Narrative Development Research Articles

A Multimodal Social Semiotic Analysis of Typography and Layout in ‘’Alexander Master’s Novel Stuart: A Life Backwards’’

The output of multimodal texts has increased over the past 20 years due to advances in technology and culture, which has accelerated the demand for tackling multimodal additional semiotic modes for meaning making, such as typography, layout ,visual images, colour, etc. The theory of multimodality, as supposed by Kress and Van Leeuwen (2001–2006), Baldry and Thibaut (2006), is applied to a potential framework for the analysis of multimodal novels that use not only wording structure but also many semiotic modes in the formation of meaning. The social approach to multimodality, in brief, is based on Halliday's linguistic description and adhered to the multimodal assumption that "mutual propositions are employed and worked together in various modes" (Kress and Leeuwen,2002:3). Thus, Kress and Van Leeuwen (1996:39), in their book ‘’Reading Images’’ investigate the level for which the underlying theories of Halliday's framework to language are feasible and applicative to visual communicative management, and they create a visual system that mostly makes use of Halliday's principles and concepts. The study is concerned with the investigation of a multimodal analysis of the multiple elements of various modes of typographic devices, and layout design used in the selected novel. This selected text ‘’Stuart: A Life Backwards’’ is a multimodal novel since the writer Masters does not rely on linguistic verbal tools, he extends them to incorporate a variety of visual semiotic modes and graphic communicative elements that will intensify his understanding of storytelling and narrative development. The study has shown that an extension to the mode of wording formation is performed in the multimodal analysis by incorporating more multimodal tackling features of typographic principles and layout framing devices in creating an appropriate comprehensive meaning construction in Masters’ selected narration.

Language style (mis)matching: Consuming entertainment media from someone unlike you is linked to positive attitudes

Prior work suggests people often match with conversational partners by using a common rate of style words (e.g., articles, pronouns). Indeed, such language style matching (LSM) has associated positively with downstream social and psychological dynamics like cooperation, liking, and well-being. To what degree is LSM predictive of positive attitudes in entertainment media settings? The current two-study paper addressed this question by collecting participants’ writing style with three diverse prompts, and then having them consume a random selection of TED talks (Study 1) and videotaped podcast narratives (Study 2). The evidence suggested less LSM was associated with positive attitudes (e.g., an interest in watching another video by the speaker, feeling connected to the speaker). Mediation analyses revealed the negative relationship between LSM and positive attitudes was explained by one’s novelty need satisfaction. Implications for LSM research, plus character construction and narrative development in media psychology, are discussed.

The Role of Think-Pair-Share in Enhancing Writing Skills in Recount Texts

This research investigates the effectiveness of the Think-Pair-Share (TPS) strategy in improving the writing skills of first-year students at a Polytechnic in Tegal, focusing on Recount Texts. As a quantitative study, the research evaluated the students’ progress through three stages of testing: pre-test, Cycle 1 test, and Cycle 2 test (post-test). The study aimed to measure the impact of TPS on students’ writing performance, particularly in content organization, grammar, and coherence. A total of 25 students participated in the study, with their performance assessed at each stage. The average scores consistently improved: 69.24 on the pre-test, 74.36 on the Cycle 1 test, and 86.08 on the Cycle 2 test. This progression highlights the effectiveness of TPS in guiding students through a structured process of brainstorming, collaboration, and drafting. The results indicated that the Think phase helped students generate and organize ideas, the Pair phase encouraged constructive peer feedback, and the Share phase facilitated the development of cohesive and polished narratives. The findings demonstrate the potential of TPS as an effective strategy for enhancing writing skills in collaborative learning environments. By providing measurable improvements in writing performance, this study offers valuable insights for educators seeking to implement structured, student-centered approaches to teaching writing. Future research could expand on these findings by exploring the application of TPS to other writing genres or different educational contexts.

Clinical and Legal Considerations When Optimizing Trauma Narratives in Immigration Law Evaluations.

