Blog 12: Reading and Writing about Comics ala McCloud, Part 2

I saw the comic ,"Pup," on another classmates blog and decided to check it out. In her entry, Rachelle decided to focus on how the comic is a good-natured fun. What she liked about, "Pup," is the way the characters engage in interesting dialogue with one another. She wrote, "I liked this comic because it is humorous but it illuminates some deep and interesting ideas. I think this has been an important function of comics and cartoons, which is a concept that McCloud doesn’t talk about very much in the book."Her discussion of the style the author uses is very interesting. She questioned the use of bubble comments versus actions and whether or not simplified characters are easier for reader to relate to.

As I analyzed the comic I could definitely understand what Scott McCloud, author of Understanding Comics: The Invisible Art meant when he wrote that, "In learning to read comics we all learned to perceive time spatially, for in the world of comics, time and space are one and the same" (100). This is definitely true of, "Pup." In the comic, "Deep Thoughts," we see different panels featuring the cat and the dog, but we the readers are supposed to view each scene as though it they were happening instantaneously at the same time and pace. While the cat is thinking about the dog, the dog is walking down the street on the opposite side of him. Each frame progresses the story, but we are supposed to read them as they are happening together, like normal motion. But this is normally not a problem for readers. As McCloud notes, "Comic readers are...conditioned by other media and the "Real Time" of everyday life expects a very linear progression. Just a straight line from Point A to Point B" (106). Other media are the texts and images that people take in around them on a daily basis. So, understanding time and space in comics requires readers to suspend disbelief, even if for a little while.

Reading and Writing about Comics ala McCloud, Part 1.

http://www.scottmccloud.com/comics2/trn/. This is the link to a comic called, "The Right Number Part One," by Scott McClould. This is definitely one of the most interesting comics I've ever read. The comic is about a man that believes he's met the perfect woman. One day, he dials his girl up and tells her to meet him for dinner. She says fine. The two meet and it took him a few moments to notice that this woman was not his girlfriend! He had dialed the wrong number and got a woman whose name was similar to his girlfriend's and her face was not unlike his girlfriends. Odd, huh? Well, he begins to think about this coincidence in terms of mathematics and it just gets even more interesting. Each panel is like a comic within a comic, which I have not seen in a while. This comic is also interactive, meaning that readers must click inside each panel to get to the next.

The author of, "The Right Number...," is also the author of Understanding Comics: The Invisible Art, Scott McCloud. In this book, McCloud tries to break down comics; where they originated, what are the definitions for comics, and what are the different types. From viewing, "The Right Number...," I can definitely see some of the aspects he discusses in his book. For instance, McCloud discusses time frames in chapter four, sequencing and time. The way, "The Right Number...," is constructed, McCloud explains that, "In learning to read comics we all learned to perceive time spatially, for in the world of comics, time and space are one and the same" (100). I take this to mean that whatever time the panel suggests is the time the readers will jump to, no matter if it is three months later, in comic book time. In, "The Right Number...," the readers enter a number of different time frames because of the narrator's many relationships.

"The Right Number...," is not difficult to understand because the story follows a consistent pattern, with the narrator guiding the way. McCloud writes that, "Comic readers are...conditioned by other media and the "Real Time" of everyday life expect a very linear progression. Just a straight line from Point A to Point B" (106).

Picturing Texts on the Web

Here is a link to the website I found: Black and White Photography

I am not sure how to compare this website and what is discussed in Picturing Texts. However, there are a lot of pictures that I can compare. A blog about black and white photography definitely has photos of contrast. The contrast between light and dark is classic and eternal. I see a pattern on this website in the types of pictures that are featured. This website shows a great deal of pictures dealing with architecture and water. Also, there are many shots from a particular point of view: there is a shot from Newport Beach that is sort of ground level; a shot from Sydney Opera House that has the photographer looking up, almost in awe of the building; someone posted a picture of the Sydney skyline that is breathtaking. In each of the photos, as a viewer, I feel as though I am viewing the picture up close and from my own point of view.

It is clear that texts are secondary. The little text that appears is below each photograph and on the sides. In terms of balance, the web page plays attention to what is important, which are the pictures.

