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Illustrating Praxis: Comic Composition, Narrative Rhetoric, and Critical Multiliteracies. 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): Composition Studies.43(1): Spring 2015. pp. 75-104 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Comer, Kathryn. 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Narrative Theory -- Reading. -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	PE1404.C6256 (Browse shelf)	Available		PER 1701C

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Previous	PE1404.C6256 The Evolving Identity of an Undergraduate Major in Writing and Linguistics.	PE1404.C6256 The Rhetoric of the Paneled Page: Comics and Composition Pedagogy.	PE1404.C6256 Beyond Talking Heads: Sourced Comics and the Affordances of Multimodality.	PE1404.C6256 Illustrating Praxis: Comic Composition, Narrative Rhetoric, and Critical Multiliteracies.	PE1404.C6256 The Work of Comics Collaborations: Considerations of Multimodal Composition for Writing Scholarship and Pedagogy.	PER1748B The PLM Students' Profile.	PN2.L958 The Loyola Schools review : School of Humanities /	Next

ABSTRACT : Thus far, pedagogical discussions about comics in the college classroom have focused primarily on reading, with less attention paid to the complementary potential of composing comics. This essay advocates using narrative theory alongside comic studies to provide students and teachers with a flexible, transferable vocabulary compatible with literacy-focused pedagogies. For support, I draw upon the contributions of undergraduate students in an advanced composition course centered on graphic memoir, in which the combination of medium and genre provided a user-friendly but sophisticated environment for rhetorical experimentation and multimodal literacy development. Three core concepts-narrative gaps, narration, and focalization-are offered as helpful heuristics for rhetorical design; their application in two students' memoirs illustrate the insights and skills that can result from a theory-driven approach to comic composition. Ultimately, I suggest that such an approach holds significant potential for generating critical engagement, refining rhetorical consciousness, and fostering critical multiliteracies. 56

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