Asylum seekers in the United States face complex legal processes that require the construction of coherent and credible narratives to establish eligibility for legal status or immigration relief. In this article, we review clinical and legal considerations involved in optimizing trauma narratives in forensic psychiatric evaluations for immigration courts. We highlight significant challenges faced by asylum seekers, including the emotional impact of trauma and cultural factors affecting their ability to disclose their experiences, including the roles of symptoms and cultural and situational elements in disclosure and narrative development. We emphasize the importance of creating a therapeutic and empathetic environment to facilitate disclosure and partnering with interpreters across multiple culturally sensitive evaluations. We address the roles of common traumatic stressors in narrative development, including cultural challenges related to histories of torture, abduction, sexual violence, and human trafficking prevalent among asylum seekers, providing insights and guidance on each. Further, we address specific potential challenges to the forensic psychiatric evaluator during the narrative development process, such as transference, countertransference, malingering, and vicarious traumatization. We aim to provide guidance on the development of trauma narratives of asylees developed for both therapeutic and medico-legal effectiveness.

Baby It's You (Lucy Dacus Edit)

"Baby It’s You (Lucy Dacus Edit)" adopts principles from the fanvid to analyse aspects of characterisation and narrative development in John Sayles’ 1983 teen romance Baby It’s You. It explores the utility of using imported pop songs in scholarly videographic criticism and also tests certain conventions of the fanvid, namely the focus on the visual source, rather than the music chosen to accompany it, and the tendency to erase the screen text’s original music soundtrack.

Perceptions of AI-facilitated creativity in language education: A study on digital storytelling

The study investigates perceptions of AI-facilitated creativity in English as a Foreign Language (EFL) digital storytelling (DST). Focusing on language learners, instructors, and audience, the research explores how AI influences creative processes and how such creativity is perceived across different perspectives. Over a six-week period, 32 EFL students used AI tools to create digital stories. The study employed pre- and post-intervention surveys to assess students' perceptions of AI-enhanced creativity, while the resulting digital stories were evaluated by instructors as experts, and peers as audiences to gather multi-perspective insights. Findings reveal that while AI tools significantly enhanced visual and audio elements, aiding in the contextualization of stories, the creative essence, particularly in narrative development, was consistently preferred when human input played a central role. The study uncovered favorable attitudes towards AI-facilitated learning, with noticeable improvements in post-intervention surveys. However, despite these technical enhancements, human-created storylines were valued more highly by the audience than AI-generated components. The results suggest that while AI can augment certain aspects of digital storytelling, such as enhancing multimedia elements, it does not replace the core creative input provided by humans. This has implications for the integration of AI in educational settings, particularly in language learning and creative disciplines. The study advocates for a balanced approach where AI supports, but does not substitute, human creativity.

The story so far: scoping review of narratives in deaf children.

Narrative language samples can be used to measure language development in children, but research on narrative development in deaf and hard-of-hearing (DHH) children is scarce, limiting knowledge of developmental stages and best practices for collection and analysis. This scoping review included 39 articles that explored recent methodologies and achievements in oral or signed narratives of DHH children, including comparisons with hearing peers and within-group analyses of early auditory experience, device use, and other measures. Articles featured DHH participants aged < 4 to 18years, varying in device use, communication modalities, and educational settings. Most studies utilized story generation tasks with early elementary-aged children and analyzed either microstructure or macrostructure. Mixed results in comparisons with hearing children emphasized the need to consider individual differences (e.g., speech perception and age of spoken language access) in DHH narrative assessments. Findings also suggest that comparability across studies would be improved by more consistent terminology and procedures in narrative collection/analysis.

Intersecting Visions: The Symbiotic Relationship of Literature and the Arts in the Antiquity and the Romantic Age

This paper presents the complex and dynamic relationship between literature and the arts, exploring how these two domains have symbiotically interacted, especially in the Antiquity and the Romantic Age. By examining the mutual influences, thematic resonances, and aesthetic convergences between literature and the arts, this study seeks to expose some of the complex intermedial dialogues that have enriched cultural expressions throughout history. Through a comparative analysis that spans mainly two key historical epochs – each marked by distinctive socio-cultural and philosophical currents –, this research highlights how literature and arts have not only reflected but also shaped and propelled each other’s evolution. The paper employs a dual methodological approach, combining theoretical frameworks with specific case studies, to demonstrate the way these artistic synergies have manifested. This approach allows for a more detailed understanding of the roles that art and literature play in both mirroring and constructing the human experience, thus offering insights into the broader cultural and aesthetic implications of their interplay. The study underscores the enduring power of artistic collaboration and influence, revealing how these intersections have contributed to the development of complex cultural narratives and the continuous redefinition of aesthetic and philosophical paradigms.

