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WRITTEN WORK & COURSE GRADES
The written work consists of a daily reading journal, a shorter essay (1500-2400 words, which is approximately 5-8 double-spaced pages of text depending on font size and margins and excluding included images) and a longer essay (3000-4500 words, which is approximately 10-15 pages). In all three assignments, students are expected to consider both the form and the content of the materials read and to strive for insights that go substantially beyond the discussion in class.
Essays. The first essay assignment aims to have you develop refined critical skills for analyzing single works; the second essay assignment aims to have you build on those skills in order to develop the skills of framing, testing, refining, and using general theoretical critical insights.
The shorter essay should provide a wide-ranging and coherent analysis of a children's picture (not chapter) book. This means that the shorter essay will touch on many theoretical aspects of graphic narrative (say framing or fonts, visual metaphor or allusion) that may be relevant to understanding the work as a whole. The shorter essay should sharpen your analytic skills and enrich our understanding of a particular work.
The longer essay should advance our understanding of some general aspect of graphic narrative (e.g., the use of framing, the use of thought bubbles, the use of color, the techniques of visual allusion, palimpsest, collage, the varieties of irony, the relations between drawing style and meaning, the handling of a specific theme, the uses of a specific image, cultural constraints on meaning, etc.). This study may be approached in one of two ways. In one approach, you first define the aspect under study and then indicate some theoretical issues concerning it. For example, frames may be regular or irregular, discrete or overlapping, inviolable by their content or ruptured by images moving in and out of them. How do these options work? In an alternative approach to the second essay, you may begin by identifying the work of a single important graphic narrative artist, series, or genre that has importance for understanding some theoretical matter and then indicate some of the issues that the chosen body of work would allow you to study. For example, one can study at least some of the relations between verbal and visual nonsense in the works of Dr. Seuss. In this second approach, because the treatment of the theoretical aspect may be more limited than in the first, that limitation must be justified by the excellence or influence of the work chosen. In all cases, the aim of the longer essay is to sharpen your theoretical skills and yield general theoretical knowledge about graphic narrative.
The topics for each essay must be approved by the course instructor in advance in writing. Proposal approval is likely to take multiple consultations. This proposal-approval process should be conducted during office hours or by appointment if necessary. Email may supplement but cannot replace those consultations concerning the proposals. The initial written proposals need only indicate the subject, the reason for wanting to pursue that subject, and likely materials although they may be more extensive if the student prefers. The proposal process must be completed by the date on the calendar, so it is important to start early. The version of the proposal that has been signed by the instructor should be submitted in class the day the essay is due. For each essay, please bring the subject text (shorter essay) or texts (longer essay) to the consultations and please lend the children's book for the shorter essay to the instructor the day the essay is submitted. The finished essays should include scanned graphics so that the papers can be read by others who do not have access to printed copies of the works discussed. Students will be allowed to revise the first essay for grade but only if the instructor deems the essay to have been seriously attempted and susceptible to revision. All critical essays when submitted for grading should be uploaded in their finished forms using the Assignment tool on the class CTools website. The for each essay ideally should not exceed 2M and in no case will be accepted if it exceeds 3M without advance permission of the course instructor. ()
Journals. In the reading journal, students are expected to record (a) any extrinsic details potentially relevant to a critical discussion of the work (including at least type of work, name and nationality of writer and/or illustrator, date and place of publication, publisher, format), (b) observations as one reads, including page references and quotes (which may need to include photocopies), and (c) conclusions and/or hypotheses and/or questions that seem noteworthy after reviewing (a) and (b) and perhaps the work as well. The journals should be hand-written (printed if necessary for clarity) with two-inch margins all around because these journals will be exchanged at the beginning of each class meeting, read by a fellow student, and the contents commented on in the margins. The journal should be kept in a spiral-bound notebook into which can be glued copies of graphics if needed. Students should use these journals not only as a record of their reading of syllabus materials but also of any other course-related materials, and as a place to keep class notes and to record and sometimes work out essay topic ideas. Journal pages should be numbered so that one can make page reference when one backs-and-fills, reviewing one's journal periodically to attend to unanswered questions, to add later insights or cross-references, or to gather essay-topic ideas. When the journals are submitted at the end of the semester, they should be accompanied by a printed, double-spaced, two-to-three page self-analysis of the worth (both educational and in terms of grade) of the journal to the student. This self-analysis, too, can make specific reference to the journal page numbers. ()
The course grades will be based on participation (25%), journal + self-analysis (25%), children's book essay (20%), general essay (30%).
Free Free argumentative essays Essays and Papers
I found, in fact, that the text of 1877, which my late father kindly undertook to revise, was still disfigured by innumerable errors and misprints, legacies from the antecedent impressions, and originally due to the negligence of Cotton or his imperfect knowledge of French, and that the Letters had been so poorly translated, that it was imperative to do the work over again so far as I had the means; and the English versions of the foreign quotations in the text have been similarly subjected to elaborate revision. The mistakes in the names of persons and places are now rectified to the utmost extent of my power; without permitting myself to hope that all the original carelessness of Montaigne, or his translators, and editors’ faults, are set right,—I entertain the expectation that the book in its present form will prove at least infinitely more worthy of the author than any of its predecessors.