2-7. Claude Andre Drolet

Claude Andre Drolet 123

UsingComicsintheDevelopmentof

EFLReadingandWriting

ClaudeAndreDrolet

SungKyul University

Abstract

Reading comprehension research tells us that second language students should be working with authentic materials as much as possible. Moreover, it has been recommended that teachers include extensive reading of authentic material in their writing classes. It follows that ESL teachers have to find ways to connect the English classroom literacy practices to the real world. This is particularly important in EFL settings where realistic samples of everyday language are sorely needed. A strong method to encourage reading is the use of popular texts such as comic strips. Comic books and strips have been suggested as classroom material due to their broad appeal to almost any age group or learner level because they depict real dialogue and culture. Students enjoy the simple style and amusing characters, while at the same time get proven practice in their reading skills. Comic books and strips can act as an intervening step to more difficult ideas: their use can scaffold to more difficult disciplines outside of language arts. This paper presents four methods of using comic strips in the teaching of reading and writing. These sorts of lessons are adaptable to students of various levels, but within this paper specific levels are targeted.

Keywords: Comic books, Reading, Writing, Authentic materials

I.Introduction

Most reading authorities agree that students should be working with

authentic materials as much as possible. For learning to be effective

and permanent, the students must have material that is meaningful

124 Using Comics in the Development of EFL Reading and Writing

(Hadley, 2000, p. 144). In second language instruction, the use of authentic

material has been strongly recommended (Hadley, 2000, p. 179 & p.

188) for both reading and writing instruction (Zamel, 1987).

Indeed, for students to become proficient in writing, it has been

recommended that teachers include extensive reading of authentic materi-

al in their writing classes (Kroll, 2001). Research into reading instruction

has found that extensive reading is beneficial to developing both reading

fluency and other skills (Grabe, 2004), including writing (Elley, Cutting,

Mangbhai & Hugo, 1996). Equally as important is a motivation for

reading (Grabe, 2004). Research has also shown that an intrinsic motiva-

tion for reading has a strong effect on students’ reading ability.

Davis (1997) has suggested that materials other than traditional texts

have to be used in the class to expose students to language used in

the outside world. This is particularly important in EFL settings where

realistic samples of everyday language are needed. Language acquisition

research has shown that the use of popular culture materials in the

classroom is strongly motivating for students (Morrison, et al., 2002).

Specifically, the use of comics in second language classrooms is greatly

beneficial to the students (Nigay, n.d.). In fact, one of the strongest

benefits of using comics to teach is the ability of comics to motivate

students (Yang, 2003).

The comic book format is a powerful combination of discoursive

skills, artistic creativity and expression (Bitz, 2004). Comics seem to

employ a form of visual language that is almost universally understood

(Sones, 1944). Because of their interplay of visuals and words, comics

are easily accessible to non-native speakers of English. Moreover, comics

have been recognized for their broad appeal to almost any age group

or learner level because they depict real dialogue and culture (Davis,

1997). The use of comics compliments the acquisition of effective compre-

hension strategies (Bryan, et al., 2002). Comic books and comic strips,

with their colloquial dialogue and contemporary settings, can demonstrate

for students authentic language at all stages of acquisition (Cary, 2004,

p. 15). Daily comic strips and comic books are produced for native

English speakers, not for ESL students, and so are true examples of

authentic language (Williams, 1995). By using comics in the classroom,

students can investigate the use of dialogue, concise and dramatic vocabu-


lary, and non-verbal communication (Morrison, et al., 2002).

The comic, with its static form, is potentially very strong in language

instruction because students can read the text at their own pace. When

compared to other forms of mass media, a comic can be seen as superior.

If a student is watching TV or a movie, the dialogue is quick, and

once it has passed, it is difficult for a student to review. In this age

of video and DVD, the viewer could easily stop the movie or show

and watch the scene over and over, but that halts the flow of the

dialogue and is unnatural. “Visual permanence is unique to comics”

(Yang, 2003, para. 8): with a comic, the student can easily go at his

own pace and not lose the flow of the context.