Participatory development of evidence-based patient narrative videos for patients with eating disorders: a methodological approach and pilot data

BackgroundPatient narratives can best be defined as personal stories of persons previously or currently affected by a physical or mental health disorder. The collaborative development and implementation of such narratives reflects a participatory approach between researchers, patients, and members of the public towards the development of new interventions. Patient narratives can foster feelings of support and belonging, as well as increase hope and motivation towards recovery. Aims of this pilot study were (a) the collaborative development of a series of evidence-based patient narrative videos about eating disorders, (b) their initial evaluation with a group of participants without (current) eating disorders, and (c) to provide a reproducible documentation of this methodological approach.MethodA multi-stage participatory process was used including a) a systematic review, b) focus groups with affected persons, c) the participatory narrative development, and d) an initial pilot study with participants without (current) eating disorders. A former and currently recovered patient was recruited as a lived experience representative, while a psychotherapist provided the same information from a professional perspective. Control group videos featured the lived experience representative discussing a somatic condition unrelated to eating disorders (i.e., torn knee ligament). Two videos were created for each perspective with varying degrees of emotionality of the content.ResultsNineteen female participants without (current) eating disorders were recruited for the pilot study. All videos received positive ratings, however, participants rated videos in which the lived experience representative discussed her eating disorder as significantly more authentic than the control group videos, as well as significantly more empathic, useful, and better overall than the psychotherapist and control group videos. Participants further indicated a clear preference for videos with higher emotionality, regardless of which perspective or disorder was being presented.DiscussionThe use of patient narratives for eating disorders is a relatively new methodological approach. This paper provides one example of how evidence-based patient narratives can be constructed. The patient narratives created in this study received positive feedback from participants without (current) eating disorders and are currently being tested in a 4-arm randomised controlled pilot study with patients affected by eating disorders.

Recounting the untold stories of breast cancer patient experiences: lessons learned from a patient-public involvement and engagement storytelling event.

Breast cancer remains a prevalent disease in women worldwide. Though advancements in breast cancer care have improved patient survival, a breast cancer diagnosis, and subsequent interventions have a lasting impact on patients' lived experiences during the pandemic. We present the collaborative learning process from this patient engagement workshop series as a community-academic partnership. Narrative medicine tools were used to recount patients' lived experiences following diagnosis, where both patients and researchers shared their cancer research activities in each workshop, and the role of the multidisciplinary healthcare team was discussed. We used an iterative approach to cohort building, narrative development, and the use of multiple media formats to capture stories. Over 20 patients with breast cancer shared their stories for the first time since their diagnosis with a wider audience. Here, we present the learning process and considerations from this event. Understanding patients' lived experiences can support researchers and healthcare professionals in developing an empathetic approach to shared healthcare decision making. Moreover, understanding the lived experiences of patients is critical to addressing disparities in healthcare.

Strengthening Tourism Products Through Storytelling Exploration in Kemiriombo, Gerbosari Village, Samigaluh District, Kulonprogo Regency

