The Topic Outline (to be continue......)

Topic: In the Future, Using Graphic Novels as Reading Prompts to 11-to-13-year olds in Taiwan

I. Abstract

The purpose of this study aims at discussing an alternative way of using graphic novels to teach reading in English to 11-to-13-year olds in Taiwan.

Due to the immaturity and inexperience of the development of graphic novels in Taiwan, here in this study, the researcher will apply prevailing experience on picture storybook instruction in Taiwan to teaching reading in English, using graphic novels as reading prompts for this two genres are somehow similar among the format, content, and characteristics.

To achieve the purpose of this study, the way of data collection will focus on interview and mainly on documentary anaylsis.

Hoping to provide a practicable instructional proposal to the field of teaching reading in English in Taiwan, the researcher will refer to graphic novels in circulation in the United States, compare it with the curriculum activities of picture storybook instruction in Taiwan, and put two experienced instrutors' opinion in the proposal.

Key words: graphic novel, 11-to-13-year olds, picture storybook instruction

II. Introduction

According to Juel, 1988, 1991; Snow., 1998, reading problems usually begin in the very early stages of reading acquisition, and once they begin, they are rarely overcome. Therefore, it is critical that students who experience difficulty learning to read or who are likely to experience difficulty learning to read receive assistance as soon as possible (Snow et al., 1998). As a good reading teacher,

"I urge those who want to express the outshape and the integrant of human with written language to give up the thought for the more details you depict, the more restrictions on reader's mind," said Leonardo da Vinci.

A. Study Motive

Since English ability has turned out to be the necessary in this society, learning English becomes the mainstream for people in Taiwan, especially students in early ages. A great many consider that the earlier the greater for students to exposure under the whole English environment. However, with this imperfect and contentious point of veiw, double-peak phenomenon has arisen in students' English aility-for those who study English well, they really get to learn a lot, conversely, those who study less will usually end up learning nothing-especially at high-grade students. Therefore, how can the instructors re-build low-achievement students' interest in learning English, and at the same time think in terms of those who are at the top of the class is the crux of the matter.

In English learning, reading and writing among the four basic English skills are usually more difficult for juvenile. Once they encounter this, they are grouped in remedial classess, spending countless hours drilling in worksheet and exercises. Yet as Gallego and Hollingsworth remind us, these intervention programs fail to recognize the multiple literacies that the students possess (Nancy & Douglas, 2004). It is imperative to use popular culture to build on students' multiple literacies (Alvermann, Moon, and Hagood, 1999). And here picture storybooks and graphic novels are the best examples which the researcher is going to delve into for they are novel to most instructors, particularly graphic novels.

B. The purpose of this study

There are four purposes to achieve for this study:

1. To delve into graphic novels/graphic novel instruction in circulation in the United States, and picture storybook/picture storybook instruction in circulation in Taiwan.

2. To reorganize these two genres' similarity and differences among the format, content, and characteristics.

3. To combine these two genres' pedagogical curriculum gist into a new instructional guidence for instructors in teaching reading in English.

4. To discuss how the instructors in Taiwan apply prevailing experience on picture storybook instruction to teaching reading in English, using graphic novels as reading prompts.

C. Definition of The Terms

1. Graphic Organzier

In graphic novels, people use lots of graphic organizers to have the readers comprehend the plot more clearly. In order to have a better understanding of graphic organizer, first to comprehend the word "graphic" is a must. According to Longman Dictionary of Contemporary English (English-Chinese), "graphic" means a very clear description of an event that gives a lot of details or a tool of constructing knowledge and organizing information. We may infer from the explanation above that the function of graphic organizer is to change the disjointed information into a structured, simple-to-read, and simple-to understand manner. In educational field, a graphic organizer is an instructional tool used in writing and reading, illustrated a student or class's prior knowledge about a topic or section of text (North Central Regional Educational Library) . Since it gives students an increased understanding and insight into the topic at hand, graphic organizers also direct at concept maps, entity relationship charts, and mind maps.

