Here are some resources & articles related to visual rhetoric:

  • “Visual Rhetoric” @ Wikipedia
    Visual rhetoric is the fairly recent development of a theoretical framework describing how visual images communicate meaning, as opposed to auralverbal, or other messages.”
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  • VISUAL RHETORIC Overview [Purdue]

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  • Franny Howes: “Imagining a Multiplicity of Visual Rhetorical Traditions: Comics Lessons from Rhetoric Histories” [ImageTexT]
    “I propose a theory of visual rhetorical traditions – a tool to investigate ways people are bonded in representing themselves and others in a visual way. … A theory of multiplicitous visual rhetorical traditions has the potential to explore the relationship between comics and other visual media that are not comics but exist in a similar social location, or within a similar culture or discourse community.” [19-21]
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  • Ben McCorkle: “A Rhetoric of Sequential Art: A Review of Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels by Scott McCloud” [Enculturation] (Review of McCloud’s Making Comics)
    From a writing teacher’s perspective, I can see value in McCloud’s discussion … in a couple of scenarios. Certainly, those adventurous teachers who actually assign comic-based projects will find this information of immediate and clear value. Additionally, those teachers dealing with more traditional writing assignments in a visually themed course might well find this section useful for illustrating related writing concepts…”
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  • Melissa L. Mellon: “Our Minds in the Gutters: Sexuality, History, and Reader Responsibility in George O’Connor’s Graphic Novel Journey into Mohawk Country”  [ImageTexT]
    “While the graphic novel version of Journey into Mohawk Country can be entertaining, O’Connor’s subplots and the readers’ chronological, temporal, and cultural distance from the seventeenth century writing frustrate pleasure – reading for the academic and imperil non-fictional reading for the novice student of history. Gauging the gulfs in meaning between Van den Bogart’s writing and O’Connor’s images, I question the wisdom of presenting a primary historical document in graphic novel format. Perhaps the biggest drawback of the melding of fact and fiction lies in the unacknowledged power the ambiguous narrative gives its readers to articulate a history of Dutch/Mohawk contact while being almost wholly unaware of its facts.” [3]
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  • Robert Dennis Watkins: “Sequential rhetoric: Teaching comics as visual rhetoric” [Graduate thesis dissertation @ Iowa State University]
    “I am using comics to promote visual literacy in order for students to create visually effective, rhetorical documents. … I focus on having students use comics to inform and/or instruct their audience through visuals. In the 21st century, with the demand for data visualization and technical visuals perpetually growing, creating effective visuals in professional communication has become a need more so than a luxury. However, when we ask students to use images they often turn to generic Google image searches or tired clipart without doing any original design. While they are often able to find useful images, they don’t engage in actual production of images. Comics does this by having students invent a narrative that combines images and words. While other assignments can achieve this as well, comics offers a broad range of technology (from minimal to elaborate software) approaches based in a familiar, creative approach. On top of this it effectively teaches juxtaposition, core writing skills, and hierarchy in a casual and intuitive fashion that may be unique to the medium. …” (p.2)

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