Feedback on Visual Analysis Draft

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Del curso dictado por Duke University

English Composition I

297 calificaciones

Duke University

English Composition I

297 calificaciones

You will gain a foundation for college-level writing valuable for nearly any field. Students will learn how to read carefully, write effective arguments, understand the writing process, engage with others' ideas, cite accurately, and craft powerful prose. Course Learning Objectives • Summarize, analyze, question, and evaluate written and visual texts • Argue and support a position • Recognize audience and disciplinary expectations • Identify and use the stages of the writing process • Identify characteristics of effective prose • Apply proper citation practices • Discuss applying your writing knowledge to other writing occasions

De la lección

Project 1: Visual Analysis

This week, the central topic is visual images in academic writing. The goal is to practice interpreting and writing about images convincingly. Plus, Dr. Comer will help you think about what area of inquiry you would like to focus on in this course and what it means to write a draft. Finally, you will write your visual analysis and learn how to give meaningful feedback.

Responding Towards Revision4:12

Feedback on Visual Analysis Draft2:14

Workshopping Writing6:18

Visual Analysis Writing Workshop50:45

Conoce a los instructores

Dr. Denise Comer
Assistant Professor of the Practice; Director of First-Year Writing
Thompson Writing Program

We now have another opportunity to give and receive feedback on our writing.

So in this segment, I will help you think about how you can

focus your feedback towards revision on the first draft.

In particular, what I'd really like you to give feedback

onto each other are the five C's that we talked about of effective claims.

Is the person's argument connected, compelling, complex,

contestable, and clear?

In addition, we really want to think about the use of the visual image,

not only in terms of how that writer has decided to discuss the image he or

she is working with, but also how he or

she actually uses that image in his or her own argument itself.

So you'll want to think about whether the writer has as effectively

as possible discussed context, chosen what to describe or not,

chosen what to explicate or not, how the image is integrated into his or

her own argument, what the display looks like, what the document design looks like.

And then presumably if you can see the image,

you can also offer feedback on what you see in the image.

So we're still in the draft stage, so maybe you're going to notice something

that this writer didn't get a chance to notice.

Please do share that expertise with each other.

In addition, we'll want to focus on what we've been learning about

during these segments, paragraph unity, title, and

then finally, the author's main concerns or questions.

Remember, as writers we usually know what it is that was giving us difficulty,

what our sticking points were, what we, in general, often have difficulty with.

So the better that you, as a writer,

can articulate those concerns, the better feedback you'll get.

You can shape the feedback that you get.

And, finally, I want to remind you that reading other people's work

makes you a better writer so please take time and care with this.

The work of this class involves, in a crucial way, you giving feedback

to other people because that's part of what's going to make you a better writer.

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