Comics Aren't Just For Fun Anymore: The Practical Use of Comics ...

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Recine 26 TESOL researchers tend to place on the comics medium. Fig. 2.2.12. Romeo and Juliet, drawn by Will Volley (McDonald & Volley). © Classical Comics. Used with permission. Fig. 2.2.13. A political cartoon of my own creation.
Recine 27 Fig. 2.2.14. The cover image for my comic “Creekbed Tales.” 2.3. The Comics Scholars’ Definition of Comics Tiemensma’s limited definition of the features of comics remains prevalent in TESOL comics pedagogy yet has some obvious shortcomings. In defining the structure of comics so narrowly, Tiemensma excludes most of the ESL/EFL-friendly comics sampled above. Fortunately, leading comics scholars Will Eisner, Scott McCloud, and Neil Cohn have made a collective effort to characterize comics more broadly, looking at the structure of comics across many different genres and bodies of work, and measuring the things all comics have in common. Eisner, McCloud, and Cohn’s shared definition, the definition most frequently used in the field of comics scholarship, can be summarized as follows: Functionally, comics should have a coherent
Page 1 and 2: Comics Aren’t Just For Fun Anymor
Page 3 and 4: Recine I Table of Contents 1. Intro
Page 5 and 6: Recine 1 1. Introduction 1.1. The P
Page 7 and 8: Recine 3 Fig. 1.1.2. Left: Sample f
Page 9 and 10: Recine 5 1.2. Some Apparent Advanta
Page 11 and 12: Recine 7 instruction. Clearly, comi
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Page 15 and 16: Recine 11 2. The Definition of Comi
Page 17 and 18: Recine 13 Fig. 2.1.3. A photo colla
Page 19 and 20: Recine 15 teachers have actively em
Page 21 and 22: Recine 17 Fig. 2.2.2. Lions, Tigers
Page 23 and 24: Recine 19 as the primary or sole me
Page 25 and 26: Recine 21 Fig. 2.2.7. From left to
Page 27 and 28: Recine 23 Fig. 2.2.9. Journey: The
Page 29: Recine 25 variation of line widths
Page 33 and 34: Recine 29 TESOL, the comics scholar
Page 35 and 36: Recine 31 Fig. 2.3.2. The See With
Page 37 and 38: Recine 33 language from another is
Page 39 and 40: Recine 35 identify mediums that are
Page 41 and 42: Recine 37 know their options and ma
Page 43 and 44: Recine 39 language needs (fig. 2.5.
Page 45 and 46: Recine 41 Fig. 2.5.4. A TOEFL prepa
Page 47 and 48: Recine 43 condescending. TESOL prof
Page 49 and 50: Recine 45 integral to the professio
Page 51 and 52: Recine 47 3.2. TESOL Professionals
Page 53 and 54: Recine 49 (“Peabody”), North Ca
Page 55 and 56: Recine 51 Fig. 3.2.2. Make Beliefs
Page 57 and 58: Recine 53 focus on extensive readin
Page 59 and 60: Recine 55 Fig. 3.3.1. An out-of-seq
Page 61 and 62: Recine 57 activities, my engagement
Page 63 and 64: Recine 59 proficiency students and
Page 65 and 66: Recine 61 Fig. 3.4.3. Sample from m
Page 67 and 68: Recine 63 teachers not only find co
Page 69 and 70: 4. Maximizing the Effectiveness of
Page 71 and 72: Recine 67 Fig. 4.1.2. Ancient cave
Page 73 and 74: Recine 69 Fig. 4.1.4. Mesoamerican
Page 75 and 76: Recine 71 Fig. 4.1.7. A comic strip
Page 77 and 78: Recine 73 Fig. 4.1.8. Ninrteenth ce
Page 79 and 80: Recine 75 successor, picture writin
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Recine 77 4.2. Constructivism and t
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Recine 79 Fig. 4.2.3. Sequences fro
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Recine 81 by onomatopoeias, lexical
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Recine 83 Fig. 4.2.8. An educationa
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Recine 85 While constructivism was
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Recine 87 say that the human abilit
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Recine 89 Fig. 4.3.1. Timbertoes Co
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Recine 91 reinterpret. Similar expl
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Recine 93 Fig. 4.3.6. A political c
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Recine 95 similar children’s comi
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Recine 97 Fig. 4.4.2. A simply draw
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Recine 99 mindful of the fact that
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Recine 101 simplified or highly car
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Recine 103 5. Maximizing the Effect
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Recine 105 W. Howard Levie compiles
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Recine 107 that may seem distinct a
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Recine 109 of visual distinctness,
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Recine 111 and have greater utility
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Recine 113 Fig. 5.1.8. Instructions
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Recine 115 Goldsmith groups the vis
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Recine 117 visual cohesiveness and
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Recine 119 these areas, teachers wo
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Recine 121 When selecting comics, c
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Recine 123 found to promote memory
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Recine 125 Fig. 5.2.1. A comic stri
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Recine 127 input. Per Krashen, the
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Recine 129 In short, while comics c
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Recine 131 look like in comparison
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Recine 133 verbalize about in a var
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Recine 135 Fig. 5.4.5. Splash panel
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Fig. 5.4.7. Page 13 of “Creekbed
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Fig. 5.4.9. A comic strip I designe
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Recine 141 Fig. 5.4.11. An alcohol
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Recine 143 advanced section of this
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Recine 145 with European learners,
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Recine 147 of the narrative or mess
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Recine 149 can build on TESOL comic
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Recine 151 classroom, even if they
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Recine 153 be rare to find a comic
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Recine 155 Bibliography Abel, Jessi
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Recine 157 Bousquet, Mark. "In Defe
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Recine 159 Reading Association & NC
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Recine 161 Frost, Ram. “Orthograp
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Recine 163 Ibrahim, Mohammed. “Tr
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Recine 165 U.S. Fish & Wildlife Ser
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Recine 167 2005. Web. 5 Sep. 2012.
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Recine 169 Web. 13 Oct. 2012. Retal
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Recine 171 Web. 06 Oct. 2012. “St
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Recine 173 Wildman, George, and Kar
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