This essay draws on the voices of both literary critics and adolescent readers, resulting in a contextualization of critical theory exploring Marjane Satrapi’s Persepolis. Satrapi’s graphic novel has been praised for its complex composition and story-telling ability. But although it is both a recommended and contested text for an adolescent audience, few have examined the reactions and interpretations of young readers. By placing the voices of adolescent readers alongside critics, I will illustrate that making time for aesthetic reading of a graphic novel results in nuanced and analytical work for adolescent readers, positioning their voices as equal to critics’. This work provides evidence for the deep reading and insightful responses aesthetic reading in interpretive communities cultivates. Within interpretive communities students become critics.
Dallacqua, Ashley K.
"Students as Critics: Exploring Readerly Alignments and Theoretical Tensions in Satrapi’s Persepolis,"
SANE journal: Sequential Art Narrative in Education:
1, Article 2.
Available at: http://digitalcommons.unl.edu/sane/vol2/iss1/2