Peer Review Recap, Part 2

Okay, so I used a Wetpaint wiki for the first time in my life. My initial impressions about this program are not favorable. If I never use Wetpaint again, it will be too soon. This time around I did not like the peer review because was not having a positive experience with Wetpaint. I was editing a classmates paper and chose to merge my changes with those of another student that was in the process of making changes. In the end every change that I'd made was erased! I was so mad because I had spent 30 minutes looking over this person's paper and adding comments. I definitely wish that I would have known about this. Also, whenever I edited in red the color kept defaulting back to black. That was irritating. I do like that we are able to view papers from other classes without having to receive an e-mail first. That was very convenient. I like Google Docs because it is familiar. Editing with Google Docs is like editing using the tracking feature in Microsoft Word. I have used tracking a great deal and like the feature. My vote in the future is for Google Docs.


Now, concerning my paper, I think I got the same kind of feedback that I received last time. The feedback I receive is always welcomed and much needed. One person that commented on my paper left very detailed advice. She left me with questions that I should ask myself throughout this writing process. I took this bit of advice from her and also suggested it to other classmates. After reading their papers I posed questions that I believed they should consider to help them shape their papers.

The two people that responded to my paper commented on everything that was on the screen. I am very satisfied with the comments I received and also the advice I gave.

What Are Others Saying?

I followed the blogs of two of my classmates. The first thing I noticed was that we all definitely have similiar perspectives on the Williams book. Overall, Style: Toward Clarity and Grace, was not one of my favorite books. There are some principles that I will carry with me when I become a teacher, but most things from the Williams book will be forgotten.

The two blogs I followed had positive things to say about the Williams book. For instance, Lukas Tasker wrote that, "Williams is more effective because of the helpful, co-pilot approach..." David Slaga wrote that, "Williams goes into much more depth and uses many more examples whereas ‘Elements of Style’ is very cut and dry." I too, believe that Style has its moments. But, Tasker and Slaga do not continue with any praise of the book. Tasker writes that, "Some passages inspired confusion during my reading, forcing me to backtrack and reread the last passage once, if not twice more. Some of the explanations require background knowledge of the language. An example is the discourse on passive and active voice; if I'm really not sure what the difference is and how to replicate it in a sentence, the book leaves me wondering. The discussion on nominalization was also confusing..." I actually felt this way a lot when reading the Williams book.

I believe that The Elements of Style is a more practical choice. It is a slim little book that can be carried easily. The advice is straightforward and easy to understand. Slaga agrees when he writes, "Strunk and White is nice because of its quaintness and direct nature but doesn’t go into much detail as to why the rules are the way they are." Tasker finds that he likes, "...some of the straightforward simplicity in Strunk's handbook. The reference-quality passages were easy to digest. The cut and dried rules with no explanations put me off, but they get the job done and present a basic foundation for components of writing." On the other hand Tasker believes that, "For more comprehensive writing tips, Williams beats out Strunk hands down. Not only does Williams have the grace and clarity in his own writing to sympathize with a student, he shows how to translate that style to the student's writing."

In the end, the three of us disagree about the two books. Tasker and Slaga are able to find compromises with the two books. Slage concludes that, "I think the advice offered by Williams is much more useful but, at the same time, much more difficult to comprehend. Strunk and White is nice because of its quaintness and direct nature but doesn’t go into much detail as to why the rules are the way they are. Therefore, Strunk and White’s advice is useful but not as effective as Williams whose advice is both useful and effective in its application." Tasker ends with, "I still agree that a firm grasp of the basic rules are Strunk's territory and should be followed, and that once those are implanted the student can then use the strategies in Williams' book to modify Strunk's rules, put them back together, and end with an organized and stylistically superior piece of writing." I think its good that Tasker and Slaga were able to reach common ground, but I am still partial towards Strunk and White.