2. Graphic Novels

According to Wikipedia, Graphic novel is a long-form work in the comics form, usually with lengthy and complex storylines, and often aimed at mature audiences. The advantages of using graphic novel across the curriculum are as following (Gretchen, 2002) :

a. Graphic novels offer value, variety, and a new medium for literacy taht acknowledges the impact of visuals.

b. Graphic novels may inspire writing assignment.

c. Social studies is the area in which graphic novel brings new life beyond bland textbooks.

d. In any subject area, studying a graphic novel can bring media literacy into the curriculum as students examine the medium itself.

e. Lavin (1998) suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone.

3. Graphic Novel Instruction

Using a think-aloud technique (Oster 65)

4.. Picture Storybooks

Picture storybook is a book in which a story is told through both the words and pictures. Text and illustration occur with equal frequency in these books. (Carol & Carl, 2005)

5. Picture Storybook Instruction

Using a read-aloud technique (Barrentine, 1996)

D. Study Scope

1. Students at High Grade or above

III. Literature Review and Status Analysis

In the last decade, graphic novels have been so popular with middle and high school students in the United States. These novel-length books feature text written in speech bubbles or as captions in comic book-like illustrations (Carol & Carl, 2005). And reluctant readers expecially enjoy having these books as a reading option (Carol & Carl, 2005). This is the excellent opportunity with which Taiwanese intructors to consult and re-view the educational field in English. Along with the score distribution, the numbers of student who are under 100 occupy three percent, and those who are under 88 occupy twenty five percent, particularly in English and mathematics . This againg states the fact that the proportion of underachievement does not decrease after the Grade 1-9 Curriculum.

Jean Piaget, after his long-time observation, children in 7~11 or above 11 are in concrete operational stage and in formal operational stage. To apply Piaget's cognitive-developmental theory to development of cognitive representation announced by Professor Bruner, in Harvor University, we may find out that children of elementary-grade or above it are in iconic representation and symbolic representation. In other words, 7- to 11-year-olds are able to read and are encourage to read graphic novels for they are ready for the great variety of literature that awaits them. Since children in these stages can acquire konwledge by pictures, shapes or memories to object perception which stays in their mental image, and even they utilize symbol and language in literature to pursue their knowledge.

Hence, providing graphic novels for juvenile to read timely is quite imperative for children who have had the benefit of a rich literature experience will become fluent and willing readers. (Carol & Carl, 2005)

A. Graphic Novels in Circulation in the United States

B. Picture Storybooks in Circulation in Taiwan

C. The Comparison and Contrast of Graphic Novels and Picture Storybooks among Formate, Content, and Characteristics

D. Children Reading Behavior

IV. Research Method

A. Interviewee

1. Participant

2. Instrument

3. The way of data collection

B. Documentary Analysis

V. Result and Discussion

A. In The Future, How Do Instructors in Taiwan Apply Picture Storybook Instruction To Teach Reading in English, using Graphic Novels as reading prompts.

VI. Conclusion

VII. Reference

Alvermann, D. E., Jennifer, S. M., & Margaret, C. H. (1999). Popular Culture in the Classroom: Teaching and Researching Critical Media Literacy. Newark: Internatl. Reading Assn. & Natl. Reading Conf.

Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50, 36-43.

Carol, L. B., & Carl , M. T. (2005). Essentials of CHILDREN'S LITERATURE (Rev. 5th ed.) The United States of America: Boston.

Gretchen, E. S. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, Vol . 46 .

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children fromfirst through fourth grades. Journal of Educational Psychology, 80(4), 437-447.

Lavin, M. R. (1998). Comic books and graphic novels for libraries: What to buy. Serials Review, 24(2), 31-46.

Nancy F., & Douglas F.(2004). Using Graphic Novels, Anime, and the Internet in an Urban High School. English Journal , Vol . 93 , No . 3.

