Claude Andre Drolet 123

U igC misi h e eo me to sn o c nteD v lp n f E LR a iga dWrig F e dn n in t

Ca d n r rlt lu eA deD oe
SungKyul University

A src bt t a
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 nrd cin .It u t o o

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 material 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 motivation 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 comprehension 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-

Claude Andre Drolet 125

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.

I r rR s ac I i e e rh .P o
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

126 Using Comics in the Development of EFL Reading and Writing

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.

I.L s o Pa sfrU ig C mi tp n I e s n ln o sn o cSr si I i E L S tn s F et g i

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.

Claude Andre Drolet 127

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.

128 Using Comics in the Development of EFL Reading and Writing

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 discussion 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)

Claude Andre Drolet 129

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

130 Using Comics in the Development of EFL Reading and Writing

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/explore/editorials0), or regionally focused political cartoons featuring prominent local figures (for example http://joongangdaily. joins.com/article/list.asp?cat_code=010401).

Claude Andre Drolet 131

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.

132 Using Comics in the Development of EFL Reading and Writing

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.

Claude Andre Drolet 133

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:

134 Using Comics in the Development of EFL Reading and Writing

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.

Claude Andre Drolet 135

Extension
Take some of the sample letters, remove any identifying information, and make copies to distribute to the class for peer editing.

I.C n lso V o cu in
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.

R frn e eee c s
Annet, D. (2008). Implementing graphic texts into the language arts classroom. Minnesota English Journal, 44, 150-179. Anstey, M. (2002). New times, new literacies. Literate Futures, 1-12. Retrieved from http://education.qld.gov.au/curriculum/learning/

136 Using Comics in the Development of EFL Reading and Writing

literate-futures/pdfs/reading-part2.pdf Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy. Journal of Adolescent & Adult Literacy, 47(1), 574-586. Bryan, G., Chilcoat, G. W., & Morrison, T.G. (2002). Pow! Zap! Wham! Creating comic books from picture books in social studies classrooms. Canadian Social Studies, 37(1), Retrieved from http://www.quasar.ualberta.ca/css/Css_37_1/FTcomics_in_social_ studies.htm Cary, S. (2004). Going graphic. Portsmouth: Heinemann. Combs, J. (2003). Creating comics: Visual and verbal thinking in the ultimate show and tell. PhD Thesis. College of William and Mary. Retrieved from http://www.wm.edu/education/599/pdffiles/combsproject.pdf Davis, R. S. (1997). Comics: A multi-dimensional teaching aid in integrated-skills classes. Retrieved from http://www.esl-lab.com /research/comics.htm Dardess, G. (1995). Review: Bringing comic books to class. College English, 57(2), 213-222. Elley, W., Cutting, B., Mangbhai, F. & Hugo, C. (1996). Lifting literacy levels with story books: Evidence from the South Pacific, Singapore, Sri Lanka and South Africa. Paper presented at the World Conference on Literacy, Philadelphia, PA. Retrieved from http://www.literacy. org/products/ili/pdf/ilprocwe.pdf Frodesen, J. (2001). Grammar in writing. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(3rd ed.) (pp. 233-248). Boston: Heinle & Heinle. Gardill, M.C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2-17. Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. Hadley, A. O. (2000). Teaching language in context(3rd ed.). Boston: Thomson. Kroll, B. (2001). Considerations for teaching an ESL/EFL writing Course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(3rd ed.) (pp. 219-232). Boston: Heinle & Heinle.

Claude Andre Drolet 137

Liu, J. (2004). Effects of comic strips on L2 learners reading comprehension. TESOL Quarterly, 38(2), 225-243. Mangubhai, F. (2001). Book floods and comprehensible input floods: Providing ideal conditions for second language acquisition. International Journal of Educational Research, 35, 147-156. Marsh, R. (1978). Teaching French with the comics. The French Review, 51(6), 777-785. Morrison, T. G., Bryan, G. & Chilcoat, G. W. (2002). Using student-generated comic-books in the classroom. Journal of Adolescent & Adult Literacy, 45(8), 758-767. Nigay, T. (n.d.). The strength of comics in teaching English. Retrieved April 22, 2007, from http://www.natek.freenet.kz/texts/nigay.rtf Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201-221). Cambridge, UK. Cambridge University. Parkhill, L. (1987). Description. In G. E. Tompkins & C. Goss (Eds.), Write angles: Strategies for teaching composition (39-42). Oklahoma City: Oklahoma Writing Project. Parsons, J., & Smith, K. (1993). Using comic books to teach. Retrieved from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ ERICServlet?accno=ED363892 Ranker, J. (2007). Using comic books as read-alouds: Insights on reading instruction from an English as a second language classroom. The Reading Teacher, 61(4), 296-305. Richardson, J. (1987). Reaching reactive writers: Using pictures for writing. In G. E. Tompkins & C. Goss (Eds.), Write angles: Strategies for teaching composition (pp. 43-46). Oklahoma City: Oklahoma Writing Project. Royce, T. (2002). Multimodality in the TESOL classroom: Exploring visual-verbal synergy, TESOL Quarterly, 36(2), 191-205. Schmitt, R. (1992). Deconstructive Comics. Journal of Popular Culture, 25(4), 153-162. Schwarz, G. E. (2002). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46, 262-65. Semali, L. M. (2001). Defining new literacies in curricular practice.

138 Using Comics in the Development of EFL Reading and Writing

Reading Online, 5(4). Retrieved from http://www.readingonline.org/ newliteracies/semali1/ Sones, W. W. D. (1944). The comics and instructional method. Journal of Educational Sociology, 18(4), 232-240. Sturm, J. (2002). Comics in the classroom. The Chronicle of Higher Education. April 5, 2002, 14-5. Tompkins, G. E. (1987). An untapped writing resource: Wordless picture books. In G. E. Tompkins & C. Goss (Eds.), Write angles: Strategies for teaching composition (pp. 75-81). Oklahoma City: Oklahoma Writing Project. Turbill, J. (2002). The four ages of reading philosophy and pedagogy: A framework for examining theory and practice. Reading Online, 5(6). Versaci, R. (2001). How comic books can change the way our students see literature: One teachers perspective. English Journal, 91(2), 61-67. Williams, N. (1995). The comic book as course book: Why and now. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED390277 Yang, G. (2003). Comics in education. Retrieved from http://www. humblecomics.com/comicsedu/index.html Zamel, V. (1987). Writing: The process of discovering meaning. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL-A book of readings (pp. 267-278). New York: Newbury House.

Claude Andre Drolet

SungKyul University claudeteacher@yahoo.com

Received: 2010-9-14 Peer reviewed: 2010-11-24 Accepted: 2010-12-14

Claude Andre Drolet 139

Appendix Story Map

Name: Setting: Where: When: Date: Write notes in each section:

Major Characters: Minor Characters:

Plot/Problem:

Event 1: Event 2: Event 3:

Outcome:

140 Using Comics in the Development of EFL Reading and Writing

Comic Strip Mapping Sheet

Scene 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 Characters Present Caption/Narration Dialogue