Kemiriombo, a hamlet in Gerbosari Village, Kulon Progo, Yogyakarta, is known for its diversity of spices (empon-empon) cultivated and processed by the local community. This area has significant potential for developing tourism based on local culture and traditions, but the tourism narrative has not been optimally managed. This study aims to explore the potential of storytelling as a strategy for developing tourist destinations in Kemiriombo. The methods used include observation, interviews, Focus Group Discussions (FGD), surveys, and community participation to understand the needs and expectations of the local community. The study found that Kemiriombo has tourism potential such as the processing of empon-empon at Rumah Jamu Menoreh, local cultural arts such as Jathilan, Gejog Lesung, and Karawitan, as well as culinary traditions like Sega Brongsong and Legondo. The 5W1H technique (Who, What, When, Where, Why, How) was applied in the storytelling analysis to produce engaging narratives that can promote local cultural identity. Storytelling plays a crucial role in introducing local products and traditions, enhancing tourist attraction, and preserving community culture. Through the development of strong narratives, Kemiriombo is expected to become a tourist destination that offers not only visual experiences but also emotional and social dimensions for visitors. The integration of local traditions and storytelling innovation is expected to positively impact the welfare of the local community.

Different Stories for Different People - Engagement with the Archaeology of HS2 Area North

The UK high-speed railway High Speed Two (HS2) will link London and the Midlands following the route of the 19th-century London and Birmingham Railway. After years of work, including the largest programme of historic environment investigation in the UK across a swathe of the landscape over a number of years, the construction stage is now in progress. The lead document for the delivery of the historic environment works is HS2's generic Written Scheme of Investigation, the Historic Environment Research and Delivery Strategy (HERDS). One of the central principles of HERDS is to derive public benefit from the historic environment works, by meeting community engagement objectives and building a legacy of knowledge and skills. This article was delivered as a paper at the European Association of Archaeologists' (EAA) conference in 2023, themed 'Weaving narratives', in an HS2 session entitled 'Different stories for different people'. It discusses some of the principles of audience and narrative development that can be transferred to other archaeological projects from the discoveries in the Midlands (HS2 Area North). Three steps are highlighted. Firstly, engage with and listen to stakeholders and community representatives early in the project lifespan, using professional expertise. Secondly, assimilate key themes and local issues, create partnerships, and identify heritage champions to support the design of activities. Thirdly, work together to deliver a range of events and activities tailored to a variety of audiences using bespoke platforms and styles. Adopting this approach, and having clearer mechanisms for measuring and evaluating the benefit of the outcomes, demonstrates worth and benefits the sector. For project legacy, the goal is to use the stories to transfer skills, information, good practice and ownership.

Inferential language use in the oral narratives of adolescents with and without developmental language disorder

ABSTRACT Inferential language is an essential aspect of narrative storytelling. It offers not only details about events such as cause and effect and character cognition (e.g. intentions, actions, and reactions) but other evaluative and descriptive language. Previous studies have shown that children with developmental language disorder (DLD, previously also termed as Specific Language Impairment, SLI) exhibit weakness in narrative development, and such weakness is suggested to be unlikely to be resolved over time. However, studies that have focused on the inferential language use in narratives of adolescents with DLD are almost non-existent, and it is unclear whether inferential language use by adolescents with DLD would remain problematic or achieve close-to-normal performance. To address this issue, we compared the use of inferential language in the oral narratives 19 adolescents with DLD (Mean age = 14.3; SD = 0.64) and 19 adolescents with typical language development (TLD; Mean age = 14.0; SD = 0.50). Each transcribed narrative was coded for inferences across character actions/attempts, internal states, causality, character dialogue and other inferences. Results indicated that the two groups performed similarly in all measures except for assigning possessive expressions. Our results suggest that adolescents with DLD may approximate their typical language development (TLD) peers in terms of the inferential language use in oral narratives.

Visuality of M. Elizarov’s Novels “Librarian” and “Cartoons” as a Means of Transforming Socialist Realist Canon

This article examines the role of the visual aspect of the text in the recontextualization of elements from the socialist realist canon. The study focuses on Mikhail Elizarov’s novels “Librarian” and “Cartoons.” It is established that, firstly, Elizarov consciously constructs his works according to the principles of literary cinematicity, with visuality serving as a prominent component. Secondly, visuality facilitates the integration of elements from the Soviet project into the narrative, expressed through spaces and objects. Furthermore, it allows for their recontextualization by embedding them within new contexts. Thirdly, the reactivation of spaces and objects is aided by the figure of the protagonist, who is presented through the technique of traveling. Fourthly, the narrative development of the novels bears similarities to socialist realist plots concerning re-education. Additionally, through the image of the protagonist, the relevance of the opposition between “eye” and “gaze” is emphasized, which in turn contributes to the actualization of ideas related to control and behavior modeling. The gaze of the Other, experienced by the characters, draws them into narrative structures akin to those found in socialist realism, compelling them to adopt specific roles — the role of a character burdened with socialist realist motives. Finally, it is noted that the protagonist’s distinctive position enhances reader identification and alters the very status of the Book.

