Political Cartoons
Because cartoons hope to achieve a sudden intellectual and emotional ilnpact through imagery
and a brief message, they rely on exaggeration and readily identified sfinbols.
Cartoons are rarely ambiguous: they rarely consider the opposing view {rr muddy the waters wirh
a mixed message. Cartoons rely on prior knowledge of context, iconogrephy, exaggeration,
irony, caricature, and symbols.
-fconography - the use of shorthand images to immediately suggest an,incident, idea, era,
instifution, etc. Exarrple: a cap and gown indicates an academic; a pack of cigarettes rolled up in
the sleeve of a t-shirt is iconographic of the 1950s
-Exaggeration - events, people, and objects are not always portrayed r4alistically nor are we
always meant to read cartoons as truth. Consider what is exaggerated add why. Is the cartoonist
overemphasizing something to make us critical of a flaw or to make a p(:rceived flaw seem iess
major?
-Symbols -objects, figures, etc. that stand in for or represent somethinglelse Example: elephants
represent the Republicans; donkeys, the Democrats
-Caricature - an artistic rendering of someone's physical features in aq exaggerated manner.
Often it is used to make people instanlly recognizable, or to satirize, dedrean, or stereotype
someone
-Irony
- a contrast between what appears to be expressed and what is a(;tually expressed (wually
humorous and sarcastic)
-Analogy - a comparison between tqro unlike things that share some chiuacteristics
-Captioning and labels - used for clarity and emphasis
-Size, position, or juxtaposition of images can also be important
Analyze each element of the cartoon by answering these questions
1.
2.
3.
4.
Visuals: Are any objects or people are symbols? What do they symbolize? Did the
cartoonist exaggerate any ofthe objects or physical features ofaperson/people? Ifyes,
what effect the cartoonist was trying to achieve through the exaggeration? Are the lines
of the cartoon bold, fuss, light, hard, or soft? Are the shapes curvy or angular? What
feelings do the lines convey? What effect does this create? (8 questions)
Words: How do the words clarifr the images or symbols? Which words appear to be the
most significant? Why? (3 questions)
Action: What facial expressions are portrayed in the cartoon? How does the cartoonist
use lines to suggest that expression? Do the lines of the cartoon suggest action or
movement? How so? (4 questious)
Meaning: What political event or idea is the cartoon referring to? What conclusions can
you draw about the cartoonist's opinion? What specific details in the cartoon led you to
this conclusion? What special interest goups would agree/disagree with the cartoon's
message? Why? Whose opinion or point of view is not represented in this cartoon? Horr,'
is the cartoon effective in your opinion? (7 questions)
.
Visual Analysis Essay
Visual Analysis Essay Directions:
Write an essay of 450-500 words that analyzns how the cartoon uses strategies to cl(eate an effect,
achieve a pulpose,
and/or convey a message to the intended audience. Refer to the exampir#; f;;{(i"to*.
A copy of the carfoon must be
turned in with the essay. It can be copied and pasted to the end of the essay. nteaselpive
credit to iource and , .eate a
works cited entry using the MLA Style Guide.
i
o
,
Opening paragraph- Must include a clear thesis that illuminates the messa$e
and intended effect of riie cartoon.
See directions below for how to write an
T
inhoduction.
t
BodY Paragraphs-'Describe and analyze every detail in the cartoon. How dbes the
stratery employed help the
cartoon achieve a particular effect or purpose? Body paragraphs must be thiirough
ano ,iake cblnec:ions between
detail and purpose that are clear, deep, and insightfut. rne position is devel$pea wittr
evidence and explanations
that are appropriate and convincing, referring to the .artoon explicitly o. irrfiti"itty.
fhe argumeut about the
purpose of the cartoon is clear and convincing and thoroughly iupported *1[n
A"tait from tie cartoon.
rl
r
Conclusion-- Restate thesis in other words. End the essay with the cartooniiit,.
."r.uge.
Us9 the following checklist to assess your own essay introduction.
l) Date of appearance - is it there?
publication
2) Name of
3) Company, photographer (or news service), cartoonist
4) Title of cartoon or product name
5) Description of subject -what are we looking at? This should be a SUMMARy, if you will,
of the literal visual of the
,
name
,
cartoon.
6) The point the cartoonist is
i
7) The potential effect on the audience (sometimes practically the same as, or at leait closely
related to #6).