The concept of other forms of literacy, both audio and visual, now

has to be included in any pedagogical setting (Schmitt, 1992). EFL

teachers need to be aware of this problem and address the idea that

if students are to be able to make sense and gather meaning from

various forms of text, the teacher has to be able to help the students

develop multimodal communicative competence (Royce, 2002).

The design of comic books, with their interplay of visuals and text, allows

students to explore and expand their visual-spatial intelligence (Morrison,

et al, 2002). Comics are a significant deconstructive medium in the current

cultural shift from the printed book being in the dominant position and the

ability to read a book being the exclusive definition of literacy.

II.PriorResearch

A review of the pertinent literature supports the use of comics in

the Language Arts classroom. Current research has shown that in the

reading of comic books more advanced cognitive abilities are needed

to understand the interplay of text and image than in the case of traditional

text on its own (Schwarz, 2002). Versaci (2001) found that comics are

more likely to encourage students to participate in discussions on comic

books than with more accepted forms of ‘traditional literature’. Indeed,

in a survey of teachers using comics in their Language Arts classrooms,

Annett (2008) showed that students, being familiar with the form and

style of comics, are more engaged with the material and were more able


to discuss the texts than with traditional text books. Furthermore, comics

can act as an intervening step to more difficult ideas (Yang, 2003) and

so comics have been suggested as a model to be used to help students

develop their writing skills, especially of story writing (Cary, 2004).

Unfortunately, there has not been a great deal of research into the

use of comics in ESL or EFL settings. Williams (1995) described his

usage of comic strips in an intensive ESL course and found that the

strips were a good medium to demonstrate common aspects of spoken

English. Norton and Vanderheyden (2003) looked at ESL students in

Vancouver, and the appeal of Archie Comics. They found that students

would form peer groups that would trade the comics amongst themselves,

and in so doing would discuss the comics in English. Furthermore, they

contend that using comics in ESL classes is beneficial in all four aspects

of language learning. This is supported by research done by Mangubhai

(2001) with Fijian Elementary school students. In a study on the impact

of non-traditional literature, including comic books, Mangubhai found

that students who read for a short time every day over an eight month

period had marked improvement in reading and listening comprehension.

More interestingly, after twenty months they found that daily reading

of comic books also had positive effects on writing and speaking.

More recently Liu (2004) found that comics were an effective material

for improving reading comprehension for second language learners.

He looked at high and low level ESL learners at a university in the

United States and showed that the use of comic strips greatly helped

low-level students. Ranker (2007) also looked at the use of comics

as reading material for ESL students and found that they help English

language learners with both reading and writing.

III.LessonPlansforUsingComicStripsin

EFLSettings

This paper presents four methods of using comic strips in the teaching

of reading and writing. These sorts of lessons are adaptable to students

of various levels, but within this paper specific levels, child, adolescent,

teen and young adult, are targeted.


3.1 Using Comic Strips to Teach Reported Speech

Overview

Beginning writers tend to write as they would talk unless encouraged

to write different types of text (Turbill, 2002). Writing students can

gain a great deal from seeing how different grammatical forms are

used in authentic texts (Frodesen, 2001). Comic strips can be useful

tools in improving literacy and teaching even beginning writers some

of the different grammatical forms typically used in other forms of

written text (Marsh, 1978).

In this lesson aimed at elementary school students in grade 6 who

have been studying English for two to three years in an EFL context,

students will be introduced to reported speech. Reported speech is used

to recount what another person says or thinks. Students will read a

number of comic strips and locate examples of reported speech, then

develop an explanation of how the speech is different from regular

dialogue. Students will explore the different purposes of using reported

speech in texts and everyday life through a class discussion. Finally,

students choose their own comic strips and re-write the dialogue using

reported speech.

Process

Students should each be given a copy of some comic strips, Peanuts

(available at http://comics.com/) for example, that have examples of

reported speech. Then the teacher tells the students that they will be

reading these comics, but before reading they will talk about a few

things. The teacher then asks the students a few leading questions to

activate prior knowledge about:

∙ Daily newspaper strips in general and Peanuts characters in particular

∙ Children and their daily lives (school, sports and other activities)

∙ Cleaning supplies

The students then do a quick reading of the strips to get a basic

idea of the contents. When they are finished, the teacher explains or

gives definitions of the difficult vocabulary words.