Comparing Strunk and White with Williams

Style: Toward Clarity and Grace by Joseph Williams actually deals with many topics that William Strunk Jr. and E.B. White cover in The Elements of Style. In my first post regarding The Elements of Style, I definitely expressed the fact that I found the book extremely helpful. Sometimes, I don’t need a long drawn out explanation of why something is right or wrong. In my opinion, examples are stronger than explanations. I can definitely follow any explanation and then construct my reasons. Throughout The Elements of Style there are numerous examples that I like, but I am partial to Chapter V, An approach to style. This chapter sort of begins with a conversation about what style is; however, the rest does read like an instruction manual. I don’t know why, but the rule to “Be clear,” is very clear to me. Overall, the Strunk and White book is easier to read and understand.

I very much disliked the first half of Style: Toward Clarity and Grace. I thought Williams’ writing was more confusing than Strunk and White, and in his efforts to explain everything Williams lost me. For one thing, keeping all of the terms straight reminded me of a linguistics class, with agents and subjects and actions. But I did find value in what he was saying. Focusing on subjects, characters, and actions makes sentences more clear. Also, his, “First Two Principles of Clear Writing,” are good to follow. I am going into teaching, so helping students look at their sentences like a play that has a cast of characters and actions may have a positive effect. This is a new way for me to look at sentence structure. In my opinion, the chapters after “Coherence” are more helpful. In think it is because they remind me of Strunk and White. Williams writes on page 115 in, “Concision,” to, “Usually, compress what you mean into the fewest words; and, “Don’t state what your readers can easily infer.” Not only are these principles similar to Strunk and White, but they are written in an instructional style that I like. Chapter 8 contradicts what Strunk and Williams write about length, but Williams also contradicts himself a bit when he writes, “The ability to write clear, crisp sentences that never go beyond twenty words is a considerable achievement…But if you never write sentences longer than twenty words, you’ll be like a pianist who uses only middle octave: you can carry the tune, but without much variety or range” (135). What I also like about Chapter 8 are Williams’ diagrams on coordination because they deal with style. I am constantly trying to find my own style so this chapter applies to me. But the chapter does have the grammar rules and linguistic terminology that I find confusing!

In Style, I can definitely see how Williams decided to expand on ideas from Strunk and White. In his chapter on “Clarity,” Williams is trying to expand on one of Strunk and White’s principles to, “Be Clear.” What is meant by clear? This is what Williams explores. What is Clarity? Difficult to answer.

Revising with Williams

Students who have been certified by a signatory community college as having satisfied the general education requirements of the MACRAO Agreement will be required to fulfill only the three additional requirements now a part of Eastern Michigan University’s general education requirements: a quantitative reasoning course (unless waived by ACT or SAT scores); a U.S. diversity or global awareness course, and a learning beyond the classroom experience course. This agreement applies only to general education and does not exempt the community college students from meeting all curriculum and graduation requirements.

(Obtained from the MACRAO Agreement, Community College Relations, under the Transfer section.)

Revision: Students with certification by a signatory community college that the have satisfied general education requirements of the MACRAO Agreement are required to fulfill only three additional requirements included in Eastern Michigan University's general education requirements: a quantitative reasoning course (unless waived by ACT or SAT scores); a U.S. diversity or global awareness course, and a learning beyond the classroom experience course. Community college students are not exempt from meeting all curriculum and graduation requirements as they apply to general education requirements.

This paragraph is very wordy. I get the sense that it is written in a language that is broad and general. It almost sounds like “legalese.” I imagine that the language in this paragraph will need to be interpreted for many parents, transfer students, and advisors. As I revised the paragraph there were many factors I looked at. First, the sentences are written in a way that explain what the requirements are, but not in a reader friendly way. I would describe this paragraph as “turgid.” Because there is so much information that is necessary to understanding the requirements, I could not cut down on the word count, but I revised some of the sentences to make the paragraph easier to read. In chapter five of Style: Toward Clarity and Grace, Joseph Williams has a rule that, “A coherent paragraph will usually have a single sentence that clearly articulates its point” (82). What I tried to do with the first sentence was make student certification and the satisfaction of requirements points that need particular attention paid to them. So, I changed the sentences in ways that made them more active. The last sentence deals with community college students not being exempt from fulfilling all general education requirements. This is very important information that needs to be highlighted, so I changed the sentence so that community college students is the main topic of the sentence.