With younger children being at a lower range of proximal development that undergraduate students, appealing to logic and to the character seemed less impactful as the children do not yet have the ability to deeply analyze the implied interactions within the text itself. Instead I chose to use emotions, of the characters, but also the reader. By adding emotion to the text, such as, “so Mary goes away angry”, or, “so James goes away crying”, I tried to get the reader to empathize with the situation presented in order to portray my project. In the illustrations I also tried to apply pathos to the characters with Mary frowning with an angry look on her face, and tears running down James face as he cried. Seeing in the past few weeks how much more children react to images that words, I wanted to make sure that I used the illustrations to the best of my ability, showing the emotions and reactions to how Billy acted and
With younger children being at a lower range of proximal development that undergraduate students, appealing to logic and to the character seemed less impactful as the children do not yet have the ability to deeply analyze the implied interactions within the text itself. Instead I chose to use emotions, of the characters, but also the reader. By adding emotion to the text, such as, “so Mary goes away angry”, or, “so James goes away crying”, I tried to get the reader to empathize with the situation presented in order to portray my project. In the illustrations I also tried to apply pathos to the characters with Mary frowning with an angry look on her face, and tears running down James face as he cried. Seeing in the past few weeks how much more children react to images that words, I wanted to make sure that I used the illustrations to the best of my ability, showing the emotions and reactions to how Billy acted and