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Topic: Chapter 1 Readers, writer and texts
Course: Narrative Across Media
Lectured by Mr. Say Sokunpharoth
PANHA CHIET UNIVERSITY
Members of group II:
1. Heng MeyMey 2. Kim Sreyny
3. Nov Sreyneth 4. Lang Saren

Table of contents
01 | An approach to the higher level essay
02 | Exploring visual literacy
03 | Having a sense of humour

 Who is Sylvia Plath?
• An American poet (1932–1963) known for her vivid
and emotional poetry.
• Published one major poetry collection, Colossus,
early in her career.
 Why focus on nature imagery?
a) Introduction

• Start with broad ideas and refine after
research.
> Broad question: "How does Plath use nature
imagery to express emotions? "
> Focus on patterns and themes, not just
gathering evidence for a pre-decided argument.
b) Defining the Topic

> questions to guide research:

How does Plath use nature imagery to reflect identity and emotions?

How does Plath turn concepts into visual images through nature?
Narrowing: From "nature imagery," focus specifically on trees in Colossus.
Example: Think of trees as symbols. A strong, tall tree might symbolize hope or
resilience, while a bare, broken tree might represent sadness or emptiness. Plath
often uses these contrasts in her work.
c) Beginning the Exploration

 Steps:
 Reread the poems in Colossus.
 Identify tree imagery and list examples in a table.
 Analyze each image's effect and meaning.
Example : In Colossus, Plath might describe trees as "fossils" to show how
emotions like grief or trauma make her feel stuck, as if time has stopped.
d) Collecting Evidence

Use color-coding to group related themes in the evidence:
Green: Personal memories (childhood, family).
Red: Social/historical issues (poverty, Holocaust).
Blue: Inner conflicts (identity, emotions).
e) Identifying Patterns

> Expand exploration by fruit imagery
e) Identifying Patterns
Quote Explanation
“The apples rot
in their places.”
Think of an apple
tree in fall. When
the fruit falls to
the ground and
rots, it could
remind you of
things that were
once beautiful but
have now been
neglected or lost.

> Graphic novels share elements
like characters, setting, and
storyline with traditional novels,
but they also rely on visuals to
convey meaning.
.
 Graphic Novels vs. Traditional
Novels:

◦ Panels: Panels are boxes containing parts of the story, arranged
sequentially (not always in a straight line).
◦ Closure: Readers fill in missing details, like imagining a
character’s full body even if only part is shown.
◦ Gutter: The space between panels represents the time and
motion between scenes.
o Key Features of Graphic Novels:

◦ Transitions: Panels can show changes in time,
action, or perspectives, requiring readers to interpret
connections.
◦ Visual Style: Artists can draw detailed or abstract
images, which affect how readers understand the
story.
◦ Speech Bubbles and Captions: Used for dialogue
and narration.
o Key Features of Graphic Novels:

 Art Techniques
Lines and colors create effects (e.g., showing sound), and speech
bubbles or captions tell the story.
Example Analysis:
The story of Paul Crystal and his cats uses graphic conventions,
like captions and visuals, to humorously show his lifestyle and work
in design.
In my point of view, the text emphasizes how graphic novels
combine art and storytelling in unique ways, engaging readers'
imagination.

“All Over Coffee” by Paul Madonna is a
unique graphic art series that combines
complex imagery with intuitive music.
☆ Madonna’s creative process is
remarkable, as she often begins by
selecting an idea or concept from her
notebook.
 Graphic art and the real Musings and the city

* Richard Feynman's Graphic Biography: Celebrating an Intellectual Legacy
In contrast, the graphic biography "Feynman" by Ottaviani and Myrick tells
the story of Richard Feynman, the famous American physicist who won the
Nobel Prize in Physics in 1965.
 The graphic biography of a Nobel prize winner
Through this graphic biography, Ottaviani and Myrick celebrate
Feynman's intellectual legacy by providing a compelling perspective on his
unique characteristics.

 The Nature of Humor: What constitutes
humor, including examples of jokes and their
structures.
 Stories: The text mentions Mark Twain,
famous for his clever humor and funny
stories. He often used satire to criticize
society while keeping readers entertained.

 Cultural Differences: Shows how humor changes across
cultures. What is funny in one culture may not be funny in
another.
。 Examples: A joke that works in one culture might not work in
another because of different values, traditions, or social norms.
 Mark Twain’s Perspective: Talks about Mark Twain’s ideas on
humor and how it helps with communication and storytelling.

 Irony: Saying
the opposite of
what you mean
to show
something is
ridiculous.
 Slapstick:
Physical
comedy, such as
someone
slipping on a
banana peel.
 Wordplay/Puns:
Jokes that use words
with different
meanings, like
“Time flies like an
arrow; fruit flies like
a banana.”
 Humour as a Tool: Humour can help people deal with
problems, criticize society, or form connections.
 Types of Humour:


Practice Activities: Includes questions or activities to
help readers understand humor or recognize how it
works in social situations.

Tasks: Readers are asked to think about what makes
things funny and why humor varies between cultures.

Do you have any questions?
Thank you!

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An approach to the higher level essay writing

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