Sequential rhetoric: Teaching comics as visual rhetoric

dc.contributor.advisor Charles Kostelnick
dc.contributor.author Watkins, Robert
dc.contributor.department Department of English
dc.date 2018-07-20T19:20:03.000
dc.date.accessioned 2020-06-30T02:53:15Z
dc.date.available 2020-06-30T02:53:15Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 2014
dc.date.embargo 2015-07-30
dc.date.issued 2014-01-01
dc.description.abstract <p>With the demand for data visualization and technical visuals perpetually growing, creating effective graphics in professional communication has become even more exigent. However, when students are asked to include graphics in a document, most turn to generic Google image searches or</p> <p>tired clipart without engaging in actual image production. My research project is an empirical classroom study that incorporates progymnasmata to enable students to create and analyze comics in a step-by-step process to promote visual literacy. While other assignments can achieve this as well, the art form of comics offers a broad range of technology approaches (from minimal to elaborate software) based in a familiar, creative approach that helps bridge the digital divide.</p> <p>My dissertation follows a traditional five-chapter format. The second chapter is a literature review of the relevant theory informing my study, including visual rhetoric, multimodality, comics definitions, comics as ancient rhetoric, and comics studies. The third chapter justifies my methodology, explores the theory that drives my methodology (progymnasmata and critical</p> <p>pedagogy), explains my research project, and explores the codes that emerged. The fourth chapter discusses the different themes that emerged from student's responses while focusing on those most relevant to my research study. The fifth chapter analyzes the student's data, interprets it, puts it in context, discusses its limitations, suggests results unique to comics, and recommends future approaches to the study.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/13940/
dc.identifier.articleid 4947
dc.identifier.contextkey 6199664
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/13940
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/28127
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/13940/Watkins_iastate_0097E_14341.pdf|||Fri Jan 14 20:04:31 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Methods
dc.subject.disciplines Other Communication
dc.subject.disciplines Rhetoric
dc.subject.keywords Comics
dc.subject.keywords Multimodality
dc.subject.keywords Progymnasmata
dc.subject.keywords Technical Communication Pedagogy
dc.subject.keywords Visual Literacy
dc.subject.keywords Visual Rhetoric
dc.title Sequential rhetoric: Teaching comics as visual rhetoric
dc.type dissertation
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication a7f2ac65-89b1-4c12-b0c2-b9bb01dd641b
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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