Oster & Leslie. (2001). "Using the Think-Aloud for Reading Instruction." The Reading Teacher 55.1: 64-69.

VII. Appendix

Comparison and Contrast between Comic Book and Graphic Novel
(you might think that graphic novel is just like comic book, but actually, they are different.)
*Comic Book
- short-term form
- always for entertainment
- not much of them has storytelling medium
- language content is usually easy to read
- popular with people in different ages
*Graphic Novel
- long-term form
- entertainment/education/convey information
- has storytelling medium
- language is/isn't easy to read
- base on the level of the readers
- popular with middle & high school Ss of age 9-12

The Topic Outline

Topic: The Importance of Graphic Novel to 9-to-12-year-olds based on Cognitive Psychology

I. Introduction
1.1 Study motive and aim
1.2 Definition of the terms
- Graphic organier
- Graphic novel

- Picture book instruction
1.3 Study scope
- Students at low, middle, and high grade in elementary school
* Low-graders are equal to students in grade one and grade two, mean age-7~9
* Middle-graders are equal to students in grade three and grade four, mean age-9~11
* High-graders are equal to students in grade five and grade six, mean age-11~13
1.4 Thesis sentence
- Providing graphic novels for juvenile to read timely is quite imperative for children who have had the benefit of a rich literature experience will become fluent and willing readers.

II. Literature review and status analysis
2.1 The origin of graphic novel
2.2 The form, content and characteristics of graphic novel
2.3 Graphic novel readers in the United States and comic book readers in Taiwan
- Comparison and contrast between comic book and graphic novel
2.4 Children reading behavior
- What is children's literature
- The content of children's literature influences on children's reading interest and reading motivation

2.5 Cognitive developmental theory
2.6 Information-processing theory of learning
- The advantages and disadvantages of graphic (picture) when students encounter with reading

III. Discussion
3.1 How do teachers in Taiwan apply graphic novel to teaching reading in English based on the experience of picture book instruction

IV. Conclusion/Further implication/Further expectation

V. Reference
- English version
- Chinese version

VI. Appendix

Topic:
The Importance of Graphic Novel on 9~12-year olds from Cognitive Psychology's point of view

Preliminary Outline:
0.Introduction
0.1 The aim of this study

I. Literature Review
1.1 Graphic Organizer
1.2 Graphic Novel
1.3 Comic Book
1.4 The Characteristics of Graphic Novel vs. Comic Book
1.5 Graphic Novel in the United State
1.6 Picture Book in Taiwan
1.7 Comparision and Contrast of Graphic Novel and Comic Book
1.8 Cognitive Process of Children
1.9 Cognitive Development of Children
1.10 Memory Process of Children
1.11 Children's Reading Behavior Involves Cognitive Psychology

II. Discussion
2.1 The Importance of Graphic Novel; discuss the advantages and disadvantages of graphic novel
2.2 Apply Graphic Novel for Teaching Reading in English at Elementary Grade; based on reading picture book instruction in Taiwan

III. Conclusion

IIII. Reference

Annotated Bibliography

I. Chinese Version

• 秦夢群 (2004) 。教育概論 Introduction to Education。教育心理學概述 (頁146) 。台北：高等教育。

This chapter focuses on the relationship between educational psychology and education. They ask for why (why do we need educational psychology), what (what is educational psychology), and how (how are we going to apply educational psychology for teaching field).

• 戴明國 (2005)。教育原理制度與實務 The Fundamental, System, and Practice of Education。教育的心理學原理基礎 (頁 73)。台北：高等教育。

This chapter delves into the relationship among learning, the stages of individual development, and education.

• 張春興 (2005)。張春興主編世紀心理學叢書12，教育心理學-三化取向的理論與實踐-。認知發展與教育 (頁84) 。台北：東華。

Psychologists consider that if we adults want to teach children the knowledge, we ought to first understand how they learn the knowledge; and if we want to teach children to think, we must firstly understand children's thinking process. Otherwise, we will get half the results with double the effort.

