Shaping Narrative Writing Skills Through Creating Picture Books

Abstract

This research sets out to assist in the enrichment of narrative writing processes in EFL 5th graders through the implementation of picture books as a means to surmount the lexical density that the written expression entails and to shape the natural ability of telling an event or a sequence of events systematically. To achieve this goal, it was necessary to understand writing as a formal description of structured data which is outlined in the mind that has different cognitive stages and works with pre-established categories, as proposed by Flower & Hayes (2008); evenly, the learning was contemplated from a genre-based approach where recognizing the needs and proficiencies of the students was the major concern, which was supported in familiar routines and cyclical activities in social contexts. As a result, the creation of a narrative story in the form and following the principles of picture books became the ultimate achievement of the present study, which ponders on the bases of action research with a qualitative approach. In this way, the possible implication of conducting a study based on the use of picture books was related to the affinity of students to the world of words.