Incorporating+Non-Traditional+Texts

Alexandra Barbush A Project Inquiry

How can non-traditional texts, such as graphic novels, be incorporated in a classroom that leaves very little wiggle room for both teachers and students? How do we as teachers do formative and summative assessments for these non-traditional texts in non-traditional ways? We can fight for the inclusion of banned books in our classroom with pride, but what argument can be made for non-traditional texts?
 * Essential Questions:**

Throughout this class, we have spent a lot of time focusing on non-traditional texts, most specifically the graphic novel, and how to incorporate these in our classrooms. However, we also spend time talking about being forced to "teach to the test" and the ever-impending standardizations that come along with our classrooms. The inclusion of these texts seems like a great idea- a way to engage all different kinds of learners and give our students alternate ways of assessment that are truly able to get to the heart of their understandings. As these two ideas converge, I find it difficult to find that middle ground, especially in the kind of classrooms that many of us will be forced to teach in- those that already have curriculums and lesson plans set out for us. My hope is that my research and answers will aid not only myself but other future teachers in a problem I feel we will all undoubtedly come across.

As an argument for the use of graphic novels, they are able to do things for emerging or struggling readers that traditional texts can not do. For reluctant readers, these novels are entertaining and can serve as a bridge into a love of reading. For ESL or ELL students, graphic novels offer pictures to help with content and create a highway into higher-level texts. According to a 1993 study published in //The Journal of Child Language//, comic books or graphic novels “introduce children to nearly twice as many new words as the average children’s book and more than five times as many as the average child-adult conversation" (The Comic Book Steps Up as an Aid to Literacy).

While graphic novels seem to captivate, but are not limited to, middle schoolers, they can be used not only for non-traditional literature but also as a point of reference and way to teach basic writing skills, including punctuation, paragraphing and outlining. Graphic novels are able to teach students about points of references; readers are forced to make inferences between the pictures and small amount of text. They can be used as "an extremely visual way of getting across the concept of using quotation marks around narrative text spoken by individuals." By looking at the graphic novel or comic as a real text, we see that the words used are a sort of topic sentence and each panel represents a paragraph- this reiterates structure in writing, with main points and supporting details tied together to make a point. (Using Comics and Graphic Novels in the Classroom)

Graphic novels can also be used at large as supplemental texts to the canonical literature our school or state system demands of us. As all literature, graphic novels are not contained to one specific genre- it crosses all plains, making it easy to find an accompanying novel to any part of the canon. Graphic novels are also not limited to the English or language arts classroom- covering historical time periods and explaining scientific research these novels are easily incorporated as supplements to every subject. A recent New York Times best seller, //Anne Frank: The Anne Frank House Authorized Graphic Biography// by Sid Jacobson and Ernie Colón, can be incorporated throughout classrooms- taught with the autobiography of Anne Frank as well as used in a history class to highlight Nazi Germany and the Holocaust.

In a classroom environment that allows for growth and creativity unharnessed, a graphic novel can be used AS the canon. There are graphic novel versions of many canonical texts- Shakespeare's plays come to mind as the most useable. Though as future teachers William Shakespeare has captured out hearts, our students may find problems in relating to his works or being interested and engaged enough to decipher his sometimes hard-to-understand language. Versions are available that even use the direct translation; we can engage students in one of the greats of literature in a way that gives them the full text and understanding but makes it more interesting and relatable.

The text, //Teaching Graphic Novels// by Katie Monnin supplies appendixes upon appendixes for formative assessment while reading the graphic novel. I think firstly, it is important to teach our students HOW to read the graphic novel. By explaining the use of panels and gutters, we ready our students for the world of graphic novels. Without this knowledge, the connect between texts and the graphics becomes no more than a picture book. As far as summative assessment, I racked my brain to think of the best ways. However, after I stopped thinking so much about the differences between graphic novels and traditional texts- I realized that assessment for both of these is exactly the same. Creative projects, power points, wikis, tests can all be incorporated for assessment the same way for a graphic novel. However, I personally believe it would be best to go a creative or non-traditinal route with these text as opposed to a test. A great idea for summative assessment is having the student or students recreate the novel with another medium. If the student's strength lies in drawing, have them redraw scenes or the major plot lines in a way different than the novel has now. If the student is technological- they can use graphic design, paint, tumblr or flickr for a drawing or photo essay. Students who gravitate towards audio can create their own songs (if so talented) or create a play list/soundtrack that fits in to the themes and progression of scenes. The options are so limitless and if we give our students the chance to choose their own form of assessment, they will undoubtedly choose something that appeals to them and they have strength in. This makes them WANT to be assessed, makes them WANT to receive good marks and do the research necessary to produce something they are proud of handing in.

For continuing research on this subject, the following websites can be used: www.diamondbookshelf.com www.firstsecondbooks.com www.frankwbaker.com www.graphicclassics.com www.graphicnovelreporter.com www.noflyingnotights.com www.professorgarfield.com www.toon-books.com http://www.poynter.org/latest-news/top-stories/98141/journalists-artists-tell-stories-with-nonfiction-graphic-novels/


 * Works Cited**

Monnin, Katie. //Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom//. Gainesville, FL: Maupin House Pub., 2010. Print.

"Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05)."//National Council of Teachers of English - Homepage//. Web. 08 Dec. 2011. .

Wilson, Chris. //The Graphic Classroom//. Web. 08 Dec. 2011. .    