What is the reader/audience, as a result of the cartoon suppoied to feel? Think? Believe? Do?
making.
br^
C
nsider:
H$<S-
tts, r{ {Ayt
JoilEn0tl6 tN
,ll5
frl.IIRsx
Fotrt v.-
Model Cartoon Opening paragraph
"fom Toles published
this cartoon in The washington Post onor:tober
26, 2005, two days after the death of Rosa parks.
cartoon depicts this civil rights icon standing
The
at ihe gates or;,"rrrn.
who assures her thr : God has a
'seat in the front row' for lier'" Rosa
Parks,iccordiig to God, deserves a very speciar
place in heaven for her pivotal role
in the fight against injustice on earth.
Thii moving urolnrpir.-g
roum
woman but also cerebrate and appreciate
the ross of such r. r influentiar
Ms. prir., *oit'ro..?rrrr
-si;ffi;i;ilt]?et",
iiurt".auo*;;;;i;;
rights.
Rubric for Visual Analysis Essay
9 Essays earning a score of 9 meet the criteria for a score of 8 and in addition, are especially sophisticated in their argum( :t, thorough
in their development, or impressive in their control of language.
8 Effective Essays eaming a score of 8 effectively and thoroughly analyze* how the specific {etails of the cartoon create the message
and/or effect the cartoonist is trying to share. They develop their position with evidence and e:iplanations that are appropriate and
convincing, referring to the cartoon explicitly or implicitly. The argument about the purpose oitthe cartoon is clear and convincing and
is thoroughly supported with detail from the cartoon. The essays demonstrate an understandin$ of how the cartoon effectively or
ineffectively satirizes its topic. The discussion of how these stategies function and how they oreate the message/effect is convincing
and effective.
The prose demonstrates a consistent ability to contol a wide range of the elements of effectivg owiting but is not necessarily flawless.
7 Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough developmeni" or
;
6 Adequate Essays earning a score of 6 adequately analyze+ how the specific details of tle car]toon create the message and/or effect
iiiat the cartoonist is trying to share. They develop their position with evidence and explanatioirs that are appropriate and sufficieng
r:efening to the cartoon explicitly or implicitly. The argument about the purpose of the cartoo{ is clear and supported with evidence
but may be less thorough or insightful than that of an 8 essay. There is evidence that the studeirt understands how satire is used
tffectively or ineffectively, but the evaluation of effectiveness is not as thorough or insightful.lThe writing may contain lapses in
diction or syntax, but generally the prose is clear.
5 Essays eanling a score of5 analyze how the specific details ofthe cartoon create the messagl and/ or effect that the cartc;nist is
irying to share. The evidence or explanations used may be uneven, inconsistent, or limited. The argument about the purpou;-'of the text
might lack adequate sgpport but at'least attempts to explain the effectiveness (or lack thereof) of the stategies and satire. The writing
nay contain lapses in diction or syntax, but it usually conveys the student's ideas.
: Inadequate Essays eanring a score of4 inadequately analyze how the specific details ofthe qartoon create tbe message and/or effect
ilat the cartoonist is trying to share. These essays may misunderstand tle cartoon, misrepresent the strategies being used, leave out
important details or points of analysis, or analyze the strategies inaccurately. The evidence or i:xplanations used may be inappropriate,
insufficient, or less convincing. The student may not connect the strategies to the purpose or efaluate the effectiveness of the
strategies. The prose generally conveys the student:s ideas but may be less consistent in contrqlling the elements of effective writing.
3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in trnalyzing the strategies used to illushate
the cartoonist's point. They are less perceptive in their understanding of the cartoon or the straiegies, or the explanation or examples
may be particularly limited or simplistic. The essays may show less maturity in contol of r+riting.
2 Little Success Essays earning a score of 2 demons&ate little success in analyzing how the specific details ofthe cartoon create the
message that the cartoonist is trying to share. These essays may misunderstand the cartoon or lask of analysis, misread the cartoon or
rssignment fail to analyze the strategies being used, or substitute a simpler task by responding to the text tangentially with unrelated,
:flaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical
,.roblems, a lack of development or organization, or a lack of control.
I
Essays earning a score
ro
their control of language.
of
1 meet the
criteria fo. u scor. of 2 but are undeveloped, especially simplistic in their explanation, or weak
0 tndicates an on-topic response that receives no credit, such as one that merely repeats the prompt.
IDdicates a blank response or one that is completely offtopic,
u
For the purposes of scoring, analysis refers to identifying features of
to achieve a particular effect or purpose.
ne author uses these
a
text and explaining h6w