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The approach emphasizes a learner-centered, transactional view of reading where learners draw meaning and language practice from converting understanding into a visual representation. Teachers select lesson goals such as skills practice (fluency, comprehension, writing, grammar, vocabulary) or affective response, then provide direction for panels, narrator boxes, and speech/thought bubbles. It also supports teacher reflection on learner comprehension.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-cartoons-a-learner-centered-approach-to-comprehending-texts/413658/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-cartoons-a-learner-centered-approach-to-comprehending-texts/413658.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the learner-created cartoon technique require EFL learners to do with a reading passage?","Question",{"text":112,"@type":113},"Learners create a one-panel cartoon that represents their understanding of the passage, including character speech and/or thoughts plus a narrator box describing the setting, characters, and actions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can learner-created cartoons lower learners’ affective filters during reading?",{"text":117,"@type":113},"Integrating information into cartoons gives learners an opportunity to make meaning visually and personally, which supports participation and meaning-making while practicing language.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teachers choose a reading passage when the lesson goal is skills practice?",{"text":121,"@type":113},"Teachers select a passage that targets the specific skill to practice, such as converting reported speech to direct speech, and then direct learners to include the relevant grammar or vocabulary in the cartoon.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},413658,1791070801,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","TEACHING TECHNIQUES  \nCreating Cartoons:  \nA Learner-Centered Approach to Comprehending Texts  \nby KATHLEEN F. MALU AND KELLY Mc NEAL  \nWhen English as a foreign language (EFL) educators teach reading, they often ask learners to read a passage and answer “who, what, when, where, why, and how” questions about it. A few years ago, we led a workshop on reading for advanced-level English speakers in Rwanda. Rather than ask them questions, we had them draw a one-panel cartoon in response to a passage we read from Chinua Achebe’s Things Fall Apart (1992).We told them to include the two characters in the passage, speech and thought bubbles for each character, and a narrator box.When we looked at their drawings, we found that most cartoons confused“who said what” with “who thought what.”Upon reflection, we realized that the passage was too difficult for the majority of the participants.  \nWe replicated this technique—having learners create cartoons based on a reading passage—with other texts, in other contexts, and with a variety of directions. Sometimes learners created cartoons from short texts in children’s picture storybooks. Other times they created cartoons from long passages with no illustrations. Learners were sometimes asked to include specific information in the cartoons, and other times they chose what they wanted to include. Regardless of the context, this technique helped learners explore their understanding of reading  \npassages and helped the teachers reflect on what the learners had comprehended.  \nWHY USE LEARNER-CREATED  \nCARTOONS?  \nTeachers can use this technique when they want a learner-centered activity that lets learners respond to text. By asking learners to integrate information into cartoons, teachers are giving them an opportunity to lower their affective filters. Reading is a transactional process that takes place between readers and texts. Because readers bring unique experiences and knowledge to the reading process, their responses to text vary.When learners create a cartoon based upon a reading passage, they make meaning from the reading, practice language, and construct knowledge by converting their understanding of the text into a cartoon that includes character dialogue and thoughts.  \nLESSON GOALS AND LEARNER-CREATED CARTOONS  \nBefore teachers use this technique, they must consider the lesson goal (see Table 1) . One goal that this technique can address is skills practice, giving learners opportunities to practice reading fluency and comprehension, writing, grammar, and vocabulary. To meet this goal, teachers must give learners  \n28  \nENGLISH  \nTEACHING  \nF ORUM  \n2 01 7  \n[americanenglish.state.gov/english-teaching-forum](americanenglish.state.gov/english-teaching-forum)  \n\n| Goal of the Lesson | The Teacher Says … |\n| --- | --- |\n| Practice language skills | • Draw a one-panel cartoon about [give a specific event] and include [grammar point or specific vocabulary from the text, or another language skill you would like students to focus on] .\u003Cbr>• In the panel, include a narrator box. In this box, write the setting [where and when] of this event, the names of the characters, and what the characters are doing.\u003Cbr>• [If the text includes the characters’ thoughts] Draw a thought bubblefor each character and write each character’s thoughts.\u003Cbr>• [If the text includes indirect speech] Draw a speech bubblefor each character and write the words that the character says. Change indirect speech to direct speech.\u003Cbr>• [If the text includes dialogue] Draw a dialogue bubblefor each character and write the words that the character said. |\n| Share affective, emotional responses about the text | • Think about the part of the story that [is your favorite/least favorite; is the most interesting/least interesting to you; you find funniest, scariest, or most confusing] .\u003Cbr>• Draw a one-panel cartoon that shows this part of the story.\u003Cbr>• In the panel, include a narrator box. In this box, write the setting [where and ","cbCaisDbHPH1UpVF","https://ap.wps.com/l/cbCaisDbHPH1UpVF","pdf",250867,"English","# Creating Cartoons\n## Learner-Centered Approach to Comprehending Texts\n# Why Use Learner-Created Cartoons?\n# Lesson Goals and Learner-Created Cartoons\n## Practice Language Skills\n## Share Affective, Emotional Responses","[{\"question\":\"What does the learner-created cartoon technique require EFL learners to do with a reading passage?\",\"answer\":\"Learners create a one-panel cartoon that represents their understanding of the passage, including character speech and/or thoughts plus a narrator box describing the setting, characters, and actions.\"},{\"question\":\"Why can learner-created cartoons lower learners’ affective filters during reading?\",\"answer\":\"Integrating information into cartoons gives learners an opportunity to make meaning visually and personally, which supports participation and meaning-making while practicing language.\"},{\"question\":\"How should teachers choose a reading passage when the lesson goal is skills practice?\",\"answer\":\"Teachers select a passage that targets the specific skill to practice, such as converting reported speech to direct speech, and then direct learners to include the relevant grammar or vocabulary in the cartoon.\"}]","Creating Cartoons - A Learner-Centered Approach to Comprehending Texts | PDF",1790595422]