{"id":626,"date":"2011-12-09T11:05:57","date_gmt":"2011-12-09T15:05:57","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=626"},"modified":"2017-06-16T12:51:31","modified_gmt":"2017-06-16T16:51:31","slug":"analytical-essay-1-sample-assignment-sequence","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/analytical-essay-1-sample-assignment-sequence\/","title":{"rendered":"Analytical Essay #1: Sample Assignment Sequence"},"content":{"rendered":"\n\n\n\n\n\n
\"\"<\/td>\n\n

Image and Text<\/h2>\n<\/td>\n

\"\"<\/td>\n<\/tr>\n
\"\"<\/td>\n<\/td>\n\n

Goal:\u00a0 To begin to understand
\nanalysis by focusing on image.\u00a0 Students will learn how develop a
\ncompelling question by paying\u00a0 attention
\nto texts, both visual and written.\u00a0 Students will be encouraged to use sources not just to just
\nas “back-up” for their own ideas but as ways to frame their analysis.
\nIn particular, they will learn how to use the concepts from an essay to
\nanalyze an image.<\/span><\/h4>\n

Students have been asked to read the Stephens essay \u201cBy Means of the
\nVisible: A Picture\u2019s Worth\u201d and the introduction to the unit on p. 466.<\/p>\n

Day 1. <\/strong>In-class writing activity: what images have most influenced
\nyou and why? (also from p. 466). Discuss their responses.<\/p>\n

\u2022 Discuss the Stephens essay, which argues about the relative value of
\nimage and text. In-class exercise.<\/p>\n

\u2022 Ask students to examine the picture of Michael Jordan and, pretending
\nthey do not know who he is, write as detailed a description as possible
\nabout what they see.<\/p>\n

\u2022 For homework: assign Gates essay on Jordan and public images. For
\njournal entry, focus on the ways the essay changes\/ alters their
\nunderstanding of the Jordan image. Come to a conclusion about the
\nrelationship of image to text.<\/p>\n

Day 2.<\/strong>\u00a0 Brief discussion of division and classification,
\nespecially division (in terms of analyzing an image by breaking it into
\nits parts).<\/p>\n

\u2022 Project the image of the painting of St. John the Baptist and Salome
\n(from book by Sr. Wendy Beckett). Students freewrite for five minutes
\nabout everything they see, constructing a story for the text as well.<\/p>\n

\u2022 Share the story of St. John and Salome with the class, then ask them to
\nwrite again about what they see now.<\/p>\n

\u2022 Read aloud Sr. Wendy\u2019s analysis of the painting.<\/p>\n

\u2022 For homework, choose an image from those in the text (except Jordan) and
\nanswer the questions at the end of the photo section (opposite 513).<\/p>\n

\u2022 Also bring to class the image you plan to analyze.<\/p>\n

Day 3. <\/strong>\u00a0Have students share what they wrote about their
\nrespective images. Discuss the images about which they were planning to
\nwrite.<\/p>\n

Day 4.\u00a0 <\/strong>Paraphrasing and summarizing practice. Provide
\ncopies of Berger chapter from Ways of Seeing.<\/p>\n

Day 5. <\/strong>\u00a0Have students identify the key points in the Berger
\nmaterial. Write them on the board.<\/p>\n

\u2022 Post a magazine ad on the board and have students analyze it using
\nBerger\u2019s points. Share their responses aloud.<\/p>\n

Day 6. <\/strong>\u00a0Peer review of three drafts in Blackboard.
\nSee essay prompt<\/a>.<\/p>\n

 <\/td>\n

<\/td>\nAnalysis of a visual text precedes analysis of a
\nprinted text because students seem more attuned to the visual.
\nHowever, they will need go beyond description and find conceptual
\nframeworks that help them re-see their text.<\/span><\/td>\n		\"\"<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\"""\"<\/td>\n\"\"<\/td>\n\"""\"<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Image and Text Goal:\u00a0 To begin to understand analysis by focusing on image.\u00a0 Students will learn how develop a compelling question by paying\u00a0 attention to texts, both visual and written.\u00a0 Students will be encouraged to use sources not just to just as “back-up” for their own ideas but as ways to frame their analysis. In … Continue reading “Analytical Essay #1: Sample Assignment Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-626","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/626","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=626"}],"version-history":[{"count":2,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/626\/revisions"}],"predecessor-version":[{"id":629,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/626\/revisions\/629"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}