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Abstract:

This article reports the author’s experiences using graphic novels with pre-service teachers in a young adult literature course. Drawing on critical response papers two students composed after reading Pride of Baghdad, a graphic novel by Brian K. Vaughan and Niko Henrichon, the author argues that when readers possess the background knowledge needed to approx- imate the role of the implied reader—that is, the imag- inary audience for whom authors envision themselves writing—they are capable of engaging with graphic novels in ways that readers who lack experience with the form, or who question its literary merit, are not.