Expert answer:Visual analysis of the movie “The Outsiderss”.
Expert answer:Using the strategies of argumentation,
visual elements, and persuasive appeals, a writer can discover, develop, and
defend his/her stance on a visual image.
optic_worksheet_handout_updated_1_.doc
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visual_analysis.argument_sources.english1301___1302_updated_1_.doc
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Analyzing Visual Texts Using OPTIC
Paying attention to the details is a habit that is a necessary part of effective
analysis. As you analyze visual texts, including paintings, photographs,
advertisements, maps, charts or graphs, the OPTIC strategy can help you
construct meaning. OPTIC stands for Overview, Parts, Title/Text,
Interrelationship, and Conclusion. As you examine a visual text, respond to
each element:
O- Write a brief overview of the image: in one complete sentence, what is this
image about? State the thesis for Visual Analysis essay by identifying the
visual element, the film element and the persuasive appeal and their
purpose of the film overall. You can give a brief summary of the image.
P- Focus on all parts of the image by noting any details that seem important.
This can be anything: color, figures, textures, scenery, groupings, shadings,
patterns, numbers, etc. State and describe the one visual element and the
one film element for the focus of the analysis.
T- Use the title to clarify the subject of the image. Consider both literal and
metaphoric meanings. What does the title suggest? Is there any
text/dialogue/film techniques in the image—a caption, or words in the image
itself? What might this text/film suggest? Here you analyze and evaluate
deeper meanings and draw some meaningful insights by answering the
questions of how and why. Here you can bring in evidence from your
sources to support your points.
I- Specify the interrelationships in the image. In other words, how the parts are
related, both to one another and to the image as a whole. Consider how the
parts come together to create a mood or convey a theme or argument. Here you
discuss the persuasive appeal and bring in evidence from your sources to
support the discussion of relationships.
C- Write a conclusion paragraph about the image as a whole: think about what
the artist, photographer, creator, or designer might be trying to capture and
convey, and what ideas, arguments, or implications this image presents. Here n
you present and defend your analysis/evaluation by analyzing how and
why the visual element, film element and persuasive appeal make the film
effective to the viewer.
Image Title:
O–
P–
T–
I–
C–
Adapted from Lance Balla, 2004.
Essay #4 — The Visual Analysis/Argumentative Essay
English 1301
Using the strategies of argumentation, visual elements, and persuasive appeals, a writer can
discover, develop, and defend his/her stance on a visual image.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify
schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for
each student.
PURPOSE:
This assignment allows students to demonstrate the ability to utilize persuasive appeals (logos, pathos, and
ethos), argument strategies, and writing techniques similar to professional models of argumentative writing to
analysis a visual image (photo, painting or political cartoon or film). The student chooses one of the visual
elements (color, texture, line, space, forms, shapes, and/or value) and one of the film elements (narrative,
cinematography, sound, mise-en-scene, or editing) to interpret/analyze the film posted on e-campus and
to show how these elements create a rhetorical appeal/response (ethos, logos, pathos, or kairos) to the
film. The student uses evidence from at least two sources to support the analysis of the visual and film
elements. The student defends his or her stance on the analysis of the visual image to move an audience to
action.
REFERENCES:
The Norton Field Guide— cht 39, 40 , 41 & 43 p. 388-427 and read cht 56 Using Visual, Incorporating Sound
p. 607-615.. For essay example cht 16 Ali Heinekamp’s “Juno: Not Just Another Teen Movie” p.197-205.
E-campus postings—announcements on home page and documents in Essay #4 folder
NLC Writing Center or NLC OWL
First Draft:
The student writes a first draft of the visual analysis/argument essay on the film posted on e-campus
using at least 2 secondary sources (excluding the film citation) to support the main points of the
argument. He/she has it evaluated through peer review and/or by the NLC Writing Center to ensure
successful understanding the course material and development of the ability to write argumentatively.
This is highly recommended. The student prints 1 copy for peer review in class. First draft is due on
Wed, 11/15/17. Peer Review.
Second draft:
The student produces a second draft reflecting changes in the first draft from peer review and writing
tutor review. The student brings one (1) copy of the second draft to class for peer edit. Second draft is
due on Mon, 11/20/17. Peer Edit
Final Drafting Phase
The student produces a final draft reflecting editing changes from the second draft. He/she turns in the
first and second draft from peer review and peer edit. The student submits the final draft to e-campus
for a grade. Final draft to e-campus at 11:30 pm, and the first and second drafts to the instructor
in class are due on Fri, 11/24/17!!!!
