Ch. 6 and Reading Reminders

I was very interested in the section of reading about graphic novels. I have been thinking lately about how to interest students in books when they feel that books are boring or are too difficult for them. I found a website where students could create their own comic strips from pre-made characters and settings and add their own text-- this could be used as a different and interesting approach to summarizing and getting the students involved in the text. After reading Lesesne's description of graphic novels, I'm sure they would have much the same effect. I feel that students get bored with reading because it becomes monotonous when they are staring at a page full of text. Multiliteracy has programmed young readers to expect popup ads, scrolling banners, and sound to accompany much of what they read, and a book simply does not offer that. By choosing a graphic novel or manga students will more easily visualize what is happening and will not become as bored. I have no experience with graphic novels and so my fear may be misplaced, but I do worry that graphic novels will not extend the students' reading levels. While it will be easier for students to read and imagine the word "boom" instead of "the cannon blast ricocheted through the hills," I fear that this may be "dumbing down" the reading material and will not be as challenging to the students. 

I found all of Burke's reading tips to be helpful, but I felt that some of them would be more appropriate for younger audiences. For example, "Help students write their reading autobiography." While this may indeed alert students to the fact that at one time they did enjoy reading, it could also bring up unpleasant memories of a lack of reading in their younger years. I plan to teach high school, and I feel that by that time many students have experienced enough to write their own true  autobiography. I feel that an autobiography would work better as an exercise in writing and style for more advanced students than a way to remember "the good ole days of reading." I can't really imagine a high school student becoming excited about an assignment like that. I also question the age appropriateness of reading out loud to high school students. While it might be a nice break every now and then, I feel that students may begin to feel like the teacher is not respecting them or taking them seriously. My experience as a high school student showed that more than anything they want to be seen as adults, and read alouds are not an adult activity. Reading a short anecdote or short story on a Friday afternoon may be acceptable, but extended reading of novels in segments may insult their pride more than interest them in reading.