Essay

Essay #2: WHO AM I ??? [caster1012003]

FOCUS: First, before writing, create a focused visual collage which examines “Who Am I?” as the question relates to one or two of your identities. Remember, you have career identities, family identities, school, race, class, and gender identities—at least! The more identities you choose, the more evidence and complexity your paper will have; however, such variety makes coherence and focus harder. You have to balance these requirements so your audience does not get lost—or bored! Think creatively outside of the box—or in the box as the young Chinese woman did whose Boxed Women was a 3-dimensional collage. You can use any kind of visuals--photographs, ads, drawings, symbols, etc.—to help us “see” who you are. Take time to make this visual worthy of you!!!!

Collage due Mon., Sept. 29 (15 pts. or 0 pts. must be on time; no revision)

EVIDENCE: Now, using the focused collage as your guide, write an essay to attach to your collage (you may find some of the Size-Color-Skin essay parts can be cut-and-pasted into this essay). This essay should focus on only 1 or 2 identities or coherent themes in your life—it is NOT a biography! Final draft should be minimum 3 full pages, double-spaced, with font 10 or 12. Your essay must thoroughly describe the collage in detail so that the reader does not need to look back—pretend the reader is blind. Pages 661-677 of our text will help you “read” your visual evidence so you can write it. After Monday’s showing of your collage, you will have at least 10 peer responses, so your essay must also include quote[s] from viewers of your collage. Finally, the final draft must include reference to the essay/poem which relates to you chosen from our text. You may also tell stories from your life or give examples for further evidence.

Peer draft of essay due Friday, Oct. 2

Here is the grading rubric for drafts (out of 25 pts.):

not passing (16 or less) passing (17-21) excellent (22-25)

late --- no draft revision allowed	on time – revision allowed	on time – revision allowed
incomplete: less than 3 pg., not typed, or missing book ref, peer response, etc.; not spellchecked, sloppy. Cannot be clearly understood (ESL or grammar).	complete & proofread; clear, easy to understand although grammar/ESL errors may be present; vocabulary may be weak or clichéd	complete, proofread & with little or no language error & excellent vocabulary. Sophisticated college-level writing. Cites source correctly (references).
F: no theme, no coherence	F: clear theme throughout	F: theme[s] insightful & complex
E: little or no 5 w’s, detail	E: lots of detail but may not be varied	E: detail varied thru description, narrative, examples, etc.
3 C’s: weak paragraphing, little or no creativity; not yet writing at college level	3 C’s: correct paragraphing, attempts but may not succeed in affecting audience (style, tone)	Cr, Cx: uses creative risk & good aud ience awareness; very complete pathos and logos; strong voice

COLLAGE AS PRE-WRITING/BRAINSTORMING

· GOALS: To create a focus for an essay defining, “Who Am I?”

To provide a body of descriptive evidence for that essay

To give practice in visual media analysis

To encourage creative risk (metaphor, topic choice, etc.)

To develop community & aid student retention

Supporting Assignments/Activities:

1. Show them models of collages in advance (I use 2 I made to let them know about their instructor’s identities)

2. Set collages up around the room on the day due and have student audience write up for each artist:

· What one dominant ID do you see?

· What argument/thesis seems implied?

· If you cannot identify ID/argument, ask questions.

3. Have writers take home student comments for input

4. Photograph collages w/ digital camera for documentation; tell students you will be doing so (such publishing makes them take pride/care)

5. Point out the uses of metaphor & other targeted skills in a whole class discussion & make connections to how that can be used in writing: e.g. extended metaphor for coherence (“Girl in a Box,” “Put out the Welcome Mat”), puns for creative risk (“Shadow Box[ing]”)

[caster2002]