Abstract
Indexing identity through writing responses among ELL students in response to a graphic novel helps provide insight into how writing responses represent people and how graphic novels can aid in that process of self-discovery through their inherent multimodalities. This study takes looks at four students in an ELL class at an urban high school in southern Pennsylvania as they responded in writing to a portion of Will Eisner's New York: Life in the Big City (2006). All of the participants took events from the portion of the graphic novel provided to them and indexed their urban, cultural perspectives through their writing. The portion of the graphic novel used, "The Source," was a silent comic. The participants' interactions with the silent comic support McCloud's (1993) assertion that images, whether they're in sequential art or just in their natural settings, can be universally understood.
Recommended Citation
Romagnoli, Alex
(2018)
"Sharing Identity: Indexing Cultural Perspectives through Writing Responses to Graphic Novels,"
SANE journal: Sequential Art Narrative in Education: Vol. 2:
Iss.
3, Article 2.
Available at:
https://digitalcommons.unl.edu/sane/vol2/iss3/2
Included in
American Popular Culture Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Secondary Education Commons, Visual Studies Commons