"Of course, other kinds of assignments involving visuals do occur in college writing pedagogies. Visual analysis (especially advertising analysis) has been commonplace in postsecondary writing instruction for at least fifty years as a part of the post-World War II emphasis on propaganda and semantics characteristic of many composition and communication courses beginning in the 1940s, but that practice did not always or consistently include careful consideration of how images, layout, or graphics actually communicated meaning. Instead, advertising was treated as a subject for critique rather than itself a form of communication that employed both word and image" (Diana George, 2002, p.21).
"If I have given the impression that the media revolution of the fifties and sixties was a tough one for [writing] composition teachers, then I must say here that the world of graphic design, electronic text, and Web technologies certainly will prove even more difficult, though ultimately perhaps more useful for future understandings of composition as design. As with written compositions, Web pages must have an internal coherence; they must, in other words, be navigable. Unlike written compositions, the internal logic of a Web piece is likely to appear first in the visual construction of the page - not only in the images chosen but the colors, the placement of text or links, the font, the use of white space, and other elements linked more closely to the world of graphic design than to composition pedagogy. The work of Anne Wysocki is useful here as she challenges writing teachers to rethink their notions of what composition means - beyond the word and inclusive of the visual. Wysocki writes, 'When we ask people in our classes to write for the Web we enlarge what we mean by composition. None of us are unaware of the visuality of the Web, of how that initial default, neutral grey has a different blankness than typing-paper' ('Monitoring Order'). And whether it is true or not that their teachers are aware of the difference between the blank screen and the blank page, our students are certainly aware of this difference. Many already compose for the Web. Many have worked in the realm of the visual (or the virtual) as constitutive of composing texts of all sorts years before they get to their first-year college courses."
(Diana George, 2002, p.26,27)
Fig.1 Photography: She is Frank, Styling: Tessa O'Connor, Hair/Makeup: Megan Harrison, Model: Bree Unthank @ Giant Model Management [http://wearehandsome.com/a-handsome-project-she-is-frank/]
2). Diana George. "From Analysis to Design: Visual Communication in the Teaching of Writing," College Composition and Communication 54.1 (2002): 11-39.