12/20/2023 0 Comments Alternative simple comic![]() Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. ![]() Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. In this way, students can explore the benefits of story mapping without losing the opportunity to read and respond to texts personally.ġ. ![]() The creation of the comic strips is part of a reading process that also includes reflection and personal rethinking of the text elements. In this activity, students use story mapping as a step toward personal response to the text. Foley warns, however, that teachers must guard against allowing story mapping to become a "self-monitoring system for story reading which inhibits potential to explore a diverse range of personal responses" (510). As Margaret Foley explains in her "The (Un)Making of a Reader," story mapping asks readers to focus on the distinctive features of a text (feature analysis), separate the facts or significant information from the other details (signal detection), provide abstract structures that represent the text structure of a reading (schema theory), and explore the process of reading by breaking that process into component parts and making the reader aware of the way that these parts combine (metacognition). Story mapping activities are a technique for using graphic representations to explore elements of a reading while working toward increased comprehension.
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