Monstrous Bodies

“All animals are equal, but some animals are more equal than others.” ~ George Orwell
Project Description: Poster
INSTRUCTIONS: For this assignment, you’ll construct a poster that functions as a visual essay, using both images and words to make an argument about subjects we’re discussing this semester. You should include a short artist’s statement (no more than 250 words) analyzing your own work -- explaining the various issues you’re exploring and how they relate to other texts/films we’ve discussed in class (using direct quotes where possible). You can complete this assignment on your own or with a group of 2-3. Unlike most of the other assignments you’re doing this semester, you are welcome to complete this assignment with a group made up of members from any of my sections. There are several options for how you might approach this assignment:

1. Create a traditional movie poster for the film we are producing as a class, including images, the title, a tag line, perhaps a synopsis of the film, the release date, etc. If you google “movie poster,” you’ll find lots of examples of directions you can go with this. This could also be a poster that advertises our Monster Film Fest more generally, rather than focusing on the specific film for your class. Since we don’t yet have filming completed, you’ll have to be creative about how you produce images for your poster. Of course, I don’t expect everyone in class to be an artist, but you should still think very carefully about composition, color, visibility of important text from a distance, etc.

2. Create something that more closely resembles the sort of poster you’d see at a poster presentation in your discipline, but have it be about monsters, posthuman bodies,
Dracula, or any other topic we’ve discussed this semester. For example, you might create a visual timeline of monster movies, exploring the various issues explored during each era, tracking the progression of themes in monster narratives throughout history. Or, you might create a poster that visually investigates one of the texts/films we’ve discussed in class, perhaps with a map that tracks the movement of the monsters or some such conceit.

3. Create a poster that thinks very self-consciously about poster design, marketing, propaganda, etc. For example, you might re-imagine early-20th-century war propaganda posters with an apocalyptic, monster-infested spin. This option could certainly be combined with one of the others.

4. All these options are merely suggestions. The best thing you could do is something I couldn’t possibly anticipate. Feel free to go out on a limb. The main requirement here is that you think self-consciously about design and composition in making a visual argument about an issue that is alive in our classroom (or dead, as the case may be).

RUBRIC: Click here for a rubric you can use in thinking about this assignment and when completing your midterm and final self-evaluations. This rubric is condensed from the Writing and Communication Program’s, the full version of which can be found here.

SUBMITTING YOUR WORK: Print a large-format poster that you’ll bring to class for display on the due date. The cheapest ways to do this are to use the poster printer in the library or the one in the Craft Center in the Student Center. I would recommend attaching your poster to a backing (like foamcore) so that it is easy to display in class. Also, upload a PDF of your work to Crocodoc ( and include the link with your artist’s statement and midterm self-evaluation, which you’ll submit via e-mail (

OUTCOMES: The expected outcomes for First-Year Composition in the Georgia Tech Writing and Communication Program can be found here. The primary goal of this assignment is to develop your use of (and analysis of) visual rhetoric. You will particularly consider the interaction between text and image, as well as thinking about how images influence and convey meaning to viewers.

RESOURCES: Read or review these sections of the e-text as you are thinking about and constructing your poster. “Designing Pages and Screens” in Chapter 6 (paying careful attention to sections 89-95).