The teacher will then ask the students to tell what he/she had said.


Then the teacher explains that what they are doing is reported speech:

they are reporting what another person said. Explain that in reported

speech generally, we change the pronouns and that the tense “jumps

back”. Demonstrate an example on the board:

“Anxious means a feeling of discomfort or …”

“You said that anxious meant…”

Then have the students go back to the strips and underline all of

the incidences of reported speech and write down who originally said

the reported speech (Ophthalmologist, Teacher, etc). Some class dis-

cussion should then focus on why writers of comic strips would use

reported speech and what functions this type of discourse serves in

writing or every day speech. For example:

∙ To report what someone said in the past.

∙ To report what someone thinks.

∙ To report a piece of advice.

Continue the lesson by asking the students to practice some reported

speech with each other in groups of three. One student says something

and the second repeats it to the third.

Following the practice drill, give each student a copy of some other

strips, potentially Calvin and Hobbes or Garfield. Explain that they

are to use this handout to help them practice using reported speech.

For each panel they should write down who spoke and what the character

said. Allow students to work individually or in pairs. Encourage discussion

and sharing of what is being said in the strips. The teacher should

circulate among the students to monitor progress, provide support in

writing, and to assess their understanding of reported speech.

Extensions

∙ Take some of the sample strips and blank out the speech balloons,

then using an overhead projector, have students tell the class the

dialogue.

∙ This lesson can easily be adapted for adult learners by using

more complex adult oriented strips, for example Doonsebury,

Shoe, and For Better or For Worse (all available at http://www.

gocomics. com/features)


3.2 Using Comic Strips for Character Descriptions

Overview

In a second language program it is important to work on a variety

of different skills that are interdependent. Some overlap between reading

and writing is natural in authentic materials (Hadley, 200, p. 283).

Students need to be introduced to a number of different genres to foster

an awareness of the different purposes of prose (Kroll, 2001). When

students begin writing, they tend to do so from the perspective of

their personal sphere and so students need to be given the opportunity

to practice with more abstract forms. The introduction of descriptive

writing gives students the impetus to move beyond their personal world

(Parkhill, 1987). Richardson (1987) and Davis (1997) suggest bringing

authentic visual material to class to help students plan what they have

to write. Comic strips are strong visual medium that can help students

develop their vocabulary (Parsons & Smith, 1993) and practice using

adjectives to describe characters (Nigay, n.d.).

In this lesson, made for students in their second or third year

of middle school who have had four or five years of EFL instruction,

students will increase their repertoire of descriptive adjectives by

reading some character descriptions in a few comic strips and then

explore different ways of describing people. Students will practice

choosing the correct word to describe a character and then be given

the opportunity to practice writing their own descriptions of some

other comic characters.

Process

The teacher will give each student a copy of the some strips, ideally

with well defined characters like Garfield or Calvin and Hobbs, and

tell the students that they will be reading these comics. However, before

reading you will want to talk about a few things. Ask the students

leading questions to activate prior knowledge about character traits

and physical descriptions.

The students then do a quick reading of the strips to get a basic

idea of the contents. When they are finished, explain or give definitions


of the difficult vocabulary words. Then ask the students to tell you

what they think of each character. Asking questions such as:

∙ Who do you like?

∙ How would you describe character “X”?

Students then write down a list of the characters in the strips and

then a list of the descriptive adjectives they can see in the strips. Once

they have a complete list, the students make small groups and discuss

the strips. They can ask and answer these or similar questions:

∙ Who is your favourite character? Why?

∙ Who do you dislike? Why?

∙ Who is the funniest?

∙ Which character are you similar to?

∙ Which character is similar to someone you know?

Once they have completed the discussion, the students can practice

using the adjectives to write descriptions of themselves and their family

members.

The teacher then gives each student a copy of some other strips,

perhaps Peanuts, and explains that they will use this handout to help

them practice writing character descriptions. For each character they

should:

∙ Write a short list of descriptive adjectives.

∙ Then write a short descriptive paragraph for each character.

Give students time for their descriptions. Allow students to work

individually or in pairs. Encourage discussion and sharing of what is

being written. Circulate among the students to monitor progress and

provide support in writing.

