Topic: The therapeutic possibilities in academic writing

Genre: Vertical Comic

Storyboard Layout

1. Zoomed in on a photo frame displaying a picture of a pet golden retriever. Colorful

marker decorations around the frame and a heart origami sticking on the side of it.
Caption reads: “forever beloved, Leo, 2020”
a. Text bubble: N/A
b. Explanation: I am introducing the background of the story. The protagonist
Melissa lost her pet Leo in 2022, and she still is trapped in this devastating lost
feeling. Melissa lives in an abusive family, and Leo was her only escape from the
traumatic life. Melissa framed Leo and placed it on the side of her bed, so she
could see him the first thing every morning. Melissa slides her finger over the
surface of the frame, thinking back the way Leo would bark happily whenever she
prepares a treat for him.
c. Citation: N/A

(Between the first and second storyboard, display a text bubble that visualizes “Knock Knock!”
to represent that there is a guest outside the house.)

2. Melissa approaches the door as a mail letter slides in through the door creaks, finding its
way softly onto Melissa’s hand. Attached to this letter is a one way ticket to the Land of
Healing. There is a golden seal at the bottom of the letter, reflecting as the light shines
over it. Zoom into the letter. Letter reads:

To whom this letter may land in,

We are writing to express our concern for your emotional health. We understand that you
are currently experiencing something difficult, distressing, and frightening. We would
love to invite you to the Land of Healing to help you overcome these feelings. Hope to
see you there!

Warmly,
The Society of Healing Scripters

a. Text bubble: N/A

b. Explanation: Turning to the rising action of the story. This is where I try to hook
the readers to the Land of Healing. It is obvious that it’s a place to heal. Melissa is
invited to visit the Land of Healing in the next break. The readers do not know
who the Society of Healing Scripters are yet.
 c. Citation: Benjamin Batzer (1)

3. When Melissa lifts her head from the letter, she has already arrived in the Land of
Healing. A huge welcoming banner hinting that Melissa is at the right place. The setup is
almost as identical to an amusement park. Confetti, laughter, cotton candies, and colorful
people filled the entire space.
a. Text bubble:
i. “Welcome, Melissa! I have been waiting for you.” – Benjamin
b. Explanation: Melissa arrives at the Land of Healing, which is simply an
amusement park. This will provide some confusion to the reader because it might
not be what they are expecting. It allows me to introduce the first Scholar in the
conversation, Benjamin Batzer. In this setting, Benjamin is the tour guide who
would take Melissa on a journey through the amusement park.
c. Citation: N/A

4. They first stopped at the carousel. Melissa and Benjamin both ride the carousel. As the
music starts and the carousel starts running, they hear a nearby rider talking about how
they are experiencing the loss of a family member.
a. Text bubble:
i. “I thought I was gonna faint when I heard about my adorable son’s
medical condition.” – said Jessie
ii. “I can definitely relate to your feelings. [Molly responded] I lost my sister
to a murderer and wrote a memoir for her, named ‘Finding Susan’. The
only way for me to walk out of this trauma is to write about it.” – Molly
iii. “Are you guys talking about writing about trauma? I’ve actually done
some research on it!” – Poe
iv. “Me too! Mind if we join your conversation? I am Ben, and this is
Melissa. I devote my studies in healing and composition teaching.” –
Benjamin
v. “Ofc! I am Jessie, I study how trauma impacts students and faculties.
What do you all think about the need for trauma-informed WPAs (Writing
Program Administrators)?” – Jessie
vi. “I believe that is very necessary for the benefit of everyone. As a matter of
fact, I studied an academic course that was established during the COVID
pandemic. This course explores the relationship between writing,
resilience, and response. ” – Poe
vii. “I have taken that course! It really helped me get through the quarantine
era and the never ending fear of the disease. I took it along with a poetry
class as well, both helped me become a stronger writer and empowered
me.” – Melissa
 viii. “That reminds me, my study about the impact of poetry classes confirms
that creative writing can help students break through their past trauma as it
develops a sense of possibility as a group and as individuals.” – Logan
ix. “Did you just say finding comfort in a group setting? BINGO! I am a big
believer that teamwork makes dreams work. The Pandemic course works
through something called the ‘The Community-Based Entry Point’, where
writers position themselves within the larger community. This allows
writers to address traumatic events in a more meaningful, empowering
way.” – Poe
x. “I interviewed Pennebaker the other day, and they told me that when
people were given the opportunity to write about traumas, they wanted to
do so. Desperately, and beautifully.” – Molly
xi. “Right. Writing allows people to heal most effectively when they can
express themselves without interruption or judgment. Pennebaker actually
pointed out some setbacks regarding making trauma-informed practices
come true. Some teachers are hesitant to read emotional pieces, and the
approach may encourage self-harm” – Benjamin
xii. “These are good considerations. I still believe that there are more benefits
than harm. The participants in my poetry research revealed that they
needed to feel invited into a caring class environment where they could
move beyond the stigma of past traumas and failures. Through poetry
writing, they were able to reimagine relations of power, and shared
responsibility for maintaining trust and safety.” – Logan
xiii. The conversations goes on…
b. Citation: ALL

5. When the carousel stopped moving, the conversation still had not died down, but Melissa
and Benjamin had to leave. They got off the carousel, leaving the other Scholars to keep
spinning on the carousel.
a. Text bubble:
i. “Thank you for bringing me here to the Land of Healing. I think I know
what to do now to overcome my emotional challenges!” – Melissa
ii. “It was great to have you, and you are always welcome back whenever
you lose track!” – Benjamin
b. Explanation: This scene is used to wrap up the conversation and settle the trip.
c. Citation: N/A

(Draw a night city scene for transitioning to the conclusion, indicating it’s been some time.
Caption: one year later)
6. Last scene illustrates Melissa in her room writing in a journal. Zoom in to see that it’s the
same letter she receives from the Society of Healing Scripters. However, Melissa is now
the one sending out the invitation and looking for the next contributor to the
conversation.

To whom this letter may land in,

Warmly,
The Society of Healing Scripters (Tayles, Melissa)

a. Text bubble: N/A

b. Explanation: The conclusion explains that the Land of Healing is where the
conversation of topics takes place. In this case, Tayles Melissa has joined the
conversation as a Scholar. Her research, “Ways to Support Student Writers
Affected by Trauma and Traumatic Stress”, focuses on trauma-informed writing
pedagogy in the classroom. It was largely influenced by the Scholars she met in
the Land of Healing, as she cites from Benjamin and MacCurdy.
c. Citation: Tayles Melissa (1)