Students Become Comic Book Author-Illustrators: Composing With Words and Images in a Fourth-Grade Comics Writers’ Workshop

Stephanie F. Reid, Lindsey Moses

Research output: Contribution to journalArticle

Abstract

The authors detail how one fourth-grade teacher implemented a comics writers’ workshop in the weeks that concluded the academic school year. Each phase of the comics writers’ workshop is described. Students interpreted and analyzed the words, images, and design features that compose published comics before constructing and publishing their own multimodal comics text. The authors show that multimodal literacies instruction recognizes the multiple ways in which students can represent and communicate their thinking, and they argue that multimodal literacies instruction should occur throughout the curriculum across the school year.

Original languageEnglish (US)
JournalReading Teacher
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

writer
Students
Education
Curriculum
student
instruction
school
curriculum
Comic Books
Composing
Writer
teacher
Literacies
School Year

Keywords

  • 2-Childhood
  • Instructional models < Strategies, methods, and materials
  • Instructional strategies, teaching strategies < Strategies, methods, and materials
  • Instructional strategies; methods and materials
  • Literature
  • Modes < Writing
  • Semiotics < Theoretical perspectives
  • Text features, text structure < Comprehension
  • Visual literacy < Digital/media literacies
  • Writer's workshop < Writing
  • Writing
  • Writing strategies < Strategies, methods, and materials

ASJC Scopus subject areas

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)

Cite this

@article{ac628925c8ef40c78393854e3e305548,
title = "Students Become Comic Book Author-Illustrators: Composing With Words and Images in a Fourth-Grade Comics Writers’ Workshop",
abstract = "The authors detail how one fourth-grade teacher implemented a comics writers’ workshop in the weeks that concluded the academic school year. Each phase of the comics writers’ workshop is described. Students interpreted and analyzed the words, images, and design features that compose published comics before constructing and publishing their own multimodal comics text. The authors show that multimodal literacies instruction recognizes the multiple ways in which students can represent and communicate their thinking, and they argue that multimodal literacies instruction should occur throughout the curriculum across the school year.",
keywords = "2-Childhood, Instructional models < Strategies, methods, and materials, Instructional strategies, teaching strategies < Strategies, methods, and materials, Instructional strategies; methods and materials, Literature, Modes < Writing, Semiotics < Theoretical perspectives, Text features, text structure < Comprehension, Visual literacy < Digital/media literacies, Writer's workshop < Writing, Writing, Writing strategies < Strategies, methods, and materials",
author = "Reid, {Stephanie F.} and Lindsey Moses",
year = "2019",
month = "1",
day = "1",
doi = "10.1002/trtr.1864",
language = "English (US)",
journal = "Reading Teacher",
issn = "0034-0561",
publisher = "International Reading Association",

}

TY - JOUR

T1 - Students Become Comic Book Author-Illustrators

T2 - Composing With Words and Images in a Fourth-Grade Comics Writers’ Workshop

AU - Reid, Stephanie F.

AU - Moses, Lindsey

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The authors detail how one fourth-grade teacher implemented a comics writers’ workshop in the weeks that concluded the academic school year. Each phase of the comics writers’ workshop is described. Students interpreted and analyzed the words, images, and design features that compose published comics before constructing and publishing their own multimodal comics text. The authors show that multimodal literacies instruction recognizes the multiple ways in which students can represent and communicate their thinking, and they argue that multimodal literacies instruction should occur throughout the curriculum across the school year.

AB - The authors detail how one fourth-grade teacher implemented a comics writers’ workshop in the weeks that concluded the academic school year. Each phase of the comics writers’ workshop is described. Students interpreted and analyzed the words, images, and design features that compose published comics before constructing and publishing their own multimodal comics text. The authors show that multimodal literacies instruction recognizes the multiple ways in which students can represent and communicate their thinking, and they argue that multimodal literacies instruction should occur throughout the curriculum across the school year.

KW - 2-Childhood

KW - Instructional models < Strategies, methods, and materials

KW - Instructional strategies, teaching strategies < Strategies, methods, and materials

KW - Instructional strategies; methods and materials

KW - Literature

KW - Modes < Writing

KW - Semiotics < Theoretical perspectives

KW - Text features, text structure < Comprehension

KW - Visual literacy < Digital/media literacies

KW - Writer's workshop < Writing

KW - Writing

KW - Writing strategies < Strategies, methods, and materials

UR - http://www.scopus.com/inward/record.url?scp=85071245093&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071245093&partnerID=8YFLogxK

U2 - 10.1002/trtr.1864

DO - 10.1002/trtr.1864

M3 - Article

AN - SCOPUS:85071245093

JO - Reading Teacher

JF - Reading Teacher

SN - 0034-0561

ER -