ABSTRACT
In “Reading Lessons: Graphic Novels 101,” Rudiger (2006) described her technique for introducing graphic novels to English teachers: She distributed a page from a graphic novel, one that arranged the elements of picture, text, and symbol in a variety of panel combinations and directions and asked for a volunteer to read the page aloud. Ensuing discussions inevitably center around what it means to read, what do we look at when we are reading, how do we know what it means, and how do we express it? I was eager to try Rudiger’s method with contemporary young adult (YA) novels, especially those that blend visual and textual elements between their covers.
