Unit 3: Graphic Novels

         Unit three consisted of discussions and readings about graphic novels in the ELA classroom.  Graphic novels are still a big question mark for many English teachers across the United States.  They are still new to the classroom, despite the fact that the first comic books were released in the 1930's (Rice 37).  Comic books are not graphic noevls, but they were certainly a precursor.

        The biggest questions regarding graphic novels concerns their educational value.  What are the benefits of teaching graphic novels?  Are there downsides to teaching graphic noevls, if so, do they negate the positives?  In this blog, I will touch on a few benefits of teaching graphic novels.

        One prominent feature of graphic novels is their ability to bring students of all levels together, "Graphic novels benefit all students, regardless of their reading skill or level of engagement.  Both groups share some advantages, and both groups enjoy advantages that are unique to their achievement level. ... Graphic novels serve as an equalizer between academically achieving and struggling learners" (McTaggart 33-34).  Students who may not have been able to work togeter due to different skillsets or interest levels are now, because of graphic novels, able to enjoy discussing the text with each other, regardless of their current capabilites.

        An additional positive that acompanys teaching graphic novels is the individual effects graphic novels have on students of many different levels, "Teachers use graphic novels because they enable the struggling reader, motivate the reluctant one, and challenge the high-level learner" (McTaggart 32).  Graphic novels are beneficial to every type of student.  Students who have a tough time reading can enjoy the ease that graphic novels provide.  Students who hesitate to read can become interested in the plot and writing of graphic novels.  Furthermore, students who excel greatly in the classroom are provided with a unique concept that they probably have not encountered before.

        Graphic novels are stories that progress quickly and rarely bore the reader.  They are action packed and have images on every page.  An aspect of graphic novels that every teacher should love is that graphic novels often encourage students to think critically and read more; "Their skills improve as they read more, their improved skills lead to greater comprehension, and their enhanced comprehension creates a desire to read more" (McTaggart 33).  Reading, like many other things, becomes more enjoyable the more it is done.  Graphic novels are a great resource that can hook students on reading.

        Although there are so many benefits, as I mentioned before, graphic novels are still a question mark among many ELA teachers.  Why would that be so?  Well, graphic novels are not currently considered a part of the English "canon."  That is to say, graphic novels are not universally accepted and taught as Beowulf, William Shakespeare or Charles Dickens is.  The English canon is always changing, however.  Similar to the last blog post, graphic novels and comics, just as technology, needs to be given a fair chance in classrooms.  As teachers, doing whatever is best for the student should be the number one priority.  If that means implementing graphic novels and comics into the classroom, then there should be no argument.

Writing for Non-Print Media: Unit Two

        Unit two focused a lot on the creative aspect students possess.  Two of the articles we read discussed how it is helpful for students to think creatively first, and think critically second.  In "I just need to draw: Responding to literature across multiple sign symptoms," Kathy Short, a professor at the University of Arizona, states, "the availability of a range of systems gave them [students] the opportunity to think more broadly, to consider other ideas, to connect to memories, and to think through feelings" (Short 170).  Siply put, creative projects breed crititcal thoughts.

        Another article, "The Green Knight Should Be GReen: Graphic Response to Literature," mentions the benefits of creative projects, "They [students] create not only imaginative and sometimes well-executed artwork but artwork that represents focused and insightful interpretations of the text" (Broz 57).  This quote tells us that students are thoroughly undderstanding the texts they are reading and forming supported interpretations.

        These two articles support the idea of allowing students to participate in artistic representations of literature.  It is evident that students think just as critically, if not moreso, while creating a porject than they would when formulating an essay.  Although it may seem as though these artistic creations are taking the place of writing, they are not.  That is one misconception I had while reading these articles.  In fact, students are still required to write explanations as to why they created what they did and how they came to the conclusion.  However, the students find it easier to write these explanations and essays after finishing their projects.

        A key necessity students need when creating their artistic interpretation is freedom.  Often times, teachers provide students with answers or push them toward the conclusion.  Teachers should have discussions with their students, rather than asking them questions to which they already know the answer.  A smart and effective way to check for understanding is through class discussions where the students and teacher have back and forth conversations rather than a plethora of questions rattled off by  the teacher that mimic a quiz.  Initiating a response, as we discussed in class, does not allow students to think critically or form their own interpretations.

        Here is a pinterest link to a meme that I thought went along pretty well with what was discussed and read in this unit.  It mentions some, but not all, of the necessities for success.

sents focused and insightful interpretations of the

literature