FORMAT
The student is given all materials necessary for writing this paper. The paper should be written in MLA format
and produced in legible text. The student will use at least 2 secondary sources, and produce approximately
3-4 typed pages. If I cannot read your paper due to small font (less than 12 point) or unusually script, I will
not assess the paper or assign it a grade.
NLC English Department Visual Analysis Paper Rubric
CRITERIA
Thesis
Development
Interpretation
Language &
Style
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(14-15 points)
Unsatisfactory
(12-13 points)
Deficient
(0-12 points)
Engaging opening that
introduces the paper’s
topic, a problem,
research question,
purpose, and method
for writing; the thesis is
an easily identifiable,
well-phrased argument
that recognizes the
intended message, as
well as its purpose and
audience. The thesis
reflects sound critical,
interpretive, and
analytical thinking; title
and author of work are
appropriately identified.
Generally engaging
opening; areas to be
strengthened may
include presentation of
general topic,
development of
transition between
general opening and
specific thesis
statement; thesis
statement is phrased as
an argument but may
be strengthened
through clarification of
the main idea being
offered and purpose.
Recognizes the broad
intended message but
misses some nuances.
Each paragraph
generally connects to
the thesis but one or
more main ideas may
need to be clarified;
concrete details are
generally well-chosen
though some may be
irrelevant or insufficient
as evidence to
effectively support the
thesis and/or
paragraph; recognizes
the relationship
between the image and
its physical
characteristics;
paragraphs are
generally wellorganized, although
some transitions may be
awkward; focus and
control of argument
may need improvement
because the point of a
paragraph may not
always be clear.
Recognizes most
elements of style used in
the image and attempts
to explain their effects
on the image’s message;
attempts to identify the
image’s contextual
influences but provides
an incomplete analysis
of their effects; provides
a good analysis of
message and technique
that is generally
comprehensive.
Opening is functional
but too brief and/or
simplistic; topic is
apparent but needs to
be developed to engage
the reader; weak sense
of purpose and claim;
paragraph topics are
vague or disconnected
from the thesis; thesis
may be too general,
vague, or imprecisely
presented; thesis may
not directly address the
prompt. Recognizes the
intended message and
its purpose but does not
demonstrate knowledge
of its significance.
Supporting ideas within
body paragraphs are
present but weak in one
or more following areas:
main idea not
discernible, a fact about
the text is summarized,
and/or unclear
connections to thesis
exist. Concrete details
are present but weak
because they provide
insufficient evidence to
support the body
paragraph and/or lack
insightful
inference. Paragraphs
identify the type of
image and some
physical characteristics.
Lack of coherent
organization of ideas
within paragraphs;
abrupt transitions that
impede flow.
Opening is ineffective,
poorly organized, and
underdeveloped; thesis
statement may
summarize plot points
rather than present
argument about text or
may be missing; thesis
may not address the
prompt or a viable
topic; author and/or
title of image may not
be referenced properly
Does not identify the
deeper purpose of the
image.
Fails to fulfill the
requirements of the
assignment.
Topic sentences absent
or consistently lack
focused ideas, either
offering general,
irrelevant comments or
stating facts about the
text; there is no
discernible argument or
point guiding the paper;
concrete details are
absent or ineffective/
insufficient; consistent
lack of coherent
organization of ideas
within paragraphs and
from one paragraph to
the next; points of
paragraphs are unclear.
Identifies the type of
image and some of its
physical elements.
Fails to fulfill the
requirements of the
assignment.
Discusses the elements
of style used in the
image, but does so in a
general sense; explains
only the obvious
contextual influences of
the image; overlooks
some aspects of visual
interpretation.
Identifies most of the
elements of style used
in the image, but does
not explain their
significance; does not
demonstrate
recognition of the
image’s deeper
purpose; attempt at
analysis is rudimentary.
Fails to fulfill the
requirements of the
assignment.
Writing is generally
academic in tone;
writer’s voice may not
be consistently
persuasive but is
discernible; writing
demonstrates an
Writing tends to be
mechanical in tone;
writer’s voice is not
discernible in the paper;
writing demonstrates
inconsistent awareness
of the purpose to
Writing is mechanical in
tone; writer’s voice is
not discernible; writing
demonstrates no
awareness of the
purpose to persuade;
Fails to fulfill the
requirements of the
assignment.
Each paragraph clearly
connects to the thesis
and offers identifiable,
well-phrased ideas to be
fully argued in each
paragraph; concrete
details are incorporated
in the body paragraphs
and describe the image
and the different
elements used;
paragraphs are wellorganized to create a
coherent, carefully
developed and
supported argument;
transitions between
ideas are logical and
each idea builds on the
preceding.
Recognizes all of the
elements of style
included in the image
and thoroughly explains
their effects on the
image’s message;
analyzes the image’s
contextual influences
and how they affect the
message; demonstrates
a thorough analysis of
the image, as well as its
techniques and
message.
Paper reflects an
argumentative mode of
writing appropriate for
the topic; it is academic
in tone; writer’s voice is
evident, confident, and
sophisticated;
Grammar &
Mechanics
TOTAL
POINTS
vocabulary and phrasing
are academically
appropriate, persuasive,
and sophisticated
without being
pretentious.
Paper includes sentence
variety; effective syntax
and grammar;
demonstrates a mastery
of writing conventions
and serves the author’s
purpose; consistent
adherence to MLA
guidelines; accurate
Works Cited page;
absence of grammar,
syntax, and punctuation
errors.
awareness of the
purpose to persuade;
vocabulary in some
places may be simplistic
or ineffective.
persuade; vocabulary
tends to be simplistic,
marked by instances of
informal or imprecise
diction.
vocabulary is simplistic
and/or inappropriate.
Paper’s sentences
generally effective but
may lack appropriate
variety (some repeated
opening words and
structure); syntax and
grammar may be
awkward in places (but
not distracting); a few
grammar and
mechanical errors (but
not distracting);
consistent adherence to
MLA guidelines;
accurate Works Cited
page.
Essay sentences lack
variety (frequently
repeated opening words
and sentence structure);
awkward syntax and
grammar confuse
writer’s point and
distract reader;
misspellings,
contractions, fragments,
referring to “you” which
diminishes the academic
nature of the writing;
inconsistent adherence
to MLA guidelines (but
does not compromise
integrity of essay);
Works Cited page may
contain inaccuracies
(but does not
compromise the
integrity of essay).
Frequent syntax,
grammar, and
misspelling errors that
distract the reader; lack
of adherence to MLA
guidelines which
undermines the
integrity of paper;
inaccurate Works Cited
page compromises
integrity of essay.
No adherence to MLA
guidelines (missing
citations, lack of proper
format); missing Works
Cited page; paper is
incomprehensible.
Name:
Class:
Date:
Visual Analysis /Argument Sources
Cite your intended sources for your Visual
Analysis/Argument Essay #4 in the correct MLA format.
Give a brief overview of the source.
You should have at least two (2) sources.
Source one:
____________________________________________________
________________________________________________
____________.
Brief overview:
____________________________________________________
_______________________________.
Source two:
____________________________________________________
________________________________________________
____________.
Brief overview:
____________________________________________________
_______________________________.
Source three:
____________________________________________________
________________________________________________
____________.
Brief overview:
____________________________________________________
_______________________________.
https://owl.english.purdue.edu/owl/resource/747/09/
Films or Movies
List films by their title. Include the name of the director, the film studio or distributor, and the release
year. If relevant, list performer names after the director’s name.
The Usual Suspects. Directed by Bryan Singer, performances by Kevin Spacey, Gabriel Byrne,
Chazz Palminteri, Stephen Baldwin, and Benecio del Toro, Polygram, 1995.
To emphasize specific performers or directors, begin the citation with the name of the desired
performer or director, followed by the appropriate title for that person.
Lucas, George, director. Star Wars Episode IV: A New Hope. Twentieth Century Fox, 1977.
A Painting, Sculpture, or Photograph according to MLA in Print format
Include the artist’s name. Give the title of the artwork in italics. Provide the date of composition.
If the date of composition is unknown, place the abbreviation n.d. in place of the date. Name the
medium of the piece, and finally, provide the name of the institution that houses the artwork
followed by the location of the institution.
Goya, Francisco. The Family of Charles IV. 1800. Oil on canvas. Museo del Prado, Madrid.
For photographic reproductions of artwork (e.g. images of artwork in a book), cite the
bibliographic information as above followed by the information for the source in which the
photograph appears, including page or reference numbers (plate, figure, etc.).
Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. Gardener’s Art
Through the Ages. 10th ed. By Richard G. Tansey and Fred S. Kleiner. Fort Worth:
Harcourt Brace. 939. Print.
Citing An Image (Including a Painting, Sculpture, or Photograph) Online
Goya, Francisco. The Family of Charles IV. 1800. Museo Nacional del Prado, Madrid. Museo
National del Prado. Web. 22 May 2006.
Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive. Web.
22 May 2006.
If the work is cited on the web only, then provide the name of the artist, the title of the work, the
medium of the work, and then follow the citation format for a website. If the work is posted via a
username, use that username for the author.
brandychloe. “Great Horned Owl Family.” Photograph. Webshots. American Greetings, 22 May
2006. Web. 5 Nov. 2009.
https://owl.english.purdue.edu/owl/resource/747/09/
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