• 張春興 (2005)。張春興主編世紀心理學叢書12，教育心理學-三化取向的理論與實踐-。認知心理學的學習理論 (頁210)。台北，東華。

Psychologists consider that learning is the process which the individual gains new knowledge from knowing, distinguishing, and comprehending of one thing. Hence, in order to promote students' ability of seeking knowledge initiatively, cognitive learning theory helps the instructors expand students' cognitive structures.

II. English Version

• Jeremy Harmer, 2004 how to Teach English-An introduction to the practice of English language teaching, How to teach reading? p. 68. Longman.

a. why teach reading?

b. what kind of reading should students do?

c. waht reading skills should students acquire?

d. what are the principles behind the teaching of reading?

e. what do reading sequences look like?

f. more reading suggestions.

• Wendy A. Scott and Lisbeth H. Ytreberg, 2004 Teaching English to Children, Reading. p. 49. LONGMAN KEYS TO LANGUAGE TEACHING.

Just as listening is the main source of language when pupils start to learn a language, print is the second main source. As pupils become better and better in the foreign language, the printed word becomes the main source of expanding and strengthening the language. Reading is also the language skill which is easiest to keep up - many of us can still read in a foreign language that we used to be able to speak as well. Books open up other worlds to young children, and making reading an enjoyable activity is a very important part of the language learning experience.

• Carol Lynch-Brown, Carl M. Tomlinson, 2005 Essentials of CHILDREN'S LITERATURE, Learning about Children and Their Literature.

Many teachers and librarians believe that regular involvement with excellent and appropriate literature can foster language development in young children and can help them to learn to read and to value reading.

• Carol Lynch-Brown, Carl M. Tomlinson, 2005 Essentials of CHILDREN'S LITERATURE, Picture Books-Graphic Novels. p.84

Graphic novels are popular with middle and high school students, and are beginning to be written for elementary-grade students. Reluctant readers especially enjoy having these books as a reading option. Pedro and Me: Friendship, Loss, and What I Learned by Judd Winick, a biography, is an example of a graphic novel appropriate for middle and high school students.

This is really COOL!!!

following are the explanation toward graphic novel.

adopted from on-line-reference.

on-line-reference (Chinese Version)

1. key word: 圖文小說
http://scholar.google.com.tw/scholar?q=%E5%9C%96%E6%96%87%E5%B0%8F%E8%AA%AA&hl=zh-TW&lr=lang_zh-TW&start=60&sa=N （after enter this website, please click 華南大學出版出版事業管理研究所碩士論文）

related terms in Chinese to graphic novel

1. 圖文小說

2. 繪本

after surfing on the net, I found out that maybe I should find out reference related to "Children's Reading Behavior"

on-line-reference

1. key word: graphic novel
http://en.wikipedia.org/wiki/Graphic_novel

2. key word: graphic novel
http://www.time.com/time/columnist/arnold/article/0,9565,542579,00.html

3. key word: graphic novel
http://www.artbomb.net/comics/introgn.jsp
http://www.artbomb.net/comics/introgn.jsp?p=2

4. key word: graphic novel
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2005/february05/comicbooks.htm

5. key word: graphic novel
http://leep.lis.uiuc.edu/seworkspace/aspisak/Home.htm

6. key word: graphic novel
http://www.linworth.com/PDF/LMC_Feb04_Crawford.pdf

I found some "not bad" links. Check in there. (regulary upload)

http://www.ala.org/ala/booklist/speciallists/speciallistsandfeatures3/referenceonweb/graphicnovels.htm

In order to have better understanding on graphic novel, I do think that you may need to know what graphic organizer is.

In graphic
novels, people use lots of graphic organizers to have the readers comprehend the plot more clearly.

And these pictures you see here are kinds of graphic organizers.

