Just a reminder to interested parties that the deadline to
submit to ?Graphic Novels as Complements to the Classics"
is June 15. I have recently been contacted by a leading
 publisher of English Education materials that would like
to see sample chapters and more by July 15, so getting
papers to me in a timely fashion is very important.

As well, please note that I will be moving: My new address
come June 1st will be 110 B Appletree
Road/Charlottesville, VA 22903. Please send essays there
if you feel they will be arriving after the 1st. As well,
e-mail submissions sent to jbc9f_at_virginia.edu will be
accepted. Sending via both methods encouraged.

The CFP is reprinted below, with minor adjustment to page
length.

Sincerely,
James Bucky Carter, General Editor
University of Virginia
Pre June 1: 304 14th St NW/Apt 22D/Charlottesville, VA
22903.
Post June 1: 110 B Appletree Rd/Charlottesville, VA 22903.
jbc9f_at_virginia.edu

CFP: ?Graphic Novels as Complements to the Classics,? a
tentatively-titled collection of essays with a pedagogical
slant designed to help middle/junior high school and high
school teachers use graphic novels in their teaching.
Loosely designed after the excellent Joan Kaywell series
?Adolescent Literature as a Complement to the Classics,?
this book attempts to show educators how they can use
exemplary examples of the graphic novel genre as
supplemental and augmental to their curricula and attempts
to further solidify the graphic novel?s strength as
classroom-worthy literature. Other books have focused on
giving lists of suggested graphic novels and general
teaching ideas. This volume will focus on specific methods
and texts.

Graphic novels are defined for this collection as
?book-length sequential art narratives featuring an
anthology-style of comic art, a collection of reprinted
comic book issues comprising a single story line (or arc),
or an original, stand-alone graphic narrative.? (Carter,
2004).

Classics are defined as those works that are highly likely
to be taught in the middle/ junior high and high school
LA/English classes. They may refer to canonical and
non-canonical works as well as quintessential
adolescent/YA literature.

Further, the reciprocal nature of bridge-building will be
a focus of the text. In other words, essays that treat
otherwise primary texts as the bridge to more complex
graphic novels are welcome as well as those that use
graphic novels as lead-ins to traditional texts.
Multitextual, interdisciplinary approaches considered as
well.

Interested parties might reference Michelle Gorman?s
Getting Graphic (2003) text for a list of graphic novels.
A partial list of possible texts: Maus, Persepolis, Safe
Area Gorazde, Palestine, Ghost World, The Golden Age, In
The Shadow of No Towers, Minor Miracles, The Tale of One
Bad Rat, Blankets, Peach Girl.

Length: should be +/-15 pages. It is acceptable if the
bulk of the text is followed by study guides, study
questions, activities, etc (ex. a quality essay of 8
pages, plus 7 pages of practical materials).

Outline: should be determined by the scope and design of
the essay/associated lesson material. It is suggested that
contributors look to the Joan Kaywell series mentioned
above for structural examples. The article ?Pairing
William Faulkner?s A Light In August and Art Spiegelman?s
Maus? (Brown) is another essay that somewhat gets at the
heart of what the collection is attempting.

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Received on Sun May 08 2005 - 09:16:05 EDT