Beyond Monolingual Norms: Analyzing the Complexity of Greek-Turkish Bilingual Children’s Written Narratives

This research explores the written narratives of Greek-Turkish bilingual and Greek monolingual children, focusing on their retelling abilities. We analyze both the macrostructure and microstructure of their narratives, utilizing the story-grammar model for the macrostructure analysis and examining lexical diversity, syntactic complexity, spelling accuracy, connectives, and word stressing for the microstructure assessment. We also examine correlations with contextual factors, including home and schooling input. Thirty-six children, comprising an equal number of bilinguals and monolinguals, participate in a picture narrative task (retelling mode). Our findings indicate that while bilingual children exhibit proficiency in constructing the story-grammar comparable to their monolingual counterparts, notable differences emerge in the microstructure of their narratives. Specifically, bilingual children produce shorter narratives. They also demonstrate lower lexical and noun diversity, syntactic complexity, and spelling accuracy (in inflectional suffixes) compared to monolingual children. These observed differences in the microstructure imply a potential trade-off between establishing the core story schema and elaborating on narrative details in bilingual narratives. Additionally, our study identifies early literacy practices (i.e., print exposure in preschool years) and current literacy practices (literacy habits outside the school setting) as predicting differently aspects of the microstructure in each group, further enhancing our understanding of how bilingualism influences narrative development. This underscores the importance of examining both the macrostructure, microstructure, and contextual factors for a comprehensive understanding of narrative development in bilingual and monolingual children.

From childhood to adolescence: the growth of narrative macrostructure in heritage bilingual English speakers

ABSTRACT Narratives are crucial for investigating children’s spontaneous language, offering insights into linguistic changes from early childhood to adolescence. Despite the known improvement in narrative skills with age, research focusing on bilingual children older than 8 is sparse. This study explores narrative macrostructure, episodic complexity, and internal state terms expressing feelings and thoughts among bilingual children in preschool, primary, and secondary school, focusing on English as a heritage language. Narratives were elicited from fifty-nine English-Hebrew bilinguals aged 5–14, divided into three age-groups, using Multilingual Assessment Instrument for Narratives (Gagarina, N., D. Klop, S. Kunnari, K. Tantele, T. Välimaa, I. Balcˇiūnienė, U. Bohnacker, and J. Walters. 2014. “MAIN: Multilingual Assessment Instrument for Narratives.” ZAS Papers in Linguistics 56:1–156), with language exposure data collected from parent questionnaires. Analyses of story grammar elements and episodic complexity revealed significant age-related differences in narrative macrostructure, with older children demonstrating more complex and coherent narratives. The length of exposure to the societal language did not significantly predict narrative outcomes, suggesting that narrative quality is not solely dependent on societal language exposure duration. This study provides valuable baseline data for typical narrative development in bilinguals and could aid in identifying Developmental Language Disorder (DLD) in bilingual populations.

Back to the Past: A Systematic Review of Immersive Narrative in Cultural Heritage Conservation

ABSTRACTImmersive narrative creates a vivid experiential environment that allows users to be participants rather than mere observers, holding immense potential in the field of cultural heritage. However, current research primarily focuses on technological applications and integration, lacking in‐depth exploration of the fusion between technology and content as well as limited user engagement. Following a systematic review methodology, this study conducted searches and two rounds of screening in 7 major databases, resulting in the inclusion of 176 studies on immersive narrative in cultural heritage conservation. The study summarizes and extracts the current state, development trajectory, trends, research methods, and key elements in this field, innovatively categorizing them into 6 core levels of research patterns while proposing corresponding optimization strategies. Additionally, this study identifies research gaps and suggests future directions, aiming to facilitate the enhancement of immersive narrative development and deepen user engagement in the cultural heritage field.

