Author: Zach

literacy narrative part 3

The literacy narrative project has been a long journey. After having a one on one meeting with Dr. Morgen, I had to restart my literacy narrative part one and create multiple rough drafts. I realized that there were many mistakes in my essay and I could improve on several literacy aspects. My first draft did not dive deep enough analytically, and my second draft was slightly confusing. I met the writing as a process learning outcome as this project taught me that multiple drafts would be needed in order to have a successful final text. The second literacy narrative, the comic, allowed me to articulate my narrative through multiple nodes. Through visuals, I had a better understanding of the emotions that were involved in my experience that shaped my reading and writing. It was a different style than I am used to, and it overlaps with the rhetorical composition learning outcome.

After creating my comic, I had a different approach to the literacy narrative part 3 than the first literacy narrative. I focused on different elements in writing and tried to emphasize on the emotions I felt during my story. In my comic, I had to draw facial expressions of my parents and I and it made me realize that there are different aspects to my narrative that I did not know and should include. For example, in my comic I had a panel that was a zoomed in on my face displaying frustration. In my third literacy narrative, I tried to emphasize the frustration I felt when I could not write comprehensible writing pieces. Additionally, the comic process made me realize my first literacy narrative had some flaws in the flow of the story. It was harder to create the comic if I followed everything I wrote in the first narrative, so I had to compromise and change some things in the comic to make the whole story flow better.

I see my story differently now because in my story, I not only grew as a writer, but also as a person. I tried to convey character development in my final literacy narrative by describing the transition of frustration and hopelessness I felt initially to enthusiasm and ambition. My analytical thinking process is different as I have experience now in conveying my story through not only writing, but also through drawings. I feel as if describing emotion through text is significantly different than describing emotion through illustrations.

literacy comic

Creating this comic has targeted multiple learning outcomes related to this class. After creating the rough draft, I had my class peers review it and give me feedback on what to revise and improve on. While my peers critiqued my comic, I also reviewed other peer’s comics as well and gave my own opinions on what they should work on. This exchange of positive criticism targets the learning outcome, writing as process, as I learned to provide constructive criticism for others’ works and learned to receive feedback with an open mind. Additionally, it took me several drafts until I finalized my comic and I had to revise it multiple times. Another learning outcome that this literacy narrative overlaps is digital citizenship. Since I am a poor drawer and drawing is an essential component to comics, so I would search up creative common licensed pictures online and use those images as a guide for my own drawings. This insures that I am not copyrighting other people’s intellectual properties. This comic process allowed me to practice being a good digital citizen.

I found it hard to write my literacy narrative as a comic because there were a lot more factors to consider. I had to use certain choice of moments that would emphasize what I was trying to convey. For example, I wanted to emphasize how hard it was for me to write summaries of the chapters I read in books by utilizing the choice of moment, moment to moment. In the second page of my comic, there are five panels dedicated to illustrate my struggles in writing and they are all moment to moment panels. When the visual components were added, I realized there is a lot more emotion involved with my literacy narrative. During the process of creating the comic, I had to take consideration in the choice of image used and the emotion I had to convey through facial expressions within my panels. In my literacy narrative, I wrote about how my parents were concerned with my lack of ability in expressing my thoughts. On the other hand, in my comic I had to show my parents’ concern through visuals. I did this by drawing my parents’ facial expressions that displayed confusion and concern.

I focused a lot on choice of image for this comic to convey what was going on in my head when I tried to write a summary about a chapter in a book or when I tried to explain to my mom what happened at school. I tried to illustrate the racing thoughts that were going on in mind by drawing a panel that zoomed in on my head and a tornado inside my head. The tornado symbolizes the racing thoughts. Another example of choice of image is the panels that focus on my parent’s facial expressions. In one of the panels, it is zoomed in on my mom’s confused face. To further exemplify her confusion, I also drew question marks around her head. This close up angle of my mom’s face was an intentional choice of frame as I wanted the reader to focus on my mom’s bewildered facial response when I told her about my day in school. One thing I would like to add more if I did have the resources and skills is speech bubbles. In Spinning, there were a lot of speech bubbles that provided more conversations between the characters. In my comic, there is barely any conversation and I would want to add more to make the comic more flavorful and keep the reader interested.

literacy comic

Creating this comic has targeted multiple learning outcomes related to this class. After creating the rough draft, I had my class peers review it and give me feedback on what to revise and improve on. While my peers critiqued my comic, I also reviewed other peer’s comics as well and gave my own opinions on what they should work on. This exchange of positive criticism targets the learning outcome, writing as process, as I learned to provide constructive criticism for others’ works and learned to receive feedback with an open mind. Additionally, it took me several drafts until I finalized my comic and I had to revise it multiple times. Another learning outcome that this literacy narrative overlaps is digital citizenship. Since I am a poor drawer and drawing is an essential component to comics, so I would search up creative common licensed pictures online and use those images as a guide for my own drawings. This insures that I am not copyrighting other people’s intellectual properties. This comic process allowed me to practice being a good digital citizen.

I found it hard to write my literacy narrative as a comic because there were a lot more factors to consider. I had to use certain choice of moments that would emphasize what I was trying to convey. For example, I wanted to emphasize how hard it was for me to write summaries of the chapters I read in books by utilizing the choice of moment, moment to moment. In the second page of my comic, there are five panels dedicated to illustrate my struggles in writing and they are all moment to moment panels. When the visual components were added, I realized there is a lot more emotion involved with my literacy narrative. During the process of creating the comic, I had to take consideration in the choice of image used and the emotion I had to convey through facial expressions within my panels. In my literacy narrative, I wrote about how my parents were concerned with my lack of ability in expressing my thoughts. On the other hand, in my comic I had to show my parents’ concern through visuals. I did this by drawing my parents’ facial expressions that displayed confusion and concern.

I focused a lot on choice of image for this comic to convey what was going on in my head when I tried to write a summary about a chapter in a book or when I tried to explain to my mom what happened at school. I tried to illustrate the racing thoughts that were going on in mind by drawing a panel that zoomed in on my head and a tornado inside my head. The tornado symbolizes the racing thoughts. Another example of choice of image is the panels that focus on my parent’s facial expressions. In one of the panels, it is zoomed in on my mom’s confused face. To further exemplify her confusion, I also drew question marks around her head. This close up angle of my mom’s face was an intentional choice of frame as I wanted the reader to focus on my mom’s bewildered facial response when I told her about my day in school. One thing I would like to add more if I did have the resources and skills is speech bubbles. In Spinning, there were a lot of speech bubbles that provided more conversations between the characters. In my comic, there is barely any conversation and I would want to add more to make the comic more flavorful and keep the reader interested.

When coming up with the narrative, I wanted to make it humorous. In order for the three panel comic to to have an ending, the joke had to be said on the third panel. In order for the joke to be on the third panel, that means the first panel and second panel had to set up for the third panel. In order to create of a humorous triptych, I had to think of a joke that would fit in three panels, so I scanned my surroundings for help. Unpredictable weather has been a trend since I’ve been on campus since first semester. Sunshine and high temperatures followed by sudden rainfall is the basis of my triptych. The challenging component of this assignment was finding a narrative that fits in three panels. I had a couple ideas but many of them required more than three panels. This comic strip is similar to the tracing assignment. One of the ways I annotated/analyzed the Spinning and Stitches pages was by identifying the choice of motion of the panels. I can identify the choice of motion just as I did for the tracing assignment.