Extension

∙ Have some students read aloud their character descriptions and

have other students guess who is being spoken about.

∙ For adult learners, political cartoons featuring well known politicians

and public figures could be used. Either western cartoons with

world famous figures (available at http://www.gocomics.com/ex-

plore/editorials0), or regionally focused political cartoons featuring

prominent local figures (for example http://joongangdaily. join-

s.com/article/list.asp?cat_code=010401).


3.3 Using Comic Strips to Teach Narrative

Overview

Students with intermediate range writing skills need extended practice

in writing narrative texts (Hadley, 2000, p. 290). Kroll (2001) suggests

that writing teachers include reading of narrative texts in their classes

to help develop writing skills. Research supports direct instruction of

narrative structure and organizational devices such as story mapping

to enhance reading comprehension (Gardill & Jitendra, 1999). Students

need to have experience with new forms of text (Anstey, 2002), especially

since text now goes beyond simply the written word to include visual

representations on TV, the internet and more (Semali, 2001). Visual

literacy is becoming more important (Dardess, 1995) and comics by

their very nature are interdisciplinary, bringing together a number of

literate skills (Sturm, 2002). Students can analyse the story structure

of a comic strip just as they would any narrative text (Tompkins, 1987).

Teachers can use a picture narrative like a comic strip to teach about

story structure and narrative elements like beginning, middle and end

(Combs, 2003).

In this lesson, aimed at students in high school who have had at

least six years of EFL instruction, students will be introduced to sequence

in a story. They will “read” a number of narrative picture texts and

then map out the story using story mapping techniques. Through this

process, they will increase their knowledge of narrative conventions

and how they are used to convey sequence in writing. Students will

also explore the different elements of using story maps to improve

understanding of texts. They can apply their understanding of the story

structure by mapping out a number of pictorial narratives.

Process

Students should first be given a copy of some sample strips. A

number of Calvin and Hobbs Sunday strips are very good for this

sort of activity as they are without dialogue. Tell the students that

they will be reading these comics but that they will have to use visual

clues to help them understand the story.


After the students have done a quick reading of the strips to get

a basic idea of the contents, as a class, discuss one of the strips, asking

students to describe the scene and then explain what is happening in

each panel. Students should be encouraged to suggest what each character

is saying in the comic. Once the class has gone through one strip

as a group, the students should then form pairs and take turns to tell

each other the stories in the other strips.

As the students speak, the teacher can write down on the board

some transitional words and phrases: Then, next, after that, as soon

as, first, second, etc. Point out to the students how they can use the

words to put the story in sequence.

After the students have had chance to go through a few strips,

the teacher will hand out the Story Map sheets (See Appendix). The

teacher can choose one of the strips and work together with the class

to fill in the information.

Ask students to choose one of the other strips to story map for

themselves. As the students fill in the information, circulate through

the class and help as needed. Finally, give each student a copy of

the Comic Strip Mapping Sheet (Appendix) and explain that they are

to use this handout to help them write out the story they had just

mapped. For each panel, they should write down the scene, who is

involved, what happened, and anything the characters might have said.

Give students enough time to work on their mapping sheets. Allow

students to work individually or in pairs. Encourage discussion and

sharing of what is being written about the strips. Circulate among the

students to monitor progress, provide support in writing, and to assess

their use of transitional words.

Extensions

∙ Have some students tell the class their story.

∙ For more advanced students or adults a series of daily strips could

be used. For example the Calvin and Hobbes sequence titled “Attack

of the Killer Snow Goons” published daily from December 31st

1990 to January 19th 1991. Elements of fiction, such as plot, pacing

and irony can then be brought into the classroom discussion.


3.4 Using Comic Strips as a Topic for Writing

Overview

The aim of a university writing program should be to have students

write academic texts that are at the same level as native speakers.

More specifically, advanced writers should have practice in creating

complete texts on their own. Furthermore, writing assignments should

be aimed giving the students a medium for self expression so that

they feel invested in the work (Kroll, 2001). Students need to practice

with different forms of text, in this lesson, a letter to express opinion.

Comic strips can be a good prompt for writing (Norton & Vanderheyden,

2003; Ranker, 2007). Since comic strips show authentic examples of

language and culture (Davis, 1997), they can serve as a source for

real life issues worth looking at in class (Schwarz, 2002).