Feel familiar? I bet you must have seen graphic organizers in your daily life.

What is “Graphic Novel” ?

“Graphic”---a very clear description of an event that gives a lot of details.

“Graphic novel”
---a graphic novel (GN) is a long-form comic book, usually with lengthy and complex storylines, and often aimed at more mature audiences.

---a word about terminology: a “graphic novel”, by definition, is a stand-alone story in comics form, published as a book.

---this collection of short stories was a mature, complex work focusing on the lives of ordinary people in the real world, and the term “graphic novel” was intended to distinguish it from traditional comic books, with which it shared a storytelling medium. This established both a new book-publishing term and a category distinct from paperback

Characteristics of graphic novel

1. One picture-background for one plot

2. Paragraph(s) is beside the plot

3. Long/Short sentences are given

Information-Processing Theory

Priliminary Outline

In the last decade, graphic novel has been so popular with middle and high school students, and beginning written for elementary-grade students. Graphic novel is a long-form work in the comics form, usually with lengthy and complex storylines, and often aimed at mature audiences. (Wikipedia)

For Jean Piaget, 1896~1980, after his long-time observation, children in 7~11 or above 11 are in concrete operational stage and in formal operational stage. To apply Piaget's cognitive-developmental theory to development of cognitive representation announced by Professor Bruner, 1915~, in Harvor University, we may find out that children of elementary-grade or above it are in iconic representation and symbolic representation. In other words, 7- to 11-year-olds are able to read and are encourage to read graphic novels for they are ready for the great variety of literature that awaits them.

According to an article publised on the internet, in general, graphic novel is popular with 9- to 12-year-olds. Since children in these stages can acquire konwlege by pictures, shapes or memories to object perception which stays in their mental image, and even they utilize symbol and language in literature to pursue their knowlege. Hence, providing graphic novels for juvenile to read timely is quite imperative for children who have had the benefit of a rich literature experience will become fluent and willing readers. (Children's Literature)

Listing of Related Words

Graphic Novel

-- a book format related to picture books
-- novel-length book feature text written in speech bubbles
-- captions in comic book-like illustrations
-- popular with middle and high school students
-- begin to be written for elementary-grade students

From---Essentials of CHILDREN'S LITERATURE, CAROL LYNCH-BROWN, CARL M. TOMLINSON, Fifth Edition

Literature For the Developing Child~~~Ages 9 to 12

-- plot in novels can now be more complicated

From---Essentials of CHILDREN'S LITERATURE, CAROL LYNCH-BROWN, CARL M. TOMLINSON, Fifth Edition

Cognitive-Developmatal Theory

1. Jean Piaget, (1896~1980)

• -- Concrete Operational Stage (具體運思期) ages 7~11
• -- Formal Operational State (形式運思期) ages 11~

From---Education Psychology-三化取向的理論與實踐- , 張春興

2. Lev S. Vygotsky, (1986~1934)

• -- Culture may stimulate children's cognitive development

From---Education Psychology-三化取向的理論與實踐- , 張春興

Cognitive Structure Learning Theory

1. Jerome S. Bruner, (1915~)

• -- Iconic Representation (形象表徵 / 圖像表徵) ages 7~11
• -- Symbolic Representation (符號表徵 / 象徵表徵) ages 11~

From---Education Psychology-三化取向的理論與實踐- , 張春興

Information-Processing Theory of Learning

• Sensory Register (SR) (感官收錄)
• Forgetting (遺忘)
• Short-Term Memory (STM) (短期記憶)
• Rehearsal (複習)
• Working Memory (WM) (運作記憶)
• Long-Term Memory (LTM) (長期記憶)
• Storage (儲存)
• Episodic Memory (情節記憶)
• Semantic Memory (語意記憶)

From---Education Psychology-三化取向的理論與實踐- , 張春興

Research Writing Topic:

The Importance of Graphic Novel to 9-to 12-year-olds based on Cognitive Psychology.