1. “The future of this form awaits its participants who truly believe that the application of sequential art, with its interweaving of words and pictures, could provide a dimension of communication that contributes—hopefully on a level never before attained—to the body of literature that concerns itself with the examination of human experience.”—Will Eisner, Comics and Sequential Art (p. 141) Do you think that graphic novels contribute to the body of literature that concerns itself with the examination of human experience?
If so, please comment using three of the five books read in class to support your answer.
If you disagree, please use three of the books read in class to support your answer.
Provide two pieces of textual evidence per book
(200-word response)
2.Consider, for a moment, some of the reasons educators are encouraged to embrace graphic novels—and, to a lesser extent, comic books—as a teaching tool. Graphic novels are said to:
=scaffold students for whom reading and writing are difficult (Bitz, 2004; Frey & Fisher, 2004; Morrison, Bryan, & Chilcoat, 2002);
=foster visual literacy (Frey & Fisher, 2008);
=support English language learners (Ranker, 2007);
=motivate “reluctant” readers (Crawford, 2004; Dorrell,1987);
=and provide a stepping stone that leads students to transact with more traditional (and presumably more valuable) forms of literature.
Which of the claims do you agree with? Please explain why. If you disagree, you will have to explain why.
You have to respond to at least 2 of the points. Textual evidence is required.
(200-word response)
3. Respond to both statements:
Do you agree? Do you disagree? Does your answer depend on the book being read?
Please use three of the books read in class to support your answer.
Provide two pieces of textual evidence per book
(200-word response–total)
