This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.

1. Graphic
Novels
REFERENT: OLIVER WOHLT
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2. Outline
1. What is a graphic novel?
2. How to read a graphic novel?
3. Why teaching graphic novels in the English classroom?
4. Reading tasks for graphic novels
5. Example: Vendetta
6. Pros and cons of a graphic novel
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3. What is a graphic novel?
 fictional, novel-like, long-telling story
 Makes use of ways of representation of a comic
 Name by Will Eisner – “A Contract with God“ (1978)
“A well done graphic novel offers the immediacy of the prose
reading experience, with the pictures and the words working
simultaneously, making a graphic novel not only something one
reads but something one sees as well, like reading and watching
a movie at the same time.”
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4. How to read a graphic novel?
1. Language elements
2. Visual elements
3. Succession of panels
4. Relation between the textual and visual elements
5. Graphic novels as part of a historical or cultural context
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5. Why teaching graphic novels in the
English classroom?
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 Narrative competence
 Graphic novels contain main characteristics of narrative:
 Characters,
 Events,
 Actions,
 Fictional storyworld,
 Classic narrative structure (conflict  rising action  climax 
resolution
 Possible transfer to other text types is possible

6. Why teaching graphic novels in the
English classroom?
 Visual literacy
 “Bildverstehen”
 Dominance of pictures requires visual literacy:
 Understand interactions and constellations (‘kulturelles Sehen’)
 Understand comic language (‘ästhetisches Sehen’)
 “Filmverstehen”
 Imitation of filming techniques (switch of perspective etc.)
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7. Why teaching graphic novels in the
English classroom?
 multiliteracy
 Simultaneity of many communicational modes in one
communicational action
 Reading competence
 Graphic novels consist of a mode of communication: imitation of
communicational manners
 Comic pictures and text-picture combinations (eg. animated films, internet,
ads)
 “medial socialization” is the cause of the increase of reading
interest and literary interest (‘Pop Culture’)
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8. Why teaching graphic novels in the
English classroom?
 Novel lecture
 Graphic novels develop reading and understanding strategies
 For support of sustainable reading motivation reading tasks are
needed
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9. Reading tasks for graphic novels
1. Reading supportive tasks
 Outline the important facts during the whole reading process
 Reading journal/ reading log
 Collaborative work in groups
2. Plot-reconstruction tasks
 Gather important characteristics of the plot
 Also good for writing competence
 Taking notes
 Writing summaries
 Storytelling with pictures
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10. Reading tasks for graphic novels
3. Story-orientated tasks
 Identification and and reconstruction of story events, scenes,
events etc.
 All tasks that focus on the storyworld
4. Thematic tasks
 Focussing on relevant topics mentioned in the graphic novel
 Required when getting deeper into story and plot area
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11. Reading tasks for graphic novels
5. Narrative discourse tasks
 Help to discover how a graphic novels and comics work
 Used to figure out how they are told
 Naming specific narrative and visual elements (eg. lines, frames,
colours)
6. Tasks that direct the student‘s attention
 Generally understanding, reconstruction and interpretation tasks that
are related to a certain aspect occuring in the graphic novel
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12. Reading tasks for graphic novels
7. Production-orientated tasks
 Excerpt of a graphic novel serves as basis for open tasks such as:
 Writing a possible sequel
 Writing an interpretation
 Generally giving the students a chance to develop personal
ways of expressing and formulating their own thoughts
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13. Example: V for Vendetta
Which reading tasks would you
choose?
Prepare pre-/while-/post-reading
activities. Also think of additional
material you might need.
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14. Discussion
What – in your opinion – are the pros and
cons of teaching graphic novels in the
English classroom?
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15. Literature
Hallet, Wolfgang: Graphic Novels In: Der Fremdsprachliche
Unterricht Englisch 117 (2012).
McCloud, Scott: Understanding Comics – The Invisible Art
(1993). Harper Collins, New York.
Moore, Alan & Lloyd, David: V for Vendetta (2005). DC
Comics, New York.
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