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Andrew Choi3/27/13Complex Synthesis EssayThe exponential growth of technology has taken its toll on the education system. These days, children are more engulfed into playing videogames than into reading books. The appeal ofthe traditional text has become morbid and synonymous to the dread of reading assigned books. But, a new genre to the education scene has ignited an old passion that was once thought dead: the graphic novel. Skeptics believe that graphic novels are “immature” and “too simple” but contrary to popular belief, graphic novels like American Born Chinese and Maus have provided not only an engaging read but also useful literary techniques for the development of a student’s writing and reading intelligence. Through its diversity and unique form, graphic novels can be effectively used in the classroom setting to improve the literacy of students.The reason why students enjoyed the incorporation of graphic novels to the curriculum was that graphic novels presented mature and relatable themes. For example, a teacher used Will Eisner’s New York: The Big City. The idea of urban life created a connection with the inner-city students and allowed them to convey that connection in their writings. Students saw that they were not reading books to read them but saw that they could associate themes and have a sense of ownership in their writings. Students also enjoyed themes like race and ethnicity because it presented maturity and diversity. Teachers used novels like American Born Chinese and The Four Immigrants Manga to describe and discuss specifically about the Asian immigrant experience. The authors all discuss how the diverse range of topics and themes covered in graphic novels allow flexibility within the classroom. The teachers that the authors wrote about saw that the more the students were able to enjoy and relate to their readings, the more creative and sophisticated their writings were Gretchen E. Schwarz said it best, “The production of graphic novels allows for diversity, which is essential for a literate democracy” (Schwarz 264).Students also enjoyed the idea of being active with their readings. In two separate examples, teachers gave their students a final project where they would create their own graphic novels. The teachers applied what they had been instructing all year and wanted to see if graphic novels were actually successful in developing and improving the students’ writing abilities. In the example of the Hoover High School class, “students increased their mean written sentence length. All the essays featured dialogue…We were pleased to see that many writers explored more sophisticated word choice” (Frey and Fisher 24). Another student at Brandies Hillel Day