The impact of writing can hardly be understated. It is viewed as one of the critical skills that propels a civilization into existence. Writing is one of the most profound ways an individual can contribute to broader change. The importance, however, of specific kinds of writing, remains to be debated. An up-and-coming form of writing (whose very delineation as writing is also a source of debate) called the graphic novel, that combines both visual elements and verbal elements, is locked at the center of a dispute regarding its effectiveness. Some literary purists argue that graphic novels are not literature, only weak, watered down copies of real writing. These people fail to grasp the multidimensional effects of graphic novels: the unique audiences they can cater to, the fresh ways in which they convey information, and the limitless possibilities they offer to the storyteller. Kathryn Hansen defends graphic novels in her article, providing evidence to their benefits for non-English speaking students and assisting higher education students with bringing new visual elements into their arguments. Spencer, Karp, and Rice also argue for the beneficial impact of graphic novels on the classroom.
Clark, J. Spencer. “Encounters with Historical Agency: The Value of Nonfiction Graphic Novels in the Classroom.” The History Teacher, vol. 46, no. 4, 2013, pp. 489–508.
Hansen, Kathryn Strong. “In Defense of Graphic Novels.” The English Journal, vol. 102, no. 2, 2012, pp. 57–63.
Karp, Jesse. “The Power of Words and Pictures: Graphic Novels in Education: Use Students’ Visual Vocabulary as a Learning Tool.” American Libraries, vol. 42, no. 7/8, 2011, pp. 33–35.
Rice, Mary. “Using Graphic Texts in Secondary Classrooms: A Tale of Endurance.” The English Journal, vol. 101, no. 5, 2012, pp. 37–43.
Schwarz, Gretchen. “Expanding Literacies through Graphic Novels.” The English Journal, vol. 95, no. 6, 2006, pp. 58–64. JSTOR, doi:10.2307/30046629.