Eddy’s version of Science at the table from the comics script we read last week:
This week you’ll be creating your own short (2-3 panel) comic strip. Check out the calendar for more details and options regarding online comics creators. I’m going to share a few examples of comics that I’ve made to help you get started.
Here are a couple I made a while back using Bitstrips:
And here’s one I drew by hand, in the style of xkcd:
As these strips show, you don’t need a major event or story. All of these are based on true events in my life, but you can make something up if you want to. It doesn’t have to be personal.
There are some advantages and disadvantages for each style. Using a comic generator like Bitstrips can take more time because it requires a little bit of a learning curve as you figure out how to use the software. Also, there are some limitations regarding what you can do. On the other hand, the comics come out looking pretty cool, and I had a lot more fun doing it than I did drawing by hand. If you are a good artist, though, drawing might be more enjoyable for you.
Either way, I had to go through a process of thinking about what message I wanted to communicate and how I could communicate through visual medium. I had to think about what to include, and what to leave out. I had to think about what details would help create the story I wanted to tell.
So good luck and have fun!
The wonderful thing about how the arguments are presented in Civil War is that it reflects the way that we most often encounter argument in our daily lives. While we occasionally may sit down and read (or write) an extended, well-reasoned, cohesive argument for one side of an issue, we are more likely to get pieces of an argument in short bursts from a variety of sources. Especially with the rise of the internet and social media, abbreviated arguments come at us in Tweets, Facebook status updates, blog posts, memes, political ads, sound bites, Vines, and a number of other ways. And while these pieces of argument typically lack the cohesive, thesis-driven argument we are so fond of in academe, there is always a central idea or two that control the how the arguments are formed and presented on any given side of an issue—even if it’s not always clearly expressed. Good critical thinkers are aware of the central ideas because it allows them to understand the unstated assumptions that underpin the arguments presented.
Let’s look at an example. Think about the debate surrounding abortion. I would be surprised if any of you have sat down and read or listened to a single, cohesive argument on one side or the other. I would be surprised also to discover that I have done that at some point in the past. But we can probably all recite the most common arguments on either side of the issue because we get them in little bits, here and there. And we even have an idea about the central arguments because of the terms associated with the two sides: pro-life and pro-choice. The central argument behind most arguments against abortion is that a fetus constitutes a life, and therefore abortion is essentially murder. The central argument behind most arguments for abortion is that women should have the right to choose what happens with their bodies. However, those central ideas usually go unstated in the little pieces of arguments we see and hear and read. As critical thinkers, our job is to consider how these little bursts of argument contribute to the larger argument at work.
That’s what we’re doing with the Civil War analysis. We’re looking at the bits and pieces of arguments made by various characters in a variety of ways and determining how they contribute to the larger argument for one side or the other. How do the little bits of arguments contribute to the overall argument and appeal to the audience? What kinds of evidence are used?
The main questions here are what is the argument and how is it made?
Remember that while you may choose to point out flaws in the argument, your objective is to analyze rather than argue for or against a side.
Here are the top three questions I advise you to consider as you revise your paper and give feedback to your classmates:
- Does this essay identify the main argument of one side of the issue? Is this stated as a thesis in the introduction? (Remember that one of the learning objectives for this paper is to think critically about a loose argument)
- Does this essay show how that argument is developed? (Learning objective: to analyze the details of how arguments are made)
- Does the essay include both textual and visual evidence? (Learning objective: to understand how the different modes used in these multimodal texts are used to develop an argument)
Think also about the quality of the composition–does the intro effectively catch the reader’s attention and communicate what the essay will focus on? Does the organization make sense? Can you follow the argument throughout the essay? Are ideas fully developed and supported with evidence from the text? Is the writing clear, interesting, and concise?
But as you think about those other things, remember the the three numbered questions above are the most important.
Problem: you need a works cited page for your visual analysis. For most of you, that will only include one citation–the comic book your image comes from. But how do you cite that? It’s not exactly like most forms of text you cite.
Solution: good news! Someone has done the work of figuring that out for you (it’s not me). There’s a great website called Comic Art in Scholarly Writing, and they’ve created a citation style guide just for you. Well, maybe not you specifically, but for all of those among us who need to know how to create an academic citation for a comic book. Go to their Citation Guide to see explanations and examples of how to do this.