Narrative Retelling Abilities of Kindergarteners Considering Early Literacy and Language Skills

Objectives: This study investigated the narrative retelling abilities of 5-year-old children at risk of narrative development, early literacy, and language skills focusing on story grammar, linguistic cohesive devices, and semantic-grammatical index.Methods: Narrative Retelling production using KONA was conducted on a total of fifty kindergarten children, 10 typically developing children (TD), 10 at risk of developmental dyslexia (DD), 10 at risk of narrative discourse (ND), 10 at risk of narrative discourse and early literacy (ND·DD), and 10 at risk of early literacy and language as well as narrative discourse to compare the production of story grammars, linguistic cohesive markers, and use of linguistic indicators total number of words (NTW), number of grammatical morphemes, mean length of T-units in morpheme (MLT-m), grammatical morpheme error rate (GME) between groups.Results: ND, ND·DD and ND·DD·SLI groups showed lower performance in producing story grammars, linguistic cohesive markers, NTW, and number of grammatical morphemes compared to the TD and DD groups. There were no significant differences between groups in the number of inappropriate uses of linguistic cohesive devices, MLT-m, and grammatical morpheme error rate.Conclusion: The ND·DD·SLI group with poor semantics and grammar showed significantly lower narrative retelling ability. This suggests that early intervention may be beneficial for children at risk for difficulties in language and narrative development. The ND group with good semantics and grammar was identified with their low narrative retelling abilities. In addition to typical development in semantics and grammar, there were children at risk of narratives with low abilities in early literacy. In addition to language skills, we need to screen and identity narrative abilities considering early literacy skills during the kindergarten period.

BEDAWANG NALA: ARTISTIC INSPIRATION FOR A FICTION FILM TO STRENGTHEN ENVIRONMENTAL EDUCATION AWARENESS

This research explores the philosophical and symbolic value of Bedawang Nala in Balinese architectural art and the development of its narrative in fiction films based on Hindu mythology. Bedawang Nala, depicted as a giant fire-haired turtle with dragons Anantabhoga and Basuki, reflects cosmic balance and natural harmony in Tri Hita Karana. This qualitative research uses an interdisciplinary perspective involving the views of cultural studies and the creativity of film art creation. Data was obtained through in-depth interviews to explore the meaning and connection of the Bedawang Nala concept with environmental themes, audiovisual observations of traditional Balinese architecture, and literature studies on Bedawang Nala and ecological issues. Data were analyzed using interview transcript interpretation techniques to identify main themes related to the philosophical and symbolic values of Bedawang Nala, audiovisual analysis, and literature synthesis that connects findings from interviews and observations with current discussions about ecological education. The findings show that the Bedawang Nala mythology is not just an aesthetic ornament but has an educational value relevant to contemporary environmental issues. The development of this mythology-based film narrative can be an effective academic and cultural reflection tool, strengthening ecological awareness in society. This research suggests making and evaluating films based on Bedawang Nala and exploring other local mythologies to increase the educational impact and environmental awareness through film media.

Through our eyes: Understanding how autistic children co-author a sense of self and relate to the world. An interpretative, observational thematic analysis

Identity development is often viewed as co-constructed within social contexts. Much research focuses on older childhood, despite early childhood being considered critical in the formation of ‘self’. Creative methodologies (i.e., those that might utilise creative mediums and the senses such as audio-visual stimuli or play), drawing upon attachment, narrative and systemic theory, and interpretative, observational thematic analysis were utilised to explore child meaning-making in the context of autism. Participant understanding of self often related to a sense of ‘difference’ and desire for belonging and acceptance. Development of creative, sensitive, applied methods has advanced methodological approaches for working with vulnerable populations. This study demonstrates that experiences of parental perspectives and interactions are connected to children contextualising their experiences of self, other, and the world around them in some capacity. As such, it is important to provide parents with the tools, knowledge, and understanding to aid the development of positive narratives to provide the best support for their children