'In homage to F. Scott Fitzgerald's jazz age classic, this acclaimed graphic adaptation brings to life the glitter, the melancholy and the grand and crumpled dreams of Fitzgerald's unforgettable characters.
'Daisy, Nick, Tom, Jordan and Gatsby himself are rendered true to Fitzgerald's original characterisation, with a difference: they are not human. Inhabiting the authentic setting of 1920s New York, they join a throng of fantastical creatures to play out the drama, the wry humour and the tragedy of the novel.
'The book is presented in the form of an old photograph album, with the snapshots forming the "frames" of the story. In this way, the reader is invited into the private world of the characters, while sharing the sense of nostalgia and loss that pervades the novel.'
Source: Publisher's blurb.
'Researchers and theorists have assessed the value of graphic novels and other illustrated texts as motivational tools that can also improve student achievement. However, few studies have compared a full-length traditional text with its full-length graphic adaptation. The purpose of this study was to assess reading comprehension of 126 Grade 10 students. Participants in the control group read F. Scott Fitzgerald’s The Great Gatsby. Participants in the experimental group read Nicki Greenberg’s graphic adaptation of The Great Gatsby. Reading achievement and reading motivation were used as independent variables for their ability to predict performance on a reading comprehension assessment and as covariates when comparing the two text versions. Both groups completed the Adolescent Motivation to Read Profile survey component. Students were evaluated on their reading achievement using results from the reading portion of the PLAN test. The PLAN test is a standardized exam typically administered to Grade 10 students across the nation. This test is part of the ACT program. Additionally, students were asked if they had seen a film version within the past year. These data were used as independent variables. Following the reading, students completed a reading comprehension assessment. The reading comprehension assessment was a quiz created by Renaissance Learning through the Accelerated Reader program. The results of this study indicated that motivation predicts student performance on a reading comprehension assessment no matter which text students read. Achievement was not a significant predictor of student performance no matter which text students read. Having watched a film version was only a predictor of student performance for students who read the traditional text. When comparing the two groups with only the students who had not seen a film version, the results indicated that students performed significantly better on the reading comprehension assessment when they read the graphic adaptation. Thus, it was concluded that the graphic adaptation was a viable alternative or supplement for the traditional text. Moreover, an emphasis was placed on the importance of finding more ways to improve reading motivation. Other implications for further research are discussed.' (Thesis abstract)