Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic Novels

Author(s):  
Sean P. Connors
Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.


2020 ◽  
Vol 56 (4) ◽  
pp. 176-182
Author(s):  
Adam I. Attwood ◽  
Jill L. Gerber
Keyword(s):  

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.


2018 ◽  
Vol 11 (2) ◽  
pp. 98-117
Author(s):  
Agatha Mohring

María y yo by Miguel and María Gallardo, Arrugas by Paco Roca and Una posibilidad entre mil by Cristina Durán and Miguel Ángel Giner Bou are contemporary Spanish graphic novels that can be considered pathographies. This article shows how they use the metaphor of the journey to deconstruct social representations and challenge preconceived ideas about autism, Alzheimer’s disease and cerebral palsy. By making readers travel to the unknown territory of differences and diseases, these works help them to discover and understand alterity. I also study how the authors use techniques specific to travel guides to explain these disorders, and interrogate the extent to which creating and reading those pathographies can have a curative dimension. This will lead to questioning the concept of the therapeutic journey.


2008 ◽  
Vol 63 (1) ◽  
pp. 104-115
Author(s):  
Geoffrey Sanborn

Abstract The argument of this essay is that several of the notes that Herman Melville wrote in the back leaves of one of his Shakespeare volumes——notes that have been an object of interest and speculation ever since their discovery in the 1930s——were responses to essays written by Leigh Hunt and collected in a volume called The Indicator. In all likelihood, Melville read these essays——along with a Quarterly Review essay by Francis Palgrave, which has previously been shown to be the source of other notes in the back of the Shakespeare volume——on the sofa of his father-in-law, Lemuel Shaw, shortly before or after the birth of his son Malcolm in February 1849. The discovery of the new source is important both as an aid in identifying when and where Melville took all of these notes and as an indication of how carefully Melville studied the British periodical essay before beginning Moby-Dick (1851). In the essays of writers like Hunt, he encountered a form that seemed as though it could stretch to accommodate his literary and philosophical ambitions without sacrificing the companionship of the implied reader. For at least two years, Melville would believe enough in the possibilities of that form to compose his miraculously sociable expressions of unresolvable hope and rage, to give voice to the seemingly ““wicked,”” and yet to feel, as he told Nathaniel Hawthorne, ““spotless as the lamb.””


Author(s):  
Hope Hutchins

In the context of increasing familiarity with mainstream superhero comics and their characters, a wide range of readers are being exposed to the values regarding gender and social control being communicated in this genre. Therefore, it is important to assess whether social control is signified differently for males and females in superhero comics. This presentation will begin with a discussion of why it is important to study comics and graphic novels. I will then outline the concept of social control and criminological theories centered on this idea before demonstrating why superheroes may be understood as agents of social control. This will bring me to a discussion of preliminary findings of a qualitative content analysis of issues of Batman, Captain America, Wonder Woman, Ms Marvel, Justice League of America, and New Avengers comics released from May to October 2007. In examining the leadership positions, the formal and informal methods employed, those over whom social control is exercised, and relative success of each superhero in these issues, I am seeking to assess whether social control is portrayed as being exercised by male and female superheroes in different ways and to identify how this happens. The results of this content analysis will be compared with previous studies of women police officers to assess whether representations of female agents of social control in superhero comics are consistent with the experiences of real‐life criminal justice practitioners. Finally, the reasons for and implications of the nature of such media constructions will be briefly explored to encourage other students to study comics and graphic novels.


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