optimized.JPG Spend a minute looking at this
map, and then respond in writing. What are you looking at? What does it do for you? How does
this map invite tension?
2. Discuss the journal as a class: “Why might we be looking at an upside down map on a day we are
to talk about thesis statements? What is a thesis? What does it do? What makes a good thesis
statement?”
3. Project student examples of thesis statements; in groups of 3, have students workshop ways to
improve these example thesis statements
4. Discuss possible revisions as a class
5. End class with a main take-away: “In three words, what makes a good thesis?”
Remind students of their homework due next class:
Review Everyday Writer pgs. 62-65
Draft tentative thesis options; bring two hard copies to class
Visual Analysis Week 2
Day 5
10/16 Peer Review Thesis Statements
Objectives:
To practice peer feedback for thesis statements
To understand how a thesis with tension invites counterargument
Homework Due (Wednesday 10/16)
To read:
Review Everyday Writer pgs. 62-65
Due:
Draft tentative thesis options; bring two hard copies to class
In-class Plan:
1. Quick Write: “What challenges did you encounter while drafting your thesis options?” “What
questions or concerns do you have about your possible thesis statements?”
2. Project example thesis options from the class; workshop the examples as a class
3. As a class, make a list of “things to look for” when revising thesis statements
4. In groups of 3, students peer review each other’s thesis statements
5. Individually, students do a Quick Write: At this point in the visual analysis unit, I still have
lingering questions about….?” “What aspects of the assignment are still unclear?” “Do you have
any questions about what the expectations of this essay are?”
6. Discuss and answer any lingering questions
7. End class with this challenge: Think about ways that you can use your thesis to inform the
organization of your essay
Remind students of their homework due next class:
Everyday Writer pgs. 65-71 and A & B pgs. 46-47
Create of list your major points of analysis for each ad
Visual Analysis Week 2
Day 6
10/18 Organizational Strategies
Objectives:
To understand how outline is an effective drafting strategy
To understand how “points” are used to craft an organized essay.
Homework Due (Friday 10/18)
To read:
Everyday Writer pgs. 65-71 and A & B pgs. 46-47
Due:
In the form of an outline of your choice, create a list of your major points of
analysis for each ad.
In-class Plan:
1. Discussion of particulars as specific units of information, evidences, or reasons.
2. Discussion of points as more generalized ideas that give meaning to coming information. Points
give the particulars their logic. Points as topic sentences.
3. Project sample paragraphs of points and particulars, some of which are deliberately wrong or
off. As a class, discuss which paragraphs have a point that matches the particulars. Which ones
do not match? What would be a better point for said particulars? If it is a particular that is
mismatched from the rest, which one is it? Why is it off?
4. Quick Write to summarize class: In your own words, describe the process of using points and
particulars to organize a rhetorical situation.
Remind students of their homework due next class:
Draft introduction leading into thesis; make sure the thesis statement matches your argument’s
points.
A&B pages 42-26
Visual Analysis Week 3
Day 7
10/21 Effective Introductions
Objectives:
To understand the parts and structure of an effective introduction
To be able to revise an introduction
Homework Due (Monday 10/21)
To read:
A & B pgs. 42-46
Due:
Draft an introduction for your essay that leads to your thesis statement
In-class Plan:
1. Start class with a Quick Write: “What makes a good introduction?” “If you could improve
one thing about your introduction writing, what would it be and why?”
2. In groups, students share journal entries, looking for similarities and differences
3. Show students a student sample introduction and looks for the features of a good
introduction. What could the author do to improve the introduction?
4. In groups of 3, students will workshop each other’s introduction using these questions:
“Does the introduction hook the reader? How? What could the author do to improve the
hook?” “What more background does the reader need to understand the context of the
introduction and essay?” “How does the introduction lead to its thesis?” “Where is the
thesis?” “Does the thesis invite counterargument?” “What two things might the author do
to improve the introduction?”
5. Individually, students do a Quick Write: “What is my revision plan for my introduction?”
Remind students of their homework due next class:
A & B pgs. 437-441
Using your visual analysis free write, thesis, major points, and introduction, write a partial
draft of your essay, a minimum of 750 words; bring two hard copies to class
Visual Analysis Week 3
Day 8
10/23 Unity and Coherence in the Essay
Objectives:
To understand what features of an essay add to unity and coherence
To learn techniques for global revision
Homework Due (Wednesday 10/23)
To read:
A & B pgs. 437-441
Due:
Using your visual analysis free write, thesis, major points, and introduction,
write a partial draft of your essay, a minimum of 750 words; bring two hard
copies to class
In-class Plan:
1. Start class with a Quick Write: “What section of your partial draft contributes the most to the
overall unity of your draft and why?”
2. Individually, students workshop their own papers:
1. Find the thesis statement in your essay and highlight it or underline it. This is the idea that
organizes your entire essay, so it's important to have it in mind before you proceed.