In this lesson designed for university students who have had nine

years of EFL instruction, students will increase their knowledge of

discoursive forms and how they are used in everyday writing by writing

a letter to the editor of a local paper to express their opinion. In the

course of the lesson, students will look at the purposes of writing a

letter to the local paper. Students will read an authentic comic strip

that represents a real life issue and then explore the different points

of view regarding the issues. Finally, they will apply their understanding

of the structure of an opinion letter by writing their own letter to express

their views on the issue.

Process

Each student needs a copy of appropriate strips. A good example

could be Peanuts comic strips that ran between January 5th and 20th,

1972 (available online at http://comics.com/peanuts#). In this strip, one

character, Peppermint Patty, becomes subject to a new school dress

code. She attempts to fight the dress code and engages a lawyer to

help her.

The students should be told that they will be reading these comics,

but before reading, they should talk about a few things. Ask the students

leading questions to activate prior knowledge about:


∙ Daily newspaper strips in general and Peanuts characters in particular

∙ Dress codes in school

∙ Lawyers

∙ Have the students do a quick reading of the strips to get a basic

idea of the contents. When they are finished, explain or give

definitions of the difficult vocabulary words.

The students read through the strips and then discuss as a class

what happened in the story. The students then write down some pros

and cons of having a school dress code. Once they have completed

the task, have the students form groups to discuss the issues in the

strips, answering questions like:

∙ Did your elementary, middle or high school have a dress code?

∙ What sort of dress code?

∙ What do you think of having a dress code?

∙ Do you think there would be a problem with letting students

dress as they like?

∙ Does a dress code cause any problems?

∙ Should we have a dress code at the university?

∙ Is there such a thing as inappropriate dress in university?

The second part of the lesson involves talking about how a person

could express their opinion on social issues like a school dress code:

∙ To address the Student Counsel

∙ To address the Parent Teacher Association

∙ To write a letter to the editor of a local paper

After some discussion, explain that the students will be writing

a letter to express their opinion on school dress codes. The teacher

should review the form of a letter on the board. Then give students

enough time in class to write a first draft of their letter to the editor.

Circulate among the students to monitor progress and provide support

in writing.


Extension

∙ Take some of the sample letters, remove any identifying information,

and make copies to distribute to the class for peer editing.

IV.Conclusion

Reading is more important than ever. For a person to be successful

in the future, he or she will have to be familiar with many types of

input, from TV to textbooks. Students need to read in order to improve

as readers, and further, to enable them to become better writers. Providing

students with authentic engaging texts will not only promote extensive

reading, it will also provide real-life language that is often missing

from the classroom. A strong method to encourage reading is the use

of popular texts such as comic strips. The use of comics has been

shown to compliment the acquisition of effective comprehension

strategies.

Almost all definitions of literacy include the key components of

communication and expression. As research has shown, the comic strip

format provides a powerful combination of discursive skills, artistic

creativity and expression; its use can scaffold to more difficult disciplines

outside of the language classroom. This paper has outlined a variety

of methods using comic strips in EFL settings. The use of comics

has been suggested as a model to be used to help students develop

their writing skills. Moreover, students enjoy the simple style and amusing

characters, while at the same time get proven practice in their reading

and writing skills.

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Claude Andre DroletSungKyul University

[email protected]

Received: 2010-9-14

Peer reviewed: 2010-11-24

Accepted: 2010-12-14


Appendix

Story Map

Name: Date:

Write notes in each section:

Setting:

Where:

When:

⇩Major Characters:

Minor Characters:

⇩Plot/Problem:

⇩Event 1: Event 2: Event 3:

⇩ ⇩ ⇩Outcome:


Comic Strip Mapping Sheet

Scene

Characters

PresentCaption/Narration Dialogue

Panel 1

Panel 2

Panel 3

Panel 4

Panel 5

Panel 6

Panel 7

Panel 8

Panel 9

Panel 10

Panel 11

Panel 12

Panel 13

Panel 14

Panel 15

Panel 16

Panel 17

Panel 18

Panel 19

Panel 20

2-7. Claude Andre Drolet

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