This insightful and well-developed argument served as Youqi Chen’s final paper for the Multi-Source Academic Argument assignment, completed during Module 2 of the course. Whereas their first academic paper asked them to respond to an argument source and assert their well-reasoned position in a debate about the graphic memoir Maus, this second paper assignment asked them to apply a particular theory (from memoirist Mary Karr) as a lens through which to analyze Marji’s evolving identity in the graphic memoir Persepolis. Therefore, the 3-part introduction presents both the exhibit source and the theory source before transitioning into a conceptual question, establishing the larger significance of the issue being explored, and asserting her own well-reasoned position about Marji’s primary internal conflict.
In addition to using Karr as a theory source, students were required to acknowledge and respond to at least one argument source, engage with comics theorist Scott McCloud, and then select one other secondary source of their choice to help develop and support their argument. Youqi chose to engage with two argument sources, using templates from They Say/I Say to make concessions and distinguish her point of view in a sophisticated way. In this way, this paper could be a useful example of managing and responding to multiple sources in a meaningful way while effectively establishing connections back to the exhibit source under analysis (Persepolis) to support the paper’s central claim.
Because visual literacy and the comics form were essential components of this course, students were required to use visual evidence from Persepolis—specific panels from the book which were inserted directly into the paper—to help illustrate and support their argumentative position based on the visual significance of the images. Throughout the drafting and revision process, Youqi improved upon the selection and analysis of her visual evidence, ultimately using three separate panels from different periods of Marji’s life to signal her evolving journey of self-identification. Therefore, this paper could lead to some unique discussion regarding the selection, use, and documentation of visual evidence in an argument. It also serves as an effective example of a multimodal argument, particularly emphasizing the visual in addition to the linguistic. The spatial mode also comes into play regarding the insertion of the images into the student’s paper, which necessitates consideration of appropriate layout and organization.
— LESLEY YODER
WR 120: First-Year Writing Seminar