2. Annotate each paragraph by writing a note in the margin that tells you the topic of that
paragraph AND what the paragraph DOES. Then, ask yourself if each paragraph contains a clear
connection to your thesis statement. Is each paragraph connected back to your main idea for
the paper? Is the essay unified?
3. Check for coherence by looking at the spaces between your paragraphs. How does one
paragraph relate to the next one? Do you have a sentence or phrase to explain this relationship
and create a strong transition so that your reader can follow your analysis? If not, try writing in
transitions between paragraphs.
3. End Summary: Look back at your outline. Are there still parts of the outline that you haven't
drafted yet? What will you need to revise for your next draft? Make a list or plan of action for
revising this draft. What changes do you need to make to this draft before you turn it in?
Remind students of their homework due next class:
Bring two hard copies of your first draft, minimum of 1,000 words to your scheduled conference
Visual Analysis Week 3
Day 9
10/25 Conferences
Objectives:
To understand the recursive nature of writing
To learn how to reflect on the writing process
Homework Due (Friday 10/25)
Due:
Bring two hard copies of your first draft, minimum of 1,000 words
In-class Plan:
Conference with students
Remind students of their homework due next class:
Everyday Writer pgs. 73-87
Bring two hard copies of draft, edited based on conference discussion, minimum of 1,000 words
Visual Analysis Week 4
Day 10
10/28 Paragraph Structure
Objectives:
To understand different structures of effective paragraphs
To learn how to revise paragraphs for clarity and organization
Homework Due (Monday 10/28)
To read:
Everyday Writer pgs. 73-87
Due:
Bring in edited draft based on conference discussion, minimum of 1,000 words;
bring two hard copies to class
In-class Plan:
1. Begin class with a Quick Write: “What was your main take-away from your conference? How are
you planning using this take-away in your essay?”
2. Discuss Quick Writes as a class; make a list on the board of the major suggestions
3. Introduce the idea of paragraph structure (pgs. 73-78 Everyday Writer)
4. Create a list of features of good paragraphs as a class
5. Individually, the students workshop (two) paragraphs of their own essay, answering these
questions: “Is there a topic sentence that makes the main idea of each paragraph clear? If not,
should there be?” “Within each paragraph, how does each sentence relate to the main idea?
Revise or eliminate any that do not.” “What other methods of development might be useddefinition? Example? Comparison and contrast? Analogy?”
6. *Time permitting* Students get into groups of 3 and focus on one paragraph of each student
and workshop the same questions from above, brainstorming suggestions for revision
7. End class with a Quick Write: “How will I use today’s workshop on paragraphs to prepare for
peer review?”
Remind students of their homework due next class:
Everyday Writer pgs. 231-238
Bring two edited hard copies of their drafts to class for peer review
Visual Analysis Week 4
Day 11
10/30 Peer Review; Voice and Tone
Objectives:
To understand how voice and tone contribute to the ethos of an author
To practice peer feedback and revise
Homework Due (Wednesday 10/30)
To read:
Everyday Writer pgs. 231-238
Due:
Bring two hard copies of your draft to class
In-class Plan:
1. Start class with a Quick Write: Think of at least three questions that you’d like your peer
review partners to answer about your own paper. What do you want feedback on? What
decisions concerning voice and tone are you still in doubt about in your essay?
2. Briefly review effective feedback for peer review as a class
3. Discuss elements of voice and tone as a class (Everyday Writer pgs. 231-238)
4. Students break up into groups of 3 and peer review using these questions as a guide:
*List the main points, in order. Number them in order of interest to you. Which of them
could be explained or supported more fully? What evidence, examples, or details might do
the trick? Which of the supporting points could be de-emphasized or eliminated?
* Which paragraphs are clearest? Best developed? Which paragraphs need further
development? What kinds of information might help?
* If the writer has used visuals, are they effective? Why, or why not? Are the sources for the
visuals correctly cited?
* What are the main strengths of this draft? Weaknesses? What surprised you-and why?
What do you want to know more about? What is the writer’s single most important
comment or point?
5. Discuss questions developed for the journal entry in groups
6. Develop a plan for revision in groups
7. Review homework for Friday
Remind students of their homework due next class:
FINAL DRAFT DUE NEXT CLASS!
Visual Analysis Week 4
Day 12
11/1 Reflecting on Writing
Objectives:
To reflect on the writing process
To understand the recursive nature of writing
Homework Due (Friday 11/1)
Due:
FINAL DRAFT DUE
In-class Plan:
1. Quick Write: What was your main take away from writing your Visual Analysis essay?
2. Break up into groups of 3 and using your essay, answer the reflection questions.
*What part of your essay gave you the most trouble while composing? Why?
*What part of your essay really worked for you? Why?
*What did you learn about the differences/similarities of between rhetorical analysis of written
text versus visual text?
3. Discuss answers to reflection as a group.
4. Introduce the assignment sheet for the Synthesis essay