Teaching Graphic Novels in the English Classroom
Pedagogical Possibilities of Multimodal Literacy Engagement
Editors: Burger, Alissa (Ed.)
Free Preview- Emphasizes pedagogical possibilities of multimodal literacy engagement, as well as key terminology and reading strategies to serve as a primer for those interested in incorporating graphic novels into their English classroom for the first time
- Examines graphic novels as literature, their incorporation in education in general, and the unique benefits of using graphic narratives in teaching writing, rhetoric, and literary analysis
- Argues that the graphic novel format helps to transform a novel into an artistic artifact, and thus appeals in part to the needs of our distinctly visual age
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- About this book
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This collection highlights the diverse ways comics and graphic novels are used in English and literature classrooms, whether to develop critical thinking or writing skills, paired with a more traditional text, or as literature in their own right. From fictional stories to non-fiction works such as biography/memoir, history, or critical textbooks, graphic narratives provide students a new way to look at the course material and the world around them. Graphic novels have been widely and successfully incorporated into composition and creative writing classes, introductory literature surveys, and upper-level literature seminars, and present unique opportunities for engaging students’ multiple literacies and critical thinking skills, as well as providing a way to connect to the terminology and theoretical framework of the larger disciplines of rhetoric, writing, and literature.
- About the authors
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Alissa Burger is Assistant Professor of English and Director of Writing Across the Curriculum at Culver-Stockton College, USA. She teaches courses in research, writing, and literature, including a single-author seminar on Stephen King. She is the author of Teaching Stephen King: Horror, The Supernatural, and New Approaches to Literature.
- Reviews
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“The essays in this collection are well-written, timely, and practical, leaving readers with smart takeaways they can adapt to their own pedagogical needs. The diversity of readings offered demonstrates the applicability of graphic fiction to a number of disciplines from literature and writing, to courses on social justice, visual culture, and ethnic and American studies.” (Jenn Brandt, Assistant Professor of English and Director of Women's and Gender Studies, High Point University, USA)
“This is an excellent collection for college instructors, specifically those interested in multimodal composition and literature. The articles contain practical suggestions and in-depth ideas that have helped me reconsider teaching techniques for my own comics courses.” (Rachel Dean-Ruzicka, Lecturer in Writing and Communication, Georgia Institute of Technology, USA)
- Table of contents (11 chapters)
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Introduction
Pages 1-8
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Not Just Novels: The Pedagogical Possibilities of the Graphic Narrative
Pages 11-28
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Understanding Rhetoric, Understanding Genre: A Rhetorical Genre Studies Approached Writing Course
Pages 29-41
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Writing Through Comics
Pages 43-65
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Teaching the History and Theory of American Comics: 20th-Century Graphic Novels as a Complex Literary Genre
Pages 69-85
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Table of contents (11 chapters)
Bibliographic Information
- Bibliographic Information
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- Book Title
- Teaching Graphic Novels in the English Classroom
- Book Subtitle
- Pedagogical Possibilities of Multimodal Literacy Engagement
- Editors
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- Alissa Burger
- Copyright
- 2018
- Publisher
- Palgrave Macmillan
- Copyright Holder
- The Editor(s) (if applicable) and The Author(s)
- eBook ISBN
- 978-3-319-63459-3
- DOI
- 10.1007/978-3-319-63459-3
- Hardcover ISBN
- 978-3-319-63458-6
- Softcover ISBN
- 978-3-319-87562-0
- Edition Number
- 1
- Number of Pages
- VII, 192
- Topics
