Teaching Visual Rhetoric in the First-Year Composition Classroom

Autor/inn/en	Welch, Kristen; Lee, Nicholas; Shuman, Dustin
Titel	Teaching Visual Rhetoric in the First-Year Composition Classroom
Quelle	In: Teaching English in the Two-Year College, 37 (2010) 3, S.256-264 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Freshman Composition; Rhetoric; Essays; Museums; Art; Photography; Visual Aids; Observation; Writing Assignments; Virginia + Suchen Sie Ihr Suchwort? Rhetorik; Essay; Aufsatzunterricht; Museum; Museumswesen; Museen; Arts; Kunst; Fotografie; Anschauungsmaterial; Beobachtung
Abstract	An emphasis on visual rhetoric can be incorporated into a variety of classrooms. This article illustrates teaching visual rhetoric to first-year composition students via interpretation and analysis through a trip to a local art museum for the first essay assignment and through an exploration of photography for the second essay assignment. In the author's first-year composition class, her students start by examining the process of observation and what one can learn from such a process. Primary research is done by engagement and description, and then through recognizing the student's role in interpreting the visual. Focusing on two essays from Stephen Reid's "The Prentice Hall Guide for College Writers," namely "Take This Fish and Look at It" by Samuel H. Scudder and Farley Mowat's "Observing Wolves," the students were required to analyze the readings so that they can use to generate their own thesis statement. Overall, the assignment was a success because the students became actors in the stories that Scudder and Mowat were trying to tell and they became observers themselves. Presented in this article are the questions that the students addressed either directly or through implication in their discussions and a few sample essays of her students. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10