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2018
Volume 115, Issue 2
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

In this column, authors share how inviting students to create Unessays in response to graphic novels like Displacement and Maus opened space for student agency, creativity, and deeper literary and rhetorical analysis.

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/content/journals/10.58680/ej20251152112
2025-11-01
2026-06-07
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References

  1. Cook M. P., & Kirchoff J. S. J. (2017) Teaching multimodal literacy through reading and writing graphic novels. Language & Literacy, 19(4), 76–95. https://doi.org/10.20360/G2P38R
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  2. Hughes K. (2020) Displacement. First Second.
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  3. Liinason M. (2024) The role of performativity in comics as activism: Meaningmaking in comic art by Amalia Alvarez and Sara Granér. In Nordenstam A., Fägersten K. B., & Wictorin M. W (Eds.), Comics, activism, feminisms (pp. 19–32). Routledge.
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  4. Low D. E. (2015) Comics as a medium for inquiry: Urban students (re)designing critical social worlds [Doctoral dissertation, University of Pennsylvania]. ScholarlyCommons. https://repository.upenn.edu/entities/publication/b4f8112b-2349-42be-b0e7-cbf2e82c58fa
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  5. Low D. E. (2017) Not to be “destoried”: How an academically marginalized student employs comics and multimodal authorship to claim a counteridentity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4(2), 6–56.
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  6. National Council of Teachers of English (2022, April9). Media education in English language arts. https://ncte.org/statement/media_education/
  7. O’Donnell D. P. (2018) The Unessay. https://people.uleth.ca/~daniel.odonnell/teaching/the-unessay
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  8. Sousanis N. (2015) Unflattening. Harvard University Press.
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  9. Spiegelman A. (1986) Maus: A survivor’s tale. Pantheon.
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  • Article Type: Research Article
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