Comic books and graphical novels are important aspects of an adolescent’s life before this decade. One of the biggest benefits of graphic novels is their ability to explain complicated ideas. There is a hard child who hasn’t read funny books in their life. The vast popularity of DC, and Manga comics makes people more attractive towards this funny activity. However, with these components advancing comic books, there are yet the individuals who look downward the readings of comic books, conceivably due to the photos, which could persuade it is uniquely a youngster’s book, or as a result of the generalization that it is just kids who jump at the chance to peruse comic books. Whatever the reason is, graphic novels have had a negative view upon them by guardians and teachers that say that society ought not to be understanding them as a result of their “absence of instructive values”. Comic books and realistic books are valuable to society since they advance imagination, they give a feeling of a network, and they help with helping youngsters and grown-ups learn new data. When it comes to teenagers, the use of graphic novels and comics books in schools is beneficial because it helps develop their interest in reading, can push them to learn/enhance a new language, and help students think critically.

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First, Comic books develop an interest in reading. In Kat Kan’s article “What Kind of Kids Read Comics”, the author provided an example of her older child. In the scientific field, fiction is useful if we want to understand scientific concepts.  In Kat Kan’s article “What Kind of Kids Read Comics”, the author demonstrated that comic books regularly request to readers who find other material excessively difficult or uninteresting. With their serious visuals and spotlight on plot and characters, comic books can be substantially more captivating than other abstract media, for example, books or short stories. Comic books may likewise enable individuals to build up the reader’s aptitudes required to grasp writings with more elevated amounts of trouble. At the point when individuals read comic books, they figure out how to process data in an unexpected way, as we’ll investigate in the accompanying area. Further, Michelle Galley Going in “Graphic: Educators Tiptoe Into Realm of Comics” provided an example of a 7th-grade literature teacher.  Carrie Edwards, a literature teacher states her experience on teaching a vocational course for eighth-grade students that conducts many manga books. Carrie’s results were effective, and students liked that experience. As well as the students, who don’t like riding at all stared reding those books, she states in the article. Children with a disability should treat equally as healthy kids, realistic books are extraordinary for children with learning incapacities. Kids with mental imbalance can take in a ton about distinguishing feelings through the pictures in a realistic novel. Furthermore, for kids with dyslexia, while it may be exceptionally frustrating for them to complete a page of a traditional book, they frequently feel a feeling of achievement when they finish a page in a comic book. Achievement is essential. It’s an immense confidence supporter and prompts kids normally needing to pursue more. So, reading graphical novels and comic books could help adolescents to develop their habit to read.

Furthermore, Graphical novels or comic books can push a child to learn a new language, especially a new immigrant. According to one Sanskrit quote, ‘Vasudhaiva Kutumbakam’, The world is one family. Globalization having a major impact on our life, learning, business, etc.  today. Due to globalization, it is necessary to learn other languages. Comic books are an easy way to learn a new language in a funny manner. Comics has a higher level of linguistic competence and pragmatic intelligence. Kat Kan in the article “What Kind of Kids Read Comics” agrees with this statement and provided an example. The author states that immigrants’ children from another country used the library a lot. One boy immigrant from Mexico, who was her child’s classmate, used graphical novels which author Kan donated to the school library. That helped that student a lot and by a few years, he became fluent in English, even tackling author’s older son.” Michelle Galley in “Graphic”: Educators Tiptoe into Realm of Comics” include an experience of Secondary language arts teacher Maureen Bakis. Maureen discovered a powerful pedagogy, graphical knowledge classroom in her own search to engage her students. Amazingly successful results encouraged Bakis to provide this learning tool to other middle and high school teachers so that they might also use this foolproof method to inspire their immigrant students. In addition, graphical novels could help a child to improve language proficiency. “Reading comics requires, and perhaps encourages, substantial cognitive work that exemplifies the types of literacy skills necessary for comprehension”. David N. Rapp, professor, and the author of “Comic books’ latest plot twist: Enhancing literacy instruction” derived after various sets of experiments. In one of his experiment, he asked his students to put together simple toys using instruction that contained only text, only pictures, or a combination of both. In the results, the students were most successful at learning and later re-creating those multi-step procedures after viewing the combined text/picture presentations. And author David proved that comic required integration of text and picture, which could be beneficial to improve a language.

Last but not least, graphical novels help to sharpen teenager’s thinking ability. Critical thinking and reading are like two-sided one coin, both abilities are necessary for an adolescent.  David N. Rapp, author of “Comic books’ latest plot twist: Enhancing literacy instruction” demonstrate that in his article. The author states that “comic books can likewise help create basic reasoning abilities in novel ways. For instance, realistic books frequently present stories that proceed over various volumes. To appreciate such occasions, understudies must think about how stories will progress in manners that solitary volume messages ordinarily overlook or maintain a strategic distance from. Without a doubt, one well-known action for understudies pursuing scholarly works of art is to think about what will happen to characters after a story closes. Be that as it may, just in a little subset of cases do characters really return in resulting stories. Numerous comics present stories that have continued for quite a long time; characters create and develop as the years progressed. The majority of that can goad understudies to assess social setting, story advancements, character improvement, etc. These are perplexing proficiency rehearses that supplement customary classroom exercises.” Similarly, Author of “What Kind of Kids Read Comics”, Kat Kan shows her point by giving her younger child’s example. Her younger child was not a fan of fiction and due to that, he wasn’t well in AR classes. The author was a comic reader, and the influence of her child started reading in the summer time. After reading a graphical novel, Author’s younger son asked her many questions and he became a reluctant reader and he had done well in AR classes. These incidents prove that reading can enhance adolescent’s thinking ability.

To sum up, graphical novels/comics have lots of merits. Three and the most important are comics promote reading skills, it helps to learn a new language as well as improve language proficiency, and finally reading novels improves thinking ability. Authors, Kat Kan, Galley Michelle, and David Rapp explained it very well.  Kat Kan supported reading comics grow interest in reading with a strong personal example of her older son, also Michelle, support Kat Kan’s point artfully. Similarly, Michelle and Kan derived that comics can play an important part if anyone wants to learn a new language, David Rapp explained that how graphical novels improve language proficiency through an experiment. In addition, David Rapp’s series of experiments illustrate how comic books polish adolescents’ brain and Kat Kan support it beautifully. This analysis of various sources proclaims the importance of the comic book in teenagers.

Work Cited

Kan, Kat. “What Kinds of Kids Read Comics?” Knowledge Quest, vol. 41, no. 3, Jan. 2013, pp. 30–33. EBSCOhost, ezproxy.middlesexcc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=84897660&site=ehost-live&scope=site.

Source from LIB guide

Galley, Michelle. “Going ‘Graphic’: Educators Tiptoe Into Realm of Comics.” Education Week, vol. 23, no. 23, Feb. 2004, p. 6. EBSCOhost, ezproxy.middlesexcc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12390619&site=ehost-live&scope=site.

DATABASE

Rapp, David N. “Comic Books’ Latest Plot Twist: Enhancing Literacy Instruction.” Phi Delta Kappan, vol. 93, no. 4, Dec. 2011, pp. 64–67. EBSCOhost, ezproxy.middlesexcc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=69601156&site=ehost-live&scope=site.

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