Please read the linked article, Mike Lacher’s “I’m Comic Sans, Asshole,” and answer the following questions. For each question, back up your conclusions with quotations or other indicators of the evidence you found that helped you come to this conclusion.
1a. Who is the intended audience for this piece? What gives you this impression?
-“I will not rest until every uptight armchair typographer cock-hat like you..” Anyone who uses typed font because it talks about many examples of different ways to use it.
1b. Who is the speaker? How do you know this?
-Someone who loves comic sans, acting like they are comic sans. “I’m Comic Sans”
2. What is the speaker’s relation to his or her intended audience? Put another way, what mood or feeling do you get as a reader?
-The speaker’s relation to the audience is like a coworker or just another person on the street, almost just random. As a reader I felt like I was being attacked because they were calling names and throwing out insults.
3. What is the intended message of this text?
-The intended message is that comic sans is the best font and it works for so many things.
4. What kind of article is this: informative, persuasive, analytical, descriptive, narrative, editorial, or something else?
-This is a persuasive article because it is telling the audience to use comic sans.
5. What design principles that we talked about in class are used in this article? Be careful, as there may be both obvious and less-than-obvious pieces of the puzzle at work here.
-Pathos is used because it is playing to the emotions when it is insulting the reader and telling them what to do. Assertions were used too because it is saying it how it is, forceful.
6. Looking back your answers to the previous questions, generate an arguable thesis for a response to this article. Your response could be informative, persuasive, analytical, or editorial (not descriptive or narrative), and which genre you choose will influence your thesis. Remember that a thesis statement should in a single (or perhaps two) sentence(s) capture the main idea (and argument, if applicable) of your essay. It should state this idea 1) in terms that frame the issue for your readers, 2) in such a way that it is arguable, and 3) authoritatively.
-Comic Sans is the most logical typography to use because it is fun and exciting.
Position Shift Podcast
1. Identify the areas of the story that are the beginning? The middle? The end? The beginning would probably be the parts of her being young and going to church and feeling cute. The middle is when she gets shot in the eye and goes through hardships at home and at school. The end would be her growing up and realizing that she is okay with who she is. We know these are the separate parts because in between each one pretty much she says the quote that she hasn’t changed. Also she makes a very good transition from section to section and in some parts there are major time differences.
2. Critical Thinking: Consider the critical thinking rubric. I will ask questions in class. Be prepared to participate. There is nothing however to hand in … yet.
The human problem? How are we to deal with the physical flaws and imperfections that form an essential part of who we are? They may be other problems as well; that is, multiple problems may exist within the story on other levels. In the Critical thinking rubric # 1, “substantial development” means that we attempt to identify other implicit problems and distinguish one from the other. What other problems exist? Are there important nuances at work in the story that underscore other problems? What are they? One way to deal with the flaws and imperfections is to turn them into something positive or just stop caring what other people think.
Critical Thinking #2: identifying and presenting the student’s own perspective and position as it is important to the analysis of the issue.
Teachers in many disciplines (who have adapted the entire rubric, as a sequence, to their courses) have relocated this step to a place much later in the schematic. In certain assignments, and if one reductively translates “perspective” as “opinion,” this component may not even be relevant. But in composotion classes, we are often at pains to explain to students that somewhere between the dry, probably pointless reporting of factoids and an editorial spewing of their “opinions” comes what we really seek — their “perspective” — that is, a well-articulated indication that they have brought some sophisticated worldview of their own to the subject, or that the subject has contributed somehow to the development of that worldview. We have read, for example, many term papers that are impressively researched, superbly organized, excellently written, and utterly pointless. They fall dead because the conclusion merely concludes and readers are left asking “so what?” Indeed, even within the wording of this component of the rubric, one might take issue with the blurring of the terms “perspective” and “position.” Someone with a ferocious “position” on an issue may desperately need some “perspective”! So, consider the terms you want to emphasize and consider relocating this component of the rubric before or after what is listed as #6: context
Critical thinking # 6: Context has to do with analysis—coming at the story from different directions and disciplines. Consider the context of history in reading the story. There are other contexts: Cultural, gender, political. Consider for a moment the story in a technological or applied science context. This at first may sound like an odd way to view the story, but consider what the advances in science have to do with “seeing” who we are. Context is important in her story. In that time period girls were not seen as equals to boys and were judged on different things. Also in that period medically they weren’t as advanced and the surgery she would have needed would have been way too expensive for her small town family to afford.
Critical Thinking #7: Implications. What are the potential implications of this story? At this point you might try to move beyond the story itself to say something about life and living and culture. Perhaps the story reveals something interesting and new about American culture. Stories will often provide us with a larger perspective about life. Can you offer one possibility? Some implications of this story could be to live life to the fullest, even if you are different don’t let anyone tell you that you can’t do something, or that people in general can be cruel. A possibility for a larger perspective about life could be to hold your head high or do what you want to do and don’t let anything stand in your way.
1. Before reading this article, did you conceive of writing as a process? If no, how did you go about writing? In what ways was it successful or unsuccessful, effective or ineffective? If yes, what parts of the process were emphasized? Did those parts work well for you, or did you find yourself working differently than you were advised to? Was it effective or ineffective? Yes, I did think of writing as a process. I had never really thought about just writing anything or everything on my rough draft. I had always just wrote about my topic and tried to make everything almost perfect on the first draft. The parts about making multiple drafts was definitely emphasized in this article, but not when I was taught the process before. My teachers just kind of said do a first draft then edit it and check for mistakes. For the most part it was effective, but it was always hard to start.
2. What are some other skills or hobbies you have or partake in that might be considered a process? Briefly describe the process you take in using those skills or participating in those hobbies. I have the hobby of sketching or drawing. When doing this you first have to think about what you want to draw, so you may do some random doodling until you figure out what you want. Then you test out what media you want to use, colored pencils, graphite, etc. The last step is obvious, it’s where you actually do the drawing.
3. Lamott suggests the revisionary process of writing—that is, the “product” of the writing process continually evolves and is altered as the process takes place. What other processes in your life might be considered revisionary? What evidence suggests this? Briefly describe how this revision takes place or what the revision “looks like”—what do you do to “revise” the product? Another process in life that might be considered revisionary is driving. The evidence that suggests this is the fact that in beginning you have no clue what you are doing, but as you go through the process of learning you get better and evolve. You, as an end product, should be better